Kansas Inservice Training System
kits eUpdate Archive
New Brief in the Head Start Series from CLASP
Source: CLASP - February 7, 2012
(2/11/12) CLASP recently published a new analysis based on data from Head Start Program Information Reports (PIR), entitled Putting Children and Families First: Head Start Programs in 2010 (February 2012), by Stephanie Schmit Danielle Ewen. The analysis provides information on Head Start children, families, programs and staff in 2010, as well as information on how the data has changed from 1997 to 2010.
From: NECTAC eNotes - February 10, 2012
A Guide to Effective Consultation with Settings Serving Infants, Toddlers, and their Families
(2/10/12) The U.S. Department of Health and Human Services, Administration for Children and Families (ACF) recently published A Guide to Effective Consultation with Settings Serving Infants, Toddlers, and their Families (December 2011). The Guide defines core knowledge, competencies, and dispositions for consultants working with early care and education programs and settings serving infants, toddlers, and their families, including but not limited to: center-based child care; family child care; Early Head Start (EHS); family, friend, and neighbor care; Part C early intervention, home visiting and early childhood mental health. The development of the guide was a joint effort between the Office of Child Care and the National Infant & Toddler Child Care Initiative and is availble online at this link.
Source: KECCS Update - March 30, 2012
IDEA Dispute Resolution Resource Showcase
Source: Center for Appropriate Dispute Resolution in Special Education - February 3, 2012
(2/10/12) The Center for Appropriate Dispute Resolution in Special Education (CADRE) has developed a Dispute Resolution Resource Showcase – a collection and systematic organization of resources relating to the IDEA's dispute resolution procedural safeguards provisions (Part C and Part B) that may be useful to states and districts as they pursue improvements in their special education dispute resolution systems and processes. Please spread the word about this resource! If you are aware of items that should be added or if you have questions about the Showcase, please contact Amy Whitehorne at CADRE: or (541) 686-5060.
From: NECTAC-eNotes - February 3, 2012
New Get Ready to Read! Website
Source: National Center for Learning Disabilities - January 31. 2012
(2/10/12) Get Ready to Read! has launched a new Website with updated content, and streamlined navigation. The new Get Ready to Read! Website is organized by the following sections:
Screening Tools - Includes the Get Ready to Read! screening tool and the new Early Learning Observation Rating Scale (ELORS) Transition to Kindergarten Toolkit - Includes practical and easy-to-use materials to enhance children's transition to kindergarten Skill-Building Activities - Includes activities and games to support developing literacy skills Early Learning and Childhood Basics - Includes a collection of expert-written articles and other resources on early childhood development, reading, and math. Get Ready to Read! is an initiative of the National Center for Learning Disabilities.
From: NECTAC-eNotes - February 3, 2012
Three New Audio/Video Practice Guides from the Center for Early Literacy Learning
Source: Center for Early Literacy Learning - February 1, 2012
(2/10/12) The Center for Early Literacy Learning ( CELL) has released three new CELLcasts. CELLcasts are audio/video versions of CELL practice guides which are available to view online or download. Baby's First Games includes ideas for parents to support their infants' play with others. Art of Writing helps parents of toddlers encourage scribbling and mark making to develop writing skills. Who's Listening shows parents of preschoolers how to promote private speech to develop early literacy.
CELL is funded by the U.S. Department of Education, Office of Special Education Programs Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.
From:NECTC-eNotes - February 3, 2012
Two new CELLpops for Use by Preschool Classroom Teachers
(12/21/11) The Center for Early Literacy Learning ( CELL) has released two new CELLpops for use by preschool classroom teachers. The CELLpops are interactive web versions of CELL mini-posters that practitioners can use in their classrooms to promote children's early literacy learning. Transitions and Waiting can be used to provide fun and easy ways to incorporate early literacy learning into transitions between classroom activities. Group or Circle Time incorporates early literacy learning into group time in the classroom. The CELLpops and mini posters are available online.
Source: Center for Early Literacy Learning - November 28, 2011
Handouts and Materials from DEC's 2011 Conference Available Online
(12/21/11) The Council for Exceptional Children's Division for Early Childhood hosted its annual conference on November 17-19, 2011. Handouts from the conference are now available online. To find the handouts you are looking for, browse through the conference program, where you will find descriptions of all the sessions, as well as a listing by presenter. Then go to the conference handouts page and click on the time slot of the session you are looking for.
