Background: Previous reviews did not include sources that were published in the last 14 years, indicating a need for an updated synthesis on the time delay literature. Objectives: This review was designed to synthesize outcomes for studies assessing time delay prompting procedures for teaching young children. Data sources: PsycINFO and ProQuest…

Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and…

In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while…

Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across…

Children with cognitive delays or developmental disabilities are at elevated risk of having a persistent mathematics disability. Students who have difficulty in mathematics display trouble with awareness of numbers and numeric concepts. This is alarming because students who display lower mathematics performance early on in school make smaller…

During early childhood, practitioners and family members are often tasked with determining optimal approaches to support social skill development in young children with developmental disabilities in inclusive and self-contained settings. Eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response…

Communicative and social capacities are known to be of primary developmental importance to all children and often present a particular difficulty for children with neurodevelopmental disorders. A recurring challenge for teachers is achieving effective communication with children who span developmental diversity (e.g. inclusive settings or those…

We conducted a multiattribute utility (MAU) evaluation to assess the Parent-Implemented Communication Strategies (PiCS) project which was funded by the Institute of Education Sciences (IES). In the PiCS project parents of young children with developmental disabilities are trained and coached in their homes on naturalistic and visual teaching…

Problem-solving skills are imperative to a child's growth and success across multiple environments, including general and special education. Problem solving is comprised of: (a) attention to the critical aspects of a problem, (b) generation of solution(s) to solve the problem, (c) application of a solution(s) to the identified problem, and…

We created and evaluated a professional development package for training four teachers to embed instructional interactions during outdoor time to enhance the play skills of young children with significant developmental disabilities. The instructional package included an initial 20-min session that consisted of providing written and verbal…

This article, intended to inform educators on how to use iPad apps for literacy development for young children with developmental disabilities, briefly reviews the literature on iPad apps for literacy development, examines key apps for literacy development for children with developmental disabilities, and discusses how to incorporate iPad apps…

We evaluated whether differences in treatment effectiveness or preference between languages emerged across Spanish and English during functional communication training (FCT) for young children with developmental disabilities exposed to Spanish and English in the home environment. Participants were 2 young children with developmental disabilities…

The general purpose of the present study was to examine the effectiveness of simultaneous prompting embedded in activities for teaching preparatory skills to children with developmental disabilities. Furthermore, determining the perspectives of the teachers about the skills taught to the participants and also to themselves were targeted. Depending…

Discrete trial instruction (DTI) was used to teach functional skills to three children with Angelman syndrome, a neurogenetic disorder that overlaps with autism and is associated with severe cognitive, speech, and motor impairments. Children received individual DTI teaching sessions 2 to 3 times per week over a 12-month period and displayed…

This article is both an ethnographic and an action-based description of how excellent early childhood teachers in seven inclusive preschool and kindergarten classrooms fostered the developing literacy profiles of young children with significant developmental disabilities alongside their typically developing peers through active, engaging, social…