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Barton, Erin E.; Choi, Gounah; Mauldin, Evelyn G. – Journal of Early Intervention, 2019
Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure--constant time delay--and the acquisition, maintenance, and…
Descriptors: Play, Imagination, Disabilities, Early Childhood Education
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Yu, SeonYeong – Journal of Early Intervention, 2019
The purpose of this article is to share findings about Head Start teachers' attitudes and perceived competence toward inclusion based on data gathered from 41 instructional professionals in 18 Head Start classrooms using surveys and interviews. Results showed that all of the participating teachers agreed with inclusion and identified several…
Descriptors: Preschool Teachers, Teacher Attitudes, Self Efficacy, Teacher Effectiveness
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Li, Zijia; Gooden, Caroline; Toland, Michael D. – Journal of Early Intervention, 2019
This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and…
Descriptors: Measures (Individuals), Psychometrics, Early Childhood Education, Test Reliability
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García-Grau, Pau; McWilliam, R. A.; Martínez-Rico, Gabriel; Morales-Murillo, Catalina P. – Journal of Early Intervention, 2019
Family quality of life (FQoL) is considered one of the aims of early intervention (EI) services and a good indicator of service quality. Families were recruited from EI centers in 12 of 17 communities (states) in Spain. This study describes the FQoL of 250 Spanish families with children aged 0 to 6 years in EI services during a family-centered…
Descriptors: Foreign Countries, Quality of Life, Family Environment, Early Intervention
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Pooch, Abigail; Natale, Ruby; Hidalgo, Tatiana – Journal of Early Intervention, 2019
Universal screening of social-emotional deficits in preschool children is a promising avenue for detecting children in need of early intervention. Due to the enormity of this task, it is vital that the instruments used in universal screening be brief, inexpensive, and capable of accurately measuring social-emotional development. The Ages and…
Descriptors: Questionnaires, Developmental Stages, Social Development, Emotional Development
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Killmeyer, Susan; Kaczmarek, Louise; Kostewicz, Douglas; Yelich, Amy – Journal of Early Intervention, 2019
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by early and pervasive deficits in social orienting and social engagement. Although parent-implemented interventions using a range of responsive interactive techniques have demonstrated effectiveness to increase social engagement, more work is needed to examine how best…
Descriptors: Imitation, Autism, Pervasive Developmental Disorders, Intervention
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Sugden, Eleanor; Munro, Natalie; Trivette, Carol M.; Baker, Elise; Williams, A. Lynn – Journal of Early Intervention, 2019
Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs' caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes.…
Descriptors: Parent Participation, Parents as Teachers, Language Impairments, Delayed Speech
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Currier, Beth A.; Jones, Maria A.; DeGrace, Beth W. – Journal of Early Intervention, 2019
Independent mobility in typically developing infants and young children has been linked to growth in many areas of child development and changes in family behavior and interaction. Research suggests similar benefits in young children with motor disability who use powered mobility. The purpose of this study was to gain an understanding of how…
Descriptors: Assistive Technology, Young Children, Physical Disabilities, Physical Mobility
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Vilaseca, Rosa M.; Galván-Bovaira, M. J.; González-del-Yerro, A.; Baqués, N.; Oliveira, C.; Simó-Pinatella, D.; Giné, C. – Journal of Early Intervention, 2019
The systemic, ecological, family-centered approach (FCA) has been shown to be the most effective approach to follow worldwide. In Spain, however, the expert-centered approach remains in force and determines the actions of professionals. The objective of this study is to present the training needs perceived by professionals in six early…
Descriptors: Foreign Countries, Educational Needs, Early Intervention, Professional Personnel
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Coelho, Vera; Cadima, Joana; Pinto, Ana Isabel; Guimarães, Cristiana – Journal of Early Intervention, 2019
Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between…
Descriptors: Preschool Children, Self Control, Learner Engagement, Child Development
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Winstead, Olivia; Lane, Justin D.; Spriggs, Amy D.; Allday, R. Allan – Journal of Early Intervention, 2019
Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in…
Descriptors: Small Group Instruction, Students with Disabilities, Peer Relationship, Moderate Intellectual Disability
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Marchbank, Alison M. – Journal of Early Intervention, 2019
In Australia, the National Disability Insurance Scheme (NDIS) was rolled out in pilot sites in 2013. This article reports a formative study conducted with qualified preschool teachers in one site in a context of change. The NDIS has been hailed in the media as a bold move to deliver more choice of services to people with disabilities and…
Descriptors: Preschool Teachers, Preschool Children, Developmental Delays, Foreign Countries
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Pokorski, Elizabeth A.; Barton, Erin E.; Ledford, Jennifer R. – Journal of Early Intervention, 2019
Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little…
Descriptors: Contingency Management, Group Activities, Behavior Modification, Preschool Children
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Classen, Audra I.; Horn, Eva; Palmer, Susan – Journal of Early Intervention, 2019
Limited research has focused on the unique needs of military families and their preschool-age children and even less work focused on military families whose preschool children have special needs or disabilities. Researchers implemented a multicase qualitative research design conducted at two sites to gain the perspectives across all service ranks.…
Descriptors: Family Needs, Military Personnel, At Risk Students, Preschool Children
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Pados, Britt F.; Thoyre, Suzanne M.; Park, Jinhee; Estrem, Hayley H.; McComish, Cara – Journal of Early Intervention, 2019
This article describes the development and content validation of the Child Oral and Motor Proficiency Scale (ChOMPS), a parent-report assessment of eating, drinking, and related skills in children 6 months to 7 years of age. Initially, 69 items for the ChOMPS were generated from literature review. Nineteen professionals evaluated the ChOMPS using…
Descriptors: Psychomotor Skills, Content Validity, Parent Attitudes, Eating Habits
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