In this commentary, the author reflects on four studies that have greatly expanded the knowledge base on effective interventions in mathematics, and he provides four rigorous experimental studies of approaches for students likely to experience difficulties learning mathematics over a large grade-level span (pre-K to 4th grade). All of the…

The contributors to this special issue have helped everyone consider the next steps in building a research and practice agenda regarding the use of treatment integrity. Such an agenda must converge with the big ideas that link treatment integrity to the effectiveness of evidence-based practices (EBPs), and ultimately that of the profession. In…

Stressing pragmatics (the way a person uses language in psychosocial situations) in child language can help the teacher both in identifying what the child is ready to learn and providing appropriate instructional intervention. (DB)

The paper proposes a methodological expansion in evaluation research--an eco-behavioral approach. Implications of using the eco-behavioral approach in the evaluation of preschool programs for the disabled are discussed. This methodology is said to allow both determination of early intervention effectiveness and specification of factors responsible…

The author responds to a previous article (EC 122 795) explaining and critiquing various efficiency index formulas to quantify the effectiveness of intervention in preschool program for the handicapped. (DB)

This paper explores strategies by which adults can intervene in children's play activities. The five intervention strategies discussed focus on (1) time and space, (2) adult guidance, (3) play materials, (4) boundaries, and (5) roles. The first strategy involves providing time and space in daily schedules and environments for children to play. The…

The article reviews the ways in which norm-referenced developmental age (DA) and developmental quotient (DQ) evaluation data are currently reported in preschool early intervention program evaluation studies. The concept of intervention DQ in contrast with pretest DQ is proposed as a more meaningful way to report evaluation data. (Author/DB)

The paper maintains that impact evaluation studies of programs serving handicapped infants and preschoolers should be restricted to scientifically defendable investigations. Specific types of impact studies and an evaluation process are suggested. It is suggested that program leaders should focus evaluation activities on the status of project…

The need to teach precursors to literacy as part of preschool language therapy with language-disordered children is stressed. Assessment and intervention approaches include developing the child's ability to use language in instructional contexts and facilitating language awareness (such as word and phonological consciousness). (DB)

This article discusses the newly enacted Public Law 99-457, which mandates preschool special education, in the historical context of the implementation of Public Law 94-142. Provisions of the new law are summarized, and a variety of issues (such as interagency coordination) that the field needs to address are discussed. (Author/DB)

The significant influential factors which have led to the emergence of more ecologically appropriate language intervention strategies with developmentally delayed young children are reviewed. Changes in intervention are discussed in terms of three features of intervention: the agents of treatment, the environments of the therapy, and the specific…

The position paper of the National Joint Committee on Learning Disabilities examines issues in early identification, including assessment during the preschool years, delivery of preschool services, family involvement, and personnel preparation. Recommendations address such aspects as availability of early intervention and the needs of non-English…

When serving special needs children under the age of 24 months, two divergent curricular approaches should be fused: a narrow curriculum focusing educational stimulation on the area of risk or disability, and a broad curriculum supporting the child's general humanity by making available a comprehensive array of experiences. (Author/JDD)

Identification, differential diagnosis, and treatment evaluation of emotionally disturbed preschoolers by practitioners are considered. Emphasis is on the need for defining disorders in terms of: (1) a broad normative context to assist general reporting within the profession; and (2) specific settings to provide the information necessary for…

Children's knowledge and control of a language pattern changes throughout the course of its acquisition. Language interventionists concerned about generalization may need to distinguish between activities that will promote rule learning and activities that will promote effortless rule utilization. (Author/DB)