Handbook of Early Childhood Special Education

Visit the link below to download the full version of this book:

https://medidownload.com/product/handbook-of-early-childhood-special-education/

Click Download Now

We would like to dedicate this book to Mark Wolery
for his extensive influence on the field of early
intervention/early childhood special education
and the generations of students he has mentored.
The impact of his work on children with disabilities,
their families, and the practitioners who work with
them is immeasurable.
Contents

Part I Historical Context and Foundations

Historical Context and Orientations

1. A History of Early Childhood Special Education ..................... 3
Mary McLean, Susan R. Sandall, and Barbara J. Smith
2. The Role of Theory in Early Childhood Special
Education and Early Intervention .............................................. 21
Samuel L. Odom

Foundations
3. Family-Centered Practices in Early Childhood Intervention .. 37
Carl J. Dunst and Marilyn Espe-Sherwindt
4. Taking Stock and Moving Forward: Implementing
Quality Early Childhood Inclusive Practices ............................ 57
Pamela J. Winton
5. Birth to Three: Early Intervention ............................................. 75
R.A. McWilliam
6. Assessment in Early Childhood Special Education .................. 89
Scott R. McConnell and Naomi L. Rahn
7. Evidence-Based Practice in the Context of Early
Childhood Special Education ...................................................... 107
Brian Reichow

Part II EBP Evidence-Based Practice in ECSE Early Childhood

Special Education

Academic Interventions for Early Childhood Special Education

8. Developing Literacy and Language Competence:
Preschool Children Who Are at Risk or Have Disabilities....... 125
Karen E. Diamond and Douglas R. Powell

vii
viii Contents

9. Understanding Science, Technology, Engineering, Arts,

and Mathematics (STEAM) ........................................................ 143
Gretchen Butera, Eva M. Horn, Susan B. Palmer,
Amber Friesen, and Joan Lieber
10. The Application of Response to Intervention to Young
Children with Identified Disabilities .......................................... 163
Judith J. Carta, Tracy E. McElhattan, and Gabriela Guerrero

Skill Acquisition
11. A Consumer Reports-Like Review of the Empirical
Literature Specific to Preschool Children’s Peer-Related
Social Skills ................................................................................... 179
Jaclyn D. Joseph, Phillip Strain, Arnold Olszewski,
and Howard Goldstein
12. Promoting Communication Development in Young
Children with or at Risk for Disabilities .................................... 199
Justin D. Lane and Jennifer A. Brown
13. Motor Skill Acquisition for Young Children with Disabilities . 225
Paddy C. Favazza and Gary N. Siperstein
14. Supporting the Implementation of Tiered Models of Behavior
Support in Early Childhood Settings ......................................... 247
Mary Louise Hemmeter, Lise Fox, and Jessica K. Hardy
15. Critical Issues and Promising Practices for Teaching
Play to Young Children with Disabilities ................................... 267
Erin E. Barton

Part III Maximizing Current and Future Child Outcomes

with Evidence-Based Practice

Utilizing Evidence-Based Practices and Planning for Intervention

16. Personnel Development Practices in Early Childhood
Intervention .................................................................................. 289
Mary Beth Bruder
17. Implementing Evidence-Based Practices in Early
Childhood Classroom Settings .................................................... 335
Brian A. Boyd, Suzanne Kucharczyk, and Connie Wong
18. Using Modifications and Accommodations to Enhance
Learning of Young Children with Disabilities: Little
Changes That Yield Big Impacts ................................................ 349
Susan R. Sandall, Ilene S. Schwartz, and Ariane Gauvreau
Contents ix

Perspectives on Early Childhood Special Education

19. The Role of Speech-Language Pathologists in Providing
Early Childhood Special Education ........................................... 363
Elizabeth R. Crais and Juliann Woods
20. Occupational Therapy in Early Intervention and Early
Childhood Special Education ...................................................... 385
Linn Wakeford
21. Role of Physical Therapy Within the Context of Early
Childhood Special Education ...................................................... 403
Elizabeth T. Kennedy and Susan K. Effgen
22. Early Childhood Special Education in Context
of Pediatrics and Medical Home ................................................. 419
Betty Geer and Cordelia Robinson Rosenberg
23. Early Childhood Special Education in the Context
of School Psychology .................................................................... 441
Laura Lee McIntyre and S. Andrew Garbacz
24. Culture, Ethnicity, and Linguistic Diversity: Implications
for Early Childhood Special Education ..................................... 455
Marci Hanson and Linda Espinosa
25. Inclusive Education and Autism Spectrum Disorders:
The Working Practice of Supporting Teachers in Argentina .. 473
Daniel Valdez, Liliana Gómez, and José Luis Cuesta

