This study examined developmental characteristics of 82 deaf and hard-of-hearing children identified through the high-risk registry in Colorado either before or after 6 months of age. Children identified early and receiving intervention two to three months after identification had significantly higher levels of receptive and expressive language,…

Reviews theoretical frameworks for understanding the relationship between attention-deficit hyperactivity disorder (ADHD) and learning disabilities, particularly reading disability (RD). Discusses the co-occurrence of ADHD and RD. Suggests a comprehensive assessment must include linguistic factors, particularly phonological processing. Discusses…

A survey of 53 early-childhood special-education teachers in Korea found that children ages 3 to 7 were the group most frequently served, teachers reported infrequent assessment and scarcity of curriculum resources, most use a self- or school-developed curriculum, and confusion exists regarding the concept and use of the Individualized Education…

Promoting socioemotional literacy and learning to detect social problems early are among the most powerful tools educators can use to prevent youth violence. Educators can head off signs of trouble by developing their reflective capacities and by establishing caring, responsive, and supportive relationships with their students. Contains 13…

A study that interviewed 200 Latino parents of young children with disabilities found a high degree of awareness of services, but only a moderate degree of satisfaction. Mothers were more aware of and perceived use of more services than fathers. Family characteristics did not influence awareness, use, or satisfaction. (Author/CR)

A Dutch intervention program proved to be successful with 109 10-year-old children with dyslexia and 29 children with reading problems and cognitive deficits or psychiatric symptoms. The children with pure dyslexia profited most. Differences in treatment outcomes were related to the absolute level of word reading and age at intake. (Author/CR)

Reviews the literature on the role of play in a young child's development and describes the development of a preschool play-based curriculum for children with disabilities. Distinguishes types of play and discusses important play spaces in the physical environment, adult/child interactions, accommodations to meet individual needs, and assessment.…

Opportunities for teaching a young child with autism to request more play were created at multiple points on the playground by momentarily interrupting the child's ongoing play using the behavior chain interruption strategy. The intervention resulted in high rates of correct requesting which were maintained with a new teacher and generalized to a…

This response to Mahoney et al. (EC 623 392) agrees that parent education should be an important component of early intervention programs and proposes that parent education be included in a relationship-focused early-intervention model. This model is illustrated, explained, and compared with the previous child-focused model and the current…

This response to Mahoney et al. (EC 623 392) offers a definition of parent education and discusses the importance of identifying intended outcomes and providing effective educational opportunities. Two models of parent education in early intervention are described: Parents Interacting with Infants and the Individualized Support Project. Some…

This article reports on the descriptive results of a national survey of statewide parent-to-parent programs. Results are summarized concerning demographics and organizational models; program components, supports, and services; matching referred parents with veteran parents; and technical assistance provided to local program coordinators or…

This article suggests the need to embed social skills intervention within the more general context of long-term early intervention efforts that promote all dimensions of developmental performance. Results from former clients of the LEAP program are discussed and demonstrate evidence of sustained growth and development over nearly two decades.…

Studies the association between parent involvement in early intervention and children's later school competence. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of…

This article contains different perspectives on the role of speech-language pathologists (SLPs) in assessing and facilitating spelling skills. It discusses the need for SLPs to promote the role of early literacy, assess for early literacy skills, conduct a comprehensive assessment of written language, and to teach early phoneme awareness.…

This study assessed the emergent literacy skills of 48 4-year-old migrant Mexican American preschoolers in their dominant language and evaluated the amount of literacy exposure in the home and the Head Start program. Results suggested that although both environments influence emergent literacy skills, the home literacy environment has the greatest…