Topics in Early Childhood Special Education最新文献

Experiences and Contextual Factors Impacting AAC Use at Home: A Qualitative Interview Study. 影响家庭AAC使用的经验与情境因素：一项质性访谈研究。

IF 1.5 4区教育学

Topics in Early Childhood Special Education Pub Date : 2025-11-17 DOI: 10.1177/02711214251389895

Emily D Quinn, Kim Kurin, Alexandria Cook, Mari Therrien, Mollie Romano

引用次数: 0

An Integrated Narrative and Phonological Awareness Intervention for Preschool Children at Risk of Developing a Reading Disability 学龄前儿童阅读障碍风险的综合叙事和语音意识干预

4区教育学

Topics in Early Childhood Special Education Pub Date : 2025-03-16 DOI: 10.1177/02711214251324606

David M. Rehfeld

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引用次数: 0

Part C Early Intervention Procedural Safeguard Notices: Are They Supporting Parents to Understand Their Rights? C部分早期干预程序保障通知：是否有助于家长了解自己的权利？

IF 1.4 4区教育学

Topics in Early Childhood Special Education Pub Date : 2025-02-01 Epub Date: 2024-10-29 DOI: 10.1177/02711214241287174

Lauren M Cycyk, Madeleine Griffin, Margaret Gillis, Ruby Batz, Veronica I Underwood Carrasco, Savannah Wease, Sam Lim, Natalia Jade, Katharine E Zuckerman

{"title":"Part C Early Intervention Procedural Safeguard Notices: Are They Supporting Parents to Understand Their Rights?","authors":"Lauren M Cycyk, Madeleine Griffin, Margaret Gillis, Ruby Batz, Veronica I Underwood Carrasco, Savannah Wease, Sam Lim, Natalia Jade, Katharine E Zuckerman","doi":"10.1177/02711214241287174","DOIUrl":"10.1177/02711214241287174","url":null,"abstract":"<p><p>A family-centered early intervention (EI) approach mandated by the Individuals with Disabilities Education Act (IDEA) Part C, means involving parents fully in EI and ensuring they know their legal rights and responsibilities for participating. However, many parents report difficulty accessing information and decision-making in EI. IDEA mandates all jurisdictions provide parents with a procedural safeguard notice (PSN) outlining parents' rights and advocacy processes. Yet, it is unclear to what extent PSNs are accessible, particularly to parents with marginalized identities. This study analyzed PSNs from 56 Part C jurisdictions for the components required by law, understandability to the general public, and availability in multiple languages. The PSNs generally did not include all required information, necessitated grade-levels above high school, minimally attended to plain language, and were infrequently available in non-English languages, suggesting that many parents are prevented from information about EI. PSNs, therefore, are a source of bias in Part C.</p>","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"44 4","pages":"330-341"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12362419/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study 通过拉丁裔移民家庭中年长的兄弟姐妹促进对话式阅读：试点研究

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-09-18 DOI: 10.1177/02711214241281384

Miguel Garcia-Salas, Carla Wood

{"title":"Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study","authors":"Miguel Garcia-Salas, Carla Wood","doi":"10.1177/02711214241281384","DOIUrl":"https://doi.org/10.1177/02711214241281384","url":null,"abstract":"To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"17 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Absolute Thinking Gets Us Absolutely Nowhere: Resisting False Dilemmas in Early Academics 绝对思维让我们一无所获：抵制早期学术界的虚假困境

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-09-14 DOI: 10.1177/02711214241280378

Jessica K. Hardy, Molly E. Milam

引用次数: 0

Emotion Talk in Early Childhood: A Systematic Literature Review 幼儿期的情感谈话：系统文献综述

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-07-31 DOI: 10.1177/02711214241266160

Karen B. Houston, Elizabeth Gormley, Charis L. Wahman

引用次数: 0

Future Topics 未来主题

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-07-26 DOI: 10.1177/02711214241261213

引用次数: 0

A Survey and Content Analysis of the Quality of Behavior Guidance Policies in Tennessee Early Childhood Programs 田纳西州幼儿教育机构行为指导政策质量调查与内容分析

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-07-24 DOI: 10.1177/02711214241261547

Kelsey A. Clayback, Hsiu-Wen Yang, Maddisen Domingo, Erin E. Barton, Mary Louise Hemmeter

引用次数: 0

Family Perspectives of the Roles of Parent Training and Information Centers and Service Coordinators in Early Intervention 家庭对家长培训和信息中心及服务协调员在早期干预中的作用的看法

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-06-21 DOI: 10.1177/02711214241257919

Kelly Fulton, Adriana Kaori Terol, Abby Hardy, Meghan M. Burke

引用次数: 0

Future Topics 未来主题

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-05-06 DOI: 10.1177/02711214241244441

引用次数: 0