Topics in Early Childhood Special Education recent issues

Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms

Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., Winchell, B. N. — Thu, 15 Oct 2009 14:01:52 PDT

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended preschool programs provided intensive instruction on individual skills that were related to a common early learning standard (i.e., prewriting). Results suggest that embedding intensive instruction during daily activities is not only effective but also efficient given the relatively short amount of time it took for children to acquire individualized skills. Future research should examine interventions that produce effective and efficient results given the constraints imposed by the schedule of publicly funded blended preschools.

Siblings of Infants and Toddlers With Disabilities in Early Intervention

Kresak, K., Gallagher, P., Rhodes, C. — Thu, 15 Oct 2009 14:01:52 PDT

The current study investigated the perceptions of families regarding the inclusion of siblings of children with disabilities by early intervention providers. Eighty-seven respondents who had a child enrolled in one state’s Part C early intervention program completed the survey. Both quantitative and qualitative data were collected and analyzed. Results indicated a significant correlation (a) between having goals for siblings on the Individualized Family Service Plan and parents’ report of whether siblings were included by the service provider in sessions, (b) between wanting goals and the respondent’s relationship to the child, and (c) between having goals and county of residence. Qualitative results verified how siblings were included in early intervention routines by early intervention providers, that goals related to siblings were not often included in the Individualized Family Service Plan, and that parents reported that siblings wanted more information about the child’s disability. In addition, families viewed explaining the disability to siblings as a critical component for helping siblings understand the child with disabilities.

"Just Good Different Things": Specific Accommodations Families Make to Positively Adapt to Their Children With Developmental Disabilities

Maul, C. A., Singer, G. H. S. — Thu, 15 Oct 2009 14:01:52 PDT

Fifteen parents and two grandparents of children with developmental disabilities (DD) were interviewed to discover common themes regarding specific ways in which they devised positive adaptations to their everyday routines to accommodate the needs of their children with DD, how they decided upon the accommodations, and how much help they felt they received from professionals in making the accommodations. Interviews were audiorecorded and transcribed. Using grounded theory methods, the authors analyzed the transcriptions to determine common themes, which were found to be (a) lost opportunities replaced by new opportunities, (b) the family as a team, (c) time adaptations, (d) the idiosyncratic nature of family accommodations, and (e) an insistence on normalcy, accompanied by a resistance to stigma. Participants most commonly described their decision-making process as "trial and error," and the majority felt professionals had given them good help in making accommodations.

Differential Item Functioning Analysis of the Preschool Language Scale--4 Between English-Speaking Hispanic and European American Children From Low-Income Families

Huaqing Qi, C., Marley, S. C. — Thu, 15 Oct 2009 14:01:52 PDT

The study examined whether item bias is present in the Preschool Language Scale—4 (PLS-4). Participants were 440 children (3—5 years old; 86% English-speaking Hispanic and 14% European American) who were enrolled in Head Start programs. The PLS-4 items were analyzed for differential item functioning (DIF) using logistic regression and a one-parameter item response theory (IRT) model. The logistic regression analysis identified Auditory Comprehension (AC) Item 35 as having non-uniform DIF. Using IRT, AC Item 55 and Expressive Communication (EC) Items 30 and 31 displayed statistical evidence of DIF. AC Item 55 and EC Item 30 were more difficult for Hispanic children than for European American children, whereas the opposite was true for EC Item 31. These findings did not find strong evidence of cultural bias for the PLS-4 against English-speaking Hispanic children from low-income families.

CAPTA Referrals for Infants and Toddlers: Measuring Early Interventionists' Perceptions

Herman-Smith, R. L. — Thu, 15 Oct 2009 14:01:52 PDT

In 2003, Congress amended the Child Abuse Protection and Treatment Act (CAPTA) to require that all child victims of substantiated abuse or neglect under the age of 3 years be assessed for developmental concerns. To date, there has been little study of CAPTA’s implementation in Part C early intervention programs. The Professional Interventionist CAPTA Survey (PICS) was developed to assess perceptions of Part C providers related to serving children and families referred from child welfare. The PICS provides a measure of providers’ perceptions of the CAPTA mandate. Initial results of the PICS suggest that it holds promise for future implementation research and program assessment for Part C early childhood intervention related to CAPTA.

