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Direct linkMcKenzie, Karen; Tanfield, Yasmin; Murray, George; Sandhu, Rinku – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Many children experience delayed or missed identification of an intellectual disability diagnosis, meaning that key opportunities for early educational intervention may be lost. Methods: Semi-structured interviews were used to explore the views of teachers, parents, and clinicians (n = 22), about the use of the Child and Adolescent…
Descriptors: Disability Identification, Intellectual Disability, Early Intervention, Teacher Attitudes
Olivia J. Lindly; Danielle Abate; Plyce L. Fuchu; Jocelyn L. Kuhn; Purnima S. Mudnal Bharath; Sarah M. Asantewaa; Emily Feinberg; Sarabeth Broder-Fingert – Autism: The International Journal of Research and Practice, 2025
Autism diagnosis before age three to expedite access to critical services is a public health priority in the United States. Still, the average age of autism diagnosis is 49 months with substantial variability across states. By examining policy--defined as laws, regulations, procedures, administrative actions, incentives, or voluntary practices of…
Descriptors: State Policy, Clinical Diagnosis, Autism Spectrum Disorders, Disability Identification
Katherine Bateman; Ashley Penney; Adriana Luna; Katelin Hobson – Young Exceptional Children, 2024
Ensuring providers have the knowledge and skills they need to be able to provide families with navigation support while they orient to the idea of an ASD diagnosis is crucial. Doing so may help families to feel supported and increase access to meaningful services. Project ECHO is an evidence- based approach to delivering and facilitating…
Descriptors: Autism Spectrum Disorders, Early Childhood Education, Disability Identification, Professional Development
Asha Yadav; Randall Alan Phelps; Jane Squires – Infants and Young Children, 2025
The impact of the coronavirus (COVID-19) pandemic on families of young children with disabilities is well documented; however, there is little published research on the experiences of pediatricians and Part C Early Intervention (EI) personnel during the pandemic. This study examined the collective experiences of general pediatricians and Part C EI…
Descriptors: COVID-19, Pandemics, Pediatrics, Physicians
Download full textUNICEF Innocenti - Global Office of Research and Foresight, 2025
The Global Research Agenda for Children with Disabilities (the Research Agenda) is a strategic framework that identifies priority research areas -- defined through a global research prioritization exercise -- to close critical evidence gaps, inform inclusive policies and programmes, and guide effective investments that support children with…
Descriptors: Children, Disabilities, Educational Research, International Organizations
Katerina Dounavi; Meral Koldas – Journal of Autism and Developmental Disorders, 2025
Autism Spectrum Disorder (ASD) is a prevalent neurodevelopmental condition for which no prenatal or early life screening tests exist. Early life recognition of ASD is key to accessing behavioral intervention when brain plasticity is at its peak. The purpose of our study was to systematically review the literature researching parental perspectives…
Descriptors: Parent Attitudes, Screening Tests, Genetics, Autism Spectrum Disorders
Sheri Bayley; Sarah D. Wiegand; Jenna Strain Lutz – Young Exceptional Children, 2024
Parents may experience a range of emotions when hearing that their child may be on the autism spectrum, including shock or denial (Martins et al., 2021). While hearing the word "autism" can be challenging for families, early identification of autism (also referred to as autism spectrum disorder [ASD]) allows families more time to process…
Descriptors: Autism Spectrum Disorders, Family Needs, Cultural Relevance, Parent Attitudes
Elizabeth Choi-Tucci; John Sideris; Cristin Holland; Grace T. Baranek; Linda R. Watson – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Intentional communication acts, or purposefully directed vocalizations and gestures, are particularly difficult for infants at elevated likelihood for eventual diagnosis of autism. The ability to measure and track intentional communication in infancy thus has the potential to aid early identification and intervention efforts. This study…
Descriptors: Infants, Autism Spectrum Disorders, Caregiver Child Relationship, Nonverbal Communication
Foundation for Excellence in Education (ExcelinEd), 2024
"Dyslexia is a specific learning disability that is neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to…
Descriptors: Dyslexia, Students with Disabilities, Symptoms (Individual Disorders), Early Intervention
Lisa Karlov; Anne Masi; Antonia Mendoza Diaz; Feroza Khan; Teresa Winata; Melissa Gilbert; Radhika Nair; Cheryl Dissanayake; Josephine Barbaro; Valsamma Eapen; Ifrah Abdullahi; Ifrah Abdullahi; Joseph Descallar; John Eastwood; Iqbal Hasan; Bin Jalaludin; Jane Kohlhoff; S. T. Liaw; Raghu Lingam; Natalie Ong; Chun Wah Michael Tam; Katy Unwin; Katrina Williams; Sue Woolfenden – Journal of Developmental and Physical Disabilities, 2025
There are inequities in engagement with established early childhood developmental surveillance programs, eclipsing disadvantaged families. The current study sought to address this by dovetailing developmental surveillance with immunization visits and other opportunistic contacts with children at general practices). While 53 General Practices were…
Descriptors: Autism Spectrum Disorders, Diagnostic Tests, Children, Young Children
Crystal S. Williams; Lily Gullion; Renae Cuevas Dias – Research and Practice for Persons with Severe Disabilities, 2025
This scoping review analyzes empirical research studies focused on Early Intervention (EI) services, covered under Part C of the Individuals with Disabilities Education Act in the United States, for children birth-to-3 years old with significant support needs (SSNs). The purposes were to gauge the landscape of literature in this area, understand…
Descriptors: Students with Disabilities, Educational Legislation, Federal Legislation, Equal Education
Jamie N. Pearson; Janet K. Outlaw; Jared H. Stewart-Ginsburg; DeVoshia L. Mason Martin – Intellectual and Developmental Disabilities, 2024
Black children and their families encounter systemic disadvantages in their journey to and through an autism diagnosis. Black families often experience social and systemic barriers to service use. Providing family-centered, psychoeducational interventions can reduce barriers to service access and utilization for Black families raising autistic…
Descriptors: Autism Spectrum Disorders, African American Children, African American Family, Clinical Diagnosis
Harlee Onovbiona; Lauren Quetsch; Emily-Anne Del Rosario – Journal of Autism and Developmental Disorders, 2025
The goal of the present study was to compare profiles among Black families of autistic youth who were identified Early ([less than or equal to] 2 years of age), Mid (age 3 or 4), and Delayed ([greater than or equal to] 5 years of age) to better identify the characteristics that contribute to early ASD identification and delayed ASD identification.…
Descriptors: Infants, Toddlers, Infant Care, Preschool Children
Kyrie E. Dragoo – Congressional Research Service, 2024
The Individuals with Disabilities Education Act (IDEA) is the main federal statute governing special education and early intervention services for children with disabilities from birth through age 21.1 IDEA consists of four parts. Part A contains general provisions, including the purposes of the act and definitions. Part B contains provisions…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities
