Standard 6: Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in using responsive and reciprocal interactions, interventions, and instruction.

Websites

Provide information and resources related to the Standard and Components.

All Components
Component 6.1
Component 6.2
Component 6.3
Component 6.4
Component 6.5
Component 6.6
Component 6.7

Learning Modules

The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Component 6.1
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources.
  • Antecedent-based Intervention
  • Discrete Trial Training
  • Modeling
  • Peer-mediated Instruction and Intervention
  • Pivotal Response Training
  • Prompting
  • Prompting: Introduction & Practice
  • Task Analysis
  • Time Delay
  • Time Delay: Introduction & Practice
  • Visual Modeling
Component 6.2
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources.
  • Parent Implemented Interventions
Component 6.3
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources.
  • Naturalistic Intervention
  • Technology-aided Instruction and Intervention
  • Visual Supports
Component 6.4
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources.
  • Differential Reinforcement
  • Extinction
  • Functional Behavior Assessment
  • Reinforcement
  • Reinforcement: Introduction & Practice
  • Response Interruption and Redirection
Component 6.5
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources.
  • Scripting
  • Social Narratives
  • Social Skills Training
  • Structured Play Groups
Component 6.6
Component 6.7

Glossary

Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Authentic assessment
“… the systematic recording of developmental observations over time about the naturally occurring behaviors and functional competencies of young children in daily routines by familiar and knowledgeable caregivers in the child’s life” (p. 29).
References
  • Bagnato, S. J., & Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. International Journal of Educational Policy, 3(1), 2343.
Child-initiated routines and activities
Routines and activities that children initiate themselves, as opposed to routines and activities that are initiated and directed by adults.
References
  • Schweinhart, L. (2016). Child initiated learning. In D. Couchenour & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231233). Thousand Oaks, CA: SAGE Publications, Inc.
Culturally and linguistically responsive and affirming
Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes.
Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity.
References
Developmentally appropriate practice
An approach to intervention and instruction whereby an early childhood professional bases decisions about children’s developmental and learning goals and experiences on (a) knowledge of child development and learning in order to determine experiences likely to promote positive outcomes, (b) knowledge of each child’s individual abilities and characteristics to adapt and be responsive for each child, and (c) knowledge of children’s social, linguistic, and cultural contexts to ensure that learning experiences are relevant and respectful for each child and family.
References
DEC Recommended Practices (RPs)
A set of practices based on the best-available empirical evidence as well as the wisdom and experience of the field and that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas, including: leadership, assessment, environment, family, instruction, interaction, teaming and collaboration, and transition.
References
Evidence-based practice
Used as a noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE.
Used as a verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.
References
  • Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164173.
  • Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
Family
A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.
References
  • Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab.
  • Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Family capacity-building practices
Participatory opportunities and experiences afforded to families to strengthen existing parenting knowledge and skills, and promote the development of new parenting abilities that enhance parenting self-efficacy beliefs and practices and are guided by families’ individual strengths and needs; priorities, goals, and preferences; and cultural and linguistic characteristics.
References
Functional behavior assessment
Collection of data to investigate the environmental variables maintaining and/or contributing to challenging behavior. A functional assessment includes systematically identifying the challenging behavior, events that precede such behavior (antecedents), and events that maintain such behavior (consequences) with results used to identify, plan, implement, and support others to implement individual behavior support plans.
References
  • Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343.
High Leverage Practices (HLPs)
Practices that are based on best-available research evidence and field consensus, reflect practices that are frequently used in the classroom, and considered critical for special educators, kindergarten through twelfth grade, because of their high potential to improve student outcomes, and which can be taught in teacher preparation programs.
References
  • McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team.. Arlington, VA: Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability, and Reform.
  • McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331337.
Instruction
A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.
References
  • Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44.
  • Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38(1), 4-10.
  • Division for Early Childhood. (2015). DEC recommended practices glossary.
Intervention
A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.
References
  • Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson.
  • Division for Early Childhood. (2015). DEC recommended practices glossary.
Play
A distinct developmental domain characterized by activities with objects and people that capture a child’s attention and interest as they experiment, try new ideas and roles, investigate laws of nature, and represent what they know about and are learning from ongoing events. As a context for learning, play skills can be operationalized, predicted, and a focus of intervention and instruction with children’s learning goals embedded in indoor and outdoor play activities.
References
Strength-based
Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient and self-determined.
References
  • Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Supporting literature and resources which may be assigned as readings for pre-service and in-service learners and most align with the introduction of evidence-based practice for adult learners.

