Early Intervention/early Childhood Special Education Research Articles

Early Intervention/Early Childhood Special Education Preparation: Building on the Momentum Created by the EI/ECSE Standards

Early Intervention/Early Childhood Special Education Preparation: Building on the Momentum Created by the EI/ECSE Standards

Process of Self-Leadership: Establishing Yourself as Leader No Matter Your Role

As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, & DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.

Preparing future leaders: what should we know about mentoring?

ABSTRACT A recent review of literature indicated limited research about the preparation of doctoral students in early intervention/early childhood special education (EI/ECSE). The purpose of this pilot study was to address this gap in research and investigate the mentorship of doctoral students who participated in the Division for Early Childhood’s Consortium for Innovations in Doctoral Excellence (DECIDE). Mentors and mentees who participated in the DECIDE Mentoring Initiative participated in focus groups and interviews to share their mentoring experiences and provide suggestions for the mentorship of doctoral students. Qualitative research methods were used to analyze themes. Findings indicated (a) shifts in power dynamics occurred between the mentor and mentee dyad, (b) mentoring infrastructures may be beneficial, (c) mentoring relationships are unique for each dyad, and (d) further research is needed to investigate the mentoring needs of students from culturally, linguistically, and economically diverse backgrounds.

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research

Mixed methods research (MMR) has the potential to be a powerful tool to expand the ways early intervention/early childhood special education (EI/ECSE) scholarship understands and informs practice. Integration, or the purposeful combination of quantitative and qualitative research approaches, is central for rigorous MMR. However, it can be challenging to identify and enact integration because integration processes and procedures can vary greatly depending on a study’s purpose(s), design, and underlying philosophical assumptions and priorities. In this article, we offer guidance on ways EI/ECSE researchers can engage in meaningful and purposeful integration. We highlight three critical decision-making points: integration dimension or type, integration timing, and relative emphasis of methods when integrating. Additionally, we discuss related considerations to particularly ensure strong qualitative designs and integration within MMR.

Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future

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.

Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis

Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed.

Strengthening preservice educator reflective practice through the use of personnel preparation standards

ABSTRACT Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervention/Early Childhood Special Education (EI/ECSE). Reflection aids preservice educators in connecting course content with field and clinical experiences thus strengthening their preparation. The authors demonstrate how one blended ECE and EI/ECSE preparation program integrates professional preparation standards into a framework for enhanced reflection.Data from reflection assignments from over 130 preservice educators across 9 years has been collected and analyzed. Data retrieved from this assignment represents impact data and is used by the faculty to not only monitor and support individual preservice educator growth but also for continuous improvement for the blended preparation program. With reflection prompts aligned with professional standards, program faculty are able to identify areas of strength and growth in accordance with the standards for both the candidates and program. Detailed discussion of this pedagogical approach for candidate reflection as well as continuous program improvement is provided in order for other programs to replicate and adapt to strengthen reflective practice and collect program assessment data for their own continuous improvement.

Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy

ABSTRACT Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC’s Early Intervention/Early Childhood Special Education (EI/ECSE) Standards to increase general early childhood education (ECE) teachers’ use of AT to promote early literacy in young children with disabilities. The 24-week PD intervention included: (a) online modules, (b) coaching; and (c) a classroom kit of AT devices. Participants were six lead teachers, 10 teacher aides, and 34 children from six inclusive classrooms in two preschools. Quantitative methods included pre-and post- surveys, early literacy assessments, and classroom observations. Qualitative analysis explored data from focus groups and input from teacher adherence forms. Results revealed that (a) teachers’ AT knowledge, positive beliefs, and use; and (b) children’s use of AT and early literacy skills significantly increased pre- to post- intervention. Qualitative findings revealed themes relating to how teachers benefitted from the PD and the impact of AT on teacher instruction and child learning. Findings support innovative PD practices to build capacity of practitioners implementing AT as a responsive instructional strategy in inclusive classrooms.

Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child’s performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children’s scores from in-person versus remote protocols is reported, as well as caregivers’ and program staff’s preferences. Implications for remote early childhood services are discussed.

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

Parental involvement in developmental disabilities across three cultures: A systematic review

BackgroundParents play a critical role in the early intervention/early childhood special education (EI/ECSE) services provided to young children (birth-6 years) with developmental disabilities. Aim: The aim of this systematic review was to explore parental involvement in developmental disabilities across three cultures: Mainland China, Taiwan, and Turkey. MethodAccording to PRISMA guidelines, we searched for articles indexed in EBSCOhost, PsycINFO, and PubMed published within the last decade for one culture (i.e., Mainland China, Taiwan, and Turkey), using the following keywords: family/parent involvement/engagement, developmental disability/disabilities, young child/children, EI/ECSE, and culture. ResultsTwenty-four empirical studies were identified as relevant to our research. A majority of articles reported maternal involvement in EI/ECSE, and only a few studies included parents as intervention agents. ConclusionsThis review highlights the need for future research to investigate effects of culture on parental involvement and develop culturally responsive methodical approaches to underpin meaningful parental involvement in EI/ECSE.

