Young Exceptional Children最新文献_第8页

Joint Planning in Part C Early Intervention: Partnering Around Assessment C部分的联合规划早期干预:围绕评估的合作

Young Exceptional Children Pub Date : 2020-08-28 DOI: 10.1177/1096250620952061

A. Mickelson, Laura S. McCorkle, R. Hoffman

引用次数: 2

Adapting Interactive Shared Reading Interventions for Young Learners With Autism Spectrum Disorder: RECALL 为患有自闭症谱系障碍的年轻学习者调整互动共享阅读干预：RECALL

Young Exceptional Children Pub Date : 2020-08-27 DOI: 10.1177/1096250620950244

Elizabeth M. Jackson, M. Hanline, Kelly Whalon

{"title":"Adapting Interactive Shared Reading Interventions for Young Learners With Autism Spectrum Disorder: RECALL","authors":"Elizabeth M. Jackson, M. Hanline, Kelly Whalon","doi":"10.1177/1096250620950244","DOIUrl":"https://doi.org/10.1177/1096250620950244","url":null,"abstract":"30 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 1, March 2022 https://doi.org/10.1177/1096250620950244 DOI: 10.1177/1096250620950244 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Melissa, the teacher in an inclusive preschool, recognizes the importance of early literacy and embeds literacyrelated activities throughout the day. She uses books to introduce and expand thematic units, set the stage for play in center activities, and facilitate transitions. She schedules time each day for whole and small group shared reading. Melissa has noticed that Lindsay, a 4-year-old girl with autism, struggles to stay actively engaged in and, therefore, benefit from the shared book reading activities. She does not answer questions or initiate social interactions about the book, even though Melissa structures her shared reading to encourage children’s participation. Melissa, like many early childhood educators, uses the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills (Rezzonico et al., 2015). ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development (Mol et al., 2009; National Early Literacy Panel [NELP], 2009). A critical role of an educator is to ensure that every child 950244 YECXXX10.1177/1096250620950244YOUNG EXCEPTIONAL CHILDRENShort Title / Jackson et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"30 - 41"},"PeriodicalIF":0.0,"publicationDate":"2020-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620950244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711672","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: 5

Effective Teaming to Bridge Support for Children With Challenging Behavior 有效的团队合作，为有挑战性行为的儿童提供支持

Young Exceptional Children Pub Date : 2020-08-26 DOI: 10.1177/1096250620950249

Charis L. Wahman, Cheryl L. Light-Shriner, Dani Pizzella

{"title":"Effective Teaming to Bridge Support for Children With Challenging Behavior","authors":"Charis L. Wahman, Cheryl L. Light-Shriner, Dani Pizzella","doi":"10.1177/1096250620950249","DOIUrl":"https://doi.org/10.1177/1096250620950249","url":null,"abstract":"15 Vol. 25, No. 1, March 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620950249 DOI: 10.1177/1096250620950249 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Kimberly, an early childhood educator (ECE), and Michelle, an early childhood special educator (ECSE) work as co-teachers for a public preschool program. Their blended classroom includes 15 children some of whom are enrolled in the district’s optional prekindergarten program, others are children who are eligible for preschool because they are at risk for developmental delays and disabilities, and others are eligible for and receiving early childhood special education services. In addition to Michelle and Kimberly, the classroom staff includes a paraprofessional, William, and a speech therapist, Jasmine, who provides services to several of the children and consultative services to the teachers. Recently, Michelle and Kimberly have become concerned about one of the children in their class, Joey. Joey has been attending classes for several months and is one of the children who is receiving early childhood special education services due to global developmental delays with particular concerns in the area of language/communication. Kimberly and Michelle have requested assistance from Aaron, the school’s behavior specialist, because they feel he has an important role to play. Kimberly and Michelle schedule an initial observation and team meeting 950249 YECXXX10.1177/1096250620950249YOUNG EXCEPTIONAL CHILDREN Vol. XX, No. X, Month XXXXWahman et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"15 - 29"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620950249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288217","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: 1

Inside the Virtual Visit: Using Tele-Intervention to Support Families in Early Intervention 虚拟访问内部:利用远程干预支持家庭早期干预

