Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers

Key influences on the initiation and implementation of inclusive preschool programs

This is the publisher's version, also found here: cec.metapress.com

Examining different forms of implementation and in early childhood curriculum research

The purpose of this study was to examine different approaches to assessing implementation in an early childhood curriculum research study. Early childhood teachers in 51 preschool classes located at nationally dispersed sites implemented the Children's School Success curriculum for a school year. Structural (proportion of curriculum delivered) and process (quality of delivery of curriculum) measures of implementation were collected for the literacy, math, and social components of the curriculum. Also, a multiplicative composite score incorporating information from the structural and process measures was calculated. Site differences occurred for the process measure, but not the structural and composite measures. Analysis of the process implementation measures collected across time revealed primarily stable trends across sites. Significant associations were found between measures of implementation and some of the child outcome variables, with the different forms of implementatio

Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation

Correction to the article "Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review." The original article can be found online at https://doi.org/10.1007/ s10803-020-04844-2.Autism Spectrum Disorde

High-level IGF1R expression is required for leukemia-initiating cell activity in T-ALL and is supported by Notch signaling

Notch-driven expression of IGF1R promotes the growth, viability, and transplantability of T-ALL cells

Inclusion for Young Children With Disabilities::A Quarter Century of Research Perspectives

Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of quality and Response to Intervention (RTI), are discussed. In addition, factors that may affect early childhood inclusion in the future are summarized