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Adaptation interventions to promote participation in natural settings
Campbell, Philippa H., April/June 2008
Infants and Young Children, 21(2), 94-106

Guidelines for the inclusion of Assistive Technology (AT) in the Individual Family Service Plans (IFSP) and Individualized Education Programs (IEP) created to assist young children with disabilities participate in their family and child care environments

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An analysis of classroom-based and parent-focused social-emotional programs for young children
Barton, Erin Elizabeth, January-March 2014
Infants and Young Children, 27(1), 3-29

The purpose of this article was to describe a comprehensive and updated review of available classroom and parenting social-emotional programs for young children. The review analyzed 10 classroom curricula and 8 parenting interventions focused on social-emotional development and the research associated with each. The efficacious adoption criteria introduced by Joseph and Strain (2003) were used to analyze the evidence for each program. Most (i.e., 12 of 18, 67%) of the programs received medium or high ratings. Results of this analysis and implications for practice and future research are discussed. (author abstract)

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Availability of day care services for preschool children with special health care needs
Markos-Capps, Gina, 1999
Infants and Young Children, 11(3), 62-78

A survey-based study examining the availability and factors affecting child care services for preschool children with special needs, focusing on types of interventions provided, center directors' perceptions of inclusion, staff-child ratios, and requirements for admission of preschool children with special needs

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The changing landscape of early childhood intervention in the United Kingdom
Carpenter, Barry, April/June 2008
Infants and Young Children, 21(2), 142-148

A summary of key reports, initiatives, and programs on the topic of early intervention for children with disabilities in the United Kingdom, and a discussion of the national policy landscape surrounding this issue

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Characterizing key features of the early childhood professional development literature
Snyder, Patricia, July-September 2012
Infants and Young Children, 25(3), 188-212

An identification and categorization of key components of early childhood professional development (PD), based on data from a systematic review 256 empirical studies that describe a type of PD, involved early childhood practitioners working with children birth through 5 years, and reported empirical evidence about PD outcomes for either early childhood practitioners or children

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Childcare for children with disabilities: Families search for specialized care and cooperative childcare partnerships
DeVore, Simone, 2006
Infants and Young Children, 19(3), 203-212

An interview-based study of how families locate, choose, and maintain child care for their young children with special needs, comparing the experiences of families that looked for specialized care for their children with families that emphasized finding a provider who would cooperatively partner with them to provide care

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Childcare patterns and issues for families of preschool children with disabilities
Booth-LaForce, Cathryn L., 2004
Infants and Young Children, 17(1), 5-16

An examination of child care issues faced by families with special needs children, utilizing data generated by the Early Child Care Study of Children with Special Needs

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Child care teachers' perspectives on including children with challenging behavior in child care settings
Quesenberry, Amanda C., July-September 2014
Infants and Young Children, 27(3), 241-258

In this study, 9 teachers from 5 child care centers were interviewed to examine their perceptions on including children with challenging behavior in their classrooms. The findings provide a firsthand view into how child care teachers support children's social and emotional development and address challenging behavior. Results confirm previous research that suggests that challenging behavior is a significant issue for teachers in child care programs. Participating teachers discussed numerous strategies that they used to address challenging behavior; however, few strategies were implemented in an intentional and/or individualized manner. These findings highlight the need for increased professional development for child care teachers to support young children's social and emotional development and effectively prevent and address children's challenging behavior. (author abstract)

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Classroom quality and social acceptance of preschoolers with disabilities
Aguiar, Cecilia, January/March 2010
Infants and Young Children, 23(1), 34-41

An investigation of the correlations between the quality of Portuguese inclusive preschool classrooms and the social acceptance of children with disabilities from 64 inclusive preschool classrooms from 28 randomly selected school groups in the district of Lisbon, Portugal

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Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement
Casey, Amy M., April-June 2012
Infants and Young Children, 25(2), 122-135

An analysis of the role played by developmental levels, quality of peer interactions, and exposure to incidental teaching--a strategy involving teacher-child interaction, based on the child's existing engagement, that expands the child's participation or encourages the use of more sophisticated behavior--on the amounts of time children with disabilities spent in each of five categories of engagement, based on repeated observations of 61 preschoolers with disabilities who attended 31 toddler and preschool inclusive classrooms in and around a medium-large Southeastern city

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A cross-cultural comparison of positive behavioral interventions and supports in early childhood classrooms in the United States and South Korea
Steed, Elizabeth A., January-March 2014
Infants and Young Children, 27(1), 30-42

This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to managing young children's challenging behavior are influenced by cultural and contextual factors unique to each country. Differences in implementation status were measured using the Preschool-wide Evaluation Tool (PreSET) in early childhood classrooms in both countries. Preschool teachers in the United States used significantly more features of universal tier and program-wide PBIS related to defining and teaching behavioral expectations, responding to appropriate and challenging behavior, providing an organized and predictable environment, and having a leadership team and program support. South Korean teachers collaborated with families significantly more than teachers in the United States. Factors related to cultural variance in PBIS implementation are discussed. (author abstract)

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Crossing borders with Head Start: Commonalities and differences between Head Start and early childhood programs in developing countries
Britto, Pia Rebello, January/March 2008
Infants and Young Children, 21(1), 82-91

A discussion of the commonalities and differences between the philosophical underpinnings of Head Start in the United States and select supranational early childhood standards proposed for and applied in the majority (third) world

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Cross referrals between programs for infants and toddlers with disabilities: Perceptions of Part C and Early Head Start Providers
Summers, Jean Ann, October/December 2008
Infants and Young Children, 21(4), 324-333

