Young Exceptional Children最新文献_第4页

Message From the DEC Executive Board DEC执行委员会致辞

Young Exceptional Children Pub Date : 2022-04-06 DOI: 10.1177/10962506221091854

Amanda C. Quesenberry

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From Article to Action: Engaging in Policy Through Advocacy 从文章到行动：通过倡导参与政策

Young Exceptional Children Pub Date : 2022-01-05 DOI: 10.1177/10962506211068246

Camille Catlett

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Stopping Suspension in Early Childhood: Suggestions and Strategies 停止幼儿期停学:建议与策略

Young Exceptional Children Pub Date : 2021-12-24 DOI: 10.1177/10962506211068069

Courtney E. O’Grady, Erin M. Jackle, M. Ostrosky

{"title":"Stopping Suspension in Early Childhood: Suggestions and Strategies","authors":"Courtney E. O’Grady, Erin M. Jackle, M. Ostrosky","doi":"10.1177/10962506211068069","DOIUrl":"https://doi.org/10.1177/10962506211068069","url":null,"abstract":"157 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211068069 DOI: 10.1177/10962506211068069 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Anthony is an energetic boy who is happiest building with blocks or showing off his dance moves. He loves to compete with his friends on the playground to see who can run the fastest or swing the highest. Melissa, a preschool teacher in an inclusive half-day program, is frustrated that Anthony does not listen to directions and frequently tells her “No,” especially when asked to participate in large group. Every year it seems she has at least one child whose behavior she finds persistently challenging, and this year she increasingly feels there is rarely a time throughout the morning when Anthony’s behavior meets her expectations. Recently, after Anthony hit another child twice during morning meeting, Melissa called his grandfather to pick him up early. She did not know what else to do and thought that going home might help Anthony learn that he cannot hit the other children. Unfortunately, Melissa’s experience with Anthony is a common occurrence in countless early childhood programs. Many early educators struggle with how to address challenging behaviors that they feel are persistent, and in fact, challenging behavior is identified as teachers’ most pressing training need (Stormont & Young-Walker, 2017). Feeling unprepared to prevent and intervene on challenging behavior 1068069 YECXXX10.1177/10962506211068069YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXShort Title / O’Grady et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"157 - 169"},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Translating Research to Practice 将研究成果转化为实践

Young Exceptional Children Pub Date : 2021-12-21 DOI: 10.1177/10962506211068247

Justin D. Lane

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Enhancing Comprehension of Informational Text by Young Children With Autism Spectrum Disorders 提高自闭症谱系障碍幼儿对信息文本的理解

Young Exceptional Children Pub Date : 2021-11-01 DOI: 10.1177/10962506211056026

Elizabeth M. Jackson, M. Hanline, Jennifer Eldridge

{"title":"Enhancing Comprehension of Informational Text by Young Children With Autism Spectrum Disorders","authors":"Elizabeth M. Jackson, M. Hanline, Jennifer Eldridge","doi":"10.1177/10962506211056026","DOIUrl":"https://doi.org/10.1177/10962506211056026","url":null,"abstract":"144 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 3, September 2023 https://doi.org/10.1177/10962506211056026 DOI: 10.1177/10962506211056026 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Charlotte’s inclusive kindergarten classroom is bright and inviting. She uses evidence-based and developmentally appropriate practices to create a well-rounded and effective educational experience. She understands the importance of children learning from informational text (IT). With the assistance of her paraprofessional, Ms. Tam, Ms. Charlotte uses a variety of instructional approaches to enhance her students’ abilities to understand IT. However, one of her students, Mark, who has autism spectrum disorders and uses an augmentative and alternative communication (AAC) system on an iPad, has been struggling to understand IT. Ms. Charlotte has decided to modify her instructional strategies to better support Mark’s learning from IT. Informational text (IT) is a type of nonfiction designed to convey information about the natural or social world. Reading IT with young children increases knowledge of content area vocabulary and concepts and helps children build the background knowledge for success with future reading (Pentimonti et al., 2010). However, similar to Mark, children with autism spectrum disorder (ASD) may struggle to understand IT (Marsh, 2015). Therefore, the purpose of this article is to discuss how young children with ASD can be supported to comprehend IT. Instructional 1056026 YECXXX10.1177/10962506211056026YOUNG EXCEPTIONAL CHILDRENComprehension of Informational Text / Jackson et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"144 - 156"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Identifying and Targeting Social-Communication and Play Skills for Preschoolers With Autism 自闭症学龄前儿童的社交和游戏技能识别和定位

Young Exceptional Children Pub Date : 2021-10-07 DOI: 10.1177/10962506211051389

Jessica Amsbary, Ashwaq Alzamel, Meimei Lin, Melissa N. Savage, Stephanie S. Reszka, E. Crais, L. Watson, Brain Boyd

