A majority of children's language learning experiences occur in inclusive early child care and education settings. Few evidence-based professional development (PD) programs exist to empower early childhood education providers to use language instruction practices with children in inclusive classrooms. There is little research on providers'…

Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other…

Young children with visual impairment and their families often require specialized assistance through early intervention to develop adaptive routines, cues, and environmental settings during mealtimes and other daily tasks. There is little empirical data in the area of mealtime routines available to support families of young children with visual…

Caregivers are critical partners in early intervention service delivery; therefore, it is essential to ensure that early intervention practitioners (EIPs) have sufficient training in family-centered strategies to assist families with reaching targeted family and child outcomes. The triadic strategies from the Parents Interacting With Infants…

A non-concurrent multiple baseline design across four early intervention providers was used to examine functional relations between job-embedded professional development (PD), including practice-based coaching (PBC), and providers' fidelity of implementation of home visiting practices for embedded intervention. Four providers with one to two…

Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on…

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…

This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider-caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for…

Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young…

Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of language are one of the earliest indicators of developmental deficits that may affect academic and social outcomes for individuals across the life span. In the period since the passage of PL 99-457, significant…

We describe historical foundations of professional development (PD) in early childhood intervention (ECI) and where we stand on the silver anniversary of PL 99-457. To advance its scientific basis, we assert that it is important to define what is meant by PD; identify structural and process features of PD hypothesized to be effective for…

The prevalence of autism spectrum disorder (ASD) is increasing, and the pressure on families to make the "right" intervention choices for their children is not only a legitimate concern but one with great consequences. In this article the author discusses the responsibility and the need for researchers, policy makers, teacher trainers, and…

Paraeducators are frequent sources of support for young children with disabilities in early childhood settings. However, they typically have limited training in providing communication opportunities for children with complex communication needs (CCN). The impact was investigated of providing training in a communication interaction strategy to…

The effects of three types of in-service training on practitioners' self-evaluations of evidence-based preschool classroom practices were evaluated in a study of 255 participants from 26 states. Participants attended either conference presentations or 1-day or 2- to 3-day workshops or received one of two types of intensive in-service training…

Collaborative early intervention (EI) service delivery is enhanced by professional development focused on knowledge and skills in the content and process of delivering services. This article describes a multicomponent online professional development course designed to build infant toddler specialists' capacity to support children with…