Pub Date : 2023-03-18DOI: 10.1177/02711214231159603
T. Frick, Alana G. Schnitz, Ky Cosand, Eva M. Horn, Kathleen N. Zimmerman
This systematic review explores the topic of Part C Early Intervention (EI) dosage reporting and decision-making factors. From an extensive search following PRISMA guidelines, we identified 14 interdisciplinary studies (combination of descriptive, correlational, mixed method, qualitative, and single case design) that met the criteria and synthesized them based on the reported definitions and data of EI dosage components, including frequency, duration, and intensity, as well as factors associated with this data at child, family, and community levels. Results indicate frequency was most reported, whereas duration and intensity were inconsistently reported, as were service delivery models. The inconsistency of reporting did not allow for interpretations of effective dosage; however, disparities based on different factors are shared. Results and discussion are provided for each level of factors, such as family demographics, insurance enrollment, and disability classification. Implications for further research and practice, especially for EI dosage decision-making and reporting, are included.
{"title":"Dosage Reporting in Early Intervention Literature: A Systematic Review","authors":"T. Frick, Alana G. Schnitz, Ky Cosand, Eva M. Horn, Kathleen N. Zimmerman","doi":"10.1177/02711214231159603","DOIUrl":"https://doi.org/10.1177/02711214231159603","url":null,"abstract":"This systematic review explores the topic of Part C Early Intervention (EI) dosage reporting and decision-making factors. From an extensive search following PRISMA guidelines, we identified 14 interdisciplinary studies (combination of descriptive, correlational, mixed method, qualitative, and single case design) that met the criteria and synthesized them based on the reported definitions and data of EI dosage components, including frequency, duration, and intensity, as well as factors associated with this data at child, family, and community levels. Results indicate frequency was most reported, whereas duration and intensity were inconsistently reported, as were service delivery models. The inconsistency of reporting did not allow for interpretations of effective dosage; however, disparities based on different factors are shared. Results and discussion are provided for each level of factors, such as family demographics, insurance enrollment, and disability classification. Implications for further research and practice, especially for EI dosage decision-making and reporting, are included.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43562542","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 : 2023-02-01DOI: 10.1177/02711214221143415
{"title":"Future Topics","authors":"","doi":"10.1177/02711214221143415","DOIUrl":"https://doi.org/10.1177/02711214221143415","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42177738","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 : 2023-02-01DOI: 10.1177/02711214221129240
Adriana Luna, Courtney A Zulauf-McCurdy, Shawna Harbin, Angel Fettig
The Latino community has been disproportionately impacted by the COVID-19 pandemic, resulting in unique challenges. This paper explores the lived experiences of five Spanish-speaking Latina mothers of young children receiving early childhood special education (ECSE) services during the pandemic. Through in-depth qualitative interviews, this paper focuses on the following research questions: (1) What barriers have Spanish-speaking Latino families encountered in ECSE service delivery during this pandemic? (2) How have families overcome those barriers? Latina mothers describe how despite encountering numerous barriers to ECSE service delivery during the pandemic, they also experienced key areas of support and strength. We discuss how ECSE professionals can leverage these sources of support and strength in a culturally responsive manner to better support the Latino community through the pandemic. By presenting interviews with Latina mothers, this paper offers a unique interpretation of their experience, which is often left out of educational research.
{"title":"Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic.","authors":"Adriana Luna, Courtney A Zulauf-McCurdy, Shawna Harbin, Angel Fettig","doi":"10.1177/02711214221129240","DOIUrl":"10.1177/02711214221129240","url":null,"abstract":"<p><p>The Latino community has been disproportionately impacted by the COVID-19 pandemic, resulting in unique challenges. This paper explores the lived experiences of five Spanish-speaking Latina mothers of young children receiving early childhood special education (ECSE) services during the pandemic. Through in-depth qualitative interviews, this paper focuses on the following research questions: (1) What barriers have Spanish-speaking Latino families encountered in ECSE service delivery during this pandemic? (2) How have families overcome those barriers? Latina mothers describe how despite encountering numerous barriers to ECSE service delivery during the pandemic, they also experienced key areas of support and strength. We discuss how ECSE professionals can leverage these sources of support and strength in a culturally responsive manner to better support the Latino community through the pandemic. By presenting interviews with Latina mothers, this paper offers a unique interpretation of their experience, which is often left out of educational research.</p>","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9614588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.1177/02711214221146748
Michelle M. Sands, H. Meadan
The transition to kindergarten (TTK) occurs at a stage in a child’s development when it can have a direct impact on later school success. For children with disabilities, TTK may be especially challenging, and federal policy provides limited guidance and mandates related to use of practices to support children with disabilities and their familes. The purpose of this study was to explore parents’ and kindergarten general education teachers’ perceptions and experiences related to the TTK from an inclusive preschool for children with disabilities. Semi-structured interviews were conducted with six parents and seven kindergarten teachers. Themes identified high-intensity transition practices as especially helpful during the transition process, and limited communication and collaboration, late teacher assignment, and ecological differences in preschool and kindergarten as challenging. Parents described the importance of sharing their prior experiences with new team members, and kindergarten teachers emphasized a desire to be included in the transition process.
