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Grounded in the work of researchers such as Dunst, Trivette, and Deal (1988), the Division for Early Childhood of the Council for Exceptional Children's (DEC) Recommended Practices in the area of working with families provide guidance to EI/early childhood special education (ECSE) practitioners on how best to support families of young children who have, or are at-risk for, developmental delays or disabilities. These practices emphasize values and behaviors such as growing parent-professional partnerships, building on existing parent strengths, enhancing parent self-efficacy beliefs, and promoting active parent engagement in decision making, all with the goal of achieving a family's self-identified goals. Related research suggests that implementation of family-centered help-giving behaviors, which are both relational and participatory, enhances a family's confidence and competence in advocating for and obtaining formal and informal supports and resources to promote their child's learning and development, leading to positive child and family outcomes. The relational aspect of family-centered help giving is inclusive of behaviors and dispositions such as active listening and empathy. The participatory aspect of family-centered help giving includes actions such as joint development of goals based on family-identified needs and shared decision making. This article contains a series of vignettes that exemplify an autonomy-oriented approach to help giving. The vignettes highlight not only possible missteps and misconceptions that parents might encounter but also practitioner actions that support parents' competence and help them to gain confidence in taking their place at the EI/ECSE table. Following each vignette, connections are drawn to DEC's (2014) Recommended Practices and examples of practitioner behaviors and actions that enable families to assume the role of advocate are offered.

Early intervention (EI) provides critical services to families with young children who have diagnosed disabilities, developmental delays, or who are at-risk for developmental delays. Very little is known about the experiences of adolescent mothers who have children who qualify for EI services. The authors investigated the perceptions of adolescent and adult mothers from two states whose infants or toddlers received EI services. Descriptive and qualitative analyses were performed. Qualitative analyses indicate different views relating to EI services and interactions with EI providers for mothers in each state between and within age groups. Both groups identified positive experiences, such as the professional support and other resources they received. Adult mothers reported difficulties primarily concerning access to needed services for their children. Implications are discussed.

Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily life (Bumpus, Crouter, & McHale, 1999). An important, yet overlooked, component in the effort to increase family involvement in ECSE programs has been fathers. Specifically, research reveals that father involvement in a child's development is associated with an array of positive outcomes including higher IQs, advanced linguistic and cognitive capacities, and improved quantitative and verbal skills (Allen & Daly, 2007; Dyer, McBride, Santos, & Jeans, 2009; J. H. Pleck & Masciadrelli, 2004). Father involvement has also been shown to be beneficial to the fathers themselves. For the purpose of this article, the term, "father involvement" is used to refer to a father's functional and social involvement in a child's life (Dyer et al., 2009). Functional involvement refers to a father's physical and hands-on participation in different therapies (i.e., speech and language therapy, occupational therapy, physical therapy). Social involvement refers to the father's engagement in different leisure activities (i.e., reading, singing, and engaging in play). This article provides examples of programs that successfully involve fathers, and offers strategies to promote father involvement in the lives of young children with disabilities. Although some are loosely based on recommendations from well-regarded programs and initiatives that do not specifically target children with disabilities, they can be incorporated into ECSE programs with modifications to best meet the unique needs of fathers of young children with disabilities. A variety of service providers will benefit from knowledge and use of the strategies discussed.

In 2015, the Division for Early Childhood of the Council for Exceptional Children released a position statement on leadership in early intervention and early childhood special education (EI/ECSE). Division for Early Childhood emphasized the importance of developing and supporting high-quality leadership within and across all levels of EI/ECSE service systems. Moreover, there was a call for related research because of the paucity of related research in the feld. This cross-sectional survey was designed to address this call. The study expands on an earlier investigation designed to gain an understanding of the competencies needed to be an effective leader at any level of the EI service system under the Individuals with Disabilities Education Act (IDEA), Part C. Using a network-sampling approach, participants in the study described here were recruited from the population of individuals who were engaged, at any level in the EI/ECSE service delivery systems under the IDEA (Part B-619 and Part C). A sample of 820 individuals completed an Internet-based questionnaire. A factor analysis yielded 6 knowledge areas and 5 competency areas considered necessary for effective EI/ECSE leadership. The 6 knowledge areas comprised child development, evidence-based practices, state laws and regulations, family-centered approaches, federal laws and regulations, and group processes. The 5 competency areas comprised Professional Learning, Effective Relationships, Shared Responsibility, Data Use, and Effective Communication. The study results suggest avenues for further examinations of leadership within the EI/ECSE service systems.