Future Frontiers in Early Childhood Special Education

26. Physical Activity and Preschool Children with and Without
Developmental Delays: A National Health Challenge .............. 487
William H. Brown, Michaela Schenkelberg, Kerry McIver,
Jennifer O’Neill, Erin Howie, Karin Pfeiffer, Ruth Saunders,
Marsha Dowda, Cheryl Addy, and Russell Pate
27. Expanding Frontiers in Research Designs, Methods,
and Measurement in Support of Evidence-Based
Practice in Early Childhood Special Education ........................ 501
Crystal D. Bishop, Patricia A. Snyder,
James Algina, and Walter Leite
28. Role of Research Syntheses for Identifying Evidence-Based
Early Childhood Intervention Practices .................................... 541
Carl J. Dunst
29. Accounting for the Developing Brain ......................................... 565
Jason Wolff

Index ....................................................................................................... 579

Contributors

Cheryl Addy Arnold School of Public Health, University of South Carolina,

Columbia, SC, USA
James Algina Anita Zucker Center for Excellence in Early Childhood
Studies and School of Human Development and Organizational Studies in
Education, University of Florida, Gainesville, FL, USA
Erin E. Barton Department of Special Education, Peabody College,
Vanderbilt University, Nashville, TN, USA
Crystal D. Bishop Anita Zucker Center for Excellence in Early Childhood
Studies, University of Florida, Gainesville, FL, USA
Brian A. Boyd Division of Occupational Science and Occupational Therapy,
Department of Allied Health Sciences, University of North Carolina-Chapel
Hill School of Medicine, Chapel Hill, NC, USA
Jennifer A. Brown College of Education, University of Georgia, Athens,
GA, USA
William H. Brown Department of Educational Studies, Wardlaw College of
Education, University of South Carolina, Columbia, SC, USA
Mary Beth Bruder A.J. Pappanikou Center for Excellence in Developmental
Disabilities, Education, Research and Service, University of Connecticut,
Farmington, CT, USA
Gretchen Butera School of Education, Indiana University, Bloomington,
IN, USA
Judith J. Carta School of Education, University of Kansas, Kansas City,
KS, USA
Elizabeth R. Crais Division of Speech and Hearing Sciences, School of
Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
José Luis Cuesta Universidad de Burgos, Burgos, Spain
Karen E. Diamond College of Health and Human Sciences, Purdue
University, West Lafayette, IN, USA

xi
xii Contributors

Marsha Dowda Arnold School of Public Health, University of South

Carolina, Columbia, SC, USA
Carl J. Dunst Orelena Hawks Puckett Institute, Morganton, NC, USA
Susan K. Effgen Department of Rehabilitation Sciences, College of Health
Sciences, University of Kentucky, Lexington, KY, USA
Marilyn Espe-Sherwindt Family Child Learning Center, Akron Children’s
Hospital and Kent State University, Tallmadge, OH, USA
Linda Espinosa University of Missouri-Columbia, Columbia, MO, USA
Paddy C. Favazza Center for Social Development and Education, University
of Massachusetts at Boston, Boston, MA, USA
Lise Fox College of Behavioral & Community Sciences, University of
South Florida, Tampa, FL, USA
Amber Friesen Graduate College of Education, San Francisco State
University, San Francisco, CA, USA
S. Andrew Garbacz Department of Special Education and Clinical Sciences,
College of Education, University of Oregon, Eugene, OR, USA
Ariane Gauvreau College of Education, University of Washington, Seattle,
WA, USA
Betty Geer National Resource Center for Health and Safety in Childcare
and Early Education, Aurora, CO, USA
Howard Goldstein College of Behavioral and Community Sciences,
University of South Florida, Tampa, FL, USA
Liliana Gómez FLACSO (Facultad Latinoamericana de Ciencias Sociales),
Buenos Aires, Argentina
Gabriela Guerrero University of Kansas, Lawrence, KS, USA
Marci Hanson San Francisco State University, San Francisco, CA, USA
Jessica K. Hardy Peabody College, Vanderbilt University, Nashville, TN, USA
SRI International, Arlington, VA, USA
Mary Louise Hemmeter Peabody College, Vanderbilt University, Nashville,
TN, USA
Eva M. Horn School of Education, University of Kansas, Lawrence,
KS, USA
Erin Howie Arnold School of Public Health, University of South Carolina,
Columbia, SC, USA
Jaclyn D. Joseph School of Education and Human Development, University
of Colorado Denver, Denver, CO, USA
Contributors xiii