{"title":"Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences","authors":"Michelle M. Sands, H. Meadan","doi":"10.1177/02711214221146748","DOIUrl":"https://doi.org/10.1177/02711214221146748","url":null,"abstract":"The transition to kindergarten (TTK) occurs at a stage in a child’s development when it can have a direct impact on later school success. For children with disabilities, TTK may be especially challenging, and federal policy provides limited guidance and mandates related to use of practices to support children with disabilities and their familes. The purpose of this study was to explore parents’ and kindergarten general education teachers’ perceptions and experiences related to the TTK from an inclusive preschool for children with disabilities. Semi-structured interviews were conducted with six parents and seven kindergarten teachers. Themes identified high-intensity transition practices as especially helpful during the transition process, and limited communication and collaboration, late teacher assignment, and ecological differences in preschool and kindergarten as challenging. Parents described the importance of sharing their prior experiences with new team members, and kindergarten teachers emphasized a desire to be included in the transition process.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706739","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 : 2022-10-25DOI: 10.1177/02711214221128858
{"title":"Future Topics","authors":"","doi":"10.1177/02711214221128858","DOIUrl":"https://doi.org/10.1177/02711214221128858","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43654685","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 : 2022-10-25DOI: 10.1177/02711214221127339
Angel Fettig, E. Barton
The concept of family-centered practices gained traction in the 1980s to present a particular approach for incorporating family strengths and needs into the services for young children with disabilities and their families (Dunst & Trivette, 1988). Family-centered practices have a direct impact on young children’s behavioral, social, and academic development and are central to EI/ECSE services and intervention approaches (Dunst & Espe-Sherwindt, 2016). Supporting families in implementing evidence-based practices have become even more critical due to the recent experiences of COVID-19 pandemic in which children with disabilities were receiving services remotely. During this time, educators and service providers depended on families to ensure strategies were implemented to address the developmental and learning needs of their children. The critical role families played in implementing interventions, coupled with efforts of the field of EI/ECSE for promoting the importance of family-centered practices, call for the continued need of rigorous research on this topic. Unfortunately, research on parent-implemented interventions often lack strong methodological rigor and diverse populations and often fail to consider contextual factors and family experiences in its intervention development (Fettig & Barton, 2014; Hong et al., 2016). This impedes our understanding of evidence-based and recommended practices. In this topical issue we included five articles that highlight and address these gaps in the research. In the first article, “A Systematic Review of Parent– Child Shared Book Reading Interventions for Infants and Toddlers,” Lorio and colleagues described a systematic review in which they identified 12 studies where researchers examined interventions that included practice opportunities to support parent–child shared book reading practices with toddlers. The results of their review advance knowledge regarding behavioral and language-based features of parent–child shared book reading with toddlers. Their findings suggest that parent training and coaching can support effective parent strategy use; however, future studies need to focus on accurately capturing and reporting fidelity of intervention of shared book reading interventions as well as infant and toddler outcomes. These gaps must be addressed to identify the best approaches to support parents in shared book reading strategies and their impacts on child outcomes. Hamberger and colleagues describe a single case design in which they examined the relationship between Bug-in-ear online coaching and strategy use by parents of young children with language disorders in their article, “Parent Coaching in Natural Communication Opportunities Through Bug-in-ear Tech-nology.” This innovative coaching approach was moderately effective in increasing parents’ use of strategies within natural communication opportunities. Also, parents maintained their use of the strategies after coaching was withdrawn. The authors
