Abstract
Issue 41:3—Innovations in the Facilitation and Measurement of Engagement in EI/ECSE Research
Engagement has a direct impact on young children’s behavioral, social, and academic development and is frequently measured and reported in EI/ECSE research. However, engagement is complex as evidenced by the range of metrics, measurement procedures, and tools used by researchers. The purpose of this topical issue is to advance and highlight innovations in the facilitation and measurement of engagement in young children. We are specifically interested in manuscripts that address: (1) environmental factors related to high levels of engagement, (2) effective supports that facilitate engagement, and (3) valid and reliable procedures and tools for measuring engagement in typical early childhood classrooms. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the complexities of engagement. Please email Erin E. Barton (Editor) at
Due Date: January 31, 2021
Issue 41:4—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: April 30, 2021
Issue 42:1—Individual Variation in EI/ECSE Research
Individual responses to evidence-based practices can be variable, and non-responders are common in research on infants, toddlers, preschoolers with or at-risk for disabilities and their families. The publication and dissemination of idiosyncratic results are crucial to developing a well-rounded and complete understanding of for whom and under what conditions interventions might be effective. Individual variations in responses to interventions might be identified through moderator or meditator analyses, inconsistent effects in single case research, or examinations of variability in literature syntheses. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the individual variations or idiosyncratic results. Please email Erin E. Barton (Editor) at
Due Date: July 31, 2021
Issue 42:2—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: October 31, 2021