All Components
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education.
  • Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. (DEC Recommended Practices Monograph Series No. 1). DEC.
  • Snyder, P.A., & Hemmeter, M.L. (Eds.). (2018). DEC recommended practices monograph series no. 4 Instruction: Effective strategies to support engagement, learning, and outcomes. Division for Early Childhood.
Component 6.1
  • Barton, E., Bishop, C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blended practices for all children. Young Exceptional Children Monograph, 16, 73-96.
  • Battaglia, D. (2017). Functional communication training in children with autism spectrum disorder. Young Exceptional Children, 20(1) 30-40.
  • Christensen-Sandfort, R. J., & Whinnery, S. B. (2013). Impact of milieu teaching on communication skills of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 32(4), 211- 222.
  • Division for Early childhood. (2013). Frameworks for the response to intervention in early childhood: Description and implications. Division for Early Childhood.
  • Guan, C-L.D., & Cheatham, G.A. (2018). Bilingual vocabulary development for dual language learners with disabilities: Two research-based approaches. Young Exceptional Children, 21(3), 142-156.
  • Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How can I help? Prompting procedures to support children’s learning. Young Exceptional Children, 16(4), 31-39.
  • National Association for the Education of Young Children. (2020). NAEYC Position Statement on Developmentally Appropriate Practice. NAEYC.
Component 6.2
  • Akamoglu, Y. & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20(1), 41-50.
  • Curiel, E.S.L., & Sainato, D.M. (2016). Teaching your tot to talk: Using milieu teaching strategies. Young Exceptional Children. 19(1), 39-47.
  • Hatcher, A., & Page, J. (2020). Parent-implemented language intervention for teaching Enhanced milieu teaching strategies to parents of low-socioeconomic status. Journal of Early Intervention, 42(2), 122-142.
  • McCollum, J. (2015). From qualities of interaction to intervention practices: Using what comes naturally. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 87–98). Division for Early Childhood.
  • McCollum, J.A., Santos, R.M., & Weglarz-Ward, J.M. (Eds.). (2018). DEC recommended practices monograph series no. 5 interaction: Enhancing children’s access to responsive interventions. Division for Early Childhood.
Component 6.3
  • Catalino, T., & Meyer, L.E. (2015). Environment: Improving access and participation. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 53-63). Division for Early Childhood.
  • Catalino, T., & Meyer, L.E. (2016). DEC recommended practices monograph series no. 2 environment: Promoting meaningful access, participation, and inclusion. Division for Early Childhood.
  • Dennis, L. R., Lynch, S. A., & Stockall, N. (2012). Planning literacy environments for diverse preschoolers. Young Exceptional Children, 15(3), 3-19.
  • Donegan-Ritter, M. (2017). STEM for ALL children preschool teachers supporting engagement of children with special needs in physical science learning centers. Young Exceptional Children, 20(1), 3-15.
  • Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. N. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35(1), 40-60.
  • Hardy, J.K., & Hemmeter, M.L. (2020). Designing inclusive science activities and embedding individualized instruction. Young Exceptional Children. 23(3), 119-129.
  • Irvin, D. W., Boyd, B. A., & Odom, S. L. (2015). Child and setting characteristics affecting the adult talk directed at preschoolers with an autism spectrum disorder in the inclusive classroom. Autism, 19(2), 223-234.
  • Keilty, B. (2020). Assessing the home environment to promote infant-toddler learning within everyday family routines. Young Exceptional Children, 23(4), 199-211.
  • Kemp, C., Kishida, Y., Carter, M., & Sweller, N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28(1), 134-143.
  • Kuder, B.N., & Hojnoski, R.L. (2018). Under construction: Strategic changes in the block area to promote engagement and learning. Young Exceptional Children. 21(2), 76-91.
  • Sandall, S. R., Schwartz, I. S., & Gauvreau, A. (2016). Using modifications and accommodations to enhance the learning of young children with disabilities: Little changes that yield big impacts. In B. R. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early Childhood Education (pp. 349-361). Springer Publishing Company.
  • Schwartz, I. & Woods, J. (2015). Making the most of learning opportunities. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 77-86). Division for Early Childhood.
  • Stone, J. P., Rivera, C. J., & Weiss, S. L. (2016). Literacy-rich environments for young students with significant developmental disabilities. Young Exceptional Children, 15(3), 3-19.
