Self-injurious behavior is prevalent in early childhood and it affects almost 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce…

As the country quickly builds its efforts to enhance quality in early education and care classrooms, states are implementing Quality Rating and Improvement Systems (QRIS) to recognize and improve the quality of programs. QRIS also provides technical support and increased financial benefits for participating programs to attain higher levels of…

The most common setting for early intervention services for infants and toddlers with disabilities and their families is the home. This article discusses home- and community-based early intervention and how the routines-based interview (RBI) can set the stage for successful home visits. It also addresses what has been learned about home visiting,…

Under the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that…

Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick's…

Over 6.5 million youth and their families are eligible for early intervention or special education services (Data Accountability Center, 2011) under the Individuals with Disabilities Education Act of 2004 (IDEA). The principal mechanism by which goals, objectives, services, and placements are determined for Part B of the IDEA are Individualized…

The revision and process of validation of standards for early childhood special education (ECSE) and early intervention (EI) personnel at the initial and advanced levels of preparation, which occurred during 2005-2008, are described to provide a record of the process and to inform future cycles of standards revision. Central components focus on…

This dual case study utilizes qualitative research methods to examine the experiences of two mothers of young children with special needs. Over the course of ten months, the researcher spent many hours interviewing both mothers about their experiences with Early Intervention (EI) professionals. Observations of medical appointments, team meetings,…

This article presents a framework for future research and program development designed to support children's peer-related social competence. Intervention research is examined within a historical perspective culminating with a discussion of contemporary translational approaches capable of integrating models of normative development, developmental…

This essay describes the setting up of early intervention services in Vietnam. From the outset, there was a focus on developing staff training programmes alongside establishing model early intervention programmes to ensure that the work would be sustained at the end of the project funding and spread throughout the country. The success of this work…

The bibliography of 90 items lists books and journal articles for professionals and parents on the topic of integration of early intervention programs. The list encompasses publications on program models, parental expectations, financial concerns, effects on development of handicapped and nonhandicapped children, social behavior, and educational…

The article discusses problems inherent in using the developmental model in the implementation of programs for young children with disabilities, and proposes a reconceptualization based upon M. Lewis and M. Starr's salient responses model. The primary components of this model are presented, along with their implications for early intervention…

This packet, part of Project STEPS (Sequenced Transition to Education in the Public Schools), is intended to aid local agencies in forming local interagency councils and is based on experiences in Kentucky since 1983 in the development of Preschool Interagency Planning Councils (PIPCs). Section 1 provides an overview of the PIPC network, a group…

Judgment based assessment (JBA) in early childhood special education is discussed in its theoretical context and noted are three trends: (1) the widening of JBA to include emotional characteristics and developmental processes; (2) inclusion of such informants as peers and persons with disabilities; and (3) development of new methods for eliciting…

Judgment based assessment (JBA) allows the collection and quantification of the perceptions and impressions of individuals appraising a child's status and environment. This article addresses the purposes, features, and appropriate uses of JBA of young children with disabilities. Current research relevant to JBA is discussed. (Author/DB)