Pub Date : 2022-08-08DOI: 10.1177/02711214221115655
Kaitlin K. Moran, M. Sheppard
Several types of professionals support families of young children with disabilities as they navigate the early intervention and early childhood special education systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility, and providing services. The alignment between these two groups can directly influence child and family outcomes. We explored the experiences of medical professionals and EI/ECSE providers working in one large Northeastern U.S. city to understand how each group views their respective roles within the system and to gauge the degree to which they collaborate. Our findings revealed that both groups are committed to the families they serve but are often frustrated by conflicting recommendations for EI/ECSE service delivery. We provide suggestions to improve opportunities to communicate and collaborate to increase the effectiveness of support for children and their families.
{"title":"Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families","authors":"Kaitlin K. Moran, M. Sheppard","doi":"10.1177/02711214221115655","DOIUrl":"https://doi.org/10.1177/02711214221115655","url":null,"abstract":"Several types of professionals support families of young children with disabilities as they navigate the early intervention and early childhood special education systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility, and providing services. The alignment between these two groups can directly influence child and family outcomes. We explored the experiences of medical professionals and EI/ECSE providers working in one large Northeastern U.S. city to understand how each group views their respective roles within the system and to gauge the degree to which they collaborate. Our findings revealed that both groups are committed to the families they serve but are often frustrated by conflicting recommendations for EI/ECSE service delivery. We provide suggestions to improve opportunities to communicate and collaborate to increase the effectiveness of support for children and their families.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65011545","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 : 2022-07-15DOI: 10.1177/02711214221111396
Rebecca J. Bulotsky-Shearer, Tracy M. Carter Clopêt, Amanda P. Williford, Pilar Alamos, Sadie Hasbrouck
Best practices in early childhood include using measures to identify children’s social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of interactions with teachers, peers, and learning tasks. Latent profile analysis (N = 527 children) identified four profile groups: (a) well-adjusted and positively engaged, (b) high externalizing and conflict engagement, (c) adequately adjusted/mildly disengaged in learning tasks, and (d) elevated internalizing behavior and low engagement. Children’s profile classification was associated concurrently with emotion regulation and social competence. Teachers independently reported on children’s social-emotional or academic concerns. Teachers’ reports of social-emotional concerns comported for children in the externalizing profile but did not comport for the internalizing group. Findings illustrate the utility of a contextual assessment approach for early identification and intervention, particularly for children who display internalizing behavior.
{"title":"Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children With Social-Emotional and Behavioral Needs in Preschool Classrooms","authors":"Rebecca J. Bulotsky-Shearer, Tracy M. Carter Clopêt, Amanda P. Williford, Pilar Alamos, Sadie Hasbrouck","doi":"10.1177/02711214221111396","DOIUrl":"https://doi.org/10.1177/02711214221111396","url":null,"abstract":"Best practices in early childhood include using measures to identify children’s social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of interactions with teachers, peers, and learning tasks. Latent profile analysis (N = 527 children) identified four profile groups: (a) well-adjusted and positively engaged, (b) high externalizing and conflict engagement, (c) adequately adjusted/mildly disengaged in learning tasks, and (d) elevated internalizing behavior and low engagement. Children’s profile classification was associated concurrently with emotion regulation and social competence. Teachers independently reported on children’s social-emotional or academic concerns. Teachers’ reports of social-emotional concerns comported for children in the externalizing profile but did not comport for the internalizing group. Findings illustrate the utility of a contextual assessment approach for early identification and intervention, particularly for children who display internalizing behavior.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49527492","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 : 2022-07-11DOI: 10.1177/02711214221110166
Alicia A. Mrachko, Louise A. Kaczmarek, Douglas E. Kostewicz, Brooks R. Vostal
We examined adult behavioral skills training (BST) for home-based therapeutic support staff (TSS) using a naturalistic developmental behavioral intervention (NDBI) with young children with Autism Spectrum Disorder (ASD) derived from Project ImPACT. We taught three TSS to use interactive strategies with online modules, in-vivo training, and ongoing feedback to a predetermined frequency criterion with young children with ASD in the home setting. The TSS increased strategy use to criterion and generalized the strategies to other settings. Child spontaneous communication increased in frequency and complexity from mostly eye gaze and gestures to eye gaze, vocalizations, and words. Our results extend what we know about training direct service providers and measuring social communication components.