{"title":"Innovations in Parent-Implemented Interventions in EI/ECSE","authors":"Angel Fettig, E. Barton","doi":"10.1177/02711214221127339","DOIUrl":"https://doi.org/10.1177/02711214221127339","url":null,"abstract":"The concept of family-centered practices gained traction in the 1980s to present a particular approach for incorporating family strengths and needs into the services for young children with disabilities and their families (Dunst & Trivette, 1988). Family-centered practices have a direct impact on young children’s behavioral, social, and academic development and are central to EI/ECSE services and intervention approaches (Dunst & Espe-Sherwindt, 2016). Supporting families in implementing evidence-based practices have become even more critical due to the recent experiences of COVID-19 pandemic in which children with disabilities were receiving services remotely. During this time, educators and service providers depended on families to ensure strategies were implemented to address the developmental and learning needs of their children. The critical role families played in implementing interventions, coupled with efforts of the field of EI/ECSE for promoting the importance of family-centered practices, call for the continued need of rigorous research on this topic. Unfortunately, research on parent-implemented interventions often lack strong methodological rigor and diverse populations and often fail to consider contextual factors and family experiences in its intervention development (Fettig & Barton, 2014; Hong et al., 2016). This impedes our understanding of evidence-based and recommended practices. In this topical issue we included five articles that highlight and address these gaps in the research. In the first article, “A Systematic Review of Parent– Child Shared Book Reading Interventions for Infants and Toddlers,” Lorio and colleagues described a systematic review in which they identified 12 studies where researchers examined interventions that included practice opportunities to support parent–child shared book reading practices with toddlers. The results of their review advance knowledge regarding behavioral and language-based features of parent–child shared book reading with toddlers. Their findings suggest that parent training and coaching can support effective parent strategy use; however, future studies need to focus on accurately capturing and reporting fidelity of intervention of shared book reading interventions as well as infant and toddler outcomes. These gaps must be addressed to identify the best approaches to support parents in shared book reading strategies and their impacts on child outcomes. Hamberger and colleagues describe a single case design in which they examined the relationship between Bug-in-ear online coaching and strategy use by parents of young children with language disorders in their article, “Parent Coaching in Natural Communication Opportunities Through Bug-in-ear Tech-nology.” This innovative coaching approach was moderately effective in increasing parents’ use of strategies within natural communication opportunities. Also, parents maintained their use of the strategies after coaching was withdrawn. The authors","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47313168","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 : 2022-10-22DOI: 10.1177/02711214221129237
D. Walker, J. Buzhardt, Fan Jia, Alana G. Schnitz, Dwight W. Irvin, C. Greenwood
Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of the Early Problem-Solving Indicator (EPSI) was documented by data for 2,614 children (6–42 months of age) collected by the early childhood staff from 45 programs. Results indicated that the EPSI was (a) scalable across programs, assessors, and assessment occasions, (b) reliable, (c) sensitive to growth over months of age, (d) comprised a dynamic continuum of skills within and across skills over time, and (e) moderated by children’s disability status but not gender or home language. Implications for research and practice are discussed.
{"title":"Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers","authors":"D. Walker, J. Buzhardt, Fan Jia, Alana G. Schnitz, Dwight W. Irvin, C. Greenwood","doi":"10.1177/02711214221129237","DOIUrl":"https://doi.org/10.1177/02711214221129237","url":null,"abstract":"Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of the Early Problem-Solving Indicator (EPSI) was documented by data for 2,614 children (6–42 months of age) collected by the early childhood staff from 45 programs. Results indicated that the EPSI was (a) scalable across programs, assessors, and assessment occasions, (b) reliable, (c) sensitive to growth over months of age, (d) comprised a dynamic continuum of skills within and across skills over time, and (e) moderated by children’s disability status but not gender or home language. Implications for research and practice are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44826897","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 : 2022-09-13DOI: 10.1177/02711214211063921
E. Steed, Alissa Rausch, P. Strain, Ellie Bold, N. Leech
We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants’ survey responses, including t tests and Mann Whitney tests to examine differences in the use of high-quality inclusion practices between early childhood special educators (ECSEs) (n = 209) and related service personnel (RSP) (n = 209). Findings indicated that ECSEs were more likely than RSP to implement high-quality inclusion practices. All personnel reported inconsistent use of teaming practices. Services were provided most often inside the classroom with peers; however, several personnel provided support to children inside their classroom but in a separate space or outside of their classroom. We discuss findings in the context of ways in which early childhood personnel can be supported to use high-quality inclusion practices.
