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Doctoral education is the primary time in which scholars learn about research methodologies and begin to develop their own research agendas and skills. Yet, to date, few research studies have examined graduate students' perceived value of, and access to, training in multiple research methodologies. The purpose of this study was to explore special education doctoral students' experiences at research-intensive universities in relation to mixed methods, quantitative, and qualitative methodologies. Using a mixed-methods research design, we explore the extent to which research judgments, skills, paradigmatic values, and methodological identities are diverse and how those features interact when doctoral students judge research. First, doctoral students were invited to participate in a survey (replicating McKim, 2017). Then, students who volunteered during the survey were individually interviewed about their methodological training and identity. We present the results and discuss how they can inform personnel preparation for the next generation of research scholars and consumers.

Young children experience traumatic events at high rates. Early childhood special education programs are an optimal time for implementing trauma-informed care. Minimal research has been done to understand early childhood special education teachers' attitudes and experiences with trauma-informed care. Using a convergent mixed methods approach, this study explored early childhood special education teachers' (N = 25) attitudes and experiences with trauma and trauma-informed practices. Results indicate that early childhood special education teachers' attitudes and experiences do not always align.

Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.

The goal of the journal review process is to ensure that published manuscripts are of high quality and address important topics. Technical criteria about methodology, rigor, and clarity can impact how a manuscript is reviewed. However, journal reviewers rely on accumulated wisdom about credibility, accuracy, reasonableness, timeliness, and relevance to base their judgment about the appropriateness, desirability, or publishability. The purpose of this study was to explore editorial board members' experiences in relation to mixed methods research (MMR). Using a MMR design, we explored the extent to which research judgments, skills, and paradigmatic values are diverse among editorial board members for three high-impact early childhood special education journals and how those features interact when reviewers judge research. First, editorial board members were invited to participate in an online survey. Then, editorial board members who volunteered during the survey were individually interviewed. We present the results and discuss how they can inform peer review process.

Suicide is a major public health issue, and a leading cause of death in the United States. Caregivers of young children with or at-risk for disabilities and developmental delays may experience significant life stressors that increase their risk for suicidal thoughts and behaviors. Early childhood special education (ECSE) home visitors may be in a prime position to notice and intervene in these situations but may lack the training and confidence to do so. This article outlines evidence-based strategies for identifying and responding to possible suicidal thoughts and behaviors in the context of ECSE home visiting.

In early care and education (ECE), including early intervention and early childhood special education (EI/ECSE), professionals regularly express a love for the individualized nature of the work with children and families as a large reason why they enter this workforce. This article aims to provide ECE professionals supporting young children with disabilities and their families with foundational knowledge of systems, strategies, and processes for engaging in educational policy and advocacy. Specifically, the authors (a) discuss policy impacts on systems and practices, (b) summarize foundations for understanding policy, and (c) provide a scaffolded approach for ECE professionals to begin engaging in policy and advocacy through dipping a toe in, wading in, or diving in to support a range of engagement styles, resources, and levels of understanding. This introductory article provides foundational knowledge and a range of opportunities for engaging with policy. By engaging with advocacy to influence policy, ECE professionals are not only enacting professional and ethical obligations but are also impacting systems that have long-term influence on the lives of young children and their families.

Mixed methods research is a robust and growing methodology in many fields, including education. We drew upon the influential work of Greene et al., Ivankova and Kawamura, and Alise and Teddlie to explore the landscape of published mixed methods research in special education. We conducted a systematic literature review of 15 top-ranked journals in special education from 2007 to July 2019. Specifically, we used the seminal work of Greene et al. as a conceptual framework for describing how researchers designed and implemented their mixed methods research studies. We found a very small proportion of the total number of original research studies purported to use mixed methods (0.62%; N = 43). Within this small set of mixed methods research studies, very few explicitly articulated and defended how they addressed the recommended components identified by Greene et al. Implications for applying mixed methods to special education research are discussed.

Parents of young children with disabilities may experience high levels of stress and psychological distress that may put them at higher risk for experiencing suicidality. Thus, early childhood home visitors (e.g., professionals who work for home-based early intervention programs) may serve as important gatekeepers for identifying and referring parents who are experiencing psychological distress, including suicidal thoughts. However, most early childhood home visitors do not receive training on identifying or intervening with distressed and potentially suicidal caregivers. Therefore, early childhood home visitors would benefit from acquiring evidence-based, accessible strategies for identifying and responding to caregivers who they know or suspect are experiencing suicidal thoughts--a class of knowledge and skills that can be obtained through "suicide gatekeeper" training. In this article, we provide evidence-based information about suicide risk among parents of young children with disabilities, the intervention of suicide gatekeeping, and how suicide gatekeeping can be incorporated into the early childhood home visitor role.

Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young children with disabilities who have experienced abuse. Gaps in the literature are identified and future directions are discussed.

Background: The restraining of children is a pervasive but controversial practice that has resulted in the injury and death of children. Despite this threat of harm, little research has explored what factors contribute to the risk of a child becoming injured during a restraint event. Objective: This study examined multiple child and restraint factors to better understand what predicts the injury of a child during a restraint event. Methods: Longitudinal data (794 youth, 13,339 restraint events) from six residential treatment centers in the Midwest were utilized to predict injury associated with restraint using nested hierarchical logistic regression models. Results: Injuries to the child are a frequent outcome following the use of restraints on a child. Findings show that a child being male and older contributed to the likelihood of an injury, but the race of the child did not predict injury. In addition, three physical hold types--prone, supine, and settle--were associated with a greater likelihood of injury. Conclusions: Results suggest those who use restraints on children should reevaluate their behavior management plans to reduce their risk of hurting children by restraints. Eliminating or greatly reducing the use of prone, supine, and settle holds will likely lead to a drop in injuries of children.

Despite their negative effect, preschool suspension and expulsion are prevalent. Researchers have explored adverse childhood experiences and teachers' racial bias that link to disproportionate suspension and expulsion in preschools, but little research has investigated disability status as a risk factor. This study investigates the extent to which preschool children with disabilities are related to exclusionary practices. We used weighted logistic regression to analyze data from the 2016 National Survey of Children's Health. Results indicated that 5.4% of young children with disabilities had been either suspended or expelled, compared to 1.2% of children without disabilities. Accounting for child- and family-level covariates, disability status was not a strong indicator of preschool suspension or expulsion. Instead, young children with attention deficit disorder or attention deficit hyperactivity disorder or reported behavioral or conduct problems were much more likely to experience exclusionary practices. Implications for prevention and response efforts to address challenging behavior and promote inclusive practices in preschool settings for all children are discussed.

Mixed methods approaches to research are gaining popularity in the social sciences. Although these approaches may be unfamiliar to many in our field, they can uniquely contribute to and enhance early childhood special education (ECSE) research. The purpose of this article is to orient ECSE researchers to the field of mixed methods social inquiry. We offer two examples of mixed methods. We define mixed methods and how mental models and paradigms influence these efforts, including a discussion of the distinctive purposes for applying mixed methods. Finally, we identify challenges to determining rigor and quality of mixed methods research and offer preliminary guidance to mitigate these challenges. Throughout, we encourage integrating rigorous mixed methods into ECSE scholarship.

A mixed methods design was used to facilitate an understanding of what early interventionists (EIs) experience when working with families living in poverty. EIs working in a large urban area (n = 306) completed an online survey and participated in a follow-up focus group (n = 7). EIs reported that logistical challenges and family/EIs stressors (e.g. domestic violence, personal safety concerns) impacted and often interrupted EI service delivery to families living in poverty. Implications for policy and professional development are described.

Cross-system collaborations are central to the provision of services for young children with disabilities who have experienced abuse. While multiple position papers and policy briefs emphasize and encourage these cross-system collaborations between the Early Intervention and Child Welfare systems, very limited empirical research has examined these collaborations. This intrinsic case study examines Jocelin, a young child who experienced abuse, her family, and the EI and CW professionals who support her and her family. We share three case study 'patches' to examine the approach to, as well as the quality and quantity of EI and CW services provided to Jocelin and her family. Implications for future research are discussed.

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza's life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed. [ABSTRACT FROM AUTHOR]

Six agencies in Illinois received 18 months of funding from the governor's office to develop effective and innovative strategies to recruit young children from traditionally underserved families into early childhood education (ECE) programs. The five agencies that provided families with immediate follow-up and some services shortly after recruitment were able to maintain contact with families while those families waited for their child to be enrolled. Most agencies reported enrollment delays because of waiting lists. Agencies that provided "interim services," such as weekly preschool activities or a monthly home visit, reported retaining the largest number of families for future enrollment in ECE programs. In addition, agencies indicated that it was essential to "go to" families to assist them with enrollment-related paperwork and not expect families to come to the agency. Collaborating with other agencies that provide additional services to families living at or near the poverty level was another important factor for retaining families for future enrollment. A research team at the University of Illinois conducted the evaluation of the program. Each of the six agencies participated in three evaluation interviews scheduled at the beginning, middle, and end of the funding period as well as an optional monthly teleconference call to share information and solve problems. The research team used the interviews and teleconferences to evaluate the effectiveness of the six agencies' recruitment strategies.

