Researchers have long traced achievement gaps in the elementary years back to readiness gaps at the start of kindergarten. Educators seeking to address these gaps, which are associated with race and ethnicity, home language, disability status, and indicators of economic disadvantage, need systematic ways to identify which children need what kinds…

Purpose: Assessing the unique needs of each family following the diagnosis of a hearing loss is central to the delivery of family-centered hearing health care. Therefore, the aim of this study was to develop a Minimum Data Set (MDS) that could be used in the design of a needs assessment tool for families of children with hearing loss transitioning…

The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based…

In March 2020, COVID-19 dramatically and indelibly altered the U.S. educational landscape. Drawing on data from interviews with 30 Michigan preK teachers, Bethany Wilinski, Alyssa Morley, and Jamie Heng-Chieh Wu describe the centrality of family engagement in their pandemic preK education and the practices that contributed to stronger home-school…

Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to address the unique and diverse challenges of families, support and resources may need to be prescribed on a case-by-case basis. This article suggests ways early intervention programs can…

Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers' communication with the parent of a child in need of early intervention. Analysis of student work suggested…

The Faculty of Lifelong Learning at the Institute of Technology Carlow co-created a Level 8 Certificate in Prevention, Partnership and Family Support with Tusla, the national Child and Family Agency. The part time programme was aimed at Child and Family Support Network (CFSN) members in Co. Carlow. The overall approach taken throughout this…

Many children start school developmentally vulnerable and struggle to keep up with their peers. Children experiencing socioeconomic-disadvantage are at higher risk of poor developmental outcomes. A high-quality education and wrap-around community-service model, such as the Doveton Model, at Doveton College, Australia, may improve outcomes for…

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skills acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD who received EIBI into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test…

Tiered frameworks, such as Response to Intervention (RtI), have become a primary approach within K-12 settings for identifying children who may need additional intervention. Recent literature suggests RtI is also occurring in many early childhood programs, and early literacy is often an area of focus. While there are data indicating improved…

An AB single case design was used to measure the effect of data-based feedback for 6 children in a listening and spoken language early intervention (EI) programme in Australia. Changes in the number of parent-child conversational turns following feedback were measured using an automated language environment analysis system. The perceived value and…

It is important to support children's appropriate behaviors and social skills to extinguish problem behaviors at an early stage as much as possible. Therefore, researchers are in search of effective evidence-based interventions to deal with the problem behaviors of young children. The "Positive Behavioral Interventions and Supports (PBIS)…

This online survey study examined early intervention providers' knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included…

The goal of early intervention and early childhood special education is to enable young children with disabilities to be active and successful participants during their early childhood years and in the future. Child outcomes are the benefits that children and families experience as a result of early intervention or early childhood special…

California's public-school system recently introduced another grade level, Transitional Kindergarten, as an opportunity to offer universal access to early education for all 4-year-olds. Elementary school teachers and administrators must be well prepared to support and education these young children. This dissertation focuses on four key principles…