This study examined influences, factors, and processes associated with parental recognition and response to developmental concerns through interviews and focus groups with six Spanish- and 17 English-speaking parents of children aged 2 weeks to 4.5 years with developmental concerns. Results revealed that social support, perceptions of perceived…

The Parent-Child Relationally Informed Early Intervention was developed from the clinical application of attachment theory. The premise is to expand the responsiveness of parents and clinicians working with children who have developmental delays. It was evaluated via four single case studies (children aged 18-months to 6 years) using an AB(A)…

The current exploratory study examines the structure and function of social support for mothers of very young children (under 24 months) with a range of disabilities who are receiving Individuals With Disabilities Education Act (IDEA) Part C early intervention services. The psychological well-being and social networks of 88 mothers in one state…

We present the results of a novel early childhood intervention in which disadvantaged 3-4-yearold children were randomized to receive a new preschool and parent education program focused on cognitive and non-cognitive skills (CogX) or to a control group that did not receive preschool education. In addition to a typical academic year (9 month)…

There is a need for empirically based educational practices shown to support learning, yet validation tends to require a high degree of experimental control that can limit ecological validity and translation to classrooms. We describe our iterative intervention design to support preschoolers' vocabulary through book reading coupled with playful…

This article outlines a quality improvement (QI) initiative to build organizational capacity for engagement in research and evidence-based practice in early intervention (EI). The authors describe the implementation of online learning modules, a writing group simulation, and the launch of a writing group fellowship with service coordinators and…

Based on an in-depth, qualitative study of toddler teachers in the United States, this article examines relationships between the materiality and the social dimensions of a classroom space as teachers' workplace that mutually construct everyday work and lends meaning to their professional identities as a caring self. Findings highlight the…

This exploratory randomised controlled trial tested the effectiveness of a tablet-based information communication technology early intervention application to augment existing therapy with the aim of improving visual motor, imitation, language and social skills in young children with ASD who reside in regional areas. Fifty-nine participants were…

In 2013, the National Institute of Mental Health funded five trials of unique, multicomponent, systems-based innovations designed to improve access to early screening, diagnosis, and treatment of autism spectrum disorder--collectively known as the Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services Network. As part of an…

This study primarily explored the perceptions of dyslexia held by early childhood educators teaching in Head Start centers. A secondary purpose was to investigate how early childhood educators in Head Start centers perceive the notion of risk for dyslexia and how they identify at-risk students in ways that are consist with the results of a…

Low-risk infants discharged from a neonatal intensive care unit (NICU) can include infants whose stay was due to late-term prematurity, suspicion of sepsis, breathing issues, and/or feeding challenges. This study aimed to identify the degree to which sociodemographic and medical factors contribute to low-risk NICU graduates being accepted into…

The Head Start Family and Child Experiences Survey (FACES) and the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) are separate studies done successively over time. One goal for these studies is to provide a national picture of children's readiness for school. In this research brief, the authors use…

Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3-21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C),…

Parents are the logical intervention agents for young children with autism spectrum disorder (ASD). The early start Denver model (ESDM) is a promising early intervention approach for children with ASD that can be implemented by parents. This study evaluated the effects of training parents in the use of the ESDM. We used a non-concurrent multiple…

Many early intervention systems are focused on "fixing" children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support…