{"title":"Teaching Therapeutic Support Staff to Implement NDBI Strategies for Children With ASD Using Behavior Skills Training","authors":"Alicia A. Mrachko, Louise A. Kaczmarek, Douglas E. Kostewicz, Brooks R. Vostal","doi":"10.1177/02711214221110166","DOIUrl":"https://doi.org/10.1177/02711214221110166","url":null,"abstract":"We examined adult behavioral skills training (BST) for home-based therapeutic support staff (TSS) using a naturalistic developmental behavioral intervention (NDBI) with young children with Autism Spectrum Disorder (ASD) derived from Project ImPACT. We taught three TSS to use interactive strategies with online modules, in-vivo training, and ongoing feedback to a predetermined frequency criterion with young children with ASD in the home setting. The TSS increased strategy use to criterion and generalized the strategies to other settings. Child spontaneous communication increased in frequency and complexity from mostly eye gaze and gestures to eye gaze, vocalizations, and words. Our results extend what we know about training direct service providers and measuring social communication components.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48101576","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 : 2022-07-07DOI: 10.1177/02711214221106614
{"title":"Future Topics","authors":"","doi":"10.1177/02711214221106614","DOIUrl":"https://doi.org/10.1177/02711214221106614","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41681211","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 : 2022-04-09DOI: 10.1177/02711214221089821
{"title":"Future Topics","authors":"","doi":"10.1177/02711214221089821","DOIUrl":"https://doi.org/10.1177/02711214221089821","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47454793","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 : 2022-03-18DOI: 10.1177/02711214221080915
Claire Winchester, E. Barton, Gabrielle M. Trimlett, Jennifer R. Ledford
Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-age boys participated in this study. A masked secondary observer recorded interobserver agreement data for 100% of sessions; these data were continually monitored to detect biases. For one participant, AE alone was sufficient to reduce instances of challenging behavior during morning circle time. For the other participant, AE + visual supports was more effective than AE alone. These results point to the need for continued, rigorous research on the nuances of antecedent interventions for young children who demonstrate challenging behaviors. AE is but one such intervention requiring further investigation into for whom and under what conditions it might be effective.
{"title":"Preventing Challenging Behavior Using Physical Activity With Young Children","authors":"Claire Winchester, E. Barton, Gabrielle M. Trimlett, Jennifer R. Ledford","doi":"10.1177/02711214221080915","DOIUrl":"https://doi.org/10.1177/02711214221080915","url":null,"abstract":"Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-age boys participated in this study. A masked secondary observer recorded interobserver agreement data for 100% of sessions; these data were continually monitored to detect biases. For one participant, AE alone was sufficient to reduce instances of challenging behavior during morning circle time. For the other participant, AE + visual supports was more effective than AE alone. These results point to the need for continued, rigorous research on the nuances of antecedent interventions for young children who demonstrate challenging behaviors. AE is but one such intervention requiring further investigation into for whom and under what conditions it might be effective.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49094361","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 : 2022-03-07DOI: 10.1177/02711214221081728
L. Hampton, F. E. Herrera-Carrillo, Fabiola Vargas Londono, E. Villarreal, Ana Paula Martínez Cueto
Parents of children on the autism spectrum are important members of their child’s early intervention team, yet there are multiple barriers to translating evidence-based parent-mediated interventions in Mexico. We examined early intervention needs in the Mexican population and compared these needs to those of the Latinx Spanish-speaking population in the United States. A total of 242 parents in Mexico and the United States responded to our survey. Results indicate that few parents in Mexico receive parent training during early intervention, parents in Mexico are less likely than Latinx parents in the United States to report speech-language services, and most parents across both groups reported that they wished that they had more tools to support development and address challenging behavior. Responses to open-ended survey questions were coded qualitatively for themes and subthemes. We provide four recommendations for adapting early interventions in Mexico and discuss implications for future research and practice.
