Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and…

In 2022-23, SRI Education conducted an evaluation of a pilot implementation of the Maine Early Childhood Consultation Partnership® (ECCP®) for Maine's Department of Health and Human Services, Office of Child and Family Services. Created and developed by Advanced Behavioral Health, Inc., ECCP® is an evidence-based, manualized model of infant and…

This Practice Brief was developed as result of the roundtable dialogue that occurred at the 2019 PBIS [Positive Behavioral Interventions and Supports] Leadership Forum in Chicago, Illinois, for the purpose of exploring how all classes on school campuses can meet the developmental needs of students, specifically our youngest students.

Parent-child relationships influence learning throughout a child's formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child's schooling. Parenting has a pervasive influence…

Strain provides his perspective on four issues facing science and practice in early childhood and special education. He points to the need for (a) long-term functional research, (b) greater emphasis on the use of evidence-based programs in practice, (c) moving special education research back to the Office of Special Education Programs, and (d)…

This article examines the outcomes of implementing a trauma-informed home visiting program in a refugee/immigrant-serving mental health program in Chicago, Illinois. The mental health program used the Baby TALK home visiting program model, an evidence-based relational approach to supporting pregnant mothers and families with children less than 3…

This literature review examines the evidence base of the Breakthrough Series Collaborative (BSC) to better understand its outputs and outcomes, as well as the contextual factors that may support success. The review's findings will be incorporated into the next phase of the "Culture of Continuous Learning (CCL) Project," which includes a…

Despite a robust body of evidence of effectiveness of social programs, few evidence-based programs have been scaled for population-level improvement in social problems. Since 2010 the federal government has invested in evidence-based social policy by supporting a number of new evidence-based programs and grant initiatives. These initiatives…

Research suggests that early self-regulatory difficulties among high-risk newborns can lead to poor interactional difficulties and negative long-term cognitive and social-emotional outcomes if not identified and treated early. This article describes why an individualized, developmentally supportive, relationship-based program, such as the Newborn…

Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.…

Early developmental prevention involves interventions designed to prevent the development of criminal potential in individuals, especially those that target risk and protective factors, in the early years of the life course. Developmental prevention is considered one of the major strategies in preventing delinquency and later offending. There is…