Elizabeth T. Kennedy Department of Physical Therapy, Pat Capps Covey

College of Allied Health Professions, Mobile, AL, USA
Suzanne Kucharczyk College of Education and Health Professions
Curriculum and Instruction Special Education, University of Arkansas,
Fayetteville, AR, USA
Justin D. Lane College of Education, University of Kentucky, Lexington,
KY, USA
Walter Leite School of Human Development and Organizational Studies in
Education, University of Florida, Gainesville, FL, USA
Joan Lieber College of Education, University of Maryland, College Park,
MD, USA
Scott R. McConnell Department of Educational Psychology, University of
Minnesota, Minneapolis, MN, USA
Tracy E. McElhattan School of Education, University of Kansas, Kansas
City, KS, USA
Laura Lee McIntyre Department of Special Education and Clinical
Sciences, College of Education, University of Oregon, Eugene, OR, USA
Kerry McIver Arnold School of Public Health, University of South
Carolina, Columbia, SC, USA
Mary McLean Anita Zucker Center for Excellence in Early Childhood
Studies, School of Special Education, School Psychology, and Early
Childhood Studies, University of Florida, Gainesville, FL, USA
Robin A. McWilliam Department of Special Education and Multiple
Disabilities, University of Alabama, Tuscaloosa, AL, USA
Samuel L. Odom Frank Porter Graham Child Development Institute,
University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Arnold Olszewski College of Behavioral and Community Sciences,
University of South Florida, Tampa, FL, USA
Jennifer O’Neill Arnold School of Public Health, University of South
Carolina, Columbia, SC, USA
Susan B. Palmer Department of Special Education, University of Kansas,
Lawrence, KS, USA
Russell Pate Arnold School of Public Health, University of South Carolina,
Columbia, SC, USA
Karin Pfeiffer College of Education, Michigan State University, East
Lansing, MI, USA
Douglas R. Powell College of Health and Human Sciences, Purdue
University, West Lafayette, IN, USA
xiv Contributors

Naomi L. Rahn College of Education and Human Services, West Virginia

University, Morgantown, WV, USA
Brian Reichow Anita Zucker Center for Excellence in Early Childhood
Studies, University of Florida, Gainesville, FL, USA
Cordelia Robinson Rosenberg Pediatrics and Psychiatry, School of
Medicine, University of Colorado, Aurora, CO, USA
Susan R. Sandall College of Education, National Center on Quality
Teaching & Learning, University of Washington, Seattle, WA, USA
Ruth Saunders Arnold School of Public Health, University of South
Carolina, Columbia, SC, USA
Michaela Schenkelberg Arnold School of Public Health, University of
South Carolina, Columbia, SC, USA
Ilene S. Schwartz College of Education, University of Washington, Seattle,
WA, USA
Gary N. Siperstein Center for Social Development and Education,
University of Massachusetts at Boston, Boston, MA, USA
Barbara J. Smith School of Education and Human Development, University
of Colorado Denver, Denver, CO, USA
Patricia A. Snyder Anita Zucker Center for Excellence in Early Childhood
Studies and School of Special Education, School Psychology, and Early
Childhood Studies, University of Florida, Gainesville, FL, USA
Phillip Strain School of Education and Human Development, University of
Colorado Denver, Denver, CO, USA
Daniel Valdez Universidad de Buenos Aires, FLACSO, Buenos Aires,
Argentina
Linn Wakeford Division of Occupational Science & Occupational Therapy,
University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Pamela J. Winton Frank Porter Graham Child Development Institute, The
University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Jason Wolff Department of Educational Psychology, University of
Minnesota, Minneapolis, MN, USA
Connie Wong Frank Porter Graham Child Development Institute, University
of North Carolina-Chapel Hill, Chapel Hill, NC, USA
Juliann Woods College of Communication & Information, Florida State
University, Tallahassee, FL, USA
About the Editors

Brian Reichow, Ph.D., BCBA-D is an Associate Professor in Special

Education, School Psychology, and Early Childhood Studies and the Center
for Excellence in Early Childhood Studies in the College of Education at the
University of Florida. Dr. Reichow’s current research interests include the
translation of clinical research into practical applications in schools and com-
munities, the identification and evaluation of evidence-based practices, sys-
tematic review and meta-analytic methods and applications, and applied
research in authentic educational settings. Dr. Reichow is an ongoing techni-
cal advisor for the World Health Organization and is currently working with
colleagues at the WHO and other international sites to develop practice
guidelines and training materials to increase the identification, management,
and treatment of children with developmental disabilities in lower- and
middle-income countries. Dr. Reichow has widely published and authored
over 50 scholarly articles and chapters. In addition, he has edited two books
(Evidence-Based Practices and Treatments for Children with Autism
[Reichow et al., 2011] and Adolescents and Adults with Autism Spectrum
Disorders [Volkmar, Reichow, & McPartland, 2014]) and is an Associate
Editor for the Journal of Autism and Developmental Disorders.

