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Addressing challenging behaviors in Head Start: A closer look at program policies and procedures
Quesenberry, Amanda C., February, 2011
Topics in Early Childhood Special Education, 30(4), 209-220

An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest

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Addressing early learning standards for all children within blended preschool classrooms
Grisham-Brown, Jennifer, November 2009
Topics in Early Childhood Special Education, 29(3), 131-142

Examination of intensive instruction embedded into classroom activities and routines on the acquisition and maintenance of prewriting skills for children with various abilities across blended preschool classrooms examined across 3 studies with a total of 9 children

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Administrative support and challenges in Nebraska public school early childhood programs: Preliminary study
Marvin, Christine A., 2003
Topics in Early Childhood Special Education, 23(4), 217-228

A survey-based study of early childhood educators from public prekindergarten programs in Nebraska to examine their perceptions of administrative supports and challenges associated with their programs

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The alignment of CEC/DEC and NAEYC personnel preparation standards
Chandler, Lynette K., May, 2012
Topics in Early Childhood Special Education, 32(1), 52-63

A description of the process for the alignment of personnel preparation standards developed by the Council for Exceptional Children and Division for Early Childhood with the standards developed by the National Association for the Education of Young Children, and an identification of both areas of convergence across the two sets of standards and areas that were primarily addressed through only one set of standards

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An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs
Dinnebeil, Laurie A., 1998
Topics in Early Childhood Special Education, 18(2), 118-128

An analysis of the perceptions and characteristics of early child care workers with the willingness to care for special needs children in community-based programs in northwestern Ohio

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Applying a response-to-intervention model for early literacy development in low-income children
Gettinger, Maribeth, Winter 2007
Topics in Early Childhood Special Education, 27(4), 198-213

A description of the design and implementation and a preliminary evaluation of the Exemplary Model of Early Reading Growth and Excellence (EMERGE) early literacy program in 15 preschool classrooms in low-income areas of Milwaukee

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Assessment and implementation of positive behavior support in preschools
Benedict, Elizabeth A., Fall 2007
Topics in Early Childhood Special Education, 27(3), 174-192

An assessment of the implementation of positive behavior support (PBS) models in early childhood education settings, based on a study of 15 classrooms in a Pacific Northwest community

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Caregiver-child interactions and early literacy development of preschool children from low-income environments
Rush, Karen L., 1999
Topics in Early Childhood Special Education, 19(1), 3-14

An examination of early literacy skill development among Head Start participants, and caregiver-child interactions that are associated with early literacy skill development

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The Carolina approach to responsive education: A model for daycare
Bryant, Donna M., 1989
Topics in Early Childhood Special Education, 7(1), 48-60

A summary of the features and philosophy of the Carolina Approach to Responsive Education (CARE), a comprehensive program for preschool children and their families

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The characteristics and effectiveness of feedback interventions applied in early childhood settings
Casey, Amy M., August, 2011
Topics in Early Childhood Special Education, 31(2), 68-77

A compilation of the results of studies on the use of teacher feedback professional development programs in 11 early education settings and 8 elementary level classrooms

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Characteristics of effective mental health consultation in early childhood settings: Multilevel analysis of a national survey
Green, Beth L., Fall 2006
Topics in Early Childhood Special Education, 26(3), 142-153

A survey-based evaluation of necessary characteristics of effective mental health consultation services in early childhood programs using a nationally representative sample of early childhood educators, mental health professionals, and Head Start staff and directors

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Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence
Fox, Lise, November, 2011
Topics in Early Childhood Special Education, 31(3), 178-192

A study of the implementation of the Teaching Pyramid Model in 3 inclusive preschool classrooms following a teacher training course of workshops, materials, and coaching

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Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs
Hunt, Pam, 2004
Topics in Early Childhood Special Education, 24(3), 123-142

An examination of the impact of a general education/special education collaborative effort on the engagement skills, development, and academic achievements of young children placed in general early childhood programs

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A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms
Holahan, Annette, 2000
Topics in Early Childhood Special Education, 20(4), 224-235

