Topics in Early Childhood Special Education

Papers
(The median citation count of Topics in Early Childhood Special Education is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-08-01 to 2025-08-01.)
ArticleCitations
Future Topics16
Incorporating Video Feedback Within a Parent-Implemented Naturalistic Developmental Behavioral Intervention Package Via Telepractice13
Future Topics8
Enhancing Early Intervention For Caregivers of Autistic Children with Online Reciprocal Imitation Training Learning Modules8
Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study8
What Influences Early Childhood Special Education Teachers’ Use of Trauma-Informed Practices in Pyramid Model Classrooms?8
Parent-Teacher Agreement on Children’s Behavior in Kindergarten7
Professionals’ Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers7
Future Topics7
Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic6
Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability6
Future Topics5
Future Topics5
Leveraging Joint Planning in Early Intervention: Documenting with Intentionality and Specificity4
Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions4
Editorial4
Coaching Caregivers to Teach Responding to Joint Attention for Toddlers with Autism4
Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century4
Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education3
Latin American Mothers’ First-Hand Accounts of a Statewide Early Intervention Model: A Funds of Knowledge Approach3
Supporting Family Capacity-Building: Initial Effects for Providers, Parents, and Toddlers With Autism3
Dosage Reporting in Early Intervention Literature: A Systematic Review3
Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review3
Future Topics2
Factors That Contributed to Early Intervention Providers’ Use of Caregiver Coaching During the COVID-19 Pandemic2
Disrupting Inequitable Family-Professional Decision-Making in EC/ECSE: Alternate Possibilities Through the Humanist Frame2
Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties2
Barriers to Toilet Training Children with Prader-Willi Syndrome: An Initial Survey2
(Re)Conceptualizing STEM Learning and Teaching for Young Children With Disabilities2
Future Topics2
Future Topics2
Future Topics2
Scoping Review of Linguistically Responsive Practices for Young Children Who Are Refugees2
Caregiver Experiences of Racialization While Accessing Early Intervention (EI) Services for their Children2
Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices2
Preventing Challenging Behavior Using Physical Activity With Young Children2
A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research1
An Integrated Narrative and Phonological Awareness Intervention for Preschool Children at Risk of Developing a Reading Disability1
Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C1
Parent Coaching in Natural Communication Opportunities Through Bug-in-Ear Technology1
The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays1
Advances in Measuring the Intersection of Talk and Contextual Features on the Early Childhood Playground1
Complex Medical Needs and Homelessness: A Case Study of the Natural Environment1
Future Topics1
Early Educators’ Perceptions of Behavior1
“. . . We’re Not Doing Enough:” Trauma-Informed Care in an Early Childhood Special Education Center1
Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns1
Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review1
Innovations in the Facilitation and Measurement of Engagement in EI/ECSE Research: Introduction to the Special Series1
Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research1
Understanding Parent Perspectives of Preemptive Intervention for Toddler Siblings of Autistic Children1
An Examination of Two Hair-Washing Interventions for Children With Autism0
Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study0
Emotion Talk in Early Childhood: A Systematic Literature Review0
Early Childhood Professionals’ Reported Use of Culturally and Linguistically Responsive Practices During Initial Evaluations: A Mixed Methods Study0
Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children With Social-Emotional and Behavioral Needs in Preschool Classrooms0
Understanding Factors that Predict Referral for Special Education Evaluation for Services by School Entry for Young Children with a History of Maltreatment0
Diaper Need: It’s Time for a Change in Practice and Policy0
A Systematic Review of Which Families Are Represented in ECSE Literature0
Future Topics0
Preschool Teachers’ Perceived Efficacy Providing Mathematics Instruction to Young Children With and Without Disabilities: A Survey Study0
A Survey and Content Analysis of the Quality of Behavior Guidance Policies in Tennessee Early Childhood Programs0
Differentiating Compliance Training From Naturalistic Teaching Approaches in NDBIs: A Response to Cullinane et al. (2024)0
Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome0
Ethics in the Early Intervention System: A Mixed Methods Exploration0
Family Functioning and Child Participation Following Early Childhood Traumatic Brain Injury0
The Impact of Young Children’s Persistent Challenging Behavior on Child Care Providers: “It’s Like Floating in a Sea With No Paddle”0
Improving Evaluations of Trauma-Informed Professional Development in Early Care and Education Settings Through Observational Measures0
Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities0
High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel0
Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers0
Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families0
Future Topics0
Future Topics0
Future Topics0
“El camino por recorrer”: Parent Perspectives on Early Autism Intervention in Mexico0
Understanding Families’ Experiences Raising Young Children With Challenging Behavior Through an Ecological Lens: A Qualitative Meta-Synthesis0
Instructional Decision-Making of Professionals Who Support Children Who Use AAC0
Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences0
Absolute Thinking Gets Us Absolutely Nowhere: Resisting False Dilemmas in Early Academics0
Teachers’ Implementation of Social and Emotional Practices During Remote Instruction0
Mixed Methods Journal Reviewing in Early Childhood Special Education0
Examining Early Childhood Expulsion Through a Trauma-Informed Lens0
Exploring Language Abilities and Emerging Literacy in Hebrew-Speaking Preschoolers with ASD: A Pilot Study0
Families’ Experiences With Online Instruction and Behavior Support During COVID-190
Editorial0
Part C Early Intervention Procedural Safeguard Notices: Are They Supporting Parents to Understand Their Rights?0
Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future0
Future Topics0
What Supports and Barriers Influence Early Intervention Providers’ Practices? A Qualitative Study0
Overview of Reviews of Peer-mediated Interventions for Young Children With Disabilities0
Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis0
Teaching Therapeutic Support Staff to Implement NDBI Strategies for Children With ASD Using Behavior Skills Training0
Future Topics0
Editorial0
Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions0
Early Childhood Teachers’ Perceptions, Experiences, and Needs Related to the Inclusion of Autistic Children in a Developing Country0
Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research0
Developmental Relationship-Based Interventions for Autistic Children0
Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs, Opportunity to Learn0
Family Perspectives of the Roles of Parent Training and Information Centers and Service Coordinators in Early Intervention0
The Critical Role Qualitative Research Plays in Service to High Quality Mixed Methods Research0
Innovations in Parent-Implemented Interventions in EI/ECSE0
Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective0
Perspectives of Early Intervention Program Directors on Provider Retention Efforts0
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