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Dialogic reading is a shared reading intervention which has been shown to increase children's oral language skills. Although dialogic reading has been heavily researched and replicated with a variety of populations, this study uniquely focused on outcomes when parents of children with a developmental delay from low socioeconomic status homes were coached to implement dialogic reading with their child in their home. Using a multiple probe design across three parent-child dyads, researchers examined the effects of the modified dialogic reading intervention package on participating parents and their children. When provided with evidence-based training and coaching sessions, all parents were able to implement the intervention with fidelity and increased the number of open-ended prompts and expansions they used with their child during shared reading. Two of the three children's oral language skills appeared to improve throughout the course of the study preparing them for future success in their literacy development.

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 requires that all students with disabilities participate and progress in the general education curriculum. Although IDEA requires individualized education program (IEP) teams to include academic and life skills goals in a students' as necessary to meet their individual needs, many researchers have raised concerns that the emphasis on the general education curriculum could lead IEP teams to deemphasize goals focused on instruction on life skills which are consistently predictive of improved post-school outcomes for students with a significant cognitive disability (SCD). This study used a direct content analysis to examine the IEPs of 1,103 students with a SCD from four school districts to determine the proportion of goals included in their IEPs that were drawn from the state's general education curriculum and life skills domains. The authors coded the goals found in student IEPs and used descriptive (i.e., measures of central tendency and variability) and inferential (i.e., Wilcoxon matched-pairs signed-rank test) statistics to analyze the data. We found that students from this sample have a larger proportion of IEP goals related to the academic core standards than IEP goals related to life skills. These findings will be discussed in terms of the implications for future research and practice.

Despite the potential positive impact of augmentative and alternative communication, the literature suggests that many individuals with disabilities experience barriers in developing communication skills and access to appropriate supports. Parents can provide valuable insight into the barriers and facilitators experienced by their children with complex communication needs. Previous studies exploring parent perspectives of the complex communication needs of children with various disabilities have revealed similarities and differences in experiences. This supports the need to examine the barriers and facilitators experienced by different populations, including individuals with Koolen de Vries syndrome (KdVS). As a newly identified syndrome, information on individuals with KdVS is limited, and studies examining parent experiences in supporting the communication needs of children with KdVS have not been conducted. This study obtained parents' perspectives regarding the communication barriers and facilitators experienced by their children with KdVS. Fifteen parents participated in one of two focus group sessions. The data were analyzed through qualitative content analysis, resulting in 13 categories discussed in relation to previous research and conceptual frameworks. Research and practical implications for developing a deeper understanding of the barriers experienced by children with KdVS are proposed.

The purpose of this investigation was to explore whether a difference existed between the effectiveness of paper-based format and tablet computer-based format Social Story interventions on frequency of undesired behaviors. An adapted alternating treatment design was implemented with four children with autism spectrum disorder (ASD). Data regarding frequency of undesired behaviors during target activities as well as social validity data regarding the perceived effectiveness and efficiency of the interventions were collected. Results revealed that Social Stories presented in both paper-based and tablet computer-based formats were effective in decreasing undesired behaviors when compared to baseline conditions, and that a notable difference did not exist between the effectiveness of the paper-based and tablet computer-based formats. Social validity data provided strong support for the use of both paper-based and tablet computer-based Social Story interventions in early childhood classrooms. Behavioral outcomes did not vary across paper-based and tablet computer-based formats. However, social validity data revealed that interventionist preference did vary across formats suggesting that interventionist preference should be considered when developing and implementing Social Story interventions.

This article extends Dr. Bob Remington's call for collaborations between those supporting behavioral approaches and those supporting more natural developmental approaches to beginning communication intervention. This article expands areas previously discussed by Dr. Remington. Topics that are addressed include pivotal behaviors that may facilitate communication acquisition, matching law and response efficiency, generalization, maintenance, and the related topics of general case instruction (which involves an understanding of stimulus and response classes). These topics reflect contemporary areas of research that could be better integrated into translational research and have not been extensively integrated into augmentative and alternative communication (AAC) practice. Dr. Remington's article discussed the value of behavioral approaches and corresponding methodology to AAC researchers and practitioners. We agree and discuss the need for greater interaction among proponents of varying approaches to intervention.

Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers to use communication teaching strategies has been conducted and replicated. In many studies, interventions have been delivered by researchers rather than natural change agents. The purpose of this study was to assess the social validity of a caregiver-implemented communication strategies intervention program in which the caregiver was trained and coached by a natural change agent, the family's EI service provider, via telepractice. We analyzed multiple sources of data to investigate the social validity of the intervention program. We found that some aspects of the program had high levels of social validity (e.g., goals and outcomes). Other aspects of the program had lower levels of social validity (e.g., procedures and technology use). The findings, limitations, and implications for practice and research are discussed.

A high-quality education in the social studies is recommended by the National Council for the Social Studies to promote civic competence and democratic participation for school system graduates. Currently, limited empirical information exists to inform social studies instruction for students with significant intellectual disability (SID), especially within inclusive academic settings. Effective content instruction in social studies areas, aligned to the general academic curriculum and presented in the general setting, may help to improve post-school outcomes for students with SID. A multiple probe across participants single case design was used to determine the effectiveness of paraprofessional-implemented inquiry-based social studies instruction, presented within an embedded trial distribution schedule in general education classrooms. Study results suggest that this method of instruction had a positive effect on recall of information presented during history lessons for three junior high school students with intellectual disability. After repeated practice, students showed improvements in recall of information when using the structured inquiry-based instructional framework without direct instruction. Paraprofessionals and general education teachers generally found the intervention to be effective and acceptable. Implications for classroom practice and for future research are discussed.

Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing specific instructional strategies to teach play skills, assistive technology (AT) can support positive outcomes. The authors conducted a survey study in order to advance our understanding of early childhood special education professionals' knowledge and use of instructional strategies and AT to teach play skills to young children with disabilities. The participants' reported knowledge and use of instructional strategies to teach play skills to young children with disabilities was high relative to their knowledge and use of AT. Furthermore, early childhood special education professionals reported that they did not vary their use of instructional strategies based on the AT tool. Implications of these finding for research and practice are discussed.

Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may be limited. This practitioner-focused article provides evidence-based strategies for addressing the knowledge and skill needs experienced by professionals and communication partners in rural communities, including strategies for (a) identifying AAC knowledge and skill needs, (b) accessing AAC resources, (c) using principles of instructional design and instructional coaching to address identified areas of need, (d) considering contexts for instruction, and (e) examining contextual fit. [ABSTRACT FROM AUTHOR]

The ability to use written language to communicate receptively (i.e., reading) and expressively (i.e., writing) is important in school, work, and independent living. Students who struggle early with reading have difficulty catching up with their peers as they move through school and in academic areas that rely on reading proficiency. Individuals with disabilities who are unable to effectively and efficiently use oral speech may benefit from augmentative and alternative communication (AAC) to facilitate early literacy development. AAC includes all of the ways students share their ideas and feelings without speaking. Because individuals with disabilities who use AAC may rely on reading and writing skills for expressive communication, instruction in reading and writing is particularly important. Prior research indicated that, in the past, AAC users were taught to read through memorization of sight words, however relying solely on sight-word instruction put students who used AAC at a disadvantage because they did not develop decoding strategies for approaching new words. When students who use AAC are taught to read, they need to receive systematic instruction in the range of skills that contribute to word-level reading. A great deal of early literacy instruction that leads to word-level decoding relies heavily on oral speech, therefore, teachers may experience unique challenges when designing and implementing interventions to support the acquisition of these skills for students with physical disabilities and complex communication needs (PDCCN) who use AAC. This article discusses techniques and strategies that literacy instruction teachers can use to benefit students with PDCCN who use AAC. Creating meaningful early literacy instruction requires teachers to engage in modified assessment procedures, determine students' response modes, ensure that AAC systems facilitate instruction, and systematically plan for instructional opportunities. Tables provide useful guidelines for Beginning Literacy Instruction, and Standard Assessment Practices and AAC Adaptations for Beginning Reading Skills.

