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…

During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional…

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…

Children with disabilities often experience gross motor delays. Adults, including parents, can play a crucial role in supporting children's motor development. However, a limited number of research studies have focused on building parents' capacity to support their young children's motor skill development. The purpose of this study was to examine…

This article describes the development and content validation of the Child Oral and Motor Proficiency Scale (ChOMPS), a parent-report assessment of eating, drinking, and related skills in children 6 months to 7 years of age. Initially, 69 items for the ChOMPS were generated from literature review. Nineteen professionals evaluated the ChOMPS using…

The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M[subscript age] = 5.07, 82% Hispanic/Latino) with externalizing behavior problems…

We created and evaluated a professional development package for training four teachers to embed instructional interactions during outdoor time to enhance the play skills of young children with significant developmental disabilities. The instructional package included an initial 20-min session that consisted of providing written and verbal…

To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…

The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook that illustrated the play theme and use of the…

Three preschool children exhibiting autistic behaviors were taught developmentally appropriate (DA) and age appropriate (AA) pretend play activities. Although DA activities were consistently acquired, activities in the AA category were, in most cases, not acquired and were less likely to be generalized to other activities or toys. (Author/JDD)

Comments on a study that reported the positive effects of a neurobehavioral intervention approach on motor skills of young children with cerebral palsy. Concludes that, in its current form, the neurobehavioral approach is only an initial step toward developing new methods for addressing challenging developmental concerns. (CR)

A study investigated the effects of a neurobehavioral motor intervention on intentional communication development of four children (ages 1 to 3) with neuromotor impairments. Related communication skills linked to motor targets were observed. All subjects increased the use of communication behaviors following implementation of the motor-skill…

The relationship between young children's social competence and the goals of early intervention programs is explored, focusing on the significance of peer-related social competence, the development of peer social competence skills in young handicapped children, the nature of assessment and intervention strategies, and the importance of the social…

This study reports effects of a neurobehavioral intervention approach on motor skills of four children (ages 1 to 3) with cerebral palsy. Children demonstrated generalization of the movement component by using it to perform both a treated exemplar skill and an untreated exemplar skill, indicating that motor skills can be treated concurrently.…

Comments on a study that reported positive effects of a neurobehavioral-intervention approach on motor skills of young children with cerebral palsy. Discusses problems associated with contrived research situations and urges researchers and practitioners to join together to design and investigate the effects of new interventions. (CR)