Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge,…

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…

Researchers have noted divergent findings with respect to the relationships of practitioners' beliefs and their implementation of recommended practices. With Q-sort methods, this study examined practitioners' beliefs about practices in early intervention with samples of current practitioners (n = 211) and preservice students (n = 142). Findings…

This study assessed the integrity with which social skills interventions were implemented in 16 early childhood special education classrooms. Positive correlations between intervention integrity and both overall amount of intervention provided and child outcomes were found. Teacher ratings of intervention acceptability were weak predictors of…

This study used semistructured interviews to examine the views of 10 teachers in integrated preschool settings for young children with and without special needs concerning integrated program development and implementation at the early childhood level. Findings suggest considerable variation in conditions of implementation, with teachers…