Best practice in preventing severe problem behavior in schools involves implementing a continuum of effective behavior support. This continuum includes primary prevention strategies implemented with all students, secondary prevention strategies for students at-risk, and tertiary interventions for students who engage in the most severe problem behavior. This article outlines one type of secondary prevention program called the Behavior Education Program (BEP) which is a modified, check-in, check-out intervention. Key features of the BEP intervention are outlined along with a summary of the research that has been conducted to evaluate intervention effects on problem behavior. In addition, recommendations are provided about the modifications that would be necessary to implement the BEP in preschool settings. (Contains 5 figures and 1 table.)

Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, antecedent creative dance activities, and priming of complex play with preferred play materials within dance activities on play behaviors of children with ASD during learning centers in inclusive preschool classrooms. Measured play skills included social play, specific social play levels, and play complexity. The strategy was successful in increasing skills in all three areas. However, skill maintenance was limited.

Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.

Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with disabilities numeracy/math skills in the context of identified classroom activities. A single subject multiple-baseline probe design within participants, replicated across three participants, was used to explore the effects of the intervention. The results of this study support the use of the strategy within inclusive preschool settings.

Emerging literacy has been defined as the "reading and writing knowledge and behavior of children who are not yet conventionally literate" (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as well as ways to adapt literacy-related materials and activities for children with delays/disabilities are presented and discussed.

Crucial to the successful inclusion of young children with disabilities is the premise that benefit occurs when children socialize with peers and are actively involved in preschool activities including play. Playgroups are often primary to learning in typical preschool classrooms since it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children. This study examined the effects of a visual intervention strategy on the play initiations of four young children with autism in inclusive preschool classes. The strategy was successful in increasing the play initiations of the participating young children with autism. At the same time, the children's engagement time within playgroups concomitantly increased, as did the sophistication level of their play. (Contains 1 table and 3 figures.)

Often, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individual's choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individual's choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed. (Contains 1 figure.)

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.

This article discusses the adaptation of single switch technology and activities, found in a wide range of battery-operated toys, electrical devices, and/or computer software, for children with disabilities. Incorporation of multiple toys in the individualized education program (IEP) to enhance the rate of skill acquisition and generalization, including creativity, cognitive development and problem solving, is also described. (Contains references.) (LC)

Three children (ages 3-4) with disabilities were successfully taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing natural consequences. (Contains references.) (Author/CR)

This study used grammaticality judgments to measure the sensitivity of four school-age children with severe speech and physical impairments (SSPI) to different morphological errors. Results indicated that the SSPI children and control groups made similar judgments. Participants with SSPI had greater difficulty detecting tense-marking errors involving regular verbs. Implications for improving clinical assessments with this population are discussed. (Contains references.) (Author/DB)

Two boys, ages 7 and 9, with severe developmental disabilities were taught to use requests conditionally (when desired items were proximally distant) to obtain desired snack items. Results suggest that the conditioned discriminations were established quickly and both learners generalized their conditional discriminations to other contexts. (Author/DB)

This paper examines the functions of challenging behavior in individuals with mental retardation, methods for determining the function of a particular behavior, strategies for implementing initial communicative functions that compete with challenging behavior, and procedures that specifically address attention-motivated and escape-or-avoidance-motivated challenging behaviors. (JDD)

This article discusses assessment strategies for accurately pinpointing the social and communicative functions of challenging behavior and presents an array of proactive interventions to decrease escape-motivated challenging behavior and to decrease access-motivated challenging behavior. Factors influencing the selection of one intervention strategy over an alternative intervention are discussed. (Author/JDD)

This qualitative study investigated a ten-day international field experience in Peru and its influence on undergraduate and graduate level teacher education students' cultural competency. Data were collected on 8 participants through observations, focus groups, individual interviews, and course assignments. Participants reported positive personal and professional change in regards to cultural learning and intercultural understanding. They identified how the experience positively influenced their teaching and how they would apply their increased knowledge and understanding about cultural diversity in their classrooms and in interactions with children and parents. [ABSTRACT FROM AUTHOR]