{"title":"Identifying and Targeting Social-Communication and Play Skills for Preschoolers With Autism","authors":"Jessica Amsbary, Ashwaq Alzamel, Meimei Lin, Melissa N. Savage, Stephanie S. Reszka, E. Crais, L. Watson, Brain Boyd","doi":"10.1177/10962506211051389","DOIUrl":"https://doi.org/10.1177/10962506211051389","url":null,"abstract":"131 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211051389 DOI: 10.1177/10962506211051389 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mei (teacher), Joyce (instructional assistant), and Lateasha (speech and language pathologist) are practitioners working in an inclusive preschool classroom. They have two children (Luke, age 4 and Delquan, age 5) with autism spectrum disorder (ASD). The practitioners are facing challenges engaging Luke and Delquan in play and social activities. Both children prefer to be alone most of the school day. Mei suggests they explore techniques to purposefully engage Luke and Delquan in social and play activities, to improve these skills. Like many in early education, Mei and the practitioners are seeking ways to include and actively engage all children with ASD in daily routines and activities. Preschool teachers and their administrators are not always adequately trained to work with children with ASD (Loiacono & Allen, 2008; Wilson & Landa, 2019), and have reported barriers to teaching children with ASD, such as challenges faced engaging children in classroom activities and instruction (Wilson & Landa, 2019). These findings suggest preschool teachers would benefit from strategies and resources to better engage all children in classroom activities. Social-communication (SC) and play skills are often challenging for children with ASD, and research 1051389 YECXXX10.1177/10962506211051389YOUNG EXCEPTIONAL CHILDRENTargeting Social-Communication and Play / Amsbary et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"131 - 143"},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41765340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Families’ Capacities to Care for Young Children With Neonatal Abstinence Syndrome Through Division of Early Childhood Recommended Practices 通过划分幼儿推荐做法提高家庭照顾新生儿禁欲综合征幼儿的能力

Young Exceptional Children Pub Date : 2021-09-28 DOI: 10.1177/10962506211048869

J. Rutland, Sarah Hawkins-Lear, C. Gooden

{"title":"Enhancing Families’ Capacities to Care for Young Children With Neonatal Abstinence Syndrome Through Division of Early Childhood Recommended Practices","authors":"J. Rutland, Sarah Hawkins-Lear, C. Gooden","doi":"10.1177/10962506211048869","DOIUrl":"https://doi.org/10.1177/10962506211048869","url":null,"abstract":"113 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211048869 DOI: 10.1177/10962506211048869 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mary Anne is an early interventionist and today is her first visit with a new family. This is no ordinary visit for Mary Anne; it is her first experience in a Neonatal Intensive Care Unit (NICU). As she enters the NICU, she is excited to learn more about the new child on her caseload. Mary Anne observes the NICU nurse, Consuela, coaching the baby’s mom, Shayla, in ways to comfort her infant. Consuela is showing Shayla how to swaddle and encourage sucking from her newborn, Jax. Jax was born fullterm and is experiencing neonatal abstinence syndrome (NAS), as diagnosed by the NICU team. Shayla practices the techniques that Consuela shows her, and Jax begins to settle. Mary Anne has not worked with an infant with NAS and is unfamiliar with these calming techniques. She is grateful to have Consuela’s guidance and her own professional development resources as she learns how to support Shayla and Jax. Mary Anne is motivated to increase her skills to use best practice strategies with this family. She knows that the Division for Early Childhood (DEC) of the Council for Exceptional Children Recommended 1048869 YECXXX10.1177/10962506211048869YOUNG EXCEPTIONAL CHILDRENUnderstanding Neonatal Abstinence Syndrome / Rutland et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"113 - 123"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43769297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Article to Action: Enhanced Milieu Teaching Strategies 从文章到行动:强化环境教学策略

Young Exceptional Children Pub Date : 2021-09-04 DOI: 10.1177/10962506211045472

Camille Catlett

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Rationale for Change: Reconceptualizing Inclusive Early Childhood Education Through Practice 变革的理由：通过实践重新定义包容性幼儿教育

Young Exceptional Children Pub Date : 2021-09-01 DOI: 10.1177/10962506211020288

Chelsea W. Morgan, Gregory A. Cheatham

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引用次数: 4

Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom 在多语言课堂中通过引导游戏支持语言习得和同伴互动

Young Exceptional Children Pub Date : 2021-08-25 DOI: 10.1177/10962506211042346

Christina Bohr, Serra Acar

{"title":"Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom","authors":"Christina Bohr, Serra Acar","doi":"10.1177/10962506211042346","DOIUrl":"https://doi.org/10.1177/10962506211042346","url":null,"abstract":"103 Vol. 26, No. 2, June 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211042346 DOI: 10.1177/10962506211042346 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Carmen, a 3-year-old girl, recently moved with her parents from the Dominican Republic to Boston, Massachusetts. Carmen’s home language is Spanish, and she had limited opportunities to listen to or practice American English before she started preschool in Ms. Hannah’s Head Start classroom. Because of the limited exposure to English and moving to a new country, Carmen feels shy around other children, and she stays to herself for the majority of the day, until her parents pick her up. Ms. Hannah’s classroom represents multiple home languages and cultures, such as Haitian Creole, Mandarin, and Somali. Children in the classroom mostly speak in English with each other and the school’s staff. As Ms. Hannah is a monolingual native English speaker, she responds to all children, including Carmen, mainly in English. However, Ms. Hannah implements linguistically responsive practices (e.g., uses 3–5 survival words, such as “Good morning” or “Thank you” in each child’s home language, provides bilingual story time, or uses role-play to have children practice asking simple questions) to support children to reach their full potential. Children who continue to develop their home language skills, also known as primary language (e.g., Spanish; L1), while learning a 1042346 YECXXX10.1177/10962506211042346Young Exceptional ChildrenPeer Interaction for Children Who Are DLLs / Bohr and Acar research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"26 1","pages":"103 - 112"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0