The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers' use of play expansions. Results…

Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities.…

A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams' use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and…

Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs.…

The purpose of this study was to examine the effectiveness of using text messaging to deliver performance-based feedback (PF) to preservice teachers working in inclusive early childhood classrooms. A multiple baseline across behaviors single-case research design was replicated across four participants to examine the relation between PF delivered…

The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended…

The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children's challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided,…

Play is a "critical" intervention goal for children with autism in inclusive settings because it sets the occasion for social interactions and communication with peers, caregivers, and teachers, and provides an authentic context for embedding instruction. Furthermore, several research studies have found "pretend" play to be a predictor of social…

Three studies are described that examined the relation between performance-based (PB) feedback delivered via e-mail and preschool teachers' use of recommended practices. The authors conducted the first two studies in the same classroom with different classroom staff. The third study was conducted with three different teachers employed in…

The shortage of highly qualified speech language pathologists (SLPs) with specialized training in early intervention and early childhood special education (EI/ECSE) is a pressing issue facing the field and dramatically impacts young children's social and academic success. SLP personnel preparation programs focused on training specialists in…

A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at…

In the rush of day-to-day tasks and the daily demands of caring for young children, little time is left for conversation between administrators and teachers. Both sides often walk out of meetings feeling like little more than paperwork has been accomplished. Likewise, professional development becomes a paperwork formality. Both administrators and…

The effects of e-mail feedback with written verbatim examples and frequency counts of expansions on pre-service teachers' verbal behaviors were examined in two studies. In Experiment I, e-mail feedback on the use of expansions was evaluated in a multiple baseline design across 3 undergraduate early childhood special education students. Results…