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Background: It is highly recommended that professionals promote caregivers' capacity-building to use intervention strategies to support children with developmental delays or disabilities in natural learning environments, particularly in the earliest years of life. There is a gap, however, in understanding the extent to which these professionals may feel supported in tailoring outreach to support parents with Intellectual Disability and/or mental health conditions (MHCs). Methods: We surveyed providers (n = 55) who work with families of infants and toddlers in Early Intervention programs across the United States. Results: Most had at least one family with intellectual disability (87%) or a MHC (92%). At least half felt parents with intellectual disability or MHCs warranted more time/resources (64% or 50%, respectively) and half were "extremely interested" in trainings to support parents with intellectual disability (48%) or MHCs (56%). Conclusions: Findings and implications are discussed.

In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred for services covered by IDEA until after the age of 4 years. To explore the prevalence of and factors correlated with a potential "wait and see" mindset among one group of stakeholders influencing referral decisions, we disseminated an expert-reviewed survey to pediatric health care providers in a southeastern metro area (n = 99). They self-reported views on waiting to refer, perceived roadblocks to screening and referral, and viable recommendations. Most participants reported using a "wait and evaluate further" approach instead of "wait and see," and the large majority were not very comfortable discussing suspected ASD with parents of young children (birth to 5 years of age). Those with more years of experience reported being less likely to wait to refer an infant/toddler and more comfortable speaking with parents about suspected signs of ASD. We discuss findings and implications for a comprehensive, multisector approach to outreach and referral.

This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Peer coaches included a participant-selected teacher or a director-selected teacher; program administrators also provided coaching. A one-page coaching form included columns to document the coaches' observations and notes on teacher strengths and suggestions for improvement. Reflection forms, completed by teachers following coaching, captured perceptions about the coaching process. Results suggested that, compared to other coaches, administrators were most likely to provide specific feedback to teachers. Teachers were most comfortable being observed by a self-selected peer coach and most comfortable receiving feedback from a director-selected peer coach. Participants shared perceived benefits of and challenges to engaging in the peer coaching process. Findings and implications for program-level peer coaching initiatives are discussed.

Part C Early Intervention is intended to build capacity among caregivers of infants and toddlers with special needs to use tailored strategies in natural environments. Satisfaction and perceived strategy use, however, remain unclear. In a Northeastern home-based program, caregivers (n = 195; 33% response) and providers (n = 66; 33% response) answered questions on strategy use, whether others are asked to use strategies, and perceived compliance. A subset of providers participated in a focus group. Most providers were "somewhat confident" caregivers use recommended strategies. Half of providers consistently encouraged caregivers to ask others to use strategies, with this linked to familiarity with ecological systems theory. Despite 86.2% of caregivers asking one or more person to use strategies, there was little confidence in compliance. Findings and implications are discussed, including revisiting coaching practices, exploring variability in support networks, and promoting strategy use across key partners.

Background: Psychotropic medication is widely prescribed to treat mental illness. However, it is controversial when used as a chemical restraint (CR) to manage challenging behaviours (CBs) of adults with intellectual disability (ID). CR has potentially negative consequences and affects human rights. Method: Qualitative research conducted between 2014 and 2015 explored the views of 'guardian' decision makers appointed under unique Queensland legislation oversighting the use of CR. Results: Findings included (1) negative conceptualization of CR, (2) concerning relationships with prescribers and disability sector staff, (3) challenges to information seeking about people with ID prescribed CR and (4) problematic implementation of positive behaviour support plans. Conclusion: According to guardians, CR may be used in lieu of community supports, and prescribers sometimes diagnose mental illness to avoid CR legislative requirements. Guardians, prescribers and professionals would benefit from training that addresses the intersection between physical and mental health, CB and CR.

Video self-modeling (VSM) is an evidence-based intervention for teaching new behaviors that is effective, engaging, and incorporates digital technology. While its utility has been well explored to develop new communication and/or social skills for students with disabilities, fewer studies have examined its use for reading fluency with diverse learners, including those with severe reading deficits, older students, and dual language learners (DLL). The implications of poorly developed reading fluency are serious, and unfortunately, impact many students in today's schools. Educators must find ways to actively engage students in fluency interventions that are evidence-based, build on their strengths, yet are also feasible to implement. The current study employs a multiple baseline design to evaluate the impact of VSM on oral reading fluency, reading errors, and reading self-concept with three seventh-grade DLL students with special needs. Results showed increases in the average number of correct words per minute on familiar passages, and a consistent reduction in errors across participants on familiar and unfamiliar passages. The average effect size (percent of non-overlapping data) across all participants was 0.78, suggesting that VSM may be an effective intervention for older learners, as well as for DLLs with disabilities.

