Young Exceptional Children最新文献

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From Article to Action: Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions 从文章到行动:促进亲子关系和亲子互动的策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-03-01 DOI: 10.1177/1096250619890431

Chelsea L. Waters, Camille Catlett

引用次数: 0

Coaching to Build Parent Competency in Addressing Early Challenging Behaviors 辅导建立父母处理早期挑战性行为的能力

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-12-01 DOI: 10.1177/1096250618759941

Z. An, E. Horn, Gregory A. Cheatham

198 YOUNG EXCEPTIONAL CHILDREN Vol. 22, No. 4, December 2019 https://doi.org/10.1177/1096250618759941 DOI: 10.1177/1096250618759941 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2018 Division for Early Childhood Abby is a bright and social girl who is turning 3 years old. She sometimes engages in challenging behaviors including running away from caregivers. A Part C service provider, Dara, has been working with Abby on decreasing these challenging behaviors at home. Four months ago, with a behavior specialist and the parents’ help, Dara conducted a functional behavioral assessment with Abby. The results showed that Abby’s challenging behaviors are maintained by social attention (e.g., tickling games with parents). Since the assessment, Dara has been teaching Abby how to use appropriate words to request attention (e.g., “talk to me”). The intervention was mostly effective during their in-home, weekly interaction. However, Abby’s parents, Bruce and Chloe, shared that nothing changed in their daily interaction with her. Abby still tries to hit, cry, and get away from them during grocery shopping. Dara is surprised. She doesn’t understand why Abby acts differently with her parents. She would like to find ways to more effectively support the family, but does not know where to start. Approximately one in 10 children below the age of 5 years old engage in challenging behaviors (Brauner & Stephens, 2006; Forness, 759941 YECXXX10.1177/1096250618759941YOUNG EXCEPTIONAL CHILDRENCoaching Parent to Address Challenging Behaviors / An et al. research-article2018

198青少年例外儿童第22卷第4期，2019年12月https://doi.org/10.1177/1096250618759941DOI:10.1177/1096250618759941 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2018幼儿部艾比是一个聪明、善于交际的女孩，即将年满3岁。她有时会做出一些具有挑战性的行为，包括逃离照顾者。C部分服务提供商Dara一直在与Abby合作，减少这些在家中具有挑战性的行为。四个月前，在行为专家和父母的帮助下，Dara与Abby一起进行了功能性行为评估。结果表明，艾比的挑战行为是由社会关注维持的（例如，与父母的挠痒痒游戏）。自评估以来，Dara一直在教Abby如何使用适当的词语来引起注意（例如，“和我说话”）。在他们每周在家的互动中，这种干预大多是有效的。然而，艾比的父母Bruce和Chloe表示，他们与艾比的日常互动没有任何变化。艾比仍然试图打，哭，并在杂货店购物时逃离他们。达拉很惊讶。她不明白为什么艾比和父母的行为不同。她想找到更有效地支持这个家庭的方法，但不知道从哪里开始。大约每10名5岁以下的儿童中就有一人从事具有挑战性的行为（Brauner&Stephens，2006；Forness，759941 YECXXX10.1177/1096250618759941YOUNG EXCEPTIONAL CHILDREACH Parent to Addressing Challengeing Behavior/An et al.research-article2018

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引用次数: 2

Using “Snack Talk” to Support Social Communication in Inclusive Preschool Classrooms 利用“零食谈话”支持包容性学前课堂的社交交流

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-12-01 DOI: 10.1177/1096250617725503

Ariane N. Gauvreau

187 Vol. 22, No. 4, December 2019 YOUNG EXCEPTIONAL CHILDREN https://doi.org/DOI: journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © Division for Early Childhood https://doi.org/10.1177/1096250617725503 DOI: 10.1177/1096250617725503 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2017 Division for Early Childhood Emma is a preschool teacher in a center that serves children with and without disabilities. She has put much thought into setting up her classroom to ensure that there are many opportunities for social interaction between children— she has arranged furniture in ways that encourage children to play together, plan for activities that foster relationships by requiring participation of two or more children, and regularly incorporate social skills instruction into her circle times. Yet she is not quite sure about how to support these skills during mealtimes. The children in her class are very diverse—several are learning English, three students use assistive technology to communicate, and one child, Richard, engages in high rates of challenging behavior during lunch and snack. Emma knows that mealtimes are natural routines where she and her team can focus on social skills, but how can she do this with such a wide range of students’ strengths and challenges? Inclusive early childhood programs strive to provide the necessary support for all children with disabilities to be successful alongside their typically developing peers. Although the benefits of inclusive educational programs for all children are clear, how to best measure the outcomes of children who participate in these classrooms has been debated. Schwartz and 725503 YECXXX10.1177/1096250617725503Young Exceptional ChildrenSnack Talk / Gauvreau research-article2017

