Best-practice recommendations for young children at high likelihood of autism include active involvement of caregivers in intervention. However, the use of evidence-based parent-mediated interventions in community practice remains limited. Preliminary evidence suggests that Project ImPACT for Toddlers demonstrates positive parent and child…

Introduction: Autism Spectrum Disorders (ASD) are a continuum of traits that may negatively affect social and emotional competencies of individuals, including challenges in their engagement abilities, possible limitations in reciprocal interactions, and inflexibility in initiating and sustaining communication. Such challenges may affect language…

It is widely believed that early diagnosis and treatment of autism spectrum disorder is essential for better outcome. This is demonstrated by the American Academy of Pediatrics recommendation to screen all 1.5-2.5-year-old toddlers for autism spectrum disorder. However, multiple longitudinal studies of children diagnosed with autism spectrum…

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices,…

This study examined Oregon's early intervention (EI) and early childhood special education (ECSE) pipelines as a function of children's intersecting ethnicity and home language(s) with a focus on children from Latino/a backgrounds with communication disorders. We found differences in children's referral source and age of referral, likelihood of…

The Coronavirus Pandemic has highlighted and exacerbated educational inequalities, particularly among families of low-income status. As schools switched to remote learning, the digital divide among affluent and non-affluent families has shined a light on the existing inequality in resources like never seen before. The digital divide is the…

The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children's later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This…

Partnerships between Early Head Start (EHS) programs and child care providers aim to increase access to high quality, comprehensive services that meet the needs of infants and toddlers from families with low incomes. Quality in early care and education matters. In prior research, high quality early care and education was associated with better…

It is not known how parents of preschool children birth to three years of age with severe disabilities describe their experience with the special education team and communication with team members when included in teamwork using a model consistent with interprofessional collaborative practice (IPCP). The purpose of this qualitative descriptive…

Assessment of emerging literacy in young children is generally limited to either skill development in children over 3 years of age or the quality and context of young children's early literacy experiences. Although there has been promotion of their early literacy experiences, assessment of emerging pre-literacy behaviors in children younger than 3…

Numerous urban elementary schools have utilized reading intervention programs that provide remedial instruction to improve students' reading achievement levels. However, the success of these programs is contingent on the fidelity of implementation. Educators have long grappled with the best ways to support struggling readers, as they present with…

Understanding the multilingual language context of deaf children's lives provides an essential knowledge base from which to develop the early support of children and families. Current models of early support tend to draw on Euro-Western understandings of the multilingual lives of families of deaf children and assume an established infrastructure…

In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school…

Social-emotional development is foundational to learning and has been linked to long-term academic, behavioral and mental health outcomes for children (i.e., Jones et al., 2015). In early childhood, social-emotional development is encouraged primarily through familial relationships. Children with developmental delays and disabilities (DD) are more…

Mental health challenges for youth continue to be a growing concern. Youth-serving organizations have the potential to play a significant role in recognizing the signs and symptoms of mental health challenges in youth. The Youth Mental Health First Aid (YMHFA) training course is widely used to equip adults working with youth with skills to support…