In this article, the authors use scenarios to describe three students with different individual needs related to feeding, as well as other developmental domains. Feeding difficulties affect students in multiple ways and addressing feeding-related skills on IEPs can include grocery shopping, food preparation, and placing food orders in various types of restaurants (fast food, self-serve/buffet, sit-down), rather than teaching the skills needed to prepare and/or consume the food. The authors describe opportunities to embed IEP goals and short-term objectives (STOs) for young children with developmental delays and disabilities (e.g. swallowing issues (dysphagia) and other medically- based feeding difficulties) within the context of mealtimes, with a focus on fine motor skill acquisition rather than on feeding skills, as the goal is to emphasize overall health and safety concerns more so than feeding-related skill acquisition and generalization. Bruns and Thompson provide recommendations and resources for a team approach to the IEP development tool that includes teachers, speech-language pathologists, occupational therapists, nurses, and parents--as they are especially critical in identifying priorities and preferences. The final goal in addressing feeding skills in an IEP reinforces contextual learning and linkages to "real world" outcomes.

Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children's needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children's needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school.

This article highlights four key behaviors that typify authentic leadership. Authentic leaders (1) exercise influence to reach shared goals; (2) engage in continuous learning; (3) build and nurture relationships; and (4) model behaviors they want others to display. Although the behaviors are presented as distinct, they are inextricably linked and can be observed happening simultaneously. The four behaviors and indicators listed in Table 1 and described here are offered as a starting point for thinking about the many ways in which early intervention professionals can and do demonstrate leadership with and on behalf of young children, parents, caregivers, colleagues, and administrators. (Contains 1 table and 3 boxes.)

Velocardiofacial syndrome (VCFS), the most common microdeletion syndrome, is increasingly diagnosed in young children because of advances in diagnostic testing. The result is an increase in the number of young children with VCFS referred for early intervention (EI) services. We describe early development of children with VCFS and strategies to guide EI services. Effective outcomes and preparation for school require an integration of strategies specific to the needs of the young child with VCFS within the guiding principles of EI.

Many young children with autism exhibit feeding-related difficulties, such as accepting a limited diet, demonstrating texture aversions, or using only specific mealtime utensils. Young children with autism need assistance to acquire skills to improve mealtime behavior, including increased acceptance of a variety of foods (types and textures) at home and in community settings, use of utensils, and greater interaction with adults and peers during feeding activities. Parents, caregivers, and early childhood special education professionals must work together to build on the child's strengths to meet his or her unique feeding needs. This article provides an overview of feeding difficulties in young children with autism, methods to assess feeding difficulties, and strategies and specialized interventions. Collectively, they represent empirical research and family and professional values, knowledge, and practices used in home and child care settings. As such, the strategies and interventions presented are in line with evidence-based practices in the field. (Contains 4 tables, and 1 box.)

For infants and toddlers demonstrating feeding problems, it is critical to find the basis for the problems to create more pleasurable mealtimes for the child, his or her family members, and caregivers. Feeding difficulties can affect general health, developmental gains, and emotional well-being. Understanding the cause of feeding problems and developing appropriate interventions can promote feeding-related developmental skills, facilitate overall development, and enhance family relationships. There is a growing knowledge base regarding sensory processing problems and their possible effects on daily routines and activities. A sensory processing problem refers to an individual's inability to process incoming stimuli from his or her environment in a productive way. This article describes assessment methods, strategies, and outcomes related to feeding problems with underlying sensory processing issues in infants and toddlers. The authors provide an overview of general feeding strategies and specific sensory modulation strategies that can be used to assist infants and toddlers with sensory-based feeding difficulties. (Contains 5 tables.)

Young children often encounter feeding challenges, such as food refusal, an inability to meet nutritional needs, and limited skills to self-feed. Further, overall development can be adversely affected when an infant or a toddler has difficulties with intake of fluid and solid foods. A variety of strategies are available to address these challenges and, collectively, inform a best practices model. Importantly, all require a team approach as well as use of individually and developmentally appropriate techniques. There is a concomitant need to provide strategies that match child and family preferences. Finally, all feeding experiences and interactions should be pleasurable and should promote relationships between children and their parent(s) and caregiver(s). Implications for clinicians are also presented.

Preparing early childhood education (ECE) and early childhood special education (ECSE) professionals to work with young children with and without disabilities entails the acquisition of content, its application, and opportunities for reflection. This article describes a component of an ECSE assessment course focusing on the logistics and process to conduct a play-based assessment (PBA). Demographic characteristics are provided for participating students, children and, parents. The components of assessing, teaming, and reflecting as related to preparing, conducting, and writing the results are presented within the context of preservice student outcomes with corresponding student comments. Possible PBA difficulties and solutions are also described. Implications for teacher preparation in ECE and ECSE are also offered. (Contains 2 tables.)

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources.

Increasing numbers of young children with disabilities are receiving services in inclusive settings such as Head Start. It is important to note that positive outcomes for young children with disabilities are due in large part to practitioners' understanding and implementation of both recommended practices in both early care and education and early childhood special education. This study examined the Head Start teachers' perceptions, skills, and professional development needs to best serve young children with disabilities. Results revealed positive perceptions about including young children with disabilities in Head Start programs. Teachers indicated that they could organize the environment, observe children's developmental progress, and implement positive guidance strategies. Perceptions were mixed regarding skills to work with families, related professionals, and support staff and there was limited agreement about implementing Individualized Education Program (IEP) goals and objectives, alternate forms of communication, and working with young children with motor impairments. Implications for research, practice, and policy are provided. (Contains 3 tables.)

