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A Systematic Review of Which Families Are Represented in ECSE Literature 关于 ECSE 文献中哪些家庭具有代表性的系统回顾
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-03-21 DOI: 10.1177/02711214241240617
Nicole B. Adams, Courtney E. O’Grady, Mia Chudzik, Jordyn Hunter
{"title":"A Systematic Review of Which Families Are Represented in ECSE Literature","authors":"Nicole B. Adams, Courtney E. O’Grady, Mia Chudzik, Jordyn Hunter","doi":"10.1177/02711214241240617","DOIUrl":"https://doi.org/10.1177/02711214241240617","url":null,"abstract":"In this systematic literature review, we examined which caregivers were represented within caregiver-focused studies in three, top-tier early childhood special education journals, Infants & Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. The purpose of this review was to highlight where the field can shift toward a more representative and inclusive body of research-based literature and guidance for practitioners. We reviewed 115 articles. The results indicate that most studies (1) were conducted with White mothers with high-school diplomas or GEDs, (2) included an English-only or English-dominant approach with caregiver participants, and (3) had limited income data and context of the included incomes, thus informing the field that there is a need to interpret studies from a lens of who was included as well as conduct research with a more inclusive, intentional lens when seeking participants. We share specific directions for future research.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201480","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
Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome 唐氏综合征患儿家庭产前的经历和对早期干预的渴望
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-03-14 DOI: 10.1177/02711214241237420
Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith
{"title":"Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome","authors":"Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith","doi":"10.1177/02711214241237420","DOIUrl":"https://doi.org/10.1177/02711214241237420","url":null,"abstract":"Part C early intervention (EI) starts no earlier than birth, even with a prenatal diagnosis resulting in automatic eligibility. Despite other early home visiting programs beginning prenatally and the increasing likelihood of uncovering certain diagnoses prenatally, pregnant families cannot access EI. This study sought to understand families’ perspectives on their desire for prenatal EI and how EI could support them. Seventeen primarily White non-Hispanic mothers with a prenatal diagnosis of Down syndrome shared their prenatal experiences through retrospective, qualitative interviews. Three themes emerged: (1) prenatal period as a time to connect to EI, (2) different families, different prenatal desires, and (3) postnatal EI experiences, prenatal EI hopes. Families saw benefits to starting prenatally to enroll in and understand EI, and prepare for their baby’s arrival through individualized outcomes. Families appreciated their postnatal EI and envisioned similar supports prenatally. Participants’ shared experiences are discussed in relation to pre- and postnatal EI.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148511","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
Instructional Decision-Making of Professionals Who Support Children Who Use AAC 为使用 AAC 的儿童提供支持的专业人员的教学决策
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-03-13 DOI: 10.1177/02711214241237424
Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung
{"title":"Instructional Decision-Making of Professionals Who Support Children Who Use AAC","authors":"Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung","doi":"10.1177/02711214241237424","DOIUrl":"https://doi.org/10.1177/02711214241237424","url":null,"abstract":"Despite advances in the field of augmentative and alternative communication (AAC), outcomes among children who require AAC remain discouraging. Practitioners may benefit from guidelines to aid decision-making in relation to supporting pre-linguistic communicators. We conducted an open-ended questionnaire of 30 AAC professionals to determine if consensus existed regarding the assessment information needed, the communication skills to teach, and the instructional strategies to employ to support AAC learning for pre-linguistic communicators. We analyzed the responses using qualitative content analysis in four iterative phases. We provide five statements that reflect areas of consensus and divergence among the participating AAC professionals. These findings provide important insights related to assessment, communicative competence, instructional strategies, decision-making, and communication partner instruction. Findings of this preliminary exploration indicate the need for ongoing and targeted research related to AAC decision-making guidance that attends to context (e.g., languages spoken, service structures) and pre- and in-service training in AAC decision-making.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148348","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
Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs Opportunity to Learn 报告和颁布的启蒙识字教学：了解有广泛支持和复杂交流需求的年轻学生的学习机会
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-03-04 DOI: 10.1177/02711214241235404
Sofia Benson-Goldberg, Karen Erickson
{"title":"Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs Opportunity to Learn","authors":"Sofia Benson-Goldberg, Karen Erickson","doi":"10.1177/02711214241235404","DOIUrl":"https://doi.org/10.1177/02711214241235404","url":null,"abstract":"Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057319","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
Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review 幼儿特殊教育师范生的实地体验：系统回顾
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-01-19 DOI: 10.1177/02711214231225898
K. Szocik, K. O’Brien, Sarah A. Nagro, Margaret A. Gerry