Young Exceptional Children Pub Date : 2020-08-22 DOI: 10.1177/1096250620948061

Molly Poole, Angel Fettig, Rachel Mckee, Ariane N. Gauvreau

{"title":"Inside the Virtual Visit: Using Tele-Intervention to Support Families in Early Intervention","authors":"Molly Poole, Angel Fettig, Rachel Mckee, Ariane N. Gauvreau","doi":"10.1177/1096250620948061","DOIUrl":"https://doi.org/10.1177/1096250620948061","url":null,"abstract":"1 Vol. XX, No. X, Month 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620948061 DOI: 10.1177/1096250620948061 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Amal, Derek, and their 12-month-old daughter Kai have been receiving Part C early intervention (EI) services since Kai was 2 months old. Kai enjoys playing tickling games with her older brother and parents and is particularly drawn to musical toys and instruments. Kai was born with Cri Du Chat syndrome and frequently requires oxygen due to her chronic pneumonia. Amal and Derek have seen significant accomplishments in Kai’s communication and motor skills through developmental, speech and language, and physical therapies and value the weekly times they have with their EI service providers. As winter season approaches, Amal and Derek heard reports of a huge surge of flu cases and are extremely concerned about Kai’s health. Because Kai is prone to pneumonia, they are worried that individuals coming into their home might be exposing Kai to potential viruses during this active flu season. Amal and Derek have shared these concerns with Kai’s service providers and asked if services can be delivered virtually. EI providers—who deliver Part C services under the purview of the Individuals with Disabilities Education Act (IDEA) for children birth-3 years old with/at risk of disabilities—play an important role 948061 YECXXX10.1177/1096250620948061YOUNG EXCEPTIONAL CHILDRENShort Title / Poole et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"3 - 14"},"PeriodicalIF":0.0,"publicationDate":"2020-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620948061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42852249","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: 15

Collaborating With Deaf Adults in Early Intervention 与聋人成年人合作进行早期干预

Young Exceptional Children Pub Date : 2020-07-23 DOI: 10.1177/1096250620939510

Elaine Gale

{"title":"Collaborating With Deaf Adults in Early Intervention","authors":"Elaine Gale","doi":"10.1177/1096250620939510","DOIUrl":"https://doi.org/10.1177/1096250620939510","url":null,"abstract":"225 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620939510 DOI: 10.1177/1096250620939510 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Shortly after Madison gave birth to her son Alex, she was told that he had not passed the newborn hearing screening evaluation. She was advised to follow-up with further testing by an audiologist. When Madison followed up with the audiologist a month after Alex’s birth, the audiologist confirmed Alex was deaf. Having never met a deaf adult, Madison wondered what Alex would be like growing up. Would he be able to communicate? Would he have friends and be sociable? How would he do academically? Madison had no idea what raising a deaf child would entail until she met a deaf adult, which was six months after Alex was born. The deaf adult, Lauren, was Madison and Alex’s sign language instructor. Lauren was the only deaf adult officially trained and hired by the early intervention program working with Madison and Alex. During their first meeting, Madison and Lauren used written English to communicate. Over time, Madison and Alex not only learned visual communication skills and sign language, they also learned about deaf lifestyles. Lauren invited Madison and Alex to various events where they met and interacted with deaf people of all ages and backgrounds. Madison felt less stressed about raising Alex after being able to interact with 939510 YECXXX10.1177/1096250620939510Young Exceptional ChildrenCollaborating with Deaf Adults / Gale research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"225 - 236"},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620939510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115507","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: 11

Implementing Multitiered Systems of Support in Preschool: Begin With Universal Screening 在学前教育中实施多层支持系统：从普及筛查开始

Young Exceptional Children Pub Date : 2020-07-04 DOI: 10.1177/1096250620931807

Kristen Missall, Kathleen Artman-Meeker, Carly Roberts, Shannon Ludeman

{"title":"Implementing Multitiered Systems of Support in Preschool: Begin With Universal Screening","authors":"Kristen Missall, Kathleen Artman-Meeker, Carly Roberts, Shannon Ludeman","doi":"10.1177/1096250620931807","DOIUrl":"https://doi.org/10.1177/1096250620931807","url":null,"abstract":"213 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620931807 DOI: 10.1177/1096250620931807 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Successful early childhood inclusion uses multitiered systems of support (MTSS) to support children’s development and learning. MTSS is a multitiered, educational, data-based decisionmaking framework that facilitates collaboration across general and special education to support all learners (Sailor et al., 2018). MTSS implementation requires committed leadership, dedicated time for data collection and analysis, and effective instructional decisions. Furthermore, implementation of MTSS generally requires several years to establish evidence-based tiered instruction, assessment at universal and targeted levels, and necessary system reform (Brown-Chidsey & Bickford, 2016). To support early childhood educators in the implementation of MTSS, the focus of this article is on the initial stages of MTSS implementation. In this article, we describe the first year of one program’s planning and implementing of MTSS for academic and social outcomes, with specific attention to universal screening for all children. This universal assessment activity in MTSS is described as part of “Tier 1,” which must be established before any targeted (Tier 2) or intensive (Tier 3) assessment and instruction supports can be considered and implemented (see Carta, 2019). Accordingly, explicit attention to the 931807 YECXXX10.1177/1096250620931807Young Exceptional ChildrenImplementing MTSS / Missall et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"213 - 224"},"PeriodicalIF":0.0,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620931807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812255","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: 3

Trial-Based Functional Analysis to Understand Children’s Behaviors 基于试验的功能分析理解儿童行为

