Topics in Early Childhood Special Education

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in a sample of immigrant Latino families in the southeastern United States. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.

We examined the experiences of early childhood teachers (ECTs) in the Philippines, a representative low-resource setting (LRS), focusing on the challenges and opportunities in providing inclusive education for autistic children. Using the socio-ecological model as a framework, we analyzed interview data from eight participants through inductive and deductive coding. The analysis revealed key themes across individual, interpersonal, organizational, community, and public policy levels. Our findings highlight significant disparities between the needs of ECTs in supporting autistic children and the available resources, emphasizing the need for targeted professional development and systemic support. Our results offer insights into the factors affecting inclusive education in LRS contexts, and we propose strategies to address these challenges. The results contribute to a broader understanding of inclusive education in LRS and suggest directions for future research and policy development.

We investigated the linguistic abilities and emerging literacy skills of children with Autism Spectrum Disorders (ASD) compared to children with Typical Development (TD), along with exploring the relationship between these domains. Forty Israeli children (20 ASD, 20 TD) participated in the study. Statistical analyses revealed significant differences between ASD and TD groups in syntax and semantics, TD children demonstrated higher proficiency despite being younger. No significant-differences were found in phonological production abilities. Regarding emerging literacy skills, children with ASD exhibited higher proficiency in letter identification compared to typically developing children, while no significant differences were observed in phonological awareness and print-awareness. Distinct patterns of relationships emerged between language abilities and emerging literacy skills in ASD and TD groups. Limitations include small sample size and task sensitivity issues, suggesting avenues for future research to provide a more nuanced understanding of linguistic-abilities and literacy connections in children with ASD.

Prader-Willi syndrome (PWS) is a complex neurodevelopmental disorder associated with behavioral and physical challenges that can prevent individuals from developing essential independent daily living skills, such as toileting. Limited research exists on toileting skills in the PWS population, which can impede the development of effective and targeted intervention. This survey study aimed to address this gap by gathering information about current toileting behaviors, training histories, and barriers to training, as reported by caregivers of children with PWS. Forty-one caregivers responded to the survey. Results indicate that while many challenges experienced by children with PWS may be similar to those experienced by other populations with developmental disabilities, several unique features of PWS further complicate the toileting process. These preliminary findings highlight the need for future research to inform interventions tailored to the specific needs of individuals with PWS.

Emerging evidence suggests that community-based early intervention (EI) for autistic children results in lower gains than those observed in controlled research settings. To explore further, this observational study evaluated data from 577 children engaged in a large Australian community-based autism-specific EI service between 2014 and 2024. Children’s developmental quotient (DQ) was assessed at intake, annually and upon exit, and pre- and post-intervention differences in verbal, non-verbal and composite DQ were examined. Differences were also examined between children who transitioned out of the EI program within 12 months (Cohort 1) versus 24 months (Cohort 2). Results identified significant improvements in all DQ scores post-intervention, with those in Cohort 2 demonstrating greater improvement in verbal DQ and lower improvement in non-verbal DQ. Children in Cohort 2 were also more likely to be younger, diagnosed earlier, and have no prior intervention history and more pronounced autism characteristics. Limitations to these findings are discussed.

Refugee children comprise half of the total world refugee population and face numerous complex challenges, including limited access to quality education. In this study, we explored family-professional partnerships between refugee families and early educators; specifically, we examined the challenges faced, and supports needed, by early educators. Nine early educators in a Midwestern U.S. participated in this iterative, qualitative study, completing a demographic form and engaging in two rounds of semi-structured interviews. Data analysis revealed that early educators encountered primary challenges such as language barriers, limited opportunities for interaction with families, and a lack of knowledge about families’ refugee status. Regarding the supports needed for developing partnerships, most early educators expressed a desire for communication-related assistance and training in culturally-sustainable practices. Implications of our results underscore the importance of teacher preparation programs equipping early educators with a deeper understanding of diverse cultural practices and refugee status to foster equitable partnerships.