{"title":"Future Topics","authors":"E. Barton","doi":"10.1177/02711214211011348","DOIUrl":null,"url":null,"abstract":"Individual responses to evidence-based practices can be variable, and non-responders are common in research on infants, toddlers, preschoolers with or at-risk for disabilities and their families. The publication and dissemination of idiosyncratic results are crucial to developing a wellrounded and complete understanding of for whom and under what conditions interventions might be effective. Individual variations in responses to interventions might be identified through moderator or meditator analyses, inconsistent effects in single case research, or examinations of variability in literature syntheses. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the individual variations or idiosyncratic results. Please email Erin E. Barton (Editor) at erin.e.barton@vanderbilt.edu with any questions. Due Date: July 31, 2021","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"3 - 3"},"PeriodicalIF":2.0000,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211011348","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214211011348","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Individual responses to evidence-based practices can be variable, and non-responders are common in research on infants, toddlers, preschoolers with or at-risk for disabilities and their families. The publication and dissemination of idiosyncratic results are crucial to developing a wellrounded and complete understanding of for whom and under what conditions interventions might be effective. Individual variations in responses to interventions might be identified through moderator or meditator analyses, inconsistent effects in single case research, or examinations of variability in literature syntheses. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the individual variations or idiosyncratic results. Please email Erin E. Barton (Editor) at erin.e.barton@vanderbilt.edu with any questions. Due Date: July 31, 2021
期刊介绍：
Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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