Future Topics

Tue, 21 Jul 2009 16:04:41 PDT

Young Children With Challenging Behavior: Function-Based Assessment and Intervention

Wood, B. K., Cho Blair, K.-S., Ferro, J. B. — Tue, 21 Jul 2009 16:04:41 PDT

Using the five intervention elements described by Dunlap et al. (2006) as a guide, the authors of this article reviewed the functional behavioral assessment (FBA) and function-based intervention research of the past 17 years (1990-2007), focusing on a component analysis of FBA and function-based intervention procedures. Thirty-five studies were coded for FBA procedures, intervention procedures, routines and activities targeted for FBA or intervention maintenance, and generalization. Findings indicate that young children with challenging behavior have benefited from FBA and function-based interventions. However, despite identification of recommended FBA and function-based intervention practices (Dunlap et al., 2006), a variety of procedures were used, many lacking these important elements. More than half of the studies used analogue testing in a non-natural setting rather than testing the hypothesis in the natural environment. A limited number of studies included teachers and parents in the entire FBA and intervention process. Future directions are discussed.

Comparison of Everyday and Every-Fourth-Day Probe Sessions With the Simultaneous Prompting Procedure

Reichow, B., Wolery, M. — Tue, 21 Jul 2009 16:04:41 PDT

Simultaneous prompting is a response-prompting procedure requiring two daily sessions: an instructional session in which a controlling prompt is provided on all trials, and a probe session in which no prompt is provided on any trials. In this study, two schedules of conducting the probe sessions (daily vs. every fourth day) were compared using the adapted alternating treatments design. Four children enrolled in an inclusive preschool program participated in the study and were taught two sets of behavior. The results showed that 3 of 4 participants acquired the target behaviors under both probing conditions, and 1 participant acquired the target behaviors only in the every-fourth-day probing condition.

Promoting the Social and Communicative Behavior of Young Children With Autism Spectrum Disorders: A Review of Parent-Implemented Intervention Studies

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., Yu, S. — Tue, 21 Jul 2009 16:04:41 PDT

The purpose of this article is to critically review the literature on parent-implemented interventions aimed at promoting and enhancing the social and communicative behavior of young children with autism spectrum disorders. Twelve parent-implemented intervention studies that were conducted, at least in part, in home environments and were published between 1997 and 2007 were identified. Each of these studies is described as a study within a study. A study-within-a-study design allows researchers to examine (a) the effectiveness of the parents' implementation of the newly learned strategies and (b) the influence of parent-implemented strategies on their children's social and communication skills. All 12 studies reported positive outcomes for parents and children. Yet closer examination of the research methods used in each study indicates considerable variability in intervention and data collection strategies. Carefully and critically evaluating this empirical literature can help researchers, teacher educators, and practitioners as they consider options for interventions and plan future research efforts that will efficiently and effectively result in positive outcomes for young children with social communication delays. Implications for research and practice are addressed following the literature review.

The Engagement and Interaction of Children With Autism Spectrum Disorder in Segregated and Inclusive Early Childhood Center-Based Settings

Kishida, Y., Kemp, C. — Tue, 21 Jul 2009 16:04:41 PDT

The engagement and interaction of 12 children with autism spectrum disorder (ASD) were measured during free play in segregated and inclusive prior-to-school early childhood settings to compare the learning opportunities provided in each type of setting. Ratings of overall engagement and the frequency and quality of interaction were also compared across the two types of setting. Although a satisfactory level of engagement was found for segregated and inclusive settings, the children were, on average, slightly better engaged in the segregated settings. Adult interaction was significantly higher in the segregated settings, but the difference in the amount of peer interaction only marginally favored the inclusive settings. Variations in the engagement and interaction across individual children were identified. The implications of these findings for optimizing learning opportunities for children with ASD in early childhood center-based settings were discussed.

