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Topics in Early Childhood Special Education最新文献

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Perspectives of Early Intervention Program Directors on Provider Retention Efforts 早期干预项目主管对服务提供者保留努力的看法
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-06-26 DOI: 10.1177/02711214231182019
K. H. Yeager, Beverley Argus-Calvo, Thenral Mangadu, Roberta Thimbriel, Eduardo Elias Chaib Lozano
{"title":"Perspectives of Early Intervention Program Directors on Provider Retention Efforts","authors":"K. H. Yeager, Beverley Argus-Calvo, Thenral Mangadu, Roberta Thimbriel, Eduardo Elias Chaib Lozano","doi":"10.1177/02711214231182019","DOIUrl":"https://doi.org/10.1177/02711214231182019","url":null,"abstract":"There is a national shortage of early intervention (EI) providers for young children with disabilities or developmental delays. This needs assessment study employed in-depth semi-structured interviews to explore the perspectives of EI program directors ( n = 27) across a large state on provider retention efforts. Through a qualitative analysis, we identified 12 themes across four overarching categories—(a) compensation and financial incentives, (b) program management and organization, (c) positive climate and culture, and (d) training and mentoring. We discuss implications and suggestions for future research.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48698328","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
Future Topics 未来主题
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-06-06 DOI: 10.1177/02711214231181172
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231181172","DOIUrl":"https://doi.org/10.1177/02711214231181172","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"87 - 88"},"PeriodicalIF":2.1,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47876173","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 Educators’ Perceptions of Behavior 早期教育者的行为观
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-05-22 DOI: 10.1177/02711214231170735
Courtney E. O’Grady, M. Ostrosky
{"title":"Early Educators’ Perceptions of Behavior","authors":"Courtney E. O’Grady, M. Ostrosky","doi":"10.1177/02711214231170735","DOIUrl":"https://doi.org/10.1177/02711214231170735","url":null,"abstract":"We explored how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, and how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, we conducted this study under the assumption that perceptions of behavior may be informed by teachers’ implicit biases. Fourteen preschool teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. Children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening. Children in the C/E group were 86% male, 14% female, 46% Black, 36% White, and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. These findings help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices in early childhood settings.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49401430","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
Mixed Methods Journal Reviewing in Early Childhood Special Education 幼儿特殊教育中的混合方法期刊综述
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-04-28 DOI: 10.1177/02711214231170587
Catherine Corr, Mia Chudzik, Jisun R. Oh, Hailey R. Love, M. Snodgrass
{"title":"Mixed Methods Journal Reviewing in Early Childhood Special Education","authors":"Catherine Corr, Mia Chudzik, Jisun R. Oh, Hailey R. Love, M. Snodgrass","doi":"10.1177/02711214231170587","DOIUrl":"https://doi.org/10.1177/02711214231170587","url":null,"abstract":"The goal of the journal review process is to ensure that published manuscripts are of high quality and address important topics. Technical criteria about methodology, rigor, and clarity can impact how a manuscript is reviewed. However, journal reviewers rely on accumulated wisdom about credibility, accuracy, reasonableness, timeliness, and relevance to base their judgment about the appropriateness, desirability, or publishability. The purpose of this study was to explore editorial board members’ experiences in relation to MMR. Using a MMR design, we explored the extent to which research judgments, skills, and paradigmatic values are diverse among editorial board members for three high-impact ECSE journals and how those features interact when reviewers judge research. First, editorial board members were invited to participate in an online survey. Then, editorial board members who volunteered during the survey were individually interviewed. We present the results and discuss how they can inform peer review process.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44870045","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
Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future 早期干预/早期儿童特殊教育标准:发展、使用和未来展望
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-04-22 DOI: 10.1177/02711214231165192
V. Stayton, Jennifer L. Kilgo, Eva M. Horn, Peggy Kemp, M. Bruder
{"title":"Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future","authors":"V. Stayton, Jennifer L. Kilgo, Eva M. Horn, Peggy Kemp, M. Bruder","doi":"10.1177/02711214231165192","DOIUrl":"https://doi.org/10.1177/02711214231165192","url":null,"abstract":"Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42747941","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 Professionals’ Reported Use of Culturally and Linguistically Responsive Practices During Initial Evaluations: A Mixed Methods Study 早期儿童专业人员在初始评估中使用文化和语言响应实践的报告:一项混合方法研究
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-04-21 DOI: 10.1177/02711214231163720
E. Steed, Rachel Stein, H. Burke, Renee Charlifue-Smith
