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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2010 [remove]; Classification:Special Needs [remove];
36 results found.|
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Resource use of rural low-income families caring for children with disabilities An examination of rural low-income families resource use to find and maintain employment and child care from data from 26 families caring for children with disabilities from the Rural Families Speak project, a 14-state longitudinal study to assess changes in well being and functioning of low-income rural families in the context of welfare reform |
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Same age, different page: Overcoming the barriers to catering for young gifted children in prior-to-school settings A discussion of research on the identification, labeling, socialization, and unique needs of gifted children in early care and education settings, focusing on the Australian context |
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"Special Support" in preschools in Sweden: Preschool staff's definition of the construct A mixed-methods study of the construct "children in need of special support," as defined by staff in Swedish preschools, and its relationship to disability type, degree of disability, gender and structural quality, based on 456 preschool staff questionnaires |
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Strategies for transitioning preschoolers with autism spectrum disorders to kindergarten A comparative study of the characteristics of preschool-to-kindergarten transition programs for children with autism spectrum disorders (ASD) deemed important by preschool teachers, based on a survey of a convenience sample of 65 preschool teachers from Ghana and 210 preschool teachers in the United States |
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Training staff to measure the engagement of children with disabilities in inclusive childcare centres An inter-rater reliability and practical utility study of the Individual Child Engagement Record – Revised (ICERR) used to observe children with disabilities in inclusive child care, that includes both rating scales and a momentary time sampling observation system, with 3 staff and 4 teacher trainees in an inclusive child care setting |
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The use of authentic assessment in eligibility determination for early childhood intervention programs A survey of the use of authentic assessment methods to determine eligibility for special needs services based on data from the questionnaire responses of 62 Part C coordinators of early intervention programs across the United States and its territories |
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Use of peer-mediated intervention in children with attention deficit hyperactivity disorder A study of the influence of a peer-mediated intervention on the off-task behavior during homework completion of three elementary school-age boys with Attention Deficit Hyperactivity Disorder (ADHD) at an after-school program |
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Use of positive behavior support to address the challenging behavior of young children within a community early childhood program A study of the association between participation in individualized assessment-based behavior support intervention and child engagement and problem behavior during baseline, intervention, and at follow-up, with an examination of the generalization of the intervention to both teacher and child behavior during non-targeted routines, as well as children's behavior in new settings after intervention, based on data from three young children with behavioral challenges in a community early childhood program, the children's mothers, center staff, researchers, and a family specialist |
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What happens next?: Follow-up from the Children's Toddler School program A longitudinal study outcomes of autistic children participating the inclusive Children's Toddler School for 1 year in the areas of functioning, service utilization, classroom placement, and parent stress across time, based on the entry, exit, and follow-up data of 20 attendees diagnosed with Autism Spectrum Disorder (ASD) at age 2 |
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What we teach depends on when: Grade and reading intervention modality moderate effect size A meta-analysis of the changing effects of phonological awareness, phonemic awareness, and comprehension skills interventions among at-risk and struggling readers between preschool and seventh grade, based on a secondary analysis of the data of 122 studies published from 1982 through 2007 |
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Young children's decisions to include peers with physical disabilities in play A study of factors associated with the hypothetical inclusion of children with disabilities in peer play, including the level of development of theory of mind, the physical demands of the hypothetical activity, as well as issues of fairness and equity, based on interviews with 72 3- to 5-year-old children at two preschool programs |
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