The purpose of the present study was to understand how number writing in a class of low-income, pre-kindergarten children (N = 15) developed over the course of a school year, and to see what role that development played in their overall math readiness. The study used a mixed-methods approach. The target class was explicitly taught number writing…

Volume 18 of "International Perspectives on Inclusive Education" offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating…

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental…

How can we close opportunity gaps for young children affected by poverty and systemic racism--and build hope and resilience for children and their families? Research points the way forward, and in this timely volume, 40+ leading researchers identify new approaches, insights, and technologies that can promote educational equity and improve outcomes…

This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained…

All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social-emotional interventions for young…

Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes…

PreK children with developmental delays in inclusive classrooms need access to math interventions helps them develop foundational math skills that are needed to succeed during their K-12 education. Research is significantly lacking that addresses increasing math skills for children with disabilities in PreK classrooms. The purpose of this study…

Relevant studies have shown that if aggressive behavior is not stopped in early childhood and persists during elementary school, the risk of continued physical violence and other non-violent forms of delinquency increases during adolescence. Evidence also shows the effectiveness of an intervention that targets aggressive behavior when implemented…

ECEC-based physical activity (PA) interventions have reported modest changes; however, those that are underpinned by theory seem to report more favorable outcomes. To date, no ECEC-based PA interventions have been underpinned by professional development-focused theories, despite professional development being a consistent component in such…

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took…

The problem addressed in this study was that although administrators in a rural northeastern Maryland school district are complying with state Senate Bill 651 by not suspending students in prekindergarten through second grade, administrators continue to struggle with preventing severe offenses from happening and reducing office referrals. The…

Masturbation is common in pre-schoolers. Early childhood and early primary education are a period in which children learn about the social limits of privacy and sexual behavior. The approach to masturbation in preschool period is an important issue that concerns teachers and parents. Public masturbation can be successfully solved by behavioral…

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children's single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between…

In the present study, a didactic perspective was used to examine collaborations and negotiations between preschools and habilitation centres concerning intensive behavioural interventions for children with autism spectrum disorders in inclusive settings in Swedish preschools. The didactic triangle was used as the theoretical tool to analyse…