{"title":"High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel","authors":"E. Steed, Alissa Rausch, P. Strain, Ellie Bold, N. Leech","doi":"10.1177/02711214211063921","DOIUrl":"https://doi.org/10.1177/02711214211063921","url":null,"abstract":"We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants’ survey responses, including t tests and Mann Whitney tests to examine differences in the use of high-quality inclusion practices between early childhood special educators (ECSEs) (n = 209) and related service personnel (RSP) (n = 209). Findings indicated that ECSEs were more likely than RSP to implement high-quality inclusion practices. All personnel reported inconsistent use of teaming practices. Services were provided most often inside the classroom with peers; however, several personnel provided support to children inside their classroom but in a separate space or outside of their classroom. We discuss findings in the context of ways in which early childhood personnel can be supported to use high-quality inclusion practices.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48679090","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 : 2022-09-02DOI: 10.1177/02711214221119031
Rachel J. Hamberger, A. Evmenova, C. Coogle, K. Regan
We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the social validity of the intervention. The results indicate that BIE eCoaching with parents of young children with language disorders was effective in increasing parent provision of natural communication opportunities. Parents maintained their provision of natural language opportunities above baseline levels after intervention was withdrawn. All participants strongly agreed that BIE eCoaching was helpful for changing their communication practices with their child and would recommend it to other parents of children with language disorders.
{"title":"Parent Coaching in Natural Communication Opportunities Through Bug-in-Ear Technology","authors":"Rachel J. Hamberger, A. Evmenova, C. Coogle, K. Regan","doi":"10.1177/02711214221119031","DOIUrl":"https://doi.org/10.1177/02711214221119031","url":null,"abstract":"We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the social validity of the intervention. The results indicate that BIE eCoaching with parents of young children with language disorders was effective in increasing parent provision of natural communication opportunities. Parents maintained their provision of natural language opportunities above baseline levels after intervention was withdrawn. All participants strongly agreed that BIE eCoaching was helpful for changing their communication practices with their child and would recommend it to other parents of children with language disorders.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272159","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 : 2022-08-09DOI: 10.1177/02711214221117087
Ciara L. Ousley, Tracy J. Raulston, C. Gilhuber
Delays in communication are commonly experienced by young children who are not meeting developmental milestones. Early naturalistic developmental behavioral interventions are efficacious, and parents can successfully embed these communication strategies into playtime routines, including when coaching is delivered via telepractice. Video feedback is a strength-based coaching method that has been successfully applied to increase positive parenting behaviors (e.g., descriptive praise, responsivity). However, limited research exists on the use of video feedback as a coaching tool for parents of children with developmental delays for communication interventions. We evaluated the effects of a telepractice-based parent training followed by joint reflections and video feedback coaching on parent strategy use and child communication targets, using a concurrent multiple-baseline across three parent–child dyads design. Parent perceptions of the feasibility and appropriateness of the intervention were positive. We discuss implications and provide suggestions for future research and practice.
{"title":"Incorporating Video Feedback Within a Parent-Implemented Naturalistic Developmental Behavioral Intervention Package Via Telepractice","authors":"Ciara L. Ousley, Tracy J. Raulston, C. Gilhuber","doi":"10.1177/02711214221117087","DOIUrl":"https://doi.org/10.1177/02711214221117087","url":null,"abstract":"Delays in communication are commonly experienced by young children who are not meeting developmental milestones. Early naturalistic developmental behavioral interventions are efficacious, and parents can successfully embed these communication strategies into playtime routines, including when coaching is delivered via telepractice. Video feedback is a strength-based coaching method that has been successfully applied to increase positive parenting behaviors (e.g., descriptive praise, responsivity). However, limited research exists on the use of video feedback as a coaching tool for parents of children with developmental delays for communication interventions. We evaluated the effects of a telepractice-based parent training followed by joint reflections and video feedback coaching on parent strategy use and child communication targets, using a concurrent multiple-baseline across three parent–child dyads design. Parent perceptions of the feasibility and appropriateness of the intervention were positive. We discuss implications and provide suggestions for future research and practice.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43612215","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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