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Irem Bilgili-Karabacak; Ana D. Dueñas; Elise Settanni; Kathleen Bauer – Review Journal of Autism and Developmental Disorders, 2024
Sibling-mediated interventions (SMI) have the potential to increase social communication, play, and interpersonal skills for children on the autism spectrum. However, less is known about effective practices for training siblings to be intervention mediators. Existing SMI systematic reviews and meta-analyses have focused on the effects of SMIs for…
Descriptors: Siblings, Young Children, Autism Spectrum Disorders, Intervention
Marianne Rice; Florina Erbeli; Adrea Truckenmiller; Jill Morris – School Psychology, 2024
Universal screening in reading is a common, and often required, practice in early elementary school. Computer-adaptive screening tools, such as "Istation's Indicators of Progress-Early Reading" (ISIP-ER), are often chosen for this purpose in schools. In our present study, we examine the validity evidence between the ISIP-ER in…
Descriptors: Kindergarten, Young Children, Screening Tests, Reading Ability
Rachel K. Schuck; Patrick Dwyer; Kaitlynn M. P. Baiden; Zachary J. Williams; Mian Wang – Journal of Autism and Developmental Disorders, 2024
The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults…
Descriptors: Autism Spectrum Disorders, Young Children, Intervention, Validity
Jennifer C. Bancroft; Erin Barton; Lauren E. Schulte – Journal of Early Intervention, 2024
Play skills are a behavioral cusp as they provide the foundation for the development of other related skills in young children. Children with developmental disabilities often demonstrate significant delays in their play skills. When children do not engage in play at the same rates or in the same ways as their peers or siblings, their ability to…
Descriptors: Young Children, Preschool Children, Developmental Disabilities, Play
Krystal L. Werfel; Emily A. Lund – Topics in Language Disorders, 2024
The purpose of this study was to compare three intervention conditions in virtual rapid word learning instruction for young children who are deaf and hard of hearing (DHH): traditional, general physical activity, and semantic richness physical activity. We focused on an initial step in learning a new word: mapping a word form to a referent.…
Descriptors: Deafness, Hearing Impairments, Physical Activities, Intervention
Rashida Banerjee; Sara Movahedazarhouligh; Ekta Ghosh – Infants and Young Children, 2024
Child maltreatment is a significant public health concern that affects children's health and well-being throughout their life. Children who are maltreated are at an increased risk of developing a disability or delay and are more vulnerable to a range of mental health-related problems, including depression, anxiety, substance abuse, criminality,…
Descriptors: Child Abuse, Child Welfare, Intervention, Research
Jennifer Gosselin Hills; Sandy K. Bowen – Journal of Deaf Studies and Deaf Education, 2025
This study used an intrinsic case study to investigate how interventions from applied behavior analysis impacted language development, academic progress, and the reduction of severe challenging behaviors for an 8-year-old child who is Deaf and autistic. 3 main themes were identified: language acquisition, behavioral change strategies, and academic…
Descriptors: Deafness, Autism Spectrum Disorders, Young Children, Language Acquisition
Glen Dunlap; Abby Hodges; Phillip S. Strain; Jaclyn Joseph; Edward Bovey – Preventing School Failure, 2024
Managing disruptive or challenging behavior has been cited as one of the top concerns of early care and education providers. Equipping staff with feasible behavior management strategies is paramount in reducing the occurrence of challenging behaviors in the classroom and negating the need for more intrusive interventions. This article discusses…
Descriptors: Behavior Problems, Classroom Techniques, Intervention, Educational Strategies
Hannah Elizabeth Kirk; Sally Richmond; Tori Gaunson; Meg Bennett; Alan Herschtal; Mark Bellgrove; Kim Cornish – Journal of Attention Disorders, 2024
Objective: Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD. Method: In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Attention, Young Children
Jaime Balladares; Martín Miranda; Karen Cordova – Early Years: An International Journal of Research and Development, 2024
The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both…
Descriptors: Games, Mathematics Skills, Preschool Children, Kindergarten
Hall, Anna H.; Gao, Qianyi; Guo, Ying; Xie, Yanli – Early Child Development and Care, 2023
The importance of teaching kindergarteners to be effective writers has been emphasized in recent years. The purpose of this article is to provide a systematic review of current experimental and/or quasi-experimental studies investigating writing instruction in the kindergarten setting. Framing the literature within three philosophical approaches,…
Descriptors: Kindergarten, Young Children, Writing Instruction, Emergent Literacy
Gabrielle T. Lee; Xiaoyi Hu; Ziying Lian; Chongying Wang – Journal of Special Education, 2025
The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6-7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use…
Descriptors: Foreign Countries, Intervention, Young Children, Autism Spectrum Disorders
Malgorzata Ploszaj – Early Years: An International Journal of Research and Development, 2024
This paper aims to show the effects of actions focused on supporting the development of children with Autistic Spectrum Disorder (ASD). Conducted with an eclectic approach, these actions sought techniques tailored to the individual person and their problems. Children aged 5-7 years underwent a two-stage diagnostic procedure (preliminary and final)…
Descriptors: Autism Spectrum Disorders, Young Children, Child Development, Intervention
Jiahong Su; Weipeng Yang – Journal of Computer Assisted Learning, 2024
Background: The number of artificial intelligence (AI) literacy studies in K-12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives: The aim of this mixed-methods study is to examine the feasibility of an…
Descriptors: Foreign Countries, Artificial Intelligence, Kindergarten, Young Children
Madison M. Walsh; Kaylyn Van Deusen; Miranda E. Pinks; Benedetta Ceci; Susan Hepburn; Nathanial R. Riggs; Francesca Pulina; Chiara Marcolin; Sara Onnivello; Sara Colaianni; Bethany Gray; Lisa A. Daunhauer; Silvia Lanfranchi; Deborah J. Fidler – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Parent-mediated intervention (PMI) is a potentially scalable approach for tailored interventions in neurogenetic conditions like Down syndrome (DS). Because PMIs require ongoing parent engagement, they must be developed in alignment with the needs of intended users. The present study examined caregiver opinions and preferences to…
Descriptors: Parent Attitudes, Intervention, Young Children, Down Syndrome