Conference Program - Conference Handouts
Source: Council for Exceptional Children, Division for Early Childhood - December 2, 2011
NIH Study Shows Training Peers Improves Social Outcomes for Some Kids with ASD
(12/21/11) A study, Training Peers Improves Social Outcomes for Some Kids with ASD, funded by the National Institutes of Health (NIH) has found that children with Autism Spectrum Disorders (ASD ) who attend regular education classes may be more likely to improve their social skills if their typically developing peers are taught how to interact with them than if only the children with ASD are taught such skills.
Source: AUCD Updates, December 5, 2011
Research Findings - Preschoolers' Classmates Influence Their Language Skills
(12/21/11) A recent article, Preschoolers' Classmates Influence Their Language Skills, in e! Science News (10/26/11) discusses findings from a new study, which suggest that preschool students affect one another's language development and relatively less-skilled students seem to be more affected than highly skilled students. The authors question the practice seen in many publicly-funded programs of placing disadvantaged children with relatively low skill levels with similarly performing peers.
Source: Natural Resources, Dec. 7, 2011
Research Synthesis Points on Quality Inclusive Practices
(12/21/11) The National Professional Development Center on Inclusion (NPDCI) recently published "Research Synthesis Points on Quality Inclusive Practices," which provides brief descriptions and supporting references for evidence-based and promising practices that support early childhood inclusion. It is organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in the Joint Position Statement on Early Childhood Inclusion of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Source: AUCD , Dec. 8, 2011
Part C Updates, 12th Edition
(12/1/11) The Data Accountability Center provides a compilation of resources on the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA). Section I contains information on Part C program administration, funding appropriations, and trend data related to the numbers of children served, the settings in which children receive services and the status of children exiting Part C from the Data Accountability Center. Section II contains resources on Part C program implementation, including: federal regulations, states' Part C rules, regulations, and policies, OSEP policy clarification letters, and a bibliography of selected online publications and journal articles related to the implementation of Part C published in 2010-2011. Section III includes federal and state level Part C program contact information.
Section 619 Profile, 18th Edition
(12/1/11) The 2011 edition of Section 619 Profiles, updates information provided by state coordinators on state policies, programs, and practices under the Preschool Grants Program (Section 619 of Part B) of the Individuals with Disabilities Education Act (IDEA). Information includes: program administration, funding, interagency coordination, personnel, transition, monitoring, use of IEPs/ IFSPs, family-centered services, standards and outcomes, pre-kindergarten programs, initiatives for special populations, and services in least restrictive environments (LRE). The volume also includes a compilation of information on the Section 619 program from other sources: federal and state policies, a bibliography of selected online publications and journal articles related to the implementation of Section 619 published in 2010-2011, contact information for state and jurisdictional program coordinators, and program data from the Data Accountability Center.
Source: nectac enotes - Nov. 18, 2011
Language and Early Literacy Activities: Free and Reproducible
(12/1/11) Washington Learning Systems is making available, at no cost, activities for supporting the literacy of young children (0-5) in English, Spanish, Vietnamese, Mandarin, Somali, Burmese, and Russian. These materials are appropriate for children with disabilities as well as children who are developing typically and can be used effectively in home, community, and educational settings. Each activity includes a description and hints for making the activity fun and developmentally appropriate. An activity checklist can be used to help family members and caregivers notice skill development and to examine and grow their own interactions with children.
The materials are made available by Angela Notari-Syverson and colleagues, and may be copied and distributed as long as they are not sold. To download materials go to Washington Learning Sysems, and click on the button that says "Literacy Resources" on the tool bar at the top of the page. You will need to create a logon account using your email address and a password.
Source: Natural Resources - Nov. 30, 2011
Tots 'n Tech November 2011 Newsletter: Helpdesk
Source: Tots 'n Tech Research Institute - Retrieved November 30, 2011
(12/1/11) This edition shows you how to use our new website and our special resource -- the TnT Helpdesk. The Helpdesk is a searchable database that you may use to find adaptation or AT solutions for everyday situations. Information is presented through various media (e.g., website; video) and is searched by starting with a functional skill such as communication/socialization or getting around. If you would like to read and/or download previous issues of the newsletter, please visit their website at this link.