Although early childhood programs are encouraged to facilitate meaningful home-school collaboration, use of family feedback to inform programmatic decisions may be underutilized in practice. In a birth-five childcare program in the Northeastern United States, families rated level of satisfaction with and shared open-ended comments on eight aspects of the program anticipated to be observed at arrival/dismissal (e.g., class environment, teacher-teacher interactions, teacher-child interactions, teacher-family interactions) in an anonymous end-of-year survey (70% response rate). Program administrators then participated in a 90-min focus group to discuss aggregated findings. Content analysis revealed noteworthy insights regarding initial reactions and proposed recommendations. The program director noted which proposed changes were implemented several months later. Results and implications are discussed, including the importance of birth-five professionals seeking anonymous feedback from families, allotting dedicated time to reflect on and address concerns, and notifying families of specifically how their input is being used to inform programmatic improvements.

Grounding this study in Bronfenbrenner's ecological framework, the authors used a survey that includes psychometrically sound measures, to investigate the social experiences of 54 immigrant families with young children and the factors that shape their perceptions of life satisfaction and social support in a highly urban city. Results show persistent challenges related to discrimination and access to resources. Despite these challenges, participants' overall satisfaction with life was rated high and positively correlated with their comfort with practicing their culture and with their perceived social support. Implications involve the need to design evidence-based policies and programmes that promote immigrant families' wellbeing. [ABSTRACT FROM AUTHOR]

Researchers acknowledge the utility of external consultants in helping teachers address problem behavior. To build teachers' capacity, the author explored emerging roadblocks during a consultation process. This investigation involved consultation and training on multitiered positive behavior supports for early childhood co-teaching dyads who selected children with year-long problem behavior. Sessions were informed by teacher-child observations and teachers' data collection. Triangulated content analysis with peer debriefing and member checking suggested specific areas to address before participants could objectively engage in the assessment process. These obstacles included: difficulty defining concerns, focusing on variables outside their control (i.e., behavior's etiology, the role of parental caregivers), and establishing nonrevisited, early assumptions. This study provides a rare glimpse into roadblocks to behavior assessment in an early childhood setting. Implications are discussed, including the need for more proactive discourse in teacher preparation programs and in-service training to build educators' capacity to objectively assess prolonged problem behavior.

Laying a strong foundation for emotional development in children birth to 5 is of critical importance, but the extent to which this is considered following child abuse and/or neglect, foster care placement, reunification, and potential re‐entry into foster care remains unclear. Using a convergent mixed methods design, we investigated perceptions among child welfare professionals given the contributing role they could play in both initiating provider–parent dialogue and connecting families with timely resources to better support early emotional development post‐abuse/neglect. Fifty eight child welfare professionals in an urban, Northeastern County of the USA participated (73% response rate). Survey data and focus group insights shed light on satisfaction with and roadblocks to supporting foster and biological parents in promoting emotional development. A low proportion of respondents offered advice on emotional development, referred families to relevant parent education, or perceived biological or foster parents as extremely prepared. Self‐reported likelihood of providing advice to families was positively associated with access to information on emotional development, years employed, and job satisfaction. Multilevel roadblocks were identified. Results inform systems‐level, family‐centred initiatives and information sharing to better support emotional development post‐abuse and/or neglect. [ABSTRACT FROM AUTHOR]

Author(s): Nicole Megan Edwards [sup.1] Author Affiliations: (Aff1) 0000 0000 8828 4546, grid.262671.6, Department of Interdisciplinary and Inclusive Education, College of Education, Rowan University, , 08028, Glassboro, NJ, USA Significance [...], Objectives There continues to be a pressing need to increase referrals to family-centered early intervention (EI) for more eligible infants and toddlers with inadequate consideration for the role of senior, mentoring professionals. Methods To address a dearth in our understanding, a subset of Pediatric Residency Training Directors shared views on EI, referral, and relevant training efforts. Results Participating directors primarily reported limited understanding of EI. Greater knowledge of family-focused EI correlated with its perceived helpfulness (r = .420; p = .021), which positively correlated with referring a child to EI. Despite 67% of the sample viewing pediatricians as 'most important' in screenings and EI referrals, residents were perceived as only somewhat aware of EI referral and services, and only somewhat aware of differences between clinic options and Part C EI. Although nearly all respondents noted minimal EI exposure during training, only 43% felt this amount was 'inadequate/insufficient'. The sample was fairly evenly divided in being 'extremely' or 'somewhat' interested in communicating with state EI leaders. Conclusions for Practice This preliminary analysis describes perceptions among senior medical professionals who may influence referrals via mentoring, training, and interdisciplinary collaboration. Findings inform next steps in terms of research, improving education for directors and residents, and collaborative information-sharing to bolster family-centered EI referrals to improve child and family outcomes.

The success of Early Intervention (EI) programs (Part C, IDEA [Individuals with Disabilities Education Improvement Act of 2004]) for infants and toddlers with special needs (birth to 36 months) is largely influenced by the quality of direct service providers. Little is known, however, about characteristics of providers or involvement in training initiatives to inform practice. As a rare glimpse into a state's EI personnel system, the authors examined cross-sectional information from a Professional Development database in one state's home-based Part C program. Trainees (N = 425) included primarily those who were in a sole or combined position as special instructor and/or service coordinator. Key insights and needed lines of inquiry to inform national Part C professional development initiatives are discussed.