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Since 2021 (last 5 years)5
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Feasibility Studies6
Autism3
Pervasive Developmental…3
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Journal of Early Intervention6
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Carta, Judith J.2
Greenwood, Charles R.2
Buzhardt, Jay1
Coleman, Heather1
David, Venus1
Fanning, Leslie1
Fernandes, Sherira1
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Graziano, Paulo A.1
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Hume, Kara1
Irvin, Dwight1
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McConnell, Scott1
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Examining the Feasibility and Fit of Family Implemented TEACCH for Toddlers in Rural Settings
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Coleman, Heather; Hume, Kara; Fanning, Leslie; Scott, Samantha – Journal of Early Intervention, 2022
Many autism-focused early intervention (EI) models have not yet been adopted by community-based providers in rural settings due to fit and feasibility when working within the Part C model. Family Implemented TEACCH for Toddlers (FITT, based on the University of North Carolina TEACCH Autism Program) is a research-based, Part-C compatible, EI model…
Descriptors: Autism, Pervasive Developmental Disorders, Infants, Toddlers
Implementation of the Group-ESDM in a Childcare Setting Serving Under-Resourced Communities
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Zitter, Ashley; David, Venus; Vismara, Laurie A.; Sheridan, Elisabeth; Fernandes, Sherira; Vivanti, Giacomo – Journal of Early Intervention, 2023
This pilot feasibility study applies the RE-AIM Implementation Science Framework to examine the implementation and preliminary signals of the effectiveness of integrating the Group-Early Start Denver Model (G-ESDM) in an early childhood education center serving under-resourced communities. Five preschoolers diagnosed with autism, their caregivers,…
Descriptors: Preschool Children, Early Intervention, Disadvantaged Schools, Autism Spectrum Disorders
Teacher-Implemented Parent Coaching in Inclusive Preschool Settings for Children with Autism
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Siller, Michael; Pickard, Katherine; Fuhrmeister, Sally; Kushner, Elizabeth; Rudrabhatla, Asha; Morgan, Lindee – Journal of Early Intervention, 2022
This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Role, Coaching (Performance)
Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers with Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems
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Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
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…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
Progress toward an Early Social Indicator for Infants and Toddlers
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Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Higgins, Susan; Buzhardt, Jay; Walker, Dale; Jia, Fan; Irvin, Dwight – Journal of Early Intervention, 2021
Measures of young children's social development are needed in the Multi-Tier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants' and toddlers' social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the…
Descriptors: Infants, Toddlers, Social Indicators, Child Development
Advances in Measurement for Universal Screening and Individual Progress Monitoring of Young Children
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Greenwood, Charles R.; Carta, Judith J.; McConnell, Scott – Journal of Early Intervention, 2011
In the last two and half decades, much has been learned about conceptualizing and developing measures for use by practitioners designed to inform their intervention decision making, such as when a child would benefit from receiving additional instructional support (universal screening) and whether the child is responding positively to the…
Descriptors: Identification, Research and Development, Educational Practices, Usability