Topics in Early Childhood Special Education最新文献

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":null,"pages":null},"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

Caregiver Experiences of Racialization While Accessing Early Intervention (EI) Services for their Children 照料者在为子女获得早期干预（EI）服务时的种族化经历

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-05-04 DOI: 10.1177/02711214241249110

Jessa N. Culver, Susanne P. Martin Herz, Adriana Guzman, Javier Aguayo, Jyothi Marbin, Kenya Martinez, Jennifer James

{"title":"Caregiver Experiences of Racialization While Accessing Early Intervention (EI) Services for their Children","authors":"Jessa N. Culver, Susanne P. Martin Herz, Adriana Guzman, Javier Aguayo, Jyothi Marbin, Kenya Martinez, Jennifer James","doi":"10.1177/02711214241249110","DOIUrl":"https://doi.org/10.1177/02711214241249110","url":null,"abstract":"Early intervention (EI) services—including but not limited to speech, physical, occupational, and mental health therapies—have been proven to significantly benefit young children’s development, shaping their readiness for school and offering pivotal support for caregivers. However, racial disparities persist in identification for and access to EI services. Little is known about the ways in which racism affects how caregivers experience and navigate the screening and EI referral process. Through in-depth qualitative interviews, we explored the experiences of nine minoritized caregivers with experience seeking EI services in the San Francisco Bay Area. Using Critical Race Theory, we investigated how caregivers are racialized in the process. Our findings elucidate mechanisms of racialization, including but not limited to provider bias, managing stereotype threat, and dismissal of caregiver concerns. We also highlight ways in which such racialization contributes to disparities in who receives EI services. Understanding how this process racializes its users will elucidate pathways of change toward a more equitable system, in which minoritized children receive screening and early intervention services in a timely and appropriate manner.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887663","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

Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C 与早期干预专家进行远程辅导的可行性：C 部分的 NDBI 战略

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-04-12 DOI: 10.1177/02711214241245267

Kimberly R. Tomeny, Theodore S. Tomeny, R. A. McWilliam

{"title":"Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C","authors":"Kimberly R. Tomeny, Theodore S. Tomeny, R. A. McWilliam","doi":"10.1177/02711214241245267","DOIUrl":"https://doi.org/10.1177/02711214241245267","url":null,"abstract":"Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early interventionists’ perceptions of their practices and their observed practices, possibly contributing to implementation gaps. Remote coaching is a viable method of supporting early childhood professionals’ use of recommended practices, yet limited research has examined remote coaching with early interventionists in community systems (e.g., Part C). The current feasibility study explored differences between early interventionists’ reported and observed practices and compared bug-in-ear versus video review coaching methods with early interventionists working with families of toddlers with confirmed or suspected ASD. Results demonstrated (a) early interventionists reported higher quality practices than observed, and (b) remote coaching is a community-viable professional development approach in supporting early interventionists’ use of recommended practices.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140591097","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

Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns 无残疾儿童家长对全纳学前教育的态度：普遍的社会公正取向和具体的全纳关注点

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2024-04-06 DOI: 10.1177/02711214241242058

Asha Rudrabhatla, Lindee Morgan, Michael Siller

{"title":"Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns","authors":"Asha Rudrabhatla, Lindee Morgan, Michael Siller","doi":"10.1177/02711214241242058","DOIUrl":"https://doi.org/10.1177/02711214241242058","url":null,"abstract":"To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child’s preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in Georgia. Participants were 114 parents of children without disability attending either a standard ( n = 78) or inclusive classroom ( n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents’ generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents’ specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140591295","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