  • Waters, C. (2020). Covering the bases: Pairing sign with spoken word in early childhood settings. Young Exceptional Children. 23(3), 130-142.
Component 6.4
  • Dickinson, S., Shaffer-Hudkins, E., & Mendez, L.M.R. (2020). Treatment for challenging behaviors: Are IDEA Part C interventionists using functional interventions? Journal of Early Intervention, 42(1), 31-48.
  • Green, K.B., Robbins, S.H., & Buckholz, J.L. (2019). Positive behavior interventions and supports: Maximizing the universal tier for young children with or at risk for disabilities. Young Children, 22(1), 6-21.
  • Joseph, J. D., Rausch, A., & Strain, P. S. (2016). Social competence and young children with special needs: Debunking “mythconceptions”. Young Exceptional Children, 1096250615621359.
  • Price, C.L., & Steed, E.A. (2016). Responsive strategies to support young children with challenging behavior. Young Children, 71(5), 36-43.
  • Shepley, C., & Grisham-Brown, J. (2019). Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework. Behavior analysis in practice, 12(1), 235-246.
Component 6.5
  • Barton, E.E., Choi, G., & Mauldin, E.G. (2019). Teaching sequences of pretend play to children with disabilities. Journal of Early Intervention, 41(1), 13-29.
  • Jamison, K. R., Doswell, L. C., & Stanton-Chapman, T. L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young exceptional children, 1096250611435422.
  • Patry, M. B., & Horn, E. (2020). Supporting the play of preschoolers with autism through peer-mediated interventions. Young Exceptional Children, 23(1), 3-14.
  • Pierucci, J., Barber, A., Gilpin, a., Crisler, M., Klinger L. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.
  • Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299-310.
  • Wolfberg, P., Dewitt, M., Young, G.S., & Nguyen, T., (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders, 45(3), 830-845.
Component 6.6
  • Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an Evidence-Based Framework to the Early Childhood Coaching Literature. Topics in Early Childhood Special Education, 35(3), 183-196.
  • Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., & Miller, M. M. (2013). Pick one! Conducting preference assessments with students with significant disabilities. Teaching Exceptional Children, 45(6), 16-23.
  • Division for Early Childhood. (2009). Inclusion. Division for Early Childhood.
  • Kemp, P., & Turnbull, A.P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children. 27(4), 305-324.
  • Rush, D.D., & Shelden, M. (Eds.). (2020). The early childhood coaching handbook (2nd ed.). Brookes Publishing.
  • Salisbury, C.L., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education. 38(1), 1-13.
  • U.S. Department of Health and Human Services & U.S. Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs.
Component 6.7
  • Bagnato, S., Goins, D., Pretti-Frontczak, K., & Neisworth, J. (2014). Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research. Topics in Early Childhood Special Education, 34(2), 1-12.
  • Bishop, C., Shannon, D., & Harrington, J. (2020). Progress monitoring within the embedded instruction approach: Collecting, sharing, and interpreting data to inform instruction. In M. McLean, R. Banerjee, & J. Squires (Eds.), DEC recommended practices monograph series no. 7 assessment: Recommended practices for young children and families. Division for Early Childhood.
  • Cornelius, K. E. (2014). The formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.
  • Division for Early Childhood (2017). Position statement on challenging behavior and young children. Division for Early Childhood.
  • Farran, D.C., Meador, D., Christopher, C., Nesbitt, K.T., & Bilbrey, L.E. (2017). Data-driven Improvement in prekindergarten classrooms: Report from a partnership in an urban district. Child Development, 88(5), 1466-1479.
  • Hojnoski, R. L., Gischlar, K. L., & Missall, K. N. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 2(3), 32-44.
  • Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.). Guilford Press.
  • McCollow, M.M., & Hoffman, H.H. (2018). Evidence-based decision making: A team effort toward achieving goals. Young Exceptional Children. 23(1), 15-23.
  • Pool, J.L., & Hampshire, P. (2020). Planning for the authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children. 23(3), 143.
  • Ruble, L.A., McGrew, J.H., Wong, W.H., & Missall, K.N. (2018). Special education teachers’ perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177- 191.
  • Squires, J. (2015). Guiding principles for accurate and efficient decision-making. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 37-52). Division for Early Childhood.
  • Zweig, J., Irwin, C.W., Kook, J., & Cox, J. (2015, April). Data collection and use in early childhood education programs: Evidence from the Northeast region (REL 2015-084). U.S. Department of Education, Institute of Education Sciences National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.