Problem: Upon their initial school entrance, some children remain silent and devoid of social interaction for the entire school day. A small group of children are not merely "very shy" but exhibit features of selective mutism, a pervasive social and communication disorder that is sometimes associated with anxiety. For months, these…

The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental,…

This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4-13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st-3rd, 4th-6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers…

Purpose: The purpose of this study was to further evaluate an eight-step partner instructional model developed by Kent-Walsh and McNaughton that has been demonstrated to improve implementation quality and fidelity among adults in clinical and educational settings who support the use of augmentative and alternative communication (AAC) for…

Early care and education (ECE) programs for children prior to kindergarten in California are provided through a mixed delivery system that includes licensed home- and center-based programs as well as school settings. The requirements, experience, and supports for educators vary widely across settings, depending more on funding sources and…

Purpose: This study examined the vocabulary words and multiword sequences used by 124 typically developing kindergarten and 1st-grade students when they wrote about self-selected topics. The study extends previous research by examining the vocabulary used in different genres. Method: A total of 457 writing samples were analyzed. The samples were…

Family involvement in a child's education is vital to student success. This article presents qualitative findings from a more extensive study that examined family participation within a Response to Intervention (RtI) framework for K-1 grade students receiving Tier 2 reading interventions. RtI is a problem-solving tiered framework designed to…

Keeping in mind that traditional tests were largely insensitive to pragmatic impairment, Bishop (2003) created a second version of the "Children's Communication Checklist" (CCC-2) in order to identify pragmatic deficits in children with communication problems. Unfortunately, it was revealed that certain subscales of the Serbian version…

In this qualitative study we analyzed the experiences of five teachers who were actively committed to practicing inclusion and seeking strategies to provide access and opportunity within the general education classroom. Findings from a long-term qualitative study suggested that teachers' thoughtful planning and systematic teaching created…