Early intervention research has stressed the need to identify parenting behaviors that support developmental outcomes. In children with disabilities, promoting developmentally sensitive interactions within daily routines is of paramount importance. The PICCOLO observational tool assesses parent–child interactions and thus provides practitioners with a useful instrument to guide their professional practices. However, to date, it has not been validated in children with developmental disorders such as autism and/or intellectual disability, even though this population is among those most likely to present developmental difficulties. In the current study, we examined the validity of the Spanish version of the PICCOLO in a sample of 210 mother–child dyads. Our results showed that the dimensional structure of the Spanish version aligns with the original structure; most factor loadings were high and statistically significant. Percentile scores were also shown to provide professionals with practical information when applying the PICCOLO in families of children with disabilities.
Children with autism spectrum disorder (ASD) often engage in challenging behavior when faced with situations that require delay tolerance. While applied behavior analysis-based strategies have strong support for teaching delay tolerance (waiting skills), research exploring naturalistic interventions to teach this skill preemptively is limited. This study examined the effectiveness of Music-Based Naturalistic Developmental Behavioral Intervention (MB-NDBI) to teach waiting for preferred items in preschool-aged children with autism. Results showed a functional relation in which MB-NDBI decreased challenging behavior during delays. Descriptively, levels of challenging behavior during probes in generalization settings were similar to those during intervention probes. Findings suggest that integrating music into a behavioral intervention framework is a promising, contextually relevant strategy for developing delay tolerance in young children with autism.
In this qualitative study, we investigated the perspectives of early childhood service (ECS) providers on the facilitators and barriers faced by transfronterizx caregivers of autistic children in the U.S.-Mexico border. We applied thematic analysis to focus groups using the sociocultural framework for health service disparities (SCF-HSD) across levels (micro, meso, macro). Our findings highlight the challenges transfronterizx families face accessing ECS. At the micro level (i.e., child-family, and provider), we identified challenges related to language and cultural (mis)alignment and resulting efforts to adapt interventions. At the meso level (i.e., community systems) we found societally-informed family dynamics, societally-informed provider-family dynamics, autism stigma and misinformation, and border logistical barriers; at the macro level (i.e., federal policy) economic inequities in border systems, and cross-border systems challenges that impacted ECS access. Implications of this study include support for enhancing ECS access and quality for bilingual children with autism from transfronterizx communities across systems.
Higher fidelity in the implementation of interventions has been associated with better outcomes for children with autism. Pivotal Response Treatment (PRT) is an evidence-based naturalistic intervention designed to promote improvements in communication and social engagement of children with autism. We investigated the longitudinal maintenance of PRT implementation fidelity among 24 educators in early childhood settings. Our results demonstrated that fidelity started to significantly decrease six months following the initial training. Importantly, educators’ personal characteristics were not associated with the fidelity scores. However, we identified a significant correlation between the number of sessions required to initially reach fidelity and participants’ long-term fidelity outcomes. Implications for practice and directions for future research are discussed.
There is limited research related to Part C Early Intervention (EI) services for families of children with medical complexities (CMC). Given the extensive barriers that CMC and their families experience (e.g., financial hardships, ableism, frequent appointments, mental health problems), it is important that EI providers are equipped to support this unique population. We conducted qualitative interviews with 19 EI providers across the United States about their perceptions of strengths and needs in the field related to supporting CMC. We identified seven categories, including two successes (hard-earned progress, obtaining resources for CMC), two challenges (access barriers, families’ social emotional needs), and three preparation and training strengths/needs (self-teaching and collaborative learning, enhanced training, systemic supports). Implications for policy, personnel preparation and training, and practice can help alleviate the barriers and capitalize on the strengths identified in this study.
