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Direct linkMichael Siller; Lindee Morgan; Sally Fuhrmeister; Quentin Wedderburn; Brooke Schirmer; Emma Chatson; Scott Gillespie – Autism: The International Journal of Research and Practice, 2024
Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional…
Descriptors: Students with Disabilities, Intervention, Preschool Education, Preschool Children
Download full textGranger, Kristen L.; Conroy, Maureen A.; Sutherland, Kevin S.; Feil, Edward G.; Wright, Jessica; Montesion, Alexandra; Huang, Ke – Journal of Educational Technology Systems, 2021
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for…
Descriptors: Early Childhood Education, Evidence Based Practice, Preschool Education, Preschool Teachers
Granger, Kristen L.; Conroy, Maureen A.; Sutherland, Kevin S.; Feil, Edward G.; Wright, Jessica; Montesion, Alexandra; Huang, Ke – Grantee Submission, 2021
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for…
Descriptors: Early Childhood Education, Evidence Based Practice, Preschool Education, Preschool Teachers
Pacchiano, Debra M.; Whalen, Samuel P.; Horsley, Heather L.; Parkinson, Kathleen – Society for Research on Educational Effectiveness, 2016
Decades of evidence demonstrates that high-quality, well-implemented early education can positively impact the learning trajectories of vulnerable, high-needs young children. Yet, the majority of publicly-funded programs nationwide struggle to implement to quality standards with fidelity and fail to significantly advance children's early…
Descriptors: Program Effectiveness, Faculty Development, Intervention, Early Childhood Education