Early literacy development is the gateway to reading and future academic success. Learning about sound-letter correspondence and basic decoding strategies are but two fundamental skills that have been found to support this later success. In addition, an emphasis on environmental print (e.g., McDonald's, Wal-Mart, Shell) and functional print (e.g., men/women bathroom designations, lunch menu, labels on classroom materials) assists children in recognizing uses of print and encourages literacy in familiar environments. Repeated book reading and shared book experiences including reading, writing, and arts-related activities (e.g., music and movement, painting) are also avenues for young children to acquire print and literacy skills. Yet some young children require more intensive approaches to facilitate their literacy development. These approaches are often reflective of a direct approach to instruction with prepared materials, massed opportunities for practice, and specific feedback strategies. The purpose of this article is to provide an overview of the skills included in effective early literacy development activities, an example of an empirically validated early literacy intervention program, and several options for supporting families' involvement in literacy development efforts for all young children. This information is intended to assist practitioners working with preschoolers and primary children with and without disabilities as well as family members and other caregivers. (Contains 3 tables and 1 figure.)

Due to education policy changes, increasing numbers of young children with disabilities are attending inclusive programs. Professionals in these settings need to have corresponding beliefs and skills so that young children with disabilities can succeed with their peers. This exploratory study examined inclusive beliefs and corresponding practices of Head Start and public pre-kindergarten (Pre-K) professionals. Results indicate that Head Start and Pre-K professionals shared similar and positive beliefs about inclusion. In regard to inclusive practices and general strategies (e.g., arranging the environment, working with families), their responses were also similar. However, they were less certain of specialized strategies, including implementing individualized education plans (IEPs), utilizing alternate forms of communication, and positioning young children with motor impairments. Implications for research, policy, and practice are discussed. (Contains 3 tables.)

A paucity of literature focuses on the experiences of early career faculty (pre-tenure) who are practiced education professionals and who choose higher education as a second career. This exploratory, qualitative study examined the perceptions of former education professionals' integration into academic responsibilities, connections to and experiences with their university community, and relationships with their colleagues. A majority of participants described ambivalence about feeling prepared to teach, to conduct research, or to publish and nearly all of the interviewees experienced difficulty balancing their work life with their home life. The participants also discussed their understanding of expectations of the academy and reported they had at least one supportive relationship that helped them with their adjustment to their second career in academia. Recommendations are provided for preparing second career academics and for future research. (Contains 1 table.)

Because of the pressing needs of young children, families, and communities, public policy advocacy efforts and civic engagement have never been more important. Practitioners in early childhood special education (ECSE) are in a unique position to encourage change on behalf of young children and their families. There are a number of ways in which teachers can engage in civic action to improve the services and supports for young children with disabilities and their families. In addition to voting, they can actively engage in advocating for a position or a cause and express their views to elected officials. To advocate, teachers do not need to be expert lobbyists. What they need is the willingness to become active participants of the political process by sharing what they know with individuals in positions to enact change. In this article, the authors present strategies for advocating on behalf of children and their families. The authors also provide a vignette to illustrate what concerned teachers can do to plead for the cause of their students. (Contains 3 tables.)

Results of five parental interviews indicated a similar process was experienced in deciding on out-of-home placements for children with complex medical needs: weariness; need for additional assistance; "triggering events" (financial concerns, lack of social supports, and difficulties with services); need for decision approval; and reflections on the decision. (Contains references.) (LC)

This study examined the development of maternal roles in seven mothers of medically fragile, premature infants in the neonatal intensive care unit (NICU) of an urban, teaching hospital using data sources such as interviews, observations, and document review. Mothers gradually assumed caregiving roles of worrier, novice, learner and expert and communication roles of decision maker, information collector, advocate, and negotiator. (Author/DB)

Analysis of survey data of 84 early childhood teachers, 44 parents of young children with disabilities, and interviews with 7 parents and 8 teachers found that parents expressed a high degree of team involvement and teachers indicated positive attitudes toward parent involvement. Parents stressed the importance of positive attitudes and teachers stressed the need for supports and resources. (Author/DB)

During the first years of life, children progress through a number of developmental stages related to feeding. By the age of five, a child typically has the skills, behaviors and habits that will be used throughout their lives. However, data indicates that 60 to 70% of children with disabilities have one or more feeding difficulties. Importantly, feeding issues are not always linked with a disability but rather a combination of structural, behavioral and/or sensory issues. In addition, some children also experience food allergies or sensitivities which can further impact intake and growth. Typically developing infants follow a predictable pattern of feeding development. In this article, the authors provide an overview of strategies and specialized interventions to address feeding needs. They intend to support parents in their efforts while providing guidance for successful feeding experiences. (Contains 1 table.)