Division for Early Childhood 2024 Conference

This poster combines the results of two systematic literature reviews and meta-analyses on two popular autism interventions: Naturalistic developmental behavioral interventions (e.g., PRT) and adult-directed behavioral interventions (e.g., EIBI). This poster will convey the impact of these interventions on various dimensions of family quality of life.

Bilingual researchers increasingly conduct research in one language and report their findings in another language. This poster provides an overview of bilingual researcher-translators’ mediating role in early childhood inclusion (ECI) literature and methodological challenges that researchers-translators may encounter, as well as opportunities for solutions and innovation.

Early learning guidelines (ELGs) provide a framework for early childhood educators to support children’s learning and development. However, it is unclear how ELGs promote STEM learning for all infants and toddlers. Come and learn how STEM learning has been included in each state’s ELGs and discuss ideas for future research and refinement of ELGs.

Early childhood literacy skills predict the future success students have in their postsecondary lives. These early classroom experiences with literature lead to better opportunities in higher education, job retention, and beyond. However, the emergent literacy curriculum is not always representative of the culturally and linguistically diverse population that makes up the class rooms. This scoping review looks at the current literature around culturally responsive and sustaining literacy lessons in early childhood education and whether or not they include manners of Culturally Responsive and Sustaining Pedagogies and Universal Design for Learning in their investigations. By investigating the study design, methodology, overarching themes, and cultural sensitivity across these studies, researchers found there is a need to promote representation and diversity in emergent literacy in early childhood education.

The session will share findings from a pilot study with ten Head Start teachers in Maryland focusing on increasing their confidence and competence in implementing inclusive STEM practices. Limitations and future directions will also be discussed.

This parent-implemented intervention empowers parents to facilitate their child's engagement in hands-on constructive play. Research design is single-subject multiple-baseline across four parent-child participants. Results demonstrate a functional relation between the parent-implemented intervention and the children’s engagement in constructive play in the home environment

Inclusive, quality early childhood education for children with disabilities is still a distant reality in India. In this study, we conducted a sequential mixed methods study to examine the perceptions of parents of children with autism about their children’s education in India. The results highlight the urgent need for teacher training.

This mixed method survey study explores how special instruction providers describe how special instruction services are provided in the field. Results presented through joint qualitative and quantitative data displays illustrate the factors that influence what services look like in the field, including frequency of visits, languages served in, caseload sizes, and more.

Shared decisions are central to family-centered philosophy and practices, but how and when do they happen? This qualitative study investigated how two EIs and three families engaged in decision-making across 12 total home visits. Discourse analysis indicated that although both families and EIs used a variety of decision-making strategies, EIs tended to control processes.