Pub Date : 2024-03-21DOI: 10.1177/02711214241240617
Nicole B. Adams, Courtney E. O’Grady, Mia Chudzik, Jordyn Hunter
In this systematic literature review, we examined which caregivers were represented within caregiver-focused studies in three, top-tier early childhood special education journals, Infants & Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. The purpose of this review was to highlight where the field can shift toward a more representative and inclusive body of research-based literature and guidance for practitioners. We reviewed 115 articles. The results indicate that most studies (1) were conducted with White mothers with high-school diplomas or GEDs, (2) included an English-only or English-dominant approach with caregiver participants, and (3) had limited income data and context of the included incomes, thus informing the field that there is a need to interpret studies from a lens of who was included as well as conduct research with a more inclusive, intentional lens when seeking participants. We share specific directions for future research.
{"title":"A Systematic Review of Which Families Are Represented in ECSE Literature","authors":"Nicole B. Adams, Courtney E. O’Grady, Mia Chudzik, Jordyn Hunter","doi":"10.1177/02711214241240617","DOIUrl":"https://doi.org/10.1177/02711214241240617","url":null,"abstract":"In this systematic literature review, we examined which caregivers were represented within caregiver-focused studies in three, top-tier early childhood special education journals, Infants & Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. The purpose of this review was to highlight where the field can shift toward a more representative and inclusive body of research-based literature and guidance for practitioners. We reviewed 115 articles. The results indicate that most studies (1) were conducted with White mothers with high-school diplomas or GEDs, (2) included an English-only or English-dominant approach with caregiver participants, and (3) had limited income data and context of the included incomes, thus informing the field that there is a need to interpret studies from a lens of who was included as well as conduct research with a more inclusive, intentional lens when seeking participants. We share specific directions for future research.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"37 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1177/02711214241237420
Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith
Part C early intervention (EI) starts no earlier than birth, even with a prenatal diagnosis resulting in automatic eligibility. Despite other early home visiting programs beginning prenatally and the increasing likelihood of uncovering certain diagnoses prenatally, pregnant families cannot access EI. This study sought to understand families’ perspectives on their desire for prenatal EI and how EI could support them. Seventeen primarily White non-Hispanic mothers with a prenatal diagnosis of Down syndrome shared their prenatal experiences through retrospective, qualitative interviews. Three themes emerged: (1) prenatal period as a time to connect to EI, (2) different families, different prenatal desires, and (3) postnatal EI experiences, prenatal EI hopes. Families saw benefits to starting prenatally to enroll in and understand EI, and prepare for their baby’s arrival through individualized outcomes. Families appreciated their postnatal EI and envisioned similar supports prenatally. Participants’ shared experiences are discussed in relation to pre- and postnatal EI.
C 部分早期干预（EI）的起始时间不早于出生，即使产前诊断导致自动获得资格。尽管其他早期家访计划也在产前开始，而且产前发现某些诊断的可能性越来越大，但怀孕家庭仍无法获得早期干预。本研究旨在了解家庭对产前幼儿保育的愿望以及幼儿保育如何为他们提供支持。17 位产前诊断为唐氏综合症的非西班牙裔白人母亲通过回顾性定性访谈分享了她们的产前经历。访谈中出现了三个主题：（1）产前是与产前教育连接的时期；（2）不同的家庭，不同的产前愿望；（3）产后产前教育经验，产前产前教育希望。家庭认为从产前开始参加和了解婴儿护理，并通过个性化的结果为婴儿的到来做好准备是有好处的。这些家庭对他们的产后 EI 表示赞赏，并希望在产前获得类似的支持。我们将结合产前和产后幼儿保育来讨论参与者的共同经验。
{"title":"Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome","authors":"Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith","doi":"10.1177/02711214241237420","DOIUrl":"https://doi.org/10.1177/02711214241237420","url":null,"abstract":"Part C early intervention (EI) starts no earlier than birth, even with a prenatal diagnosis resulting in automatic eligibility. Despite other early home visiting programs beginning prenatally and the increasing likelihood of uncovering certain diagnoses prenatally, pregnant families cannot access EI. This study sought to understand families’ perspectives on their desire for prenatal EI and how EI could support them. Seventeen primarily White non-Hispanic mothers with a prenatal diagnosis of Down syndrome shared their prenatal experiences through retrospective, qualitative interviews. Three themes emerged: (1) prenatal period as a time to connect to EI, (2) different families, different prenatal desires, and (3) postnatal EI experiences, prenatal EI hopes. Families saw benefits to starting prenatally to enroll in and understand EI, and prepare for their baby’s arrival through individualized outcomes. Families appreciated their postnatal EI and envisioned similar supports prenatally. Participants’ shared experiences are discussed in relation to pre- and postnatal EI.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/02711214241237424
Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung
Despite advances in the field of augmentative and alternative communication (AAC), outcomes among children who require AAC remain discouraging. Practitioners may benefit from guidelines to aid decision-making in relation to supporting pre-linguistic communicators. We conducted an open-ended questionnaire of 30 AAC professionals to determine if consensus existed regarding the assessment information needed, the communication skills to teach, and the instructional strategies to employ to support AAC learning for pre-linguistic communicators. We analyzed the responses using qualitative content analysis in four iterative phases. We provide five statements that reflect areas of consensus and divergence among the participating AAC professionals. These findings provide important insights related to assessment, communicative competence, instructional strategies, decision-making, and communication partner instruction. Findings of this preliminary exploration indicate the need for ongoing and targeted research related to AAC decision-making guidance that attends to context (e.g., languages spoken, service structures) and pre- and in-service training in AAC decision-making.