A Review of EI/ECSE Systems Across Four Settings: Procedures and Lessons Learned

There is currently no reliable information on the number of children with disabilities across the globe due to differences in terminology, child find systems, and available of psychometrically sound assessment tools to identify children timely. This literature review examines the extant literature related to assessment methods used for identification of children for early intervention/early childhood special education (EI/ECSE) services in four settings: China, Singapore, Taiwan, and Turkey. Search criteria for the study started with peer-reviewed articles, published in English between 2008 and 2019. In addition to the peer-reviewed article search, government reports and technical evaluation papers in each setting’s native language are included. Findings are summarized in the following areas: 1) legal foundations; 2) assessment procedures on identification of young children with disabilities, and 3) education services for children with disabilities and their families. Similarities and differences across four settings regarding the EI/ECSE systems and initiatives are examined. Implications for research and practice are discussed.

A History of EI/ECSE in the United States: A Personal Perspective

This article offers a view of the evolution of Early Intervention/Early Childhood Special Education (EI/ECSE) in the United States. This view of the field’s growth and change over time reflects the personal memories, experiences, and perspectives of Diane Bricker, who reviews the evolutionary changes in EI/ECSE based on her experiences with a range of theorists, scientists, and clinicians who affected the EI/ECSE profession both directly and indirectly. The challenge of succinctly summarizing the history of EI/ECSE required Bricker to make many difficult choices and prohibited recognizing many important contributors and events over the years. The following narrative of her presentation provides a powerful backdrop for the future of the field.

What Equivocal Data From Single Case Comparison Studies Reveal About Evidence-Based Practices in Early Childhood Special Education

Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in the identification of evidence-based interventions for individual children. We present results from three single case comparative studies analyzing embedded and massed-trial instruction, high- and low-fidelity instruction, and small group versus 1:1 instruction conducted in ECSE settings. All participants learned all targeted behaviors in both instructional conditions and learned no behaviors assigned to control conditions. Results suggest that evidence-based practices are not a “one-size-fits-all” conclusion and that data-based decision making is critical even when empirically supported interventions are used.

The Iterative Use of Single Case Research Designs to Advance the Science of EI/ECSE

Research in early intervention/early childhood special education (EI/ECSE) is focused on identifying effective practices related to positive outcomes for young children with disabilities and their families. Individual responses to evidence-based practices are often variable, and non-responders are common. Single case research (SCR) might be particularly well suited to examining differences across participants given the dynamic nature of the methodology. The repeated measurement of behaviors and visual analysis of subsequent data allow researchers to continually monitor behavior and make necessary adaptations to ensure positive child outcomes. The purpose of this article is to illustrate the dynamic nature of single case research design (SCRD) and the utility of SCRD in the iterative development of adaptive evidence-based practices using three examples of SCR studies. Implications for research and practice in EI/ECSE are discussed.

Practices for Parent Participation in Early Intervention/ Early Childhood Special Education

The authors examined the extent to which practices for parent participation in early intervention/ early childhood special education (EI/ECSE) programs. The role of parents in the EI/ECSE is important and supported through the literature. The changing traditional family picture in the classrooms, the importance of evolving laws and regulations and recommended practices regarding parent participation are highlighted. The conceptual framework is based on the children, parents, and practitioners’ outcomes. Strategies to promote family involveme nt provided a direct way to understand how early childhood education programs influence family participation. Practices to promote family participation are discussed. Key Words: parent participation, early intervention, early childhood special education, strategies.

Using Interval-Based Systems to Measure Behavior in Early Childhood Special Education and Early Intervention

The purpose of this article is to summarize the current literature on the accuracy and reliability of interval systems using data from previously published experimental studies that used either human observations of behavior or computer simulations. Although multiple comparison studies provided mathematical adjustments or modifications to interval systems, recommendations were often noted as impractical or inefficient for use by early intervention/early childhood special education (EI/ECSE) practitioners. Based on the review of previous comparisons, none of the interval systems were accurate estimates of frequency; thus, event recording should be used to measure counts of behavior in early childhood settings. Momentary time sampling (MTS) may be appropriate and feasible for estimating duration, but only if random error is considered; partial (PIR) and whole interval recording (WIR) systems are inappropriate unless a statistical correction procedure is devised. Recommendations for using interval-based systems in applied research with young children with disabilities are provided.

L’arte D’arrangiarsi: Evaluation of an Innovative Practice in a Preservice Practicum

Building on Opportunities for Student Teaching and Learning (BOOST) is a community-based summer preschool program developed, implemented, and coordinated by student teachers, university supervisors, and faculty. Ten preservice graduate students participated in BOOST practicum activities during the spring and summer terms of their 1-year Early Intervention/ Early Childhood Special Education (EI/ECSE) master’s degree program. Eleven children with and without developmental delays attended the preschool program during the 5-week summer term. The student teachers, supervisors/faculty, and families evaluated the effectiveness of the BOOST practicum. Results have implications for alternatives to traditional student teaching and practicum experiences.

Using Discrete Trial Teaching Within a Public Preschool Program to Facilitate Skill Development in Students with Developmental Disabilities

Abstract There is a great need to identify specific instructional methods that effectively promote positive skill development in young children with developmental disabilities. One method that has received strong empirical support with children with autism is Discrete Trial Teaching (DTT); however, the effectiveness of DTT has not been extensively evaluated with children who have developmental disabilities other than autism. This project was an initial investigation evaluating the practicality and effectiveness of providing DTT instruction to children with a wide range of developmental disabilities within an existing public preschool program. Participants were randomly assigned to receive DTT or individual attention in a control condition. The project evaluated the effects of providing DTT on the participants' cognitive, language, behavioral, and social-emotional functioning. Results generally indicated positive changes in adaptive behavior development and social-emotional functioning for students who received DTT. Implications and directions for future research are discussed. ********** For the past three decades educators and researchers have sought to identify methods that positively impact the developmental and future educational outcomes of young children with developmental disabilities. In order to summarize the knowledge gained through those efforts the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) conducted a federally funded review of the relevant research literature (B. J. Smith et al., 2002). Based on their review, the DEC generated and published the DEC Recommended Practices in early intervention/early childhood special education (EI/ECSE) for assessment; child-focused interventions; family-based practices interdisciplinary models; technology applications; personnel preparation; and policies, procedures, and systems change (Sandall, McLean, & Smith, 2000). The DEC Recommended Practices for child-focused interventions provide educators with general teaching guidelines based on practices that have shown evidence of effectiveness in EI/ECSE. For example, the current guidelines recommend that a variety of instructional procedures such as incidental teaching, mand-model procedure, naturalistic time delay, peer-mediated strategies, prompting and prompt fading be implemented within and across students' activities "with sufficient fidelity, consistency, frequency and intensity" (Sandall, Hemmeter, Smith, & McLean, 2005, p. 92). Despite these guidelines, research indicates that EI/ECSE educators, including many paraprofessionals, may experience difficulty taking the DEC recommendations and implementing them in the classroom as effective instructional practices. This is due in part to the fact that the majority of preschool educators have little to no formal training in instructional methods that can be used with young children who have disabilities (Bricker, 1995; Schepis, Reid, Ownbey, & Parsons, 2001). Complicating matters further, there remains a lack of consensus among professionals regarding the best way to provide instruction to children with developmental disabilities in EI/ECSE settings. For example, some researchers advocate child-directed and embedded-teaching approaches (Greenspan & Wieder, 1999; Schepis et al., 2001), while others emphasize the importance of using teacher-directed instruction (Engelmann & Osborn, 1970; Green, 1996; Lovaas, 1987, 2003), especially when teaching new skills (Losardo & Bricker, 1994; T. Smith, 2001). Another complication is the striking diversity one finds when examining the population of children who receive EI/ECSE services, which suggests that instructional practices that are effective with any given student may not be effective with others. As a result of the philosophical differences, student diversity, and training issues, developmental and educational outcomes for many children who have disabilities may be less than optimal dependent on the empirical and philosophical rule sets that determine the curricular and instructional decisions of EI/ECSE educators. …

A Unified Theory of Practice in Early Intervention/Early Childhood Special Education

Over the last decade, the field of early intervention/early childhood special education (EI/ECSE) has emerged as a primary service for infants and preschool children with disabilities and their families. Systems for providing early intervention for infants and toddlers exist in every state, and all state Departments of Education are responsible for special education for preschool children. In EI/ECSE, a unified theory of practice has emerged and draws from a range of psychological and educational theories. A strong, evidence-based set of practices that service providers and caregivers use to promote the development and well-being of infants and young children with disabilities and their families underlies this theory of practice. The purpose of this article is to describe the tenets of this theory and identify evidence-based practices associated with each.