Abstract
Issue: 43:3—Contributions of Mixed Methodology to Early Childhood Special Education Research
Mixed methods approaches to research are gaining popularity in the social sciences including in education research. These approaches can uniquely contribute to and enhance early childhood special education (ECSE) research. The purpose of this special issue is to orient ECSE researchers to the emerging field of mixed methods social inquiry and highlight the mixed methods research being done in our field. We welcome manuscripts that describe the use of mixed methods approaches to examine pertinent research questions, including, but are not limited to, effective family-centered and capacity building practices, family coaching within early intervention systems, family and professional collaboration, and supporting family well-being. We welcome the submission of manuscripts that describe empirical research that used mixed designs and discuss pertinent conceptual and methodological perspectives to promote high quality mixed methods research in ECSE.
Due Date: January 31, 2023
Issue 43:2—Research to Practice in Early Intervention (Open Topic)
This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible.
Due Date: April 30, 2023
Issue 43:3—Innovation and Advances in the Use of Augmentative and Alternative Communication With Young Children
Children with a wide range of disabilities can experience difficulty developing speech to meet their daily needs. Augmentative and alternative communication (AAC) is a tool that can support the language and communication development of young children who have limited speech. In this issue, we will highlight research that focuses on AAC implementation to support the language and communication development of young children with disabilities either directly or through their communication partners (e.g., family members, educators, peers). We welcome submissions of manuscripts related to this important topic including reviews and syntheses of the literature, intervention development, intervention implementation, perspectives related to AAC use in typical settings, and exploration of the challenges and solutions around AAC implementation for young children. Please email Erin E. Barton (editor) at
Due Date: July 31, 2023
Issue 43:4—Research to Practice in Early Intervention (Open Topic)
This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible.
Due Date: October 31, 2023