{"title":"Instructional Decision-Making of Professionals Who Support Children Who Use AAC","authors":"Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung","doi":"10.1177/02711214241237424","DOIUrl":"https://doi.org/10.1177/02711214241237424","url":null,"abstract":"Despite advances in the field of augmentative and alternative communication (AAC), outcomes among children who require AAC remain discouraging. Practitioners may benefit from guidelines to aid decision-making in relation to supporting pre-linguistic communicators. We conducted an open-ended questionnaire of 30 AAC professionals to determine if consensus existed regarding the assessment information needed, the communication skills to teach, and the instructional strategies to employ to support AAC learning for pre-linguistic communicators. We analyzed the responses using qualitative content analysis in four iterative phases. We provide five statements that reflect areas of consensus and divergence among the participating AAC professionals. These findings provide important insights related to assessment, communicative competence, instructional strategies, decision-making, and communication partner instruction. Findings of this preliminary exploration indicate the need for ongoing and targeted research related to AAC decision-making guidance that attends to context (e.g., languages spoken, service structures) and pre- and in-service training in AAC decision-making.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/02711214241235404
Sofia Benson-Goldberg, Karen Erickson
Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.
{"title":"Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs Opportunity to Learn","authors":"Sofia Benson-Goldberg, Karen Erickson","doi":"10.1177/02711214241235404","DOIUrl":"https://doi.org/10.1177/02711214241235404","url":null,"abstract":"Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"274 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1177/02711214231219281
Selena J. Layden, Heather Coleman, Kristin Gansle, Jessica Amsbary
Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study determine the levels of training, confidence, and frequency of EBP implementation by early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed.
{"title":"Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions","authors":"Selena J. Layden, Heather Coleman, Kristin Gansle, Jessica Amsbary","doi":"10.1177/02711214231219281","DOIUrl":"https://doi.org/10.1177/02711214231219281","url":null,"abstract":"Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study determine the levels of training, confidence, and frequency of EBP implementation by early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"4 8","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/02711214231219282
Mia Chudzik, Catherine Corr, Rosa Milagros Santos
Young children with disabilities experience trauma at high rates. To mitigate and address the negative effects of trauma on young children’s development, systematic implementation of trauma-informed care is needed. In schools, it is important that all staff members at every level are trained to implement trauma-informed care. In this qualitative study, we explored the experiences of ECSE professionals in one center, including administrators, teachers, paraprofessionals, and related service providers, as they planned and implemented trauma-informed care. We used Bronfenbrenner’s ecological systems theory to guide the design of the study. Our findings suggest that ECSE professionals are impacted by factors at the micro-, meso-, exo-, and macrosystem level of the environment, which influenced the extent to which they were able to successfully implement trauma-informed care.
{"title":"“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center","authors":"Mia Chudzik, Catherine Corr, Rosa Milagros Santos","doi":"10.1177/02711214231219282","DOIUrl":"https://doi.org/10.1177/02711214231219282","url":null,"abstract":"Young children with disabilities experience trauma at high rates. To mitigate and address the negative effects of trauma on young children’s development, systematic implementation of trauma-informed care is needed. In schools, it is important that all staff members at every level are trained to implement trauma-informed care. In this qualitative study, we explored the experiences of ECSE professionals in one center, including administrators, teachers, paraprofessionals, and related service providers, as they planned and implemented trauma-informed care. We used Bronfenbrenner’s ecological systems theory to guide the design of the study. Our findings suggest that ECSE professionals are impacted by factors at the micro-, meso-, exo-, and macrosystem level of the environment, which influenced the extent to which they were able to successfully implement trauma-informed care.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" February","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.1177/02711214231210563
Elisabeth J. Malone, Kathleen N. Zimmerman, Sean Joo, Gospel Y. Kim, Kelsey H. Smith
A best-evidence synthesis and meta-analysis were conducted to evaluate interventions designed to decrease noncompliance in early childhood settings. Studies were examined for quality, intervention components, and outcomes for young children (ages 2–8 years) across settings. Results indicated most designs were high-quality and produced desired outcomes. However, participant inclusion criteria were commonly underreported, and social and ecological validity data were absent. Thus, for whom noncompliance interventions are effective, appropriate, feasible, or preferred is largely unknown. Contrary to prior evidence from the broader challenging behavior literature, function-based assessments had no impact on intervention outcomes. Reasons for this finding are explored, including the narrow application of function-based assessment findings to compliance interventions. Future implications for research and practice are presented.
