Background: Few family caregivers of individuals with intellectual or developmental disabilities develop long-term care (LTC) plans for their relative. Web-based interventions promoting LTC planning have potential for widespread adoption into clinical practice. Methods: We conducted focus groups with 49 primary caregivers of individuals with…

This study used a large administrative data set of Head Start programs across the United States, the Head Start Program Information Report (PIR), to explore disparities in program rates of screening, referral, and identification for early intervention between Migrant and Seasonal Head Start (MSHS) and Head Start (HS) programs. Results from…

In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…

In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…

Purpose: The present article provides a narrative review of Australia's approach toward acquired brain injury (ABI) and proposes how Australia and the United States can collaborate to improve service delivery for persons with ABI and their families with epidemiology, healthcare, prevention, research, and training. Method: A narrative review of…

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all AIAN programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include:…

Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional…

This "2018-2019 Interagency Autism Coordinating Committee (IACC) Strategic Plan Update" is the work of the IACC membership that was appointed under the Autism CARES Act of 2014. The Committee agreed that the "2016-2017 IACC Strategic Plan" reflected a comprehensive review of the state of the field and provided a set of 23 new…

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the…

The purpose of this study was to conduct a pilot randomized controlled trial to evaluate the efficacy of an intervention for enhancing the language development of young children enrolled in home visiting programs. The participants were 59 children (18-30 months old) enrolled in one of three types of home visiting programs. Children's language…

Extensive bodies of literature examining child language acquisition and early literacy development indicate that the language and literacy opportunities young children have at home and in school settings, including the nature of their language interactions with adults and their exposure to books and stories, are consequential for mastery of…

The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a…

Research has shown that early intervention can greatly improve the development of a child with autism. Children with disabilities--including children with autism--can receive intervention services through the Individuals with Disabilities Education Act. Low income children may also receive intervention services through Medicaid or the State…

The goal of Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. To that end, IDEA 2004 requires states to submit State Performance Plans…

Between 65 and 70 percent of youth in the juvenile justice system have mental health disorders, with some studies estimating that at least 20 percent of these youth have severe disorders that significantly impair functioning. Many of these youth are entitled to adequate and responsive mental health services through federal programs like Medicaid's…