Topics in Early Childhood Special Education current issue

Editor's Note

Dunlap, G. — Wed, 06 Jan 2010 11:26:54 PST

Future Topics

Wed, 06 Jan 2010 11:26:54 PST

Introduction to the Special Issue on Web-Based Technologies

Pretti-Frontczak, K., Jung, L. A., Pfeiffer-Fiala, C. — Wed, 06 Jan 2010 11:26:54 PST

A Web-Based Tool to Support Data-Based Early Intervention Decision Making

Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M. — Wed, 06 Jan 2010 11:26:54 PST

Progress monitoring and data-based intervention decision making have become key components of providing evidence-based early childhood special education services. Unfortunately, there is a lack of tools to support early childhood service providers’ decision-making efforts. The authors describe a Web-based system that guides service providers through a decision-making process informed by child performance on Infant and Toddler IGDIs (Individual Growth and Development Indicators), the provider’s professional judgment, and information from the child’s primary caregiver. Using a case example, the authors describe how a service provider integrates the system into an existing service delivery model. Finally, they describe barriers and potential solutions to implementation within the context of a traditional early childhood service delivery model and implications for policy and practice.

Using Desktop Videoconferencing to Deliver Interventions to a Preschool Student With Autism

Gibson, J. L., Pennington, R. C., Stenhoff, D. M., Hopper, J. S. — Wed, 06 Jan 2010 11:26:54 PST

The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschool student with autism. Intervention development, teacher training, and data collection were conducted at a distance using technology. Results show that the teaching staff was able to implement the intervention with a high degree of fidelity and that elopement was significantly reduced during intervention phases. The authors discuss the implications of using desktop videoconferencing to deliver consultation support, along with future applications in early childhood settings.

Technologies for Expanding the Reach of Evidence-Based Interventions: Preliminary Results for Promoting Social-Emotional Development in Early Childhood

Wed, 06 Jan 2010 11:26:54 PST

In great demand are efficient mechanisms for delivery of evidence-based interventions for promoting social-emotional development and early positive behavior of all children, and especially for those with or at risk for disabilities. The rise of Internet use has created potentially new avenues for intervention delivery, which, when paired with the many recent advances in computer networking and multimedia technology, is fueling this demand. This article describes the development of an Internet-based, computer-delivered parent-training intervention, Infant Net, with infants at risk for poor social-emotional outcomes. Results of a randomized control trial of the Infant Net intervention with 40 parent-infant dyads showed significant increase, reflecting a medium to large effect size, in infant social engagement and engagement with the environment for infants in the intervention group as compared to the control group. Implications are discussed with regard to future research.

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention With Pre-Kindergarten Teachers

Powell, D. R., Diamond, K. E., Koehler, M. J. — Wed, 06 Jan 2010 11:26:54 PST

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly distributed across literacy topics, with 9 of 16 cases in the video-intensive HR receiving a majority of all page visits. Usage patterns of both teachers and coaches point to selective engagement of the Web’s resources rather than usage driven by the available number of items in each of the HR’s content areas. Teachers provided highly favorable assessments of the video exemplars, including their ecological validity. Implications for the design and uses of Web-based professional development are discussed.

Editorial Policy

Dunlap, G. — Wed, 06 Jan 2010 11:26:54 PST

Conference Calendar

Wed, 06 Jan 2010 11:26:54 PST