Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders
An examination of both shared and differing levels of commitment to the philosophical tenets underlying both the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACH) and the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) classroom-based approaches among three groups of teachers implementing the programs with a high level of fidelity of implementation, based on data from 53 early care and education teachers North Carolina, Colorado, Florida, and Minnesota working in special education classroom environments
Reports & Papers
How do S.M.A.R.T. activities benefit behavior and learning for students in early childhood special education, kindergarten, first and second grade classrooms in south central Minnesota?
An account of progress experienced by 12 early childhood special education student participants in a Stimulating Maturity through Accelerated Readiness Training (S.M.A.R.T.) program, and a survey of prekindergarten through second grade teacher perceptions of the benefits of the program, based on data collected at a school in Minnesota
Reports & Papers
Professional development through reflective consultation in early intervention
A study of the perceptions of participants on the usefulness of a professional development model that includes both a workshop on reflective practice in the field of infant mental health and a reflective consultation provided once a month throughout the school year, based on data from 14 early childhood professionals who provide Part C services in Minnesota through the Bridging Education and Mental Health (BEAM) project
Reports & Papers
Sensory integration programs' effect on academics in children in early childhood special education
An examination of the influence of the Stimulating Maturity through Accelerated Readiness Training (S.M.A.R.T.) and Brain Gym sensory integration programs on the academic performance of 10 children identified for special education, ages 3-5 years old, in a southern Minnesota school district
Reports & Papers
Setting the pace: Model inclusive child care centers serving families of children with emotional or behavioral challenges
An examination of child care programs that provide fully-inclusive, exemplary services to families of special needs children, with a description of program components, discussion of the meaning of “inclusion” and of addressing challenges to inclusive practices in early care and education settings, and a review of literature on educational inclusion
Reports & Papers
