The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Interaction: Enhancing Children's Access to Responsive Interactions"…

The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Instruction: Effective Strategies to Support Engagement, Learning, and…

The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Family: Knowing Families, Tailoring Practices, Building Capacity" is…

"The Leading Edge of Early Childhood Education" aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood…

This document, based on the statistical yearbook, "Children in Israel 2014," presents data on the population of young children in Israel. The document presents a current picture of the well-being of young children in Israel intended to assist policy-makers and practitioners to understand the situation of this group of children and to…

Bullying is one type of violence that threatens a youth's well-being in schools and neighborhoods. The impacts of bullying are felt by individuals, families, schools, and society and may result in youths feeling powerless, intimidated, and humiliated by the aggressive acts of other youth(s). This document is designed as a tool to help…

This article describes strategies to assist toddlers with special needs in inclusive settings to acquire social interaction skills. Strategies include: (1) arranging the environment; (2) group affection activities; (3) imitation of peers; (4) teacher prompts; (5) teacher reinforcement; (6) correspondence training; and (7) peer-mediated…

The Evaluation and Programming System: Assessment Level I (EPS-I) was evaluated for effectiveness in developing individual education goals among handicapped or at-risk infants and young children. Early interventionists (N=48) used EPS-I and other instruments to develop goals which were compared. Findings indicate EPS-I goals were functional,…

This article discusses the assessment and evaluation of infants and toddlers with disabilities or at risk for developing disabilities, recent contributions to knowledge of assessment of infants and toddlers, current practices, and future trends. The paper cautions against using one test for all purposes or using a test with an insufficient…

Research suggests that the use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Although many children develop these positive social skills naturally, some children do not. Children who are withdrawn as well as young children with mental retardation, autism,…

This study examined psychometric properties and usefulness of the Evaluation and Programming System: Assessment Level I (EPS-I) by analyzing validity, reliability, and utility data from 335 nonhandicapped, at-risk, and handicapped infants and young children. Outcomes portrayed EPS-I as a valid, reliable, and helpful instrument for developing and…

Studies that show the effectiveness of self-management have been conducted with young children who have behavior problems, children with developmental delays, children at-risk, and children with identified disabilities. This "What Works Brief" presents strategies for teaching young children to manage their own behavior. It uses a simple format…

This article presents a review of literature addressing professional burnout, designed to help professionals recognize at-risk patterns and characteristics of burnout. A conceptual model is presented for managing work setting and work style characteristics that place early intervention providers at risk for burnout. (Author/PB)

This commentary examines at-risk students who are seen as in danger of losing control of their lives because of external loci of control and society's lack of coherent self-control. At-risk students are considered to be suitable candidates for intervention as much as students with more conventional disabilities. (PB)

This text is on transdisciplinary team assessment of infants and toddlers at developmental risk and emphasizes both the dynamics (interpersonal strategies) and the mechanics (team assessment strategies) of teamwork. Emphasis is on assessment for the development of Individualized Family Service Plans. Chapter 1 reviews major developmental…