This study explored how early childhood intervention (ECI) professionals could support the development of secure attachment in children with developmental delay or disability (DD) within the context of ECI in Australia. Secure parent--child attachment is conducive to the aims of ECI to enhance the development, well-being, and participation of…

Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken…

The term "functional play" is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions…

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social-emotional skills and challenging…

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social-emotional skills and challenging…

Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child's language…

Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are increasingly learning of diagnoses that result in EI eligibility once the child is born. For these families,…

The purpose of this article was to review and examine the empirical literature on parent implemented naturalistic language interventions aimed at supporting language development of young children with disabilities. A scoping review of 21 parent-implemented naturalistic language intervention studies published between 2000 and 2016 was conducted to…

Young children with developmental delays, neurodevelopmental disorders, or other developmentally atypical presentations are increasingly referred to the mental health system of care because of symptoms that include prolonged tantrums, aggression, anxiety, and sensory processing difficulties. Concerning behaviors can be viewed as constitutional…

Not all children begin primary school equally prepared to learn to read. Compared to children from higher-income homes, children from lower-income homes often display fewer emergent literacy skills. Children with disabilities also face substantial challenges in developing emergent literacy skills and learning to read. The evidence-based practice…

This study was designed to examine the effects of literacy-based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with…

The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children's level of baseline…

Following recent legislative initiatives in education requiring evidence-based practices, schools have implemented various instructional programs characterized as "evidence-based." However, it is important to question whether these methods are truly effective. One example of a methodology currently promoted and used in schools is an…

We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…

This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade…