Topics in Early Childhood Special Education 

About: Topics in Early Childhood Special Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Early childhood education & Early childhood. It has an ISSN identifier of 0271-1214. Over the lifetime, 1061 publications have been published receiving 38787 citations. The journal is also known as: T.E.C.S.E. & TEC.

Behavior Problems of Preschool Children from Low-Income Families: Review of the Literature.

Abstract: Research on the prevalence of behavior problems in preschool children from low-income families, and the risk factors associated with these behaviors, was reviewed. A systematic search of studies conducted between 1991 and 2002 yielded a total of 30 research reports that met all of the preestablished criteria. These studies yielded several findings. Children from low socioeconomic status (SES) backgrounds were found to have a higher incidence of behavior problems as compared to the general population. Behavior problems were associated with multiple risk factors found in these children's lives related to child, parent, and socioeconomic characteristics. The results are discussed in terms of implications for early identification and intervention and directions for future research.

The Tie that Binds: Evidence-Based Practice, Implementation Science, and Outcomes for Children.

Abstract: A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still exists between evidence-based practice and the actual practices practitioners use in EI/ECSE programs. In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

Preschool Inclusion: What We Know and Where We Go From Here

Abstract: Inclusion of children with disabilities in early childhood classrooms with typically developing peers has become a primary service option in early childhood special education. In this paper, I brie...

Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches

Abstract: The decade of the 1990s saw a tremendous increase in research studying the value of emergent literacy intervention, particularly for meeting the needs of children at risk. Such studies have documen...

A Review of Processes and Outcomes in Family-Centered Services for Children With a Disability:

Abstract: The importance of being family centered when providing services to children with a disability and their families has gained currency in the research and practice literature. A growing body of evidence has validated many of the theoretical links between the help-giving practices of staff and desirable outcomes for families with a child with a disability. However, it is clear from the research to date that the relationship between the provision of family-centered services and the achievement of positive outcomes for children and their parents is complex and is yet to be fully understood. The present article reviews the research in this area and discusses the links between help-giving practices and child and family outcomes for families who have a member with a disability. The article summarizes the extant research in an accessible format and identifies areas for future research.