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Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of implementation. The researchers used discrete choice analysis to examine and test the effects of Early Childhood Special Education teachers' beliefs (self-efficacy, attitude, subjective norms; Theory of Planned Behavior) about key evidence-based practices on their practice selections. To assess malleable determinants of practice selection, this study addressed these aims: (1) assess Early Childhood Special Education teachers' beliefs (attitudes, subjective norms, and self-efficacy) about key evidence-based practices, (2) describe which evidence-based practices teachers selected, and (3) examine whether teachers' beliefs predicted practice selections. A web-based survey gathered responses from 222 Early Childhood Special Education teachers. Participants had the most favorable beliefs about naturalistic intervention and the least about discrete trial teaching and scripting. These beliefs aligned with the frequencies with which these practices were selected, and teachers' beliefs predicted which practices they selected. Together, these findings suggest that beliefs serve as determinants of Early Childhood Special Education teachers' practice selections that can be acted on to tailor pre-implementation supports and improve implementation from the start. Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. [ABSTRACT FROM AUTHOR]

Valid research is crucial for evaluating the effects of utilized practices, strategies, and interventions on learners with exceptionalities. In the United States, for the past several decades, considerable research and policies have focused on developing evidence-based practices (EBPs), evidence-informed programs, and other research-supported initiatives that intend to produce better outcomes for children with disabilities. However, past and current efforts to translate, transport, and close the research to practice gap have not successfully disseminated the growing list of evidence-based interventions, strategies, and programs routinely into practice. The gap between research and practice is particularly problematic in special education and early childhood special education (ECSE). Children and students with disabilities require highly effective instruction to reach their potential. This conceptual review paper provides an overview of EBPs in ECSE and elaborates on the research to practice gap and the related issues. The paper discusses the identification, implementation, and dissemination of EBPs that have been regarded as the challenges the field of ECSE faces in closing the research to practice gap. Finally, implications and recommendations for future research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

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Although our field has made significant progress in the measurement of procedural fidelity in research studies, we argue for a more nuanced and expansive perspective on procedural fidelity. Specifically, we review the status quo of procedural fidelity measurement in intervention research along with specific suggestions for increasing both precision and focused research on the levels of procedural fidelity that are needed to maximize outcomes for individual participants. Second, we offer an expanded example of procedural fidelity by examining the data on the influence of typical peers, particularly on how the data influence a broad range of skills for individuals with severe disabilities. Finally, we examine the need for multiple layers of procedural fidelity assessment if we are to fully understand the vast array of contextual variables that can influence both procedural fidelity and child outcomes, particularly in a progression of research from initial efficacy assessment through scale-up and replication. We utilize the program-wide implementation of the Pyramid Model for illustrative purposes. [ABSTRACT FROM AUTHOR]

We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants were three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case design to provide real-time technology-enhanced performance-based feedback across child-led, teacher-led, and mealtime routines. We collected generalization data across a fourth novel routine, clean-up. We analyzed teachers' use of communicative antecedents and consequences, children's responses to antecedents, and children's expressive communication. Real-time technology-enhanced performance-based feedback enhanced teachers' use of communicative antecedents and consequences, and when teachers used antecedents, children responded to these opportunities and practiced their expressive communication. [ABSTRACT FROM AUTHOR]

Effective leadership is regarded as pivotal to the vitality of organizations. In early childhood programs, strong leadership is particularly critical because program leaders are the gatekeepers of quality. However, the fields of early intervention, early childhood, and early childhood special education (EI/EC/ECSE) continue to struggle with the challenges of being overlooked regarding leadership research, potentials, qualities, and abilities. This scoping review aimed to identify and synthesize the available evidence by understanding the nature and extent of leadership literature in EI/EC/ECSE between 2000 and 2018. Collectively, 1,416 articles were reviewed. A total of 106 articles that met the inclusion criteria were summarized using a number of variables. The review confirmed the long existing paucity of leadership research in EC and more specifically in EI and ECSE with specific findings in terms of research scopes and approaches. Presentation and dis- cussion of findings along with implications for future research are provided. [ABSTRACT FROM AUTHOR]

In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves. [ABSTRACT FROM AUTHOR]

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level‐3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed‐methods research. Identity theory and Bronfenbrenner's bio‐ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings. [ABSTRACT FROM AUTHOR]

Schools continue to experience difficulty meeting the needs of young children who are formally identified as having an emotional and/or behavioural disorder (EBD). Although schools are mandated to use evidence‐based practices to improve student outcomes, such practices must first be identified before they can be employed. Systematic reviews of intervention studies are commonly performed to identify evidence‐based practices, make recommendations for service delivery, and identify areas for future research that are needed to inform practice. At this time, researchers have yet to perform a systematic review of intervention studies involving young children identified with EBD – early childhood (EC) – grade 2. The purpose of this study was to identify and describe published school‐based intervention research for this student population. Studies meeting selection criteria were evaluated according to the relevant What Works Clearinghouse (WWC) Design standards to identify studies with strong internal validity that reported positive effects. Twenty‐nine manuscripts reporting 30 intervention studies were identified. Findings suggest that practitioners must primarily rely on their professional judgement and values guided by principles embedded in their training when planning instruction and support for young children with EBD due to the absence of high‐quality intervention research. Additional rigorous evaluations are needed so that practice is better informed by science. Recommendations for practice, areas for future research, and study limitations are discussed. [ABSTRACT FROM AUTHOR]