Program Quality and Early Childhood Inclusion: Recommendations for Professional Development

Buysse, V., Hollingsworth, H. L. — Tue, 21 Jul 2009 16:04:41 PDT

This article advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion. There is consensus in the early childhood field about various components of program quality for young children in general, and a number of states now have program quality improvement systems in place to guide professional practice in this regard. However, there is a need to reach consensus on dimensions of program quality that define high quality inclusion and to reflect these dimensions in both program standards and professional development efforts. This article provides recommendations for how components of quality inclusion can be incorporated into professional development to ensure that practitioners are highly effective in serving every child and family, including those with disabilities.

Editor's Note

Dunlap, G. — Fri, 17 Apr 2009 11:25:32 PDT

Future Topics

Fri, 17 Apr 2009 11:25:32 PDT

Introduction to the Special Issue

Danaher, J. — Fri, 17 Apr 2009 11:25:32 PDT

The Evolution of the National Early Childhood Technical Assistance Center

Gallagher, J. J., Danaher, J. C., Clifford, R. M. — Fri, 17 Apr 2009 11:25:32 PDT

This review traces the evolution from 1971 to the present of a national technical assistance (TA) program to support the creation, expansion, and improvement of services for infants, toddlers, and preschoolers with special needs. From its beginning as a TA resource for demonstration projects, to linking outreach projects' expertise with state efforts to expand services, to supporting national constituencies across the research, development, and policy communities, to promoting program improvement and accountability for results, the OSEP-funded national early childhood TA center has been an important piece of a comprehensive infrastructure for early childhood special education. Through its collaboration with other agencies' early childhood TA programs, the National Early Childhood Technical Assistance Center is committed to influencing the development of an infrastructure for early childhood to better serve all of our children.

The National Early Childhood Technical Assistance Center Model for Long-Term Systems Change

Fri, 17 Apr 2009 11:25:32 PDT

The National Early Childhood Technical Assistance Center was charged by the U.S. Department of Education's Office of Special Education Programs from October 2001 through September 2006 to develop, implement, and evaluate an approach to technical assistance (TA) that would result in sustainable systems change in state early intervention and preschool special education programs served under the early childhood provisions of Individuals with Disabilities Education Act. Both process and summative evaluations were conducted over the 5-year contract period. The TA Model for Long-Term Systems Change was found to result in improvements in state and local infrastructures, personnel development systems, practices, and outcomes for children and families. The resulting model is a legacy that Pat Trohanis leaves to the field of technical assistance.

Using Research Evidence to Inform and Evaluate Early Childhood Intervention Practices

Dunst, C. J., Trivette, C. M. — Fri, 17 Apr 2009 11:25:32 PDT

This article includes descriptions of a process used to conduct practice-based research syntheses and the manner in which synthesis findings are used to inform and evaluate early childhood intervention practices. The main focus of a practice-based research synthesis is the unbundling of an intervention practice to identify those practice characteristics that are associated with desired outcomes and benefits. Also described are how the characteristics identified as most important are used to develop evidence-based practices and how the characteristics can be used as benchmarks to assess the likelihood that an untested practice will be effective. The article concludes with a discussion of the tension between research and practice and how that tension might be mitigated.

The Tie That Binds: Evidence-Based Practice, Implementation Science, and Outcomes for Children

Odom, S. L. — Fri, 17 Apr 2009 11:25:32 PDT

A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still exists between evidence-based practice and the actual practices practitioners use in EI/ECSE programs. In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through "enlightened professional development" are proposed.