A qualitative study of the views of Part C and Head Start administrators and healthcare providers about the complimentary roles of the programs, the collaboration between programs, and the identification and cross-referral of low income children with disabilities eligible for both programs, based on interviews with staff in 6 communities with both programs in 5 states

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Developmental science and preventive interventions for children at environmental risk
Guralnick, Michael J., October-December 2013
Infants and Young Children, 26(4), 270-285

The current status of preventive intervention programs designed to reduce the school readiness gap for young children at environmental risk is examined in the context of developmental science. A review of program effectiveness suggests that future progress in this area should be grounded in a knowledge base that adopts the framework of developmental science and establishes unambiguous goals and implementation strategies as a foundation for program development. The Developmental Systems Approach is suggested as such a model, as it is consistent with developmental and existing intervention science, and it emphasizes program continuity, relationships, and comprehensiveness. A long-term plan for community-based systems development is presented. (author abstract)

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Developmental screening measures: Stretching the use of the ASQ for other assessment purposes
Bricker, Diane D., January/March 2010
Infants and Young Children, 23(1), 14-22

A description of and discussion of the appropriate use of the Ages & Stages Questionnaires (ASQ), a widely used developmental screening measure to identify those children with potential developmental problems who should be referred for a more in-depth assessment

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Early intervention systems of care for Latino families and their young children with special needs: Salient themes and guiding implications
Denney, Maria K., October/December 2007
Infants and Young Children, 20(4), 326-335

An overview of policies, practices, and themes appearing in research about access to special services for children with disabilities in the Latino population of the United States

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Effects of instructional condition on preschool children's novel word learning
Bass, Lori Ann, April-June 2014
Infants and Young Children, 27(2), 136-161

Converging evidence suggests that children's exposure to complex vocabulary during the preschool years has an impact on their later reading achievement. Yet, the most efficient way to incorporate vocabulary instruction into preschool classrooms remains an open question. The purpose of this preliminary study was to investigate effects of instructional condition on novel word learning. Four 4-year-old children participated in an adapted alternating treatments design for a total of 12 weeks. One storybook with embedded vocabulary instruction was presented each week; children either listened to a prerecorded narration under headphones (automated condition) or listened to the instructionist read aloud (instructionist-led condition). Thirty-six novel words were taught through robust vocabulary instruction, 18 in each condition. Improvement rate difference (R. I. Parker, K. J. Vannest, & L. Brown, 2009) was used as a measure of effect size. The number of words and depth to which they were learned varied considerably from participant to participant; however, consistent patterns emerged. Despite children's stated preference for the automated condition, participants generally learned more words to a greater depth in the instructionist-led condition. (author abstract)

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Emergent literacy skills of children with and without hearing loss in India
Gathoo, Varsha, January-March 2013
Infants and Young Children, 26(1), 42-56

A comparison of the emergent script and non-script literacy skills of 5- and 6-year-old children with and without hearing loss in Mumbai, India, based on data from one group of 34 children with hearing loss attending special early intervention centers and another group of 34 children without hearing loss attending regular early childhood education programs

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Enhancing home visitation programs: Input from a participatory evaluation using photovoice
Vaughn, Lisa, April 2009
Infants and Young Children, 22(2), 132-145

A pilot evaluation of Every Child Succeeds (ECE), a home visitation program serving first-time and risk mothers and their infants in the greater Cincinnati region, based on the themes identified by 7 participating mothers through interviews and photographs

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Expenditures for early intervention services
Hebbeler, Kathleen, April 2009
Infants and Young Children, 22(2), 76-86

An expenditure analysis for special needs intervention services based on data from a sample of 2,195 special needs infants and toddlers receiving services under Part C of the Individuals with Disabilities Education Act (IDEA)

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Facilitating language skills: Inservice education for early childhood educators and preschool teachers
Girolametto, Luigi, 2006
Infants and Young Children, 19(1), 36-49

A discussion of Learning Language and Loving ItThe Hanen ProgramŽ for Early Childhood Educators and Preschool Teachers, an inservice education model aimed at improving teachers' social and linguistic responsiveness, together with a summary of evaluation findings regarding its efficacy in child care settings in Canada

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Factors related to the scope of early intervention service coordination practices
Bruder, Mary Beth, July/September, 2008
Infants and Young Children, 21(3), 176-185

A survey of parents of children with disabilities receiving services from a service coordinator under Part C of the Individuals with Disabilities Education Act (IDEA) to determine the effects of parent characteristics, model of service coordination, frequency of contact between service coordinator and the family, and the quality of service coordinator assistance, on the use of services provided by service coordinators

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The feasibility of virtual home visits to provide early intervention: A pilot study
Kelso, Ginger L., October-December 2009
Infants and Young Children, 22(9), 332-340

A study of satisfaction with the implementation of early intervention service delivery over the Internet with a 2-way audio and video system with four families from a remote area of a large western state with at least 1 child younger than 3 years in part C early intervention services

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Fostering wisdom-based action through web 2.0 communities of practice: An example of the early childhood family support community of practice
Turnbull, Ann, January 2009
Infants and Young Children, 22(1), 54-62

A description of an online discussion community of practitioners who work with children with disabilities

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Giving infants and toddlers a head start: Getting policies in sync with knowledge
Knitzer, Jane, January/March 2008
Infants and Young Children, 21(1), 18-29

An examination of the correspondence between child development research and infant and toddler policy, with a particular focus on federal policy concerning at-risk and low-income children and their families

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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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