Purpose: Oncological diseases, especially if experienced in the first 3 years of life, expose young children to conditions of serious physical and emotional stress causing delays in their physical development, cognitive acquisitioning and issues related to their emotional and social functioning. This study examines the effects of the participation…

The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3-8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor…

In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children's skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1-6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the…

Approximately 1 in 6 children in the US has a developmental delay, disorder, or disability (DD). Early identification of DDs can help families access services that empower children and families, and it can improve child outcomes. The "Learn the Signs. Act Early." (LTSAE) Program at the Centers for Disease Control and Prevention (CDC)…

Reading and literacy skills are essential to fostering a child's development and academic success. Research has consistently highlighted the importance of early literacy proficiency as a strong indicator of later academic achievement, cognitive ability, and social-emotional well-being (Espinosa, 2002; Gottlieb et al., 2022). Unfortunately, reading…

Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This…

Dual language learners are often underidentified for having language delays and may not receive services in their caregiver's primary language. This study explored how the language used during evaluations influenced the effectiveness of a brief intervention for children with mild language delays. By examining whether evaluation language impacts…

Identification of likelihood for autism in the U.S. early intervention (EI) system facilitates referrals to diagnostic assessments and targets autism-specific needs. However, performance of autism screeners in high-likelihood preschool children and barriers to implementation need to be further studied. The current effectiveness-implementation…

Despite the strong national drive in the UK to improve children's mental health, significant concerns have been raised about initiatives aimed towards school-age children, excluding the nation's youngest. Surprisingly, little is known about whether early years training adequately prepares practitioners to support young children's mental health, as…

Pre-diagnostic intervention for autism spectrum disorder (ASD) allows symptoms to be addressed as they emerge, often between six to 18 months, rather than after the full onset of the disorder. A systematic literature review, spanning the previous six years was conducted in order to provide an updated review looking at the earliest behavior…

By its very nature, the field of early intervention and early childhood special education (EI/ ECSE) "should" be grounded in social justice, with an ongoing commitment to the pursuit of equity for young children with disabilities and their families. However, it must be reckoned with that this field is steeped in a deficit model of…

Implementation fidelity is the degree of compliance with which the core elements of program or intervention practices are used as intended. The scientific literature reveals gaps in defining and assessing implementation fidelity in early intervention: lack of common definitions and conceptual framework as well as their lack of application. Through…

The aim of this qualitative phenomenological study was to explore college faculty experiences on early alert interventions. The research question that guided the study was, how do faculty perceive their role within a college's early alerts intervention system? Student engagement theory was the steering framework of the study; Seeking to align…

Students who experience foster care placement represent one of the most vulnerable populations in society. This extended literature review examined the background of students who experience foster care within the elementary educational system, and the impacts of foster care placement on their educational attainment. Educational supports in the…

In this article, a framework for the creation of a fully inclusive and comprehensive early childhood intervention system is described. Although aspirational at this time, the potential for developmental science, intervention science, and implementation science to be integrated to maximize the effectiveness of early intervention systems is…