{"title":"“El camino por recorrer”: Parent Perspectives on Early Autism Intervention in Mexico","authors":"L. Hampton, F. E. Herrera-Carrillo, Fabiola Vargas Londono, E. Villarreal, Ana Paula Martínez Cueto","doi":"10.1177/02711214221081728","DOIUrl":"https://doi.org/10.1177/02711214221081728","url":null,"abstract":"Parents of children on the autism spectrum are important members of their child’s early intervention team, yet there are multiple barriers to translating evidence-based parent-mediated interventions in Mexico. We examined early intervention needs in the Mexican population and compared these needs to those of the Latinx Spanish-speaking population in the United States. A total of 242 parents in Mexico and the United States responded to our survey. Results indicate that few parents in Mexico receive parent training during early intervention, parents in Mexico are less likely than Latinx parents in the United States to report speech-language services, and most parents across both groups reported that they wished that they had more tools to support development and address challenging behavior. Responses to open-ended survey questions were coded qualitatively for themes and subthemes. We provide four recommendations for adapting early interventions in Mexico and discuss implications for future research and practice.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686905","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 : 2022-02-08DOI: 10.1177/02711214221075375
Rachel Stein, E. Steed
For young children with significant social emotional difficulties, early identification and intervention can mitigate later challenges. Early social emotional difficulties may indicate an early mental health condition, developmental delays, or educational disabilities. The Individuals with Disabilities Education Improvement Act (2004) includes provisions for finding and supporting young children with delays or disabilities associated with social emotional needs. Yet, few young children are identified and connected to services, suggesting identification challenges. We used survey methodology to learn about social emotional evaluation practices used by Child Find teams in Colorado for children evaluated for early intervention and preschool special education eligibility. Results suggested that Child Find professionals relied heavily on observations, parent report, and teacher/caregiver input when determining social emotional eligibility. Fewer providers used standardized screening and validated social emotional tools. While most providers made decisions aligned with Colorado eligibility, others appeared to misunderstand the criteria. Implications and future directions are discussed.
{"title":"Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties","authors":"Rachel Stein, E. Steed","doi":"10.1177/02711214221075375","DOIUrl":"https://doi.org/10.1177/02711214221075375","url":null,"abstract":"For young children with significant social emotional difficulties, early identification and intervention can mitigate later challenges. Early social emotional difficulties may indicate an early mental health condition, developmental delays, or educational disabilities. The Individuals with Disabilities Education Improvement Act (2004) includes provisions for finding and supporting young children with delays or disabilities associated with social emotional needs. Yet, few young children are identified and connected to services, suggesting identification challenges. We used survey methodology to learn about social emotional evaluation practices used by Child Find teams in Colorado for children evaluated for early intervention and preschool special education eligibility. Results suggested that Child Find professionals relied heavily on observations, parent report, and teacher/caregiver input when determining social emotional eligibility. Fewer providers used standardized screening and validated social emotional tools. While most providers made decisions aligned with Colorado eligibility, others appeared to misunderstand the criteria. Implications and future directions are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49262972","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 : 2022-01-27DOI: 10.1177/02711214211073964
Douglas Gomez, Megan Kunze, Eliza C. Glenn, Bonnie Todis, Kandy C. Kelley, C. Karns, A. Glang, L. L. McIntyre
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. In this qualitative study, we conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE professionals described challenges as well as unexpected positive outcomes associated with continuing to work in the midst of the COVID-19 pandemic. Professionals also explained the importance of increasing parent interaction through coaching interventions while engaging in remote service delivery. The findings conclude with professionals’ discussions of how the field may be impacted by the pandemic in the future. Results were discussed in the context of service provision and implications for supporting professionals who work with young children with disabilities.
{"title":"Professionals’ Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers","authors":"Douglas Gomez, Megan Kunze, Eliza C. Glenn, Bonnie Todis, Kandy C. Kelley, C. Karns, A. Glang, L. L. McIntyre","doi":"10.1177/02711214211073964","DOIUrl":"https://doi.org/10.1177/02711214211073964","url":null,"abstract":"Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. In this qualitative study, we conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE professionals described challenges as well as unexpected positive outcomes associated with continuing to work in the midst of the COVID-19 pandemic. Professionals also explained the importance of increasing parent interaction through coaching interventions while engaging in remote service delivery. The findings conclude with professionals’ discussions of how the field may be impacted by the pandemic in the future. Results were discussed in the context of service provision and implications for supporting professionals who work with young children with disabilities.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48336319","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 : 2022-01-17DOI: 10.1177/02711214211070147
E. Barton
This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible. Due Date: October 31, 2021
{"title":"Future Topics","authors":"E. Barton","doi":"10.1177/02711214211070147","DOIUrl":"https://doi.org/10.1177/02711214211070147","url":null,"abstract":"This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible. Due Date: October 31, 2021","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401079","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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