The primary author hosted a series of focus groups with early intervention (EI) professionals in a large midwestern urban area. Participants were asked to share their experiences supporting families who live in poverty and also receive EI services. Although positive experiences and successes were discussed, many EI professionals noted that when they make home visits in urban areas with high poverty, they often felt that they were just "hoping for the best." This article presents three brief vignettes detailing the situations EI professionals experienced when working with families living in poverty. Although the data for the focus group were analyzed using traditional thematic analysis (Miles & Huberman 1994), after the analysis, the primary author used the categorized data to create a series of data poems. These data poems were intended to capture the emotions of this difficult work while also starting important dialogues about the nature of providing home visits to families living in urban poverty. The authors use these data poems throughout this article to start dialogues centered around safety, family and child health and well-being, and being culturally responsive and respectful. Although the authors use the term "early interventionist" throughout this piece, these strategies can be useful to anyone who makes home visits.

The Council for Exceptional Children (CEC) recognizes that all children and youth with disabilities have the right to live and flourish in a safe environment where they are protected from maltreatment. In January 2018, CEC formed a work group to write a policy statement on the prevention of and response to maltreatment. The complete CEC Policy on the Prevention of and Response to Maltreatment is provided in this article.

It has been well documented that experiencing trauma impacts all aspects of child development. Young children experience trauma at high rates, and children with disabilities are at an increased risk of experiencing trauma. One way to mitigate the effects of trauma is through the implementation of trauma-informed care, which requires a well-trained workforce. Yet, to date, minimal research has been conducted about the professional development needs of early childhood special education (ECSE) teachers related to trauma. The purpose of this qualitative study was to understand ECSE teachers' professional development needs related to trauma and trauma-informed care. Eighteen ECSE teachers participated in interviews. Results indicate that while ECSE teachers are familiar with the basics of trauma-informed care, more training is needed, specifically in the areas of working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma. [ABSTRACT FROM AUTHOR]

This article details two important reasons why supporting young children with disabilities who have experienced abuse and neglect and their families is the responsibility and obligation of the Division for Early Childhood of the Council for Exceptional Children (DEC): (1) Although prevalent in their work, this population is overlooked; and (2) Somebody needs to do something. DEC has the unique responsibility, obligation, and opportunity to take the lead regarding encouraging research, policy, and practice related to supporting young children with disabilities who have experienced abuse and neglect. In September 2015, DEC formed a development team to begin working on a position statement focused on young children with disabilities who have experienced abuse, neglect, and trauma. The development team is comprised of individuals in the DEC community who expressed an interest in supporting young children with disabilities who have experienced abuse and neglect and their families (see Table 1, development team members). The position statement will be highlighted and distributed at the DEC 2016 conference in Louisville, Kentucky. While the DEC community currently does not have the solutions to child abuse, neglect, and trauma, this position statement takes a step forward in the problem solving process.

The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in poverty, within the early intervention (EI) system, we reviewed four EI components: (a) family-centered orientation, (b) natural learning environments, (c) collaborative team processes, and (d) service integration. We discuss the implications of these components for the preparation and training of EI providers to work with families, including those living in poverty.

In this article, the authors explored mothers' descriptions of the benefits of interacting with their infants and toddlers with and without diagnosed disabilities. Interview data from 40 Filipino mothers, 20 mothers of children with a diagnosed disability, and 20 mothers of typically developing children were analyzed. Using qualitative methods, the authors identified several themes of child benefits that emerged from the data: (1) develop child's competence, (2) develop child's confidence, (3) strengthen child's bonds with his or her mother and other caregivers, (4) promote the development and expression of child's unique personality, and (5) support child's moral and spiritual growth. These themes are described and illustrated for children with and without disabilities, and similarities and differences are noted. Implications for future research and practice are discussed.

Abuse or neglect and disability often go hand in hand. Unfortunately, most professionals who work with maltreated young children are not aware of early childhood and disability-related resources and services available. In order to raise awareness across early childhood and child welfare systems, a five-week advanced training for volunteer child advocates, entitled Court-Appointed Special Advocate Strong Beginnings, was created. The pilot programme and formative evaluation are highlighted. Upon completion of the training, advocates reported being better prepared and more informed about both early childhood and child welfare systems. Future directions for raising awareness across the child welfare and early childhood special education communities are discussed.