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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.

This article proposes a reconceptualization of the relationship between two early childhood professional standards, the "Professional Standards and Competencies for Early Childhood Educators" (NAEYC, 2019) and the "Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators" (CEC & DEC, 2020), from an aligned or a parallel approach to an integration approach that advances the shared equity agenda in early childhood education. In the integrative approach, the ECE Standards are viewed as the foundation for educating all children with diverse social identities (i.e., ability, race, language, socioeconomic) and the EI/ECSE Standards as the expansion on the foundation specifically for children with differing abilities. A rationale is provided for integrating the standards and the process of integration is exemplified around three broad themes central to both sets of standards: inclusion and diversity, responsive and relevant practices, and building partnerships. Integrating the two professional standards will guide educator preparation programs for inclusion, provide clarity and unity around the knowledge and competencies of early childhood professionals across settings, and unify the workforce in ECE and EI/ECSE for the shared goal of promoting inclusion and equity. Our aim is for the audience to consider the integrative approach as a conceptual framework for building shared values, visions, and knowledge in ECE and EI/ECSE to promote inclusive, equitable early childhood learning opportunities and to unify educators around the shared equity agenda.

The purpose of this special issue is to introduce ways in which the field of early childhood special education can use the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (birth through age 8). In this article, the following applications are identified and guidance is provided in using the standards for: (1) educator preparation programs as they engage in curriculum development and accreditation; (2) states as they develop credentials for professionals engaged in early childhood education (ECE) and early childhood special education; (3) professional development and technical assistance providers as they identify and develop content to build the capacity of personnel; (4) practicing professionals as they engage in reflection on and engagement in continuous improvement of their practices; (5) families as they advocate for services and supports for their child and family; (6) other professionals/disciplines both at an individual and systems level as they consider how to improve practice with young children and their families; and (7) researchers as they development EI/ECSE research agendas to guide the field's understanding of effective practices. Before describing each of these applications, foundational information is provided on the term "standards" as used in early childhood education, to facilitate a shared understanding. A brief introduction to the EI/ECSE Standards is also presented.

Background: This study was the first attempt to investigate the status of implementation and sustainability of early childhood positive behavior support (PBS) via the lens of implementation science for community-based child care centers in a Midwest state of the United States. Objective: Obtain state-level data and gain insights on PBS implementation and sustainability in target child care centers. Method: Through a total population sampling method, we recruited administrators (N = 94, 12% of the full population) of target child care centers to participate in a survey. Results: The results suggested that the majority of the responding centers (59.57%) had not received PBS professional development (PD) indicating PBS PD opportunities had not been disseminated in the majority of community-based child care centers in the target state. Nearly half of the programs were not implementing PBS practices after they received PBS PD, which raised questions about continuous use of PBS and the return on investment of PBS PD efforts. The results of ANOVA found that the scope of PBS training significantly affected the level of PBS implementation; the type of training significantly affected the level of PBS sustainability. Simple linear regression revealed programs that had a higher level of PBS implementation also had a higher level of PBS sustainability. Conclusions: Using implementation science theories and tools, we developed two preliminary measures to obtain meaningful information about early childhood PBS implementation and sustainability in community-based child care centers. Understanding the factors associated with implementation can provide insights for the improvement of PD programs when disseminating the use of evidence-based PBS practices.

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years (N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition experiences as seamless as possible. Our current understanding of the role of family involvement in kindergarten transitions and the specific outcomes, however, is still somewhat limited. Using a combination of quantitative and qualitative research methods, this study investigated the impact of family involvement in kindergarten transition activities on children's transition to kindergarten and their early school adjustment. Although quantitative results revealed that family involvement is not a significant predictor of children's early school adjustment, qualitative evidence suggests that families believe their involvement in kindergarten transition has a positive influence. In addition, qualitative results provide information concerning barriers, which interfered with family involvement in the transition process. Based on these findings suggestions for schools and families of young children are provided.