Brian A. Boyd, Ph.D. is an Associate Professor in the Division of

Occupational Science and Occupational Therapy at the University of North
Carolina at Chapel Hill. He has more than 15 years of experience working
with young children with developmental disabilities and delays in a variety of
capacities, including the classroom context. Dr. Boyd completed his doctoral
studies in Special Education at the University of Florida with a specialty in
Early Childhood Special Education. His current research focuses on the
development and efficacy of classroom-based interventions designed to
improve the performance and learning of children with developmental dis-
abilities. He has published more than 50 articles and book chapters focused
on evidence-based practices, service delivery systems, and the professional
development of teachers and related service providers. He continues to work
with school districts to improve their capacity to implement scientifically
based practices for young children with disabilities and to more consistently
involve families in the treatment planning and implementation process.

xv
xvi About the Editors

Erin E. Barton, Ph.D., BCBA-D is an Assistant Professor in the Department

of Special Education. Her primary line of inquiry focuses on identifying evi-
dence-based behavioral interventions that teachers and parents can implement
in natural and inclusive settings. Dr. Barton has conducted several studies
examining effective practices for increasing play skills in young children and
is currently refining the intervention package and examining implementation
features. She also examines best practices for using performance-based feed-
back to increase early childhood professionals’ use of recommended practices.
She teaches courses in single case research design, assessment, and social and
behavioral interventions and works with children with multiple and severe dis-
abilities. Dr. Barton also serves on multiple editorial boards and is an Associate
Editor for the Journal of Early Intervention. She is on the Executive Board of
the Division for Early Childhood of the Council for Exceptional Children and
currently serves as the board president.

Samuel L. Odom, Ph.D. is Director of Frank Porter Graham Child

Development Institute at the University of North Carolina at Chapel Hill and
Professor in the School of Education. Also, he is the Principal Investigator of
the National Professional Development Center on Autism Spectrum Disorders
and the Center on Secondary Education for Students with Autism Spectrum
Disorders. He is the author or coauthor of many refereed journal articles and
editor or coeditor of seven books on early childhood intervention and devel-
opmental disabilities. Dr. Odom is currently a member of the Institute of
Medicine committee on Parenting Young Children. His current research is
addressing treatment efficacy for children and youth with ASD, early inter-
vention for toddlers with disabilities and their families, and professional
development for teachers of children and youth with ASD. In 2013, he
received the Arnold Lucius Gesell Prize awarded for career achievement in
research on social inclusion and child development by the Theodor Hellbrugge
Foundation, Munich, Germany.
 Part I
Historical Context and Foundations
 A History of Early Childhood
Special Education 1
Mary McLean, Susan R. Sandall,
and Barbara J. Smith

The field of Early Childhood Special Education

(ECSE) is relatively new. It emerged from early Early Services for Young Children
childhood education (ECE) and special educa-
tion and has been influenced by psychology, The field of ECSE today is closely linked to the
child development, sociology, health sciences, field of ECE. Services for both typically develop-
and many other fields. A complete history of ing young children and young children with dis-
ECSE would fill many volumes. Instead of pro- abilities, however, were relatively late to be
viding a complete history, the purpose of this established in our country. Among the earliest
chapter is to provide an overview of major developments in ECE in the USA was the estab-
events that have impacted services for young lishment of kindergartens with the goal of support-
children with disabilities and their families ing social and emotional readiness for formal
including major influences from policy and schooling. The idea of providing programs for
legislation, the establishment and influence of very young children had originated in Europe
the professional organization for ECSE – the before making its way to the USA. The first kin-
Division for Early Childhood, and the applica- dergarten in the USA was founded in Watertown,
tion of advances in research to services for children Wisconsin, in 1856, and the language spoken in
and families. this kindergarten was German (Watertown
Historical Society, 2014). In 1873, the first public
kindergarten was established in St. Louis. By
1883, every public school in St. Louis had a kin-
dergarten classroom. The women’s suffrage move-
ment in the early 1900s brought other forms of
M. McLean (*)
Anita Zucker Center for Excellence in Early ECE programs. Nursery schools were established
Childhood Studies, School of Special Education, primarily by and for middle-class families. They
School Psychology, and Early Childhood Studies, focused on education and social-emotional devel-
University of Florida, Gainesville, FL, USA
opment of young children and served as informa-
e-mail: [email protected]fl.edu
tional resources for parents (Peterson, 1987).
S.R. Sandall
As theories of child development advanced,
College of Education, University of Washington,
Seattle, WA, USA efforts grew to show effective ways of teaching
young children. In the 1920s, the National
B.J. Smith
School of Education and Human Development, Association of Nursery School Educators was
University of Colorado at Denver, Denver, CO, USA founded. In 1927, the National Committee on

© Springer International Publishing Switzerland 2016 3

B. Reichow et al. (eds.), Handbook of Early Childhood Special Education,
DOI 10.1007/978-3-319-28492-7_1