Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosage of small-group emergent literacy intervention experienced by preschool children (n = 154) identified as at risk for later reading difficulties in…

This study examined the association between two implementation factors, nurse-reported intervention adherence and self-efficacy, and children's outcomes in school nurse-delivered anxiety interventions. Data were collected in a pilot randomized controlled effectiveness trial with 54 children and 21 school nurses. Nurses implemented either a…

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy…

One of the strongest predictors of future academic achievement is the early and informal math skills children begin their school studies. Because of this, it is essential to have proper tools for measuring the development of mathematical thinking at an early age to be able to intervene in a timelier, more effective way. The purpose of this…

Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011-2014/2015, demographic and health variables from 255,090 children aged 4 years were…

In children with autism spectrum disorder, atypical gesture use is a core deficit with consequences for social learning, social interaction, and language development. Little is known about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such…

This study examined the association between two implementation factors, nurse-reported intervention adherence and self efficacy, and children's outcomes in school nurse-delivered anxiety interventions. Data were collected in a pilot randomized controlled effectiveness trial with 54 children and 21 school nurses. Nurses implemented either a…

This study aims to identify predictors of treatment outcome in young children with ASD within a European context, where service provision of intervention remains sporadic. We investigated whether a child's age at baseline, intensity of the intervention provided, type of intervention, child's level of social orienting and cognitive skills at…

Much research in autism spectrum disorders (ASD) has focused on the development of efficacious interventions to address the core deficits of ASD. However, the heterogeneous nature of ASD complicates the development of such interventions. With great heterogeneity in the expression of ASD's core deficits, it is unlikely that there is a one size fits…

Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…

Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of…

Preschool expulsion is a trending social problem. To date, this is the first study that examines the teacher decision factors behind preschool expulsions. This article presents results of the development and validation of the Preschool Expulsion Risk Measure (PERM). In a 2-phase analysis of the study, we provide evidence for the PERM's reliability…

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of…

The first year of a child's life has been considered important in shaping their cognitive development. The research literature has identified area-based socio-economic disadvantage as a possible risk factor for cognitive development but has suggested that various factors may facilitate children's resilience to socio-economic disadvantage. This…