Young Exceptional Children Pub Date : 2020-06-16 DOI: 10.1177/1096250620928331

Z. An, J. R. Martínez, Jun Ai

{"title":"Trial-Based Functional Analysis to Understand Children’s Behaviors","authors":"Z. An, J. R. Martínez, Jun Ai","doi":"10.1177/1096250620928331","DOIUrl":"https://doi.org/10.1177/1096250620928331","url":null,"abstract":"200 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 4, December 2021 https://doi.org/10.1177/1096250620928331 DOI: 10.1177/1096250620928331 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie is a 4-year old preschooler who enjoys playing with his friends at school. Charlie’s teacher reports that he has difficulties participating in teacher-directed large-group and small-group activities. Specifically, Charlie engages in challenging behaviors including throwing himself to the ground and leaving the group during teacher-directed activities. Charlie’s teacher thinks that he engages in challenging behaviors to escape instructional activities. The behavioral specialist, however, observes Charlie several times and suggests that he uses challenging behaviors both to escape instructional activities and to gain adults' attention. Understanding what Charlie is communicating by engaging in challenging behaviors is the first step in developing a behavioral intervention plan that meets his needs. Therefore, the teacher and behavioral specialist look for ways in which they can learn more about Charlie’s behaviors. Another behavioral specialist in the school suggests conducting a trialbased functional analysis. Persistent challenging behaviors in early childhood can interfere and disrupt children’s engagement in social and academic activities within their homes, schools, and communities (Brauner & Stephens, 2006; Division for Early Childhood [DEC], 2017). To address this concern, DEC recommends that early 928331 YECXXX10.1177/1096250620928331YOUNG EXCEPTIONAL CHILDRENShort Title / An et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"200 - 212"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620928331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46353841","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: 1

Enhanced Milieu Teaching Strategies for Preschool Children with Autism Spectrum Disorder 学龄前自闭症谱系障碍儿童的强化环境教学策略

Young Exceptional Children Pub Date : 2020-06-08 DOI: 10.1177/1096250620928335

Megan Dunn Davison, C. H. Qi, A. Kaiser

{"title":"Enhanced Milieu Teaching Strategies for Preschool Children with Autism Spectrum Disorder","authors":"Megan Dunn Davison, C. H. Qi, A. Kaiser","doi":"10.1177/1096250620928335","DOIUrl":"https://doi.org/10.1177/1096250620928335","url":null,"abstract":"191 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620928335 DOI: 10.1177/1096250620928335 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood José, a 3-year-old boy with a diagnosis of autism spectrum disorder (ASD), attends an early childhood inclusive classroom. He uses gestures and single words to communicate his wants and needs. He spends much of his time engaged in solitary and stereotypic play with his favorite toys, trains and trucks. José’s teacher, Ms. Baca, is concerned about his social communication skills because he does not have an independent means of communicating with his peers, teachers, or other adults in the classroom. When Ms. Baca asks José to put his toys away during clean up, he often cries. He pushes his peers out of his space when they approach him to play. José receives an hour of speech and language therapy in his classroom each week. Ms. Chavez, his speech-language pathologist (SLP), notes that although José is able to use single words to request, he only requests routines that include his favorite toys. José’s parents also report that they have difficulty understanding what he is trying to communicate when he cries or screams and that he only uses single words for requesting. Together, the teacher and SLP examine current evidence-based 928335 YECXXX10.1177/1096250620928335Young Exceptional ChildrenEnhanced Milieu Teaching Strategies / Davison et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"191 - 199"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620928335","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46235960","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: Pairing Sign With Spoken Word in Early Childhood Settings 从文章到行动:幼儿环境下手语与口语的配对

Young Exceptional Children Pub Date : 2020-06-07 DOI: 10.1177/1096250620930497

Camille Catlett

引用次数: 0

Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence 个体同伴中介干预提高幼儿社会能力

Young Exceptional Children Pub Date : 2020-06-05 DOI: 10.1177/1096250620928332

Jose R. Martinez, Debra A. Prykanowski, Chelsea W. Morgan

{"title":"Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence","authors":"Jose R. Martinez, Debra A. Prykanowski, Chelsea W. Morgan","doi":"10.1177/1096250620928332","DOIUrl":"https://doi.org/10.1177/1096250620928332","url":null,"abstract":"82 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620928332 DOI: 10.1177/1096250620928332 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Caroline is the lead teacher of an inclusive preschool classroom in a suburban school district that serves children and families from lowincome backgrounds. Yan Alberto, a 3-year-old boy, is one of 15 children in Ms. Caroline’s class. He is monolingual, communicates with twoto three-word utterances in English, and follows two-word requests. In the mornings, many centers are available and up to five children participate in each center. Ms. Caroline observes that Yan Alberto engages in parallel play during these centers. He plays with the toys available in each center, stays close to his peers, and appears interested in what his peers are doing. However, he hardly initiates toward them. Yan Alberto’s parents have also observed this behavior with his older sibling and during family gatherings. Ms. Caroline and Yan Alberto’s parents feel he would like to interact with peers but that he does not know how to initiate those interactions. In consultation with a behavior specialist from the school district, she learns that peer-mediated interventions (PMIs) may help teach Yan Alberto to initiate and respond to his peers. Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific (Guralnick, 1992). Social competence 928332 YECXXX10.1177/1096250620928332Young Exceptional ChildrenPeer-Mediated Interventions / Martinez et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"82 - 95"},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620928332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45057622","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: 2