{"title":"Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review","authors":"K. Szocik, K. O’Brien, Sarah A. Nagro, Margaret A. Gerry","doi":"10.1177/02711214231225898","DOIUrl":"https://doi.org/10.1177/02711214231225898","url":null,"abstract":"The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612033","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
Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions 了解从业人员对自闭症幼儿干预循证实践的了解和使用情况
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2024-01-06 DOI: 10.1177/02711214231219281
Selena J. Layden, Heather Coleman, Kristin Gansle, Jessica Amsbary
{"title":"Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions","authors":"Selena J. Layden, Heather Coleman, Kristin Gansle, Jessica Amsbary","doi":"10.1177/02711214231219281","DOIUrl":"https://doi.org/10.1177/02711214231219281","url":null,"abstract":"Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study determine the levels of training, confidence, and frequency of EBP implementation by early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380549","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
“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center "...We're not doing enough:"：幼儿特殊教育中心的创伤知情护理
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-12-30 DOI: 10.1177/02711214231219282
Mia Chudzik, Catherine Corr, Rosa Milagros Santos
{"title":"“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center","authors":"Mia Chudzik, Catherine Corr, Rosa Milagros Santos","doi":"10.1177/02711214231219282","DOIUrl":"https://doi.org/10.1177/02711214231219282","url":null,"abstract":"Young children with disabilities experience trauma at high rates. To mitigate and address the negative effects of trauma on young children’s development, systematic implementation of trauma-informed care is needed. In schools, it is important that all staff members at every level are trained to implement trauma-informed care. In this qualitative study, we explored the experiences of ECSE professionals in one center, including administrators, teachers, paraprofessionals, and related service providers, as they planned and implemented trauma-informed care. We used Bronfenbrenner’s ecological systems theory to guide the design of the study. Our findings suggest that ECSE professionals are impacted by factors at the micro-, meso-, exo-, and macrosystem level of the environment, which influenced the extent to which they were able to successfully implement trauma-informed care.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136982","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
Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis 幼儿违规干预：最佳证据综述与元分析
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-12-15 DOI: 10.1177/02711214231210563
Elisabeth J. Malone, Kathleen N. Zimmerman, Sean Joo, Gospel Y. Kim, Kelsey H. Smith
{"title":"Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis","authors":"Elisabeth J. Malone, Kathleen N. Zimmerman, Sean Joo, Gospel Y. Kim, Kelsey H. Smith","doi":"10.1177/02711214231210563","DOIUrl":"https://doi.org/10.1177/02711214231210563","url":null,"abstract":"A best-evidence synthesis and meta-analysis were conducted to evaluate interventions designed to decrease noncompliance in early childhood settings. Studies were examined for quality, intervention components, and outcomes for young children (ages 2–8 years) across settings. Results indicated most designs were high-quality and produced desired outcomes. However, participant inclusion criteria were commonly underreported, and social and ecological validity data were absent. Thus, for whom noncompliance interventions are effective, appropriate, feasible, or preferred is largely unknown. Contrary to prior evidence from the broader challenging behavior literature, function-based assessments had no impact on intervention outcomes. Reasons for this finding are explored, including the narrow application of function-based assessment findings to compliance interventions. Future implications for research and practice are presented.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001186","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
The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research 定性研究在高质量混合方法研究中的关键作用
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-11-25 DOI: 10.1177/02711214231212231
Mia Chudzik, Catherine Corr
{"title":"The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research","authors":"Mia Chudzik, Catherine Corr","doi":"10.1177/02711214231212231","DOIUrl":"https://doi.org/10.1177/02711214231212231","url":null,"abstract":"Mixed methods research studies have the potential to answer increasingly complex questions facing early childhood special education researchers. Despite the value that qualitative methods add to mixed methods research designs, most published mixed methods research in special education are quantitatively-dominant. In this article, we aim to describe the critical role of qualitative methods in mixed methods research. We begin by describing the field of special education’s history with qualitative and mixed methods research. Then, we illustrate the critical role of qualitative methods in mixed methods research. We conclude by addressing three tensions the field of ECSE needs to grapple with in order to improve mixed methods research.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236941","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
Factors That Contributed to Early Intervention Providers’ Use of Caregiver Coaching During the COVID-19 Pandemic 促使早期干预机构在 COVID-19 大流行期间使用照顾者辅导的因素
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-11-23 DOI: 10.1177/02711214231210458
Crystal S. Williams, M. Ostrosky
{"title":"Factors That Contributed to Early Intervention Providers’ Use of Caregiver Coaching During the COVID-19 Pandemic","authors":"Crystal S. Williams, M. Ostrosky","doi":"10.1177/02711214231210458","DOIUrl":"https://doi.org/10.1177/02711214231210458","url":null,"abstract":"Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers’ use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers’ beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245497","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
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