Clinical inertia, or failure to intensify treatment when indicated, leads to suboptimal blood pressure control. Interventions to overcome inertia and increase antihypertensive prescribing have been modestly successful in part because their effectiveness varies based on characteristics of the provider, the patient, or the provider-patient interaction. Understanding for whom each intervention is most effective could help target interventions and thus increase their impact. This three-arm, randomized trial tests the effectiveness of 2 interventions to reduce clinical inertia in hypertension prescribing compared to usual care. Forty five primary care providers (PCPs) caring for patients with hypertension in need of treatment intensification completed baseline surveys that assessed behavioral traits and were randomized to one of three arms: 1) Pharmacist e-consult, in which a clinical pharmacist provided patient-specific recommendations for hypertension medication management to PCPs in advance of upcoming visits, 2) Social norming dashboards that displayed PCP's hypertension control rates compared to those of their peers, or 3) Usual care (no intervention). The primary outcome was the rate of intensification of hypertension treatment. We will compare this outcome between study arms and then evaluate the association between characteristics of providers, patients, their clinical interactions, and intervention responsiveness. Forty-five primary care providers were enrolled and randomized: 16 providers and 173 patients in the social norming dashboards arm, 15 providers and 143 patients in the pharmacist e-consult arm, and 14 providers and 150 patients in the usual care arm. On average, the mean patient age was 64 years, 47% were female, and 73% were white. Baseline demographic and clinical characteristics of patients were similar across arms, with the exception of more Hispanic patients in the usual care arm and fewest in the pharmacist e-consult arm. This study can help identify interventions to reduce inertia in hypertension care and potentially identify the characteristics of patients, providers, or patient-provider interactions to understand for whom each intervention would be most beneficial. Clinicaltrials.gov (NCT, Registered: NCT04603560) [ABSTRACT FROM AUTHOR]

BACKGROUND: Normative changes in right ventricular (RV) structure and function have not been characterized in the context of treatment-associated functional recovery (RV functional recovery [RVFnRec]). The aim of this study is to assess the clinical relevance of a proposed RVFnRec definition. METHODS: We evaluated 63 incident patients with pulmonary arterial hypertension by right heart catheterization and cardiac magnetic resonance imaging at diagnosis and cardiac magnetic resonance imaging and invasive cardiopulmonary exercise testing following treatment (?11 months). Sex, age, ethnicity matched healthy control subjects (n=62) with 1-time cardiac magnetic resonance imaging and noninvasive cardiopulmonary exercise testing were recruited from the PVDOMICS (Redefining Pulmonary Hypertension through Pulmonary Vascular Disease Phenomics) project. We examined therapeutic cardiac magnetic resonance imaging changes relative to the evidence-based peak oxygen consumption (VO2peak)>15 mL/ (kg·min) to define RVFnRec by receiver operating curve analysis. Afterload was measured as mean pulmonary artery pressure, resistance, compliance, and elastance. RESULTS: A drop in RV end-diastolic volume of -15 mL best defined RVFnRec (area under the curve, 0.87; P=0.0001) and neared upper 95% CI RV end-diastolic volume of controls. This cutoff was met by 22 out of 63 (35%) patients which was reinforced by freedom from clinical worsening, RVFnRec 1 out of 21 (5%) versus no RVFnRec 17 out of 42, 40% (logrank P=0.006). A therapy-associated increase of 0.8 mL/mm Hg in compliance had the best predictive value of RVFnRec (area under the curve, 0.76; [95% CI, 0.64-0.88]; P=0.001). RVFnRec patients had greater increases in stroke volume, and cardiac output at exercise. CONCLUSIONS: RVFnRec defined by RV end-diastolic volume therapeutic decrease of -15 mL predicts exercise capacity, freedom from clinical worsening, and nears normalization. A therapeutic improvement of compliance is superior to other measures of afterload in predicting RVFnRec. RVFnRec is also associated with increased RV output reserve at exercise. [ABSTRACT FROM AUTHOR]

The use of spirituality as a resource for clients within the counseling field is growing; however, the primary focus has been on individual therapy. The purpose of this article is to provide counseling practitioners, administrators, and researchers with an approach for incorporating spiritual psychoeducation into group work. The proposed model can be utilized in various settings from residential treatment to outpatient practice. This model is named SPARC, which denotes Spiritual Psychoeducation, Activities, Reflection, and Connection. It incorporates four components built on the foundation of being a competent counselor for spiritual psychoeducation groups. Detailed examples of six sessions are provided. (Contains 2 tables.)

