and Teaching, (c) Factors Outside of the Study Impacts Capacity to Engage) and three recommendation themes were identified ((a) Prioritize Child Engagement, (b) Provide Explicit Instruction During Training, and (c) Prioritize Convenience and Ease). These themes offer insight into challenges with existing commercially available materials for families of children with disabilities, and future directions for the development of inclusive mathematics interventions.

2e:T48b,

Limited research has examined the active ingredients and mechanisms of change of naturalistic developmental behavioral interventions (NDBIs). The present study used an exploratory sequential mixed-methods design to develop a comprehensive Theory of Change of Project ImPACT, an empirically supported NDBI. We used qualitative data from interviews with intervention experts (n = 10), community providers (n = 22), and caregivers (n = 12) to develop a comprehensive causal model of the intervention process. We then tested select paths of the causal model using path analyses with an archival dataset (n = 92). The causal model described how developmental techniques aimed at supporting children’s attention and engagement lay the foundation for more adult-directed learning opportunities and subsequent child skill growth. However, hypothesized causal relationships were not supported by our quantitative analyses. In the future, this research can be used to develop and prioritize nuanced research questions related to the timing, optimization, and mechanistic process underlying NDBIs.

2f:T4ae,

The coaching service delivery model is often implemented within parent-mediated interventions for infants at an elevated likelihood of autism spectrum disorder. However, less is known about the exact coaching behaviors used within intervention sessions. Therefore, we examined the coaching behaviors implemented within the adaptive responsive teaching intervention. We also investigated the associations between coaching behaviors and parent education levels and the associations between the coaching behaviors and a parent outcome, that is, parent responsiveness. Results indicated that the interventionists demonstrated joint interaction and child-focused behaviors the most frequently. The interventionists much less frequently demonstrated guided practice, caregiver practice, and problem-solving behaviors. The use of joint interaction behaviors was positively associated with parent education levels, whereas the use of child-focused behaviors was negatively associated with parent education level. More information sharing by the interventionists predicted a greater change in parent responsiveness, whereas more child-focused behaviors predicted less change in parent responsiveness.

30:T4f5,The Journal of Early Intervention (JEI) offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. Key features include research reports, scholarly reviews, policy analyses, research methods, and conceptual papers. Journal of Early Intervention is available online through the SAGE Journals Platform at <a href="http://journals.sagepub.com/home/jei" target="_blank">journals-sagepub-com.web.bisu.edu.cn/home/jei</a>. Submit your manuscript today at <a href="https://mc.manuscriptcentral.com/dec-jei">https://mc.manuscriptcentral.com/dec-jei</a>. </