187第22卷第4期，2019年12月https://doi.org/DOI:journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©幼儿部https://doi.org/10.1177/1096250617725503DOI:10.1177/1096250617725503 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2017幼儿部Emma是一名为残疾儿童和非残疾儿童服务的中心的学前教师。她在布置教室时花了很多心思，以确保孩子们之间有很多社交互动的机会——她布置家具的方式鼓励孩子们一起玩耍，通过要求两个或多个孩子参与来计划促进关系的活动，并定期将社交技能指导纳入她的社交时间。然而，她不太确定如何在用餐时间支持这些技能。她班上的孩子非常多样化——有几个正在学习英语，三个学生使用辅助技术进行交流，还有一个孩子Richard在午餐和零食时有很高的挑战性行为。Emma知道用餐时间是她和她的团队可以专注于社交技能的自然规律，但面对如此广泛的学生优势和挑战，她怎么能做到这一点呢？包容性幼儿计划努力为所有残疾儿童提供必要的支持，使其与典型的发展中的同龄人一起取得成功。尽管包容性教育计划对所有儿童的好处是显而易见的，但如何最好地衡量参与这些课堂的儿童的成绩一直存在争议。Schwartz和725503 YECXXX10.1177/1096250617725503幼儿零食讲座/高夫罗研究2017

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引用次数: 11

Message From the DEC Executive Board DEC执行委员会致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-11-14 DOI: 10.1177/1096250619880995

J. Hardy

引用次数: 0

From Article to Action: Supporting Language Development 从文章到行动:支持语言发展

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-10-11 DOI: 10.1177/1096250619880996

Camille Catlett

引用次数: 0

Culturally Responsive Teaching for Children from Low-Income, Immigrant Families 针对低收入移民家庭儿童的文化响应式教学

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-09-01 DOI: 10.1177/1096250618756897

Ting Yuan, Hui Jiang

引用次数: 6

Using a Trauma-Sensitive Lens to Support Children with Diverse Experiences 使用创伤敏感的镜头来支持不同经历的孩子

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-09-01 DOI: 10.1177/1096250618756898

Katrina P. Cummings, Jami Swindell

引用次数: 3

Using Mobile Technologies to Communicate With Parents and Caregivers 使用移动技术与父母和照顾者沟通

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-09-01 DOI: 10.1177/1096250617726530

Ariane N. Gauvreau, S. Sandall

引用次数: 10

Supporting and Engaging Fathers of Children With Disabilities in the Preschool Classroom 支持残疾儿童的父亲参与学前教育

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-09-01 DOI: 10.1177/1096250617742598

Amy K. Noggle

引用次数: 0

Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices 与学校心理学家合作:超越传统的评估实践

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2019-08-29 DOI: 10.1177/1096250619871951

Kizzy Albritton, Ching-I. Chen, Sara G. Bauer, Ashley Johnson, Rachel E. Mathews

28 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250619871951 DOI: 10.1177/1096250619871951 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for Exceptional Children [DEC], 2017). DEC (2014) recommended practices point out that by nature, the intervention service team should always include multiple adults. This team typically consists of the family and professionals from various disciplines working together to plan and implement supports that are relevant to child and family needs. For example, families may work with an ECSE teacher and a speech–language pathologist to provide multiple learning opportunities across daily routines, and activities for their children to practice using words to request items they need. Another key personnel within early childhood (EC) settings is the school psychologist. EC practitioners (including EI/ECSE specialists) are highly encouraged to utilize DECrecommended practices as guidelines to collaborate with school psychologists and other team members to develop positive family– professional partnerships, empower families by building their capacities, 871951 YECXXX10.1177/1096250619871951YOUNG EXCEPTIONAL CHILDRENCollaborating With School Psychologists / Albritton et al. research-article2019

28 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, 2021年3月https://doi.org/10.1177/1096250619871951 DOI: 10.1177/1096250619871951 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019幼儿部由于有发育迟缓/残疾风险或有发育迟缓/残疾的幼儿及其家庭的不同需求，学校需要一个跨学科和协作的团队来提供以家庭为中心的个性化早期干预/幼儿特殊教育(EI/ECSE)服务(特殊儿童理事会[DEC]幼儿部，2017)。DEC(2014)推荐的做法指出，从本质上讲，干预服务团队应该始终包括多名成年人。这个团队通常由家庭和来自不同学科的专业人员组成，他们一起计划和实施与儿童和家庭需求相关的支持。例如，家庭可以与一名ECSE老师和一名语言病理学家合作，在日常生活中提供多种学习机会，并为他们的孩子提供练习使用单词来请求他们需要的东西的活动。幼儿教育(EC)环境中的另一个关键人员是学校心理学家。强烈鼓励EC从业者(包括EI/ECSE专家)利用deci推荐的实践作为指导方针，与学校心理学家和其他团队成员合作，发展积极的家庭-专业伙伴关系，通过建立他们的能力来赋予家庭权力，871951 YECXXX10.1177/1096250619871951YOUNG EXCEPTIONAL children与学校心理学家合作/ Albritton等人研究文章2019

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引用次数: 5

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