This mixed-methods study is an evaluation of the Reading Recovery program utilized to support first grade student achievement levels in a small, rural, South Carolina school district. This study utilized both quantitative and qualitative data in order to analyze the perceptions of Reading Recovery teachers, first grade teachers, and principals in…

In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity…

This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy…

This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.

The purpose of this study was to determine the self-identified needs of first-generation, low income and/or students with learning or physical disabilities who participated in a TRIO Student Support Program (SSS) at a rural Texas community college. Student Retention and persistence in higher education have been topics of research for years. Tinto…

School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or…

This paper explores the incidence of children's social, emotional and behavioural difficulties within areas of multiple deprivation in one Local Authority in Wales and the potential effects of targeted training interventions on the quality of adult-child interactions. The quality of adult-child interaction was measured pre and post-test using the…

Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded--during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most…

Purpose: This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model. Method: Four caregivers and children with language delays aged 18-27 months participated in a multiple baseline across behaviors…

Research suggests that access to early intervention can improve a range of outcomes for children with autism spectrum disorder (ASD). However, little is known about the type and amount of intervention that is typically available to young children with ASD in the New Zealand community. There is also limited information about parent demand for types…

Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children's communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton…

Families of students with disabilities experience additional responsibilities associated with learning about and accessing information related to early intervention/special education systems. Likewise, families also require multifaceted communication approaches if genuine access is to be achieved. Therefore, the purpose of this article is to…

Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms).…

This past spring, the education industry experienced a massive paradigm shift as a result of the pandemic. In a matter of weeks, curriculum plans that had been carefully prepared and executed over two-thirds of the school year were upended, and educators were asked to revise, reorganize, and realign to address the needs and capabilities of an…

This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nested within the child and the child was nested…