Technical Assistance in Special Education: Past, Present, and Future

Fixsen, D. L., Blase, K. A. — Fri, 17 Apr 2009 11:25:32 PDT

This article describes the brief history of attention to children with special needs and provides a summary of the future of the field, based in large part on the articles published in the current special issue of this journal (Vol. 29, No. 1).

Future Topics

Tue, 30 Dec 2008 18:13:24 PST

Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion: What Factors Are Associated With Change?

Baker-Ericzen, M. J., Garnand Mueggenborg, M., Shea, M. M. — Tue, 30 Dec 2008 18:13:24 PST

This study examined a comprehensive modularized inclusion training program provided to 1,298 diverse early child care providers (center-based, family home, and license exempt settings) on providers' attitudes and perceived competence toward inclusion. Second, factors (number of trainings attended and provider characteristics) associated with positive changes were examined. All of the providers significantly changed their attitudes and perceived competence toward inclusion with substantial effect sizes; however, providers attending three or more sessions demonstrated more change compared to others. Examination of provider characteristics on outcomes revealed a race-ethnicity main effect in which Asian and Pacific Islander providers changed their attitudes toward inclusion more than other providers. The positive results of this study suggest that a modularized provider training approach may offer an avenue for improving inclusive child care as previous research revealed strong relationships between staff educational experiences and quality of care in inclusive child care settings.

Providing Optimal Opportunities: Structuring Practicum Experiences in Early Intervention and Early Childhood Special Education Preservice Programs

Macy, M., Squires, J. K., Barton, E. E. — Tue, 30 Dec 2008 18:13:24 PST

An approach to designing field-based practicum opportunities for preservice students is described. First, the importance of quality field experiences is presented, together with a conceptual framework. Second, foundational and philosophical perspectives in early childhood and early intervention (EI) and early childhood special education (ECSE) that create a "linked system" are described. Third, a continuum of potential practicum activities is presented, followed by illustrations from an EI and ECSE preservice master's degree program.

Changing Early Intervention Providers' Home Visiting Skills Through Participation in Professional Development

Campbell, P. H., Sawyer, L. B. — Tue, 30 Dec 2008 18:13:24 PST

A professional development activity combining group sessions with self-study assignments was used to facilitate early intervention providers' use of participation-based practices. The activity was submitted by 96 providers who completed two videotapes of sessions with families and children. Tapes were coded to identify the type of service provided. Almost 60% of the providers demonstrated participation-based practice at the completion of the training, but 40% continued to provide services in the traditional way. Participation-based providers' beliefs were more closely related to recommended practices than beliefs of the traditional providers. Provider beliefs and perceptions aligned with their use of either participation-based or traditional practices suggesting that professional development designed to promote practice adoption should clearly articulate the beliefs underlying the practice and address participants' current beliefs and perceptions by providing opportunities for reflection and the alignment of personal beliefs and perceptions with those underlying the practice.

Reaching Consensus on a Definition of Professional Development for the Early Childhood Field

Buysse, V., Winton, P. J., Rous, B. — Tue, 30 Dec 2008 18:13:24 PST

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family outcomes. This article proposes a definition and conceptual framework for professional development across all sectors of early childhood and describes methods used to validate them. A case example illustrates how the definition and framework can be used to organize and plan professional development. Future directions for how a shared definition could move the field closer to a shared vision for planning, implementing, and evaluating professional development are discussed.

Early Interventionists' Reports of Authentic Assessment Methods Through Focus Group Research

Keilty, B., LaRocco, D. J., Casell, F. B. — Tue, 30 Dec 2008 18:13:24 PST

Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on authentic assessments. Participants reported various ways of applying authentic assessment methods, with eligibility determination identified as the most difficult assessment decision point and progress monitoring as the easiest assessment decision point to use such strategies. Barriers and facilitators to using authentic assessments were described in the themes of administrative requirements, knowledge and experience, and family-professional partnerships. Implications for professional development systems and early intervention leadership are discussed.