The Individuals with Disabilities Education Act (IDEA, 2004) governs the Early Intervention (EI) system for families of children aged birth-3 with developmental delays and disabilities. Within this system, families have a key point of contact, their service coordinator (SC), who manages their evaluations and services. Although their responsibilities are vast, the literature examining service coordinator supervision practices is limited. This scoping review was conducted to examine service coordinator practices and supports, and to identify areas of need that their supervisor could address. SC practices in EI are influenced by both program-level factors, such as service delivery models, and individual-level factors, including SCs’ background knowledge and training. Supervisors emerged as a central yet underexplored influence that can shape SCs’ accountability, facilitate professional development opportunities, and provide emotional support. These findings highlight supervision as a critical role for strengthening service coordination. Implications for future research on service coordination and supervision are discussed.
Refugee families are not a homogeneous group. Their experiences navigating early childhood education (ECE) and early childhood special education (ECSE), particularly family-professional partnerships (FPPs), may vary based on their intersectional identities (e.g., race, language, disability status). In this iterative qualitative study, we explored early childhood educators’ perspectives on FPPs with refugee families of children who have disabilities or are at increased risk of being identified with disabilities. Specifically, we examined how the intersectional identities of both refugee families and educators influenced their partnerships. Nine early educators participated in two rounds of semi-structured interviews and completed demographic forms. Findings revealed how early educators perceived refugee families’ intersecting identities as influencing FPPs and how these educators’ own identities shaped their approaches to partnerships. In this study, we contribute to the limited literature on the role of intersectional identities in FPPs with refugee families. Implications for future research, policy, and administrative practice are discussed.
Using a mixed-methods research design, I investigated how educators, therapists, and family caregivers communicated with each other to support the development of young children with Down syndrome in an early childhood special education (ECSE) setting. Through analysis of surveys and interviews, infdings revealed that digital tools increased the frequency, timeliness, and interactivity of communication, while traditional methods were essential for building relationships, addressing complex topics, and resolving misunderstandings. Results highlighted diverse communication preferences and information needs, the advantages of using multiple communication modes, and challenges such as time constraints and message misinterpretation. Viewed through the lens of the adapted Sunshine Model of Family-Professional Partnerships, the findings highlight the importance of tailoring communication to family needs and contextual factors to support collaborative and equitable partnerships. Our findings contribute to the limited research on digital and traditional communication in ECSE settings and provides actionable recommendations for strengthening partnerships in early intervention services.
Some preschool children with autism spectrum disorder (ASD) experience difficulties acquiring foundational early numeracy skills, including single-digit addition. We evaluated the effectiveness of a virtual-representational-abstract (VRA) instructional sequence using a multiple-probe design across participants (single-case experimental design) to teach symbolic single-digit addition (e.g., 3 + 5 = __) with sums not exceeding 9. Three children with ASD attending a preschool setting in T & uuml;rkiye (ages 4-7 years) participated. The instructional materials included 36 tasks (excluding addends that included 0). Results suggested improved accuracy in computing symbolic addition following the introduction of the VRA phases for each participant. Performance was maintained at 10 and 20 days after the intervention. Participants demonstrated person generalization when assessed by a different implementer, and teachers rated the procedures and outcomes favorably. Future research needs to examine VRA-based instruction for other foundational mathematics skills and with broader groups of children with disabilities.
Existing observation instruments for assessing special education teacher's practices tend to emphasize broad classroom practices. Although these broad-focused tools allow observers (i.e., administrators) to measure teachers' performance in most parts of the school day, the questions or indicators may be too broad to capture domain-specific practices. For example, teaching students with developmental disabilities within the context of play may look very different than during whole group instruction. In this study, we evaluate the technical adequacy of the Research Informed Classroom Evaluation - Play (RICE-P) instrument with four classroom interns with a multiple baseline design. Our results indicate consistency in scores when there were no changes in the environment, adequate interrater and test-retest reliability, and sensitivity to performance change (treatment utility). Lastly, interns rated the importance of selected play practices, change in their performance, and the RICE-P tool as socially valid.