{"title":"Early Childhood Professionals’ Reported Use of Culturally and Linguistically Responsive Practices During Initial Evaluations: A Mixed Methods Study","authors":"E. Steed, Rachel Stein, H. Burke, Renee Charlifue-Smith","doi":"10.1177/02711214231163720","DOIUrl":"https://doi.org/10.1177/02711214231163720","url":null,"abstract":"We utilized a mixed methods design to analyze responses to a nationally distributed survey regarding early childhood professionals’ ( n = 1,047) use of culturally and linguistically responsive practices during the initial evaluation for early intervention or early childhood special education. Findings from the fully mixed concurrent equal status mixed methods design showed that personnel used some culturally and linguistically responsive evaluation practices, such as using interpreters and asking families about language use and routines at home. Other culturally and linguistically responsive evaluation practices were used by fewer than half of survey respondents. Participants noted a lack of bicultural and bilingual staff, training, materials, and other supports for implementing culturally and linguistically responsive evaluations. We discuss the need for ongoing efforts to ensure equitable access to early intervention and special education services for racially and linguistically marginalized young children.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44689649","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: 1
Future Topics 未来的主题
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-04-15 DOI: 10.1177/02711214231161729
{"title":"Future Topics","authors":"","doi":"10.1177/02711214231161729","DOIUrl":"https://doi.org/10.1177/02711214231161729","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"3 - 4"},"PeriodicalIF":2.1,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48893753","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
Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions 加强早期干预家访质量:注重伙伴关系和互动
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-04-08 DOI: 10.1177/02711214231162828
{"title":"Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions","authors":"","doi":"10.1177/02711214231162828","DOIUrl":"https://doi.org/10.1177/02711214231162828","url":null,"abstract":"Early Intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities that oversee such programs continually seek to strengthen the quality of program practices. The Getting Ready approach is a professional development (PD) framework for partnering with families and delivering high quality routines-based home visits. Interviews were conducted with family members ( n = 22), EI service providers ( n = 12), and independent, dedicated EI service coordinators ( n = 7) and written home visit action plans from professionals’ home visits ( n = 11) were reviewed. Findings from qualitative analyses of these two data sources deepen understanding of effective family-professional partnerships, data-driven decision-making processes, and collaborative development of routines-based interventions focused on family-child interactions and the achievement of child/family IFSP outcomes.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46497351","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
Latin American Mothers’ First-Hand Accounts of American Statewide Early Intervention Model: A Funds of Knowledge Approach 拉丁美洲母亲对美国全州早期干预模式的第一手资料：知识基金法
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-03-30 DOI: 10.1177/02711214231158337
Diana L. Abarca, M. Romano, Estrella Rodríguez
{"title":"Latin American Mothers’ First-Hand Accounts of American Statewide Early Intervention Model: A Funds of Knowledge Approach","authors":"Diana L. Abarca, M. Romano, Estrella Rodríguez","doi":"10.1177/02711214231158337","DOIUrl":"https://doi.org/10.1177/02711214231158337","url":null,"abstract":"Latin American families’ history and life experiences impact the priorities and values they have for their children with disabilities. It may be beneficial for EI providers to explore and integrate Latin American families’ backgrounds to improve EI services. We completed a qualitative interview study using a collective case study analysis to (a) learn about Latin American families’ parenting values and (b) explore families’ experiences with a statewide early intervention model. Three mothers with young children who had received EI services completed two interviews. We found that each family had unique histories, compositions, support networks, and priorities that impacted their experiences with a statewide coaching model. Families revealed how their funds of knowledge were, at times, integrated into the EI they received. Our study describes a valuable method of learning about Latin American families’ cultural backgrounds so that EI providers may sustain families’ cultures within the services they provide.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437531","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
Dosage Reporting in Early Intervention Literature: A Systematic Review 早期干预文献中的剂量报告：系统综述
IF 2.1 4区 教育学
Topics in Early Childhood Special Education Pub Date : 2023-03-18 DOI: 10.1177/02711214231159603
T. Frick, Alana G. Schnitz, Ky Cosand, Eva M. Horn, Kathleen N. Zimmerman
{"title":"Dosage Reporting in Early Intervention Literature: A Systematic Review","authors":"T. Frick, Alana G. Schnitz, Ky Cosand, Eva M. Horn, Kathleen N. Zimmerman","doi":"10.1177/02711214231159603","DOIUrl":"https://doi.org/10.1177/02711214231159603","url":null,"abstract":"This systematic review explores the topic of Part C Early Intervention (EI) dosage reporting and decision-making factors. From an extensive search following PRISMA guidelines, we identified 14 interdisciplinary studies (combination of descriptive, correlational, mixed method, qualitative, and single case design) that met the criteria and synthesized them based on the reported definitions and data of EI dosage components, including frequency, duration, and intensity, as well as factors associated with this data at child, family, and community levels. Results indicate frequency was most reported, whereas duration and intensity were inconsistently reported, as were service delivery models. The inconsistency of reporting did not allow for interpretations of effective dosage; however, disparities based on different factors are shared. Results and discussion are provided for each level of factors, such as family demographics, insurance enrollment, and disability classification. Implications for further research and practice, especially for EI dosage decision-making and reporting, are included.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"5 - 16"},"PeriodicalIF":2.1,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43562542","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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