{"title":"Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis","authors":"Elisabeth J. Malone, Kathleen N. Zimmerman, Sean Joo, Gospel Y. Kim, Kelsey H. Smith","doi":"10.1177/02711214231210563","DOIUrl":"https://doi.org/10.1177/02711214231210563","url":null,"abstract":"A best-evidence synthesis and meta-analysis were conducted to evaluate interventions designed to decrease noncompliance in early childhood settings. Studies were examined for quality, intervention components, and outcomes for young children (ages 2–8 years) across settings. Results indicated most designs were high-quality and produced desired outcomes. However, participant inclusion criteria were commonly underreported, and social and ecological validity data were absent. Thus, for whom noncompliance interventions are effective, appropriate, feasible, or preferred is largely unknown. Contrary to prior evidence from the broader challenging behavior literature, function-based assessments had no impact on intervention outcomes. Reasons for this finding are explored, including the narrow application of function-based assessment findings to compliance interventions. Future implications for research and practice are presented.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"8 4","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-25DOI: 10.1177/02711214231212231
Mia Chudzik, Catherine Corr
Mixed methods research studies have the potential to answer increasingly complex questions facing early childhood special education researchers. Despite the value that qualitative methods add to mixed methods research designs, most published mixed methods research in special education are quantitatively-dominant. In this article, we aim to describe the critical role of qualitative methods in mixed methods research. We begin by describing the field of special education’s history with qualitative and mixed methods research. Then, we illustrate the critical role of qualitative methods in mixed methods research. We conclude by addressing three tensions the field of ECSE needs to grapple with in order to improve mixed methods research.
{"title":"The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research","authors":"Mia Chudzik, Catherine Corr","doi":"10.1177/02711214231212231","DOIUrl":"https://doi.org/10.1177/02711214231212231","url":null,"abstract":"Mixed methods research studies have the potential to answer increasingly complex questions facing early childhood special education researchers. Despite the value that qualitative methods add to mixed methods research designs, most published mixed methods research in special education are quantitatively-dominant. In this article, we aim to describe the critical role of qualitative methods in mixed methods research. We begin by describing the field of special education’s history with qualitative and mixed methods research. Then, we illustrate the critical role of qualitative methods in mixed methods research. We conclude by addressing three tensions the field of ECSE needs to grapple with in order to improve mixed methods research.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"367 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.1177/02711214231210458
Crystal S. Williams, M. Ostrosky
Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers’ use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers’ beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching.
{"title":"Factors That Contributed to Early Intervention Providers’ Use of Caregiver Coaching During the COVID-19 Pandemic","authors":"Crystal S. Williams, M. Ostrosky","doi":"10.1177/02711214231210458","DOIUrl":"https://doi.org/10.1177/02711214231210458","url":null,"abstract":"Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers’ use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers’ beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 19","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1177/02711214231209197
Jessica Barreca
Over one-third of families in the United States experience diaper need, negatively affecting the health and developmental outcomes of young children. Research has shown that when providers recognize the importance of addressing the social determinants of health (SDOH), including diaper need, critical support is provided to children and families. Early intervention (EI) providers work collaboratively with families to address goals for their children, including SDOH. Through longitudinal partnerships with families, EI providers are ideally positioned to address disparities like diaper need and provide essential supports to families. When diaper need affects children with developmental delays and disabilities, the disparities are often exacerbated due to the extended length of time that may be required for the child to wear diapers. EI providers can address this need by increasing awareness of this issue, connecting families to resources, and advocating for policy changes to effectively address diaper need and optimize outcomes for children.
{"title":"Diaper Need: It’s Time for a Change in Practice and Policy","authors":"Jessica Barreca","doi":"10.1177/02711214231209197","DOIUrl":"https://doi.org/10.1177/02711214231209197","url":null,"abstract":"Over one-third of families in the United States experience diaper need, negatively affecting the health and developmental outcomes of young children. Research has shown that when providers recognize the importance of addressing the social determinants of health (SDOH), including diaper need, critical support is provided to children and families. Early intervention (EI) providers work collaboratively with families to address goals for their children, including SDOH. Through longitudinal partnerships with families, EI providers are ideally positioned to address disparities like diaper need and provide essential supports to families. When diaper need affects children with developmental delays and disabilities, the disparities are often exacerbated due to the extended length of time that may be required for the child to wear diapers. EI providers can address this need by increasing awareness of this issue, connecting families to resources, and advocating for policy changes to effectively address diaper need and optimize outcomes for children.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"37 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134954442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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