A model for designing and implementing evidence-­based in­-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-­embedded…

How can you help preschoolers with autism thrive in inclusive classrooms? Support their success with this comprehensive, school-based program for children ages 3 to 5 with autism spectrum disorder. Blending best practices from applied behavior analysis and early childhood special education, the DATA Model is a proven program rooted in…

The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in…

The present project analysed the use of participatory models during the process of application of a prevention program with preschool-aged children in Maracaibo, Venezuela. Relevant phases in achieving community collaboration are delineated and challenges are discussed. Results indicate that participatory models provided an effective means of…

A comprehensive developmental screening model (CDSM) was designed to help local education agencies (LEAs), in Indiana, plan, develop, and implement screening programs for 3-, 4-, and 5-year-old children. The CDSM is presented in three parts; Part I provides both empirical and philosophical support to the reasons for developing a screening program;…

Forum participants met to assess Connecticut's progress in providing services to 4-year-olds and their families, and to discuss the relationship between young children and public schools. Discussion explored these questions: (1) What are the roles and responsibilities of public schools in supporting 4-year-olds and their families? (2) What do high…

Argues that understanding of five major dimensions of normal child development can be useful for those who work with special children: child development theories, norms, research models, intervention models, and communication techniques. (RH)

Provides a coherent framework to help states examine their personnel development systems and provides steps for the development and implementation of an integrated service delivery and personnel development system for early intervention. A model consisting of 12 key elements for planning and implementing a comprehensive system is presented. (CR)

This final report discusses the Social Integration Project (SIP), designed to systematically integrate young handicapped children academically and socially into existing early education programs. Four goals were set forth: (1) placing handicapped children into local mainstream day care centers; (2) installing a comprehensive program and curriculum…

This report describes the development of programs for preschool children in Colorado through the cooperative efforts of public education, public and private community resources, and the Colorado Legislature. Sections of the report discuss service delivery models, program collaboration, identification and assessment of children and their families,…

This brief guide outlines best practices in preschool screening for the presence of possible disabilities. It covers: a definition of screening, its history, the rationale for screening, requirements for effective screening measures (reliability, validity, fairness, utility), models for preschool screening, evaluation of screening procedures, and…

This paper offers guidelines for effectively integrating preschool children with disabilities in classrooms with nonhandicapped children. First, formal aspects of program integration including legislative requirements and the Child Find program to identify young children needing special services are reviewed. Next, program planning guidelines are…

This paper discusses the need for continuity of services for preschool children. The paper focuses on three topics relevant to this concept: the preschool child, the necessary services, and the need for continuity. For the purposes of this paper, continuity refers to both the continuity of development and the continuity of services. The first…

This volume presents a comprehensive plan for transition of children with special needs and their families between infant or early intervention services and preschool services, and between preschool services and kindergarten. It aims to help in bridging these services to minimize the stress and increase the promise of early childhood transitions.…

Noting that the transition from preschool to kindergarten presents many challenges to children, families, and teachers, presents a preschool-to-kindergarten planning transition model. The goal of the model is to provide a strategy that assists children, teachers, and families to establish and implement a collaborative transition process. Five…