{"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}
{"title":"Absolute Thinking Gets Us Absolutely Nowhere: Resisting False Dilemmas in Early Academics","authors":"Jessica K. Hardy, Molly E. Milam","doi":"10.1177/02711214241280378","DOIUrl":"https://doi.org/10.1177/02711214241280378","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"19 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259072","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}
Karen B. Houston, Elizabeth Gormley, Charis L. Wahman
{"title":"Emotion Talk in Early Childhood: A Systematic Literature Review","authors":"Karen B. Houston, Elizabeth Gormley, Charis L. Wahman","doi":"10.1177/02711214241266160","DOIUrl":"https://doi.org/10.1177/02711214241266160","url":null,"abstract":"Emotion talk is a research-based strategy aimed at improving young children’s social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher’s emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children’s social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"362 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869906","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}
{"title":"Future Topics","authors":"","doi":"10.1177/02711214241261213","DOIUrl":"https://doi.org/10.1177/02711214241261213","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"15 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776666","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}
Kelsey A. Clayback, Hsiu-Wen Yang, Maddisen Domingo, Erin E. Barton, Mary Louise Hemmeter
{"title":"A Survey and Content Analysis of the Quality of Behavior Guidance Policies in Tennessee Early Childhood Programs","authors":"Kelsey A. Clayback, Hsiu-Wen Yang, Maddisen Domingo, Erin E. Barton, Mary Louise Hemmeter","doi":"10.1177/02711214241261547","DOIUrl":"https://doi.org/10.1177/02711214241261547","url":null,"abstract":"Developmentally and culturally appropriate program behavior policies that are clearly communicated and implemented successfully can prevent exclusion and positively impact teachers, children, and families. However, it is unclear if policies are high quality or designed to equitably support positive behavior. We examined behavior policies from 41 child care programs in Tennessee. Using a rating tool, we found that policies were very low quality and lacked information on family engagement, staff training, and the use of data. Policies also exhibited several red flags, including using euphemisms for exclusion, using soft exclusion, and articulating three strikes or zero tolerance policies for certain child behaviors. Finally, leaders reported no formal staff training on the policy, though staff were expected to discuss policies with families. From these findings, it is clear that we need to provide more support and guidance to program leaders and other staff related to creating and implementing behavior policies.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"57 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776667","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}
Kelly Fulton, Adriana Kaori Terol, Abby Hardy, Meghan M. Burke
{"title":"Family Perspectives of the Roles of Parent Training and Information Centers and Service Coordinators in Early Intervention","authors":"Kelly Fulton, Adriana Kaori Terol, Abby Hardy, Meghan M. Burke","doi":"10.1177/02711214241257919","DOIUrl":"https://doi.org/10.1177/02711214241257919","url":null,"abstract":"Although family-centeredness is a tenet of early intervention, families often report struggling to meaningfully participate in decision-making. To increase family involvement, Parent Training and Information Centers (PTIs) and service coordinators are charged with educating and empowering families to advocate for their children. Yet, little is known about how PTIs and service coordinators support families. We explored the perceptions of families about the supports provided by PTIs and service coordinators; by understanding their roles, targeted efforts can be made to ensure that families are meaningfully supported during early intervention. Twenty-five caregivers of children who received early intervention services participated in individual interviews. One participant reported being familiar with PTIs during early intervention. Participants reported liking their service coordinators but also reported that due to large workloads, service coordinators often did not educate them about their rights. Implications for research and practice are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"15 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550611","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}
{"title":"Future Topics","authors":"","doi":"10.1177/02711214241244441","DOIUrl":"https://doi.org/10.1177/02711214241244441","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"70 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887714","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}
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":"68 1","pages":""},"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}
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":"68 1","pages":""},"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}
{"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":"51 1","pages":""},"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}