One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development…

While the importance of inclusive approaches to research has been identified, much childhood research is still done 'to' not 'with' young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we…

Limited data are available regarding how response prompting procedures should be used in early childhood settings. The purpose of this study was to compare the efficiency of progressive time delay instruction presented via two trial arrangements: massed and embedded. During massed trial sessions, a short instructional session was conducted,…

Research in early intervention/early childhood special education (EI/ECSE) is focused on identifying effective practices related to positive outcomes for young children with disabilities and their families. Individual responses to evidence-based practices are often variable, and non-responders are common. Single case research (SCR) might be…

Training and coaching are cited frequently to achieve different goals, by different people, across different fields. "Who" provides training and coaching and "where" and "how" they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual…

Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education…

This study has discussed in-depth information about understanding the Response to Intervention (RTI) linking with children from pre-school to kindergarten (three to eight years old) who have Cognitive Disabilities (CD), including different levels from mild to moderate and/or severe. The study consists of five main sections--RTI, CD, RTI Linking…

Although developmentally appropriate practice (DAP) has strong merits, there are considerations pertaining to its development and implementation which must be raised. In order for educators to include diverse voices of young children, the time has come for a new conversation to unfold introducing developmentally universal practice (DUP). With this…

Positive Behaviour Intervention and Support (PBIS) is an evidence-based approach that has been proven to be effective in remediating problem behaviours in children. The purpose of this study was to evaluate the effectiveness of the family-centred PBIS approach when involving Taiwanese families in the treatment of off-task and non-compliant…

Response to Intervention (RTI) models are likely to be implemented in early childhood settings with greater frequency to target academic and developmental skills. With an increasing number of classrooms serving children with identified special needs, it is necessary to examine how current frameworks for RTI models meet the needs of all children in…

The aim of the present paper is to show how captioned tactile jigsaw flashcards (CTJF) can be used in teaching English vocabulary to children with special educational needs. The idea of the following technique, inspired by Montessori's Three Period Lesson (1964, 1967a, 1967b), was presented by this author and colleague Dorota Beltkiewicz in March…

Assistive technology enables young children with disabilities to more effectively access their environment, facilitating the development of social-emotional, communicative, and cognitive skills. Research indicates that when service providers make decisions about assistive technology, they are more likely to choose low-tech options over high-tech…

This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was…

Engagement is hypothesized to be an important mediating factor in young children's development and learning. A major purpose of early intervention for young children with disabilities is to promote child engagement. While child engagement and related factors have been descriptively investigated since the 1970s, few studies have systematically…

What do we know about young children with delays and disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying children with delays and disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several…