The purpose of this study was to provide information about what characteristics from the variety of inclusive early childhood programs are most valued and least valued by families and professionals. Participants were 10 family members of young children with disabilities being served in inclusive programs and 10 early childhood professionals working in inclusive programs. A combination of Q-sort and qualitative research techniques were used. Participants generated one general factor viewpoint concerning what characteristics of inclusive early childhood programs are the most and least valuable. Interviews provided qualitative clarification concerning why participants did or did not value certain program characteristics and information about participants' beliefs concerning inclusive early childhood programs. (Contains 2 tables.)

Play dates can serve several functions for young children, including children with social difficulties, such as developmental delays, behavioral disorders, autism spectrum disorders, and shyness. Play dates provide children with additional opportunities to be around peers and to practice skills associated with peer play interactions. Play dates also give children an additional environment, beyond group-based early educational settings, to engage in and practice peer play interactions with the assistance of one of their top supporters, their families. The family, if knowledgeable of play-facilitative strategies, can play a key role in promoting opportunities and ensuring that positive peer play interactions occur during their child's play dates. This article describes a variety of important aspects and strategies for families to consider when planning play dates for their child, particularly as they consider taking a more active role in facilitating peer play. Specifically, information about (a) understanding types of peer play interactions; (b) preparing for successful play dates; and (c) facilitating peer play interactions are presented. (Contains 1 table.)

The purpose of this article is to: (a) briefly present the rationale for positive behavior support (PBS) as an effective approach for families and their young children with challenging behaviors; (b) identify the a key elements of PBS and the role of families within the planning process; and (c) provide information on how to collaborate effectively with families given their unique cultural and family dynamics. With each section, the authors will return to the opening vignette to illustrate the impact of PBS through Brandt and his family.

Computer technology can significantly affect the work of counselors in the areas of information retrieval and dissemination, distance learning, college and career exploration, and training and supervision. This article focuses on different ways school counselors can utilize computer technology to work more efficiently and help students succeed. (Contains 26 references.) (GCP)

A range of qualitative and quantitative methods were used to create case studies and summaries of 16 inclusive programs in 4 regional U.S. locations. The individualized service model that programs followed were itinerant-direct service, itinerant-collaborative consultative, team teaching, early childhood, early childhood special education, and integrative or inclusive activities. (Contains references.) (Author/CR)

A study investigated the effects of a neurobehavioral motor intervention on intentional communication development of four children (ages 1 to 3) with neuromotor impairments. Related communication skills linked to motor targets were observed. All subjects increased the use of communication behaviors following implementation of the motor-skill intervention. (Author/CR)

This study reports effects of a neurobehavioral intervention approach on motor skills of four children (ages 1 to 3) with cerebral palsy. Children demonstrated generalization of the movement component by using it to perform both a treated exemplar skill and an untreated exemplar skill, indicating that motor skills can be treated concurrently. (Author/CR)

The impact of individual differences on the performance of roles of learner and learning facilitator was studied during dyadic cooperative learning with 80 college students in same-sex groups of 4. The learner role accounted for more than 70% of the variance in total recall. The influence of cognitive and rapport factors is discussed. (SLD)

This paper describes a model demonstration project to provide inclusive early intervention services to young children with developmental delays and their families. It notes the importance of collaborative partnerships among the significant adults in a child's life as a basis for effective program implementation. The project has three major components: service coordination, family-child care-project partnerships, and transition services. (Author/DB)

Six young children with cerebral palsy received motor skills instruction across two conditions: adaptive positioning and behavioral teaching procedures, and the same procedures plus computer assistance and response-contingent toys. The computer-mediated package increased the children's general level of engagement and motor skills and brought about improvements in interactions with trainers. (Author/JDD)