We examined the implementation of the Primary Service Provider (PSP) approach to teaming in early intervention (EI) settings in the United States, with additional participants from one region of Australia. The PSP approach emphasizes transdisciplinary collaboration, caregiver coaching in natural environments, and family-centered service delivery. A total of 351 EI professionals completed a survey investigating perceptions of PSP implementation, including how professional discipline and time on a team influence these perspectives. Findings indicate generally positive perceptions of the PSP approach's effectiveness, with statistically significant differences across disciplines and years of experience. We identified broad provider endorsement of the PSP approach across these contexts and relational and structural elements critical to implementation, whcih offer practical insights for enhancing transdisciplinary collaboration and sustaining high-quality PSP practices in EI programs.
Social withdrawal is an internalizing behavior that can be indicative of future mental health diagnoses (e.g., social anxiety disorder, selective mutism) when observed in early childhood. Given this and its association with negative academic and social-emotional outcomes, it is important that schools screen for social withdrawal beginning in early childhood. Several screening tools are currently available to help educators in preschool settings identify internalizing behaviors more broadly. The purpose of this study was to assess whether a broad, multiple-gate screener for internalizing behavior accurately identified socially withdrawn preschoolers. Nine preschool children identified by the screener were observed on the playground using partial interval recording. Results indicated that these children spent significantly less time engaged in positive peer interaction than their comparison peers. Follow-up assessment indicated that four (44.44%) of these participants also demonstrated clinically significant levels of socially withdrawn behavior. Implications for school-based screening practices are discussed.
The success of inclusive education programs rests on the support and readiness of a broad range of early childhood education practitioners, including general education teachers, special education teachers, and paraprofessionals. Few studies have examined practitioner definitions of inclusive education and how definitions influence perspectives on implementation. We used an exploratory qualitative analysis to examine the experiences of practitioners working in one large, diverse district on the West Coast moving toward inclusive preschool programs. Through focus groups and interviews, we sought to understand practitioners' definitions of inclusion and identify perceived support needs around implementation. Findings revealed that inclusion is more easily described than defined, and the lack of a shared definition, combined with previous experiences with inclusion, influenced practitioners' perceptions of implementation readiness.
Artificial intelligence (AI) is becoming increasingly integrated into everyday life, helping to automate routine tasks and freeing up individuals to focus on more complex, creative, or interpersonal responsibilities. Yet, the use of AI presents unique concerns related to privacy and bias. While AI developments have become widespread in K-12 and higher education settings, far less is understood about their use in early intervention (EI) and early childhood special education (ECSE). To fill this gap in the literature, we conducted an exploratory multi-method study to examine how EI/ECSE professionals perceive and utilize AI in their practice. Results from 68 participants provided unique preliminary insights into the knowledge, use, attitudes, needs, benefits, and concerns of AI by EI/ECSE professionals. Our findings reveal a complex landscape of attitudes toward AI among EI/ECSE professionals, characterized by cautious optimism coupled with significant knowledge gaps and professional development needs. Limitations, implications for practice, and future research directions are discussed.
We examined the impact of Routines-Based Interview (RBI) training on the quality of Individualized Family Service Plans (IFSPs), comparing the IFSPs of providers trained to fidelity in RBI with those who had not received RBI training. We employed a quasi-experimental design, analyzing 163 IFSPs across six Local Education Agencies (LEAs) in one mid-Atlantic state, focusing on family engagement, outcome specificity, and compliance with recommended practices. Results indicate that IFSPs developed with families by RBI-trained providers scored statistically significantly higher in areas such as family resources, priorities, and concerns, as well as in the quality of child outcomes. These findings highlight the critical role of fidelity in RBI implementation and underscore the need for expanded training to ensure consistent improvements across settings. Implications for practice include using the RBI process to strengthen caregiver engagement in the IFSP process, develop meaningful and measurable outcomes, and guide professional development.