An investigation of the effects of inclusive and self-contained preschool education on young children's developmental outcomes, examining the effects of school day length and type of program on socioemotional development

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A comparison of the effect of the type of classroom and service characteristics on toddlers with disabilities
Bruder, Mary Beth, 1998
Topics in Early Childhood Special Education, 18(1), 26-37

A study of the effects of early intervention services, in a segregated versus inclusive classroom, on the developmental outcomes of toddlers

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Comparison of everyday and every-fourth-day probe sessions with the simultaneous prompting procedure
Reichow, Brian, August 2009
Topics in Early Childhood Special Education, 29(2), 79-89

A comparison of the influence of a simultaneous prompting intervention on children's acquisition of targeted behaviors when received every day or every four days, based on a observations of 4 preschool children who attended a university-affiliated child care center

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Comparison of state certification and professional association personnel standards in early childhood special education
Stayton, Vicki, May, 2012
Topics in Early Childhood Special Education, 32(1), 24-37

A tally of the number of states adopting select standards for early childhood special education personnel that are promoted by the Council for Exceptional Children (CEC) and the National Association for the Education of Young Children (NAEYC), based on a review of the certification policies of 17 unnamed states

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Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential
Joseph, Gail E., 2003
Topics in Early Childhood Special Education, 23(2), 62-73

A literature review describing the efficacy of eight comprehensive social–emotional curricula for children under 6 years of age

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The costs of preschool inclusion
Odom, Samuel L., Spring 2001
Topics in Early Childhood Special Education, 21(1), 46-55

A comparison of the instructional costs of educating children with disabilities in inclusive classroom settings vs. special education settings in five preschools

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Demographic factors associated with the early identification of children with special needs
Guarino, Cassandra M., November 2010
Topics in Early Childhood Special Education, 30(3), 162-175

A categorical account of the gender, type of disability, ethnicity, and residential status of children identified with special needs at kindergarten entry in California at the beginning of the 2005-2006 school year

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Differential item functioning analysis of the Preschool Language Scale–4 between English-speaking Hispanic and European American children from low-income families
Huaqing Qi, Cathy, November 2009
Topics in Early Childhood Special Education, 29(3), 171-180

A differential item functioning analysis of the Preschool Language Scale-4 to identify possible bias, including overall scores and the Expressive and Auditory subscales, based on a study of 440 3-5 year old children enrolled in Head Start programs including English-speaking Hispanic and European American children from low-income families

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Dimensions of literacy coaching with Head Start teachers
Powell, Douglas R., November 2010
Topics in Early Childhood Special Education, 30(3), 148-161

A study of the content, pedagogical emphasis, and progression of literacy instructional improvement plans for Head Start preschoolers, based on a secondary analysis of 1,504 instructional improvement plans developed by coaches and teachers over 280 coaching sessions across the 31 classrooms

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Disproportionate representation in placements of preschoolers with disabilities in five southern states
Morrier, Michael J., May, 2011
Topics in Early Childhood Special Education, 31(1), 48-57

A comparison of racial representation in special education placements of preschool children with disabilities in five Southern states, and a comparison of the use of full inclusion, partial inclusion, or unknown inclusion type environments, based on data from 69,000 ethnically diverse preschoolers with disabilities

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Do variables associated with quality child care programs predict the inclusion of children with disabilities?
Essa, Eva L., November 2008
Topics in Early Childhood Special Education, 28(3), 171-180

A study of the association between the inclusion of children with disabilities and seven structural quality measures of child care environments and staff, based on data from a statewide census of directors and teachers at child care centers and licensed family child care providers throughout Nevada

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Early childhood special education and early intervention personnel preparation standards of the Division for Early Childhood: Field validation
Cochran, Deborah C., May, 2012
Topics in Early Childhood Special Education, 32(1), 38-51

A field validation survey of the revised initial and new advanced personnel standards for early childhood special education and early intervention professionals created by the Division for Early Childhood (DEC) of the Council for Exceptional Children, based on the questionnaire responses of a purposeful sample of several hundred members of DEC and the National Association for the Education of Young Children, as well as other invited stakeholders

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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