Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of…

Purpose: The purpose of this study was to investigate the relationship of the grunt vocalizations to cognitive and expressive language status in children with disabilities. Children with typical development produce communicative grunts at the onset of referential word production and comprehension at 14-16 months of age and continue to use this…

If a child has been identified as needing early intervention services, parents may have questions about what that means for their child and for the family. This guide will help them understand the Individual Family Service Plan (IFSP) and how it will help their child's development. The IFSP is a document that is used when providing early…

This list of tools was compiled to assist states and programs with identifying assessments that can be administered when the assessor cannot be in the room with the child. Those using this resource are encouraged to review the recent presentations about applying assessment principles to evaluation for eligibility remotely for Part C and Part B…

Just as the early years of a child's development create the architecture for future brain growth, early implementation of federal Part C legislation laid the groundwork for a system of supports for families of infants and toddlers with disabilities. Some aspects of the current legislation provide a sturdy foundation for sound policies and…

Aim: The aim of this article was to report the prevalence of, and risk factors for, positive autism screens using the Modified Checklist for Autism in Toddlers (M-CHAT) in children born extremely preterm in England. Method: All children born at not more than 26 weeks' gestational age in England during 2006 were recruited to the EPICure-2 study. At…

We review comparative studies of infant habituation and dishabituation performance focusing on preterm infants. Habituation refers to cognitive encoding, and dishabituation refers to discrimination and memory. If habituation and dishabituation constitute basic information-processing skills, and preterm infants suffer cognitive disadvantages, then…

Objective: Although clinical studies have demonstrated smaller subcortical volumes in structures such as the amygdala, hippocampus, caudate nucleus, and thalamus in adults and adolescents with depressive disorders and anxiety, no study has assessed such structures in babies, long before the development of the disorders. This study examined whether…

Children born preterm exhibit working memory deficits. These deficits may be associated with structural brain changes observed in the neonatal period. In this study, the relationship between neonatal regional brain volumes and working memory deficits at age 2 years were investigated, with a particular interest in the dorsolateral prefrontal…

Aim: Cognitive visual dysfunctions (CVDs) reflect an impairment of the capacity to process visual information. The question of whether CVDs might be classifiable according to the nature and distribution of the underlying brain damage is an intriguing one in child neuropsychology. Method: We studied 22 children born preterm (12 males, 10 females;…

Over the course of the past decade, the state of Louisiana has developed several documents to articulate expectations for children's learning and development and provide guidance for early childhood educators. The experiences and skills that children develop during the early years are critically important to their success later in school. What…

Early learning guidelines (ELGs)--documents that describe the skills, characteristics, and dispositions adults seek to foster in young children--are increasingly common. Although less prevalent than ELGs for 3- and 4-year-old children, ELGs for infants and toddlers have been developed in more than half of the 50 states. Given this momentum, a…

A review of current research on outcomes of children born premature and low birth weight provides a detailed summary of the long-term performance in the areas of cognition, motor, behavior, and language performance. Three tables provide comparative data for major studies concerned with developmental outcomes of pre-term children for cognition,…

Using a sample of resident fathers in the Early Childhood Longitudinal Study-Birth Cohort (9-month Father Study), this study examined how father involvement is associated with infant cognitive outcomes in two domains (babbling and exploring objects with a purpose). Results from a series of logistic regression models indicate that varied aspects of…

Reported here are the results of analyses to describe the patterns of identification and academic and developmental outcomes for children with disabilities, conducted as part of the 2004 National Assessment of the implementation of the Individuals with Disabilities Education Act (IDEA). This report provides background context for National…