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Nanmathi Manian; Wendy McColskey; Kim Benton; Noah Lipshie – National Comprehensive Center, 2021
School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…
Descriptors: Trauma, Rural Schools, Child Development, School Districts
McLaughlin, Annie; Fleury, Veronica P. – Young Exceptional Children, 2020
Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic…
Descriptors: Young Children, Disabilities, Autism, Pervasive Developmental Disorders
Hsiao, Yun-Ju – Intervention in School and Clinic, 2018
Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of…
Descriptors: Parents, Stress Variables, Disabilities, Children
Johnson, Cynthia R., Ed.; Butter, Eric M., Ed.; Scahill, Lawrence, Ed. – APA Books, 2019
Raising a child with autism spectrum disorder (ASD) can be challenging, particularly for parents who do not have easy access to psychological treatment. This book presents parent training as a unique approach that is accessible and one of the most promising methods for promoting long-term behavioral improvements in children with ASD. Backed by…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Education, Behavior Modification
Hirschland, Deborah – Redleaf Press, 2015
You know what it's like to spend time with youngsters who are particularly puzzling or hard to help. "When Young Children Need Help" helps early childhood educators make sense of what is going on for such children and use that understanding to promote growth and mastery. Written for child care center staff, family child care providers,…
Descriptors: Early Childhood Education, Preschool Teachers, Student Needs, Cooperation
Snyder, Patricia A., Ed.; Hemmeter, Mary Louise, Ed. – Division for Early Childhood of the Council for Exceptional Children, 2018
The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Instruction: Effective Strategies to Support Engagement, Learning, and…
Descriptors: Early Childhood Education, Infants, Young Children, At Risk Persons
Trivette, Carol M., Ed.; Keilty, Bonnie, Ed. – Division for Early Childhood of the Council for Exceptional Children, 2017
The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Family: Knowing Families, Tailoring Practices, Building Capacity" is…
Descriptors: Early Childhood Education, Young Children, Infants, At Risk Persons
Relating Stress of Mothers of Children with Developmental Disabilities to Family-School Partnerships
Burke, Meghan M.; Hodapp, Robert M. – Intellectual and Developmental Disabilities, 2014
Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item…
Descriptors: Mothers, Stress Variables, Developmental Disabilities, Children
Hunter, Amy; Broyles, Linda – Zero to Three (J), 2011
The normal developmental challenges experienced during early childhood as well as more significant emotional and behavioral problems require that parents and caregivers communicate effectively. The manner in which parents and caregivers communicate with each other about children's behavior can have a significant and lasting impact on children,…
Descriptors: Caregivers, Parent Child Relationship, Behavior Problems, Interpersonal Communication
Shlafer, Rebecca J.; Poehlmann, Julie; Coffino, Brianna; Hanneman, Ashley – Family Relations, 2009
We investigated children and families who were participating in a mentoring program targeting children with incarcerated parents. Using multiple methods and informants, we explored the development of the mentoring relationship, challenges and benefits of mentoring children with incarcerated parents, and match termination in 57 mentor-child dyads.…
Descriptors: Mentors, Institutionalized Persons, Program Descriptions, Interpersonal Relationship
Barton, Erin E.; Harn, Beth – Corwin, 2012
Every 20 minutes, another child is diagnosed with autism. Are you ready to meet this growing educational challenge? This authoritative guide for practitioners--early interventionists, teachers, school counselors and psychologists--provides practical strategies for addressing the unique needs of children on the autism spectrum and their families.…
Descriptors: Evidence, Autism, Young Children, Pervasive Developmental Disorders
Thompson, Stacy D.; Rains, Kari W. – Young Exceptional Children, 2009
Practitioners and parents are seeking ways to help children who are not able to integrate sensory information; this has generated recent media attention. A child's inability to integrate sensory information can have implications for the whole family and their everyday routines. Research conducted by occupational therapists has provided a rich…
Descriptors: Sensory Integration, Family Environment, Occupational Therapy, Allied Health Personnel
Hamad, Charles D.; Serna, Richard W.; Morrison, Leslie; Fleming, Richard – Infants and Young Children, 2010
Early behavioral intervention (BI), based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with autism spectrum disorder and reducing their restricted and maladaptive behavior. Although individual applied behavior analysis (ABA)-based treatment…
Descriptors: Early Intervention, User Satisfaction (Information), Autism, Young Children
Ross, Ruth Herron; Roberts-Pacchione, Beth – Corwin, 2011
Research shows that a child's social and behavioral skills affect the development of cognitive and physical abilities. Set students on a path to success and have fun doing it with this activity-packed second edition of "Wanna Play". The authors provide hundreds of activities that help children learn how to behave appropriately and make friends.…
Descriptors: Direct Instruction, Behavior Problems, Early Intervention, Interpersonal Relationship

Csapo, Marg – B.C. Journal of Special Education, 1991
This review examines signs indicating a child is reacting to a former traumatogenic event. Posttraumatic stress disorder, as defined in the Diagnostic and Statistical Manual-III, Revised, can result when children are refugees, children of war, immigrants, migrants from a different environment, or when children have experienced a major trauma.…
Descriptors: Adjustment (to Environment), Behavior Patterns, Behavior Problems, Children