• A child specific assessment of teacher self-efficacy was used. • Teachers felt less self-efficacious in relation to children with disabilities. • Child-specific teacher self-efficacy predicted children's print knowledge outcomes. Using data from 73 early childhood special education (ECSE) teachers and 837 preschool children, this study examined whether teachers experienced differences in self-efficacy in teaching children with and without disabilities, as well as whether they experienced differences in self-efficacy when teaching children with different types of disabilities. Additionally, we investigated the relations between ECSE teachers' self-efficacy toward individual children and children's print knowledge, as well as the extent to which children's disability status moderated these relations. Our results showed that ECSE teachers felt less self-efficacious with children with disabilities versus children who are typically developing and experienced the lowest efficacy for teaching children with autism spectrum disorder among children with disabilities. ECSE teachers' self-efficacy in relation to individual children served as a significant predictor of children's print knowledge. Results did not support a moderation role for children's disability status. These findings illustrate the importance of examining teacher self-efficacy at the child level and indicate that higher teacher self-efficacy is beneficial to early literacy development for all children in ECSE classrooms, including those with disabilities. [ABSTRACT FROM AUTHOR]

The research synthesis presented here reviewed the currently available evidence on the effectiveness of parent-implemented interventions and family-centered service delivery approaches in early intervention, early childhood special education, and kindergarten through grade three (EI/ECSE/K-3). The search for appropriate research literature spanned from 2005 to 2018 and resulted in a total of fifteen studies that met the inclusion criteria. Taken together, the outcomes of this research synthesis provide support for the effectiveness of parent-implemented interventions for children with or at risk for developmental delays/disabilities. Also, there is evidence to support the efforts that have been made to train EI/ECSE professionals in adopting these practices in their profession. However, no evidence was gained to clarify if the implemented interventions were aimed to help the child and the family with Individualized Family Service Plan (IFSP) or Individualized Educational Plan's (IEP) goals' attainment. Discussion of the findings along with implications for future research and practice are presented. [ABSTRACT FROM AUTHOR]

Family-early educator partnerships are foundational to early childhood and early childhood special education, and collaborative decision-making regarding child and family need is recognized as a critical component of these partnerships. This study investigated how two Part C early intervention home visitors and four parents communicated during home visits, and discursively selected strategies to promote children's development. The following research questions were addressed: (1) How is decision-making constructed through discourse by parents and home visitors during home visits? (2) How do decision-making structures contribute to parent participation in decision-making? Analysis of home visit transcripts and interviews with home visitors indicated that how home visitors introduced the opportunity to make a decision and addressed options with families played an essential role in the extent to which parents meaningfully participated in decision-making. Although home visitors intended to provide parents with opportunities for full participation, this was not consistently realized during home visits. Home visitors predominantly initiated and controlled discussion topics. Features of words spoken and actions taken through language contributed to interactional construction of home visitors as assessors and advice givers, with parents in more passive roles, such as informants and advice followers. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed. [ABSTRACT FROM AUTHOR]

It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39-45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors. [ABSTRACT FROM AUTHOR]

Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers' provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children's language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms. [ABSTRACT FROM AUTHOR]

The term family-centred practices refer to a particular set of beliefs, principles, values, and practices for supporting and strengthening family capacity to enhance and promote child development and learning. Family-centred services in early childhood and early childhood special education programmes (EC/ECSE) can affect a wide range of outcomes. However, despite research documenting the potential benefits of family-centred services, full implementation in practice is difficult to achieve. In the United States, EC/ECSE administrators struggle with implementing quality family-centred services within an environment of limited resources and competing priorities. This paper provides results from an exploratory qualitative study that investigated the administrators' perceptions, current practices and training needs, in family-centred services, and recommendations for administrators regarding implementation of quality family-centred service delivery in EC/ECSE settings. [ABSTRACT FROM AUTHOR]

This review aims to provide an overview of content in Nordic research between 2006–2014 in the field of special education in preschool. More specifically, this review identifies the similarities and variation in and between content in the research. A total of 31 studies were found to be relevant. A summative thematic content analysis was made. The review revealed five main content themes: 'special education and children in preschool'; 'inclusion and participation'; 'relationships, interaction, and cooperation'; 'special educators'; and 'special education documentation'. The themes give a better understanding of what content areas are focused on in the field of research. The result of the review points towards a shift in research. This from mainly have focused on individual-based interventions, to have a clearer direction to issues involving occupational groups responsibilities and opportunities in creating a preschool for all children, and concerns related to conditions for inclusion in spatial, social, and educational ways. [ABSTRACT FROM AUTHOR]

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage  = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills. [ABSTRACT FROM AUTHOR]

A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which was further enhanced when immediate feedback was used. Positive outcomes were observed across children for both their responses and overall expressive communication. [ABSTRACT FROM AUTHOR]

The use of therapy dogs as an animal-assisted education (AAE) intervention in the early childhood special education classroom (ECSE) is a growing phenomenon. Research reflects the potential of using canines to support the academic and functional performance of young students with disabilities. Using therapy dogs in a classroom setting to support AAE might seem simple, but the author encourages ECSE teachers, principals, and handlers to adopt certain practices that will ultimately promote safe human–animal interactions and effective educational opportunities. The effective implementation of AAE with therapy dogs in an ECSE classroom requires the discussion of appropriate protocol; careful planning between the handler, principal, school staff; and reflective practice. A protocol will ensure the safety and well-being of young students with disabilities and the canine. Handlers and ECSE teachers should embrace a co-planning approach that synthesizes the content knowledge of the ECSE teacher and the canine expertise of the handler. Reflective practices along with co-planning will ensure both teacher and handler implement an intervention that potentially optimizes student learning toward an academic or functional performance goal. Collaboration among professionals is critical to meeting established student learning outcomes. A lack of collaboration may result in the implementation of ill-planned, ill-implemented practices that are misaligned to established human–animal interaction standards and may have negative consequences for student and canine health and behavior. This article will discuss strategies that will help school staff and therapy dog handlers promote appropriate practices during the implementation of AAE interventions. [ABSTRACT FROM AUTHOR]