Optimal family-centered care coordination is the cornerstone of high-quality Early Intervention (EI) services, yet implementation varies across states, contributing to disparate child and family outcomes. We examined the perspectives of early intervention stakeholders from multiple states on their current family-centered care coordination practices using adapted grounded theory. We conducted qualitative interviews via online videoconferencing (with email follow up in some cases) in groups of 1 to 4 with a total of twenty-five participants (n = 3 parents, n = 12 providers, n = 10 program leadership). Three themes emerged: 1) family-centered care coordination characterization; 2) complexity of early intervention systems and its adverse sequelae; and 3) what works well to enhance family-centered care coordination in early intervention. Using our findings, we refined and expanded the initial conceptual model, guiding the approach to the ongoing scale-up evaluation of family-centered care coordination across multiple states. We provide best practice recommendations for state-level high-value early intervention.
Children with intellectual and developmental disabilities (IDD) may struggle adapting to the social, behavioral, and academic demands of school, particularly those who engage in challenging behavior. Preventing challenging behavior early can promote positive outcomes for children and families. The Life Skills Program (LSP), adapted from Preschool Life Skills, aims to prevent challenging behavior in children with IDD. This study evaluated an instructional modification to the LSP-using spaced rather than massed practice-to enhance skill maintenance and classroom feasibility. Using a concurrent multiple baseline across skills design, we taught three preschoolers with IDD three school readiness skills (response to name, following one-step instructions, and hand raising). We observed functional relations in which intervention increased correct skill use for two participants; the third showed gains for two of three skills. Results provide initial support for spaced practice to promote maintenance.
We conducted this systematic review of the literature to examine the participant characteristics, components, outcomes, effectiveness, and quality of recent research on family-implemented shared book reading (SBR) with young children with disabilities (CWD). Twenty-two studies met our inclusion criteria. Interventions focused on training parents to use reading strategies such as asking open-ended questions and providing expectant pauses to encourage children’s language skills. Overall, the included studies were effective in increasing family members’ implementation of specific SBR strategies and children’s language skills; other outcomes such as turn taking and engagement were targeted in only a few studies. In all but one study, family-implemented SBR studies were conducted in the dominant language regardless of children’s home language. We discuss the implications of the study findings for future research and for supporting families to utilize SBR with their young CWD.
Telehealth for delivering parent-mediated intervention (PMI) is a cost-effective method to expand service access, particularly in low- and middle-income countries. We used a randomized controlled trial to evaluate a self-directed telehealth program for parents of children newly diagnosed with autism in China. Sixty-six parents were randomized to either a 10-week intervention (n = 33) or a waitlist control group (n = 33). Primary outcomes included parenting stress, self-efficacy, and intervention fidelity, while secondary outcomes assessed parent autism knowledge, child social communication behaviors, and program feasibility. The intervention group reported reduced parenting stress (g = 0.61), increased self-efficacy (g = 0.93), and improved fidelity (g = 0.77), with gains in autism knowledge (g = 0.69) and child joint attention (g = 0.62). The program also demonstrated high feasibility and acceptability. These findings support telehealth PMIs as an accessible and effective approach to empowering families in China following their child's diagnosis.
We examined Israeli parents' perceptions and attitudes toward inclusive preschool education for children with and without intellectual and developmental disabilities. Using qualitative focus groups and questionnaires, researchers interviewed 23 Jewish parents (16 with typically developing children, seven with children with disabilities) at Shalva's inclusive preschool program. Four themes emerged: positive parental feelings toward inclusion, viewing inclusion as "real world" preparation, high developmental expectations, and identification of success facilitators including dedicated staff and individualized approaches. Both parent groups demonstrated favorable attitudes-parents of typically developing children were motivated by social justice values, while parents of children with disabilities sought developmental opportunities and community integration. Findings emphasize the role of parental support, professional staff training, and tailored programming in implementing effective inclusive education that benefits all participating children and families.