Source: Tots 'n Tech - Dec. 1, 2011
A Practical Guide to the Use of Tele-Intervention in Providing Listening and Spoken Language Services to Infants and Toddlers who are Deaf or Hard of Hearing
Source: National Center for Hearing Assessment and Management
(10/31/11) This guide, from the National Center for Hearing Assessment and Management at Utah State University, explores the potential of distance technologies to serve children with hearing loss and their families and provides practical information to programs and individuals interested in using tele-intervention to provide family-centered early intervention to families of children who are deaf/hard of hearing who have chosen a spoken language outcome at: http://www.infanthearing.org/ti-guide/
From: AUCD - October 28, 2011
Tots 'n Tech October 2011 Newsletter: Smart Tables
Source: Tots 'n Tech Research Institute - Retrieved October 28, 2011
(10/31/11) The Tots 'n Tech Research Institute's October 2011 newsletter is now available online. It contains information about the SMART Table, which is an extension of the SMART Board. The SMART Table allows children to work together on one surface and it was designed specifically to promote collaboration, discussion, and social relationships. This issue and previous issues of the Tots 'n Tech newsletter are available online at http://tnt.asu.edu/home/news
From: NECTAC eNotes- October 28, 2011
New CELLcasts from the Center for Early Literacy Learning
Source: Center for Early Literacy Learning - October 25, 2011
(10/31/11) The Center for Early Literacy Learning (CELL) recently released three new CELL casts. CELL casts are audio/video versions of CELL practice guides which are available to view online or download. Infant Finger Drawing includes ideas for parents to help develop their infant's pre-writing skills through finger painting and drawing. I Wanna Be a Storyteller includes many ideas for encouraging toddlers to tell their favorite stories. Adventure in a Box encourages parents to create a shoebox full of crayons, markers, pencils, and paper for many writing opportunities. The CELL casts are available at http://www.earlyliteracylearning.org/ta_cellcasts1.php
From: NECTAC eNotes - October 28, 2011
New Video - Child Outcomes Step by Step
Source: Early Childhood Outcomes Center - Retrieved October 7, 2011
(10/12/11) A new video illustrating the three child outcomes adopted by the U.S. Department of Education's Office of Special Education Programs (OSEP) and reported on by all states as part of their Annual Performance Report is now freely available for downloading or viewing online. Child Outcomes Step by Step can be used for professional development, orienting families, or introducing the outcomes to policymakers, funders and others in the community. To learn more, go to http://www.fpg.unc.edu/~eco/pages/videos.cfm
The video is a collaborative effort of Results Matter, Colorado Department of Education, the Desired Results access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division, and the Early Childhood Outcomes Center, funded by OSEP.
From: NECTAC eNotes - Oct. 7, 2011
OSEP Spanish Glossary Available Online
Source: Region 1 Parent Technical Assistance Center - Retrieved September 23, 2011
(10/12/11) A new Spanish glossary of educational terms related to the implementation of the Individuals with Disabilities Education Act (IDEA) is now available online. The glossary is the result of the collective and collaborative efforts of 18 Parent Centers funded by the U.S. Department of Education's Office of Special Education Programs (OSEP). It was developed to ensure that IDEA terms used in documents for parents are translated in a uniform and comprehensible way across states, geographical regions, and communities of Spanish speakers. The OSEP Spanish Glossary is available online at http://www.neparentcenters.org/glossary/index.html
From: NECTAC - Sept. 27, 2011
Knowledge Path for Autism Spectrum Disorders
Sources: Maternal and Child Health Library; NECTAC eNotes
(10/12/11) A knowledge path about autism spectrum disorders (ASD) has been compiled by the Maternal and Child Health Library at Georgetown University. It offers a selection of current, high-quality resources about ASD screening and diagnosis, treatment and intervention, communication, education, vocational challenges, and impact on family life. Separate sections identify resources that address early identification, early intervention and education, concerns about vaccines, and environmental health research. It is updated periodically and is available at http://www.mchlibrary.info/KnowledgePaths/kp_autism.html
Sources: Natural Resources - Sept. 28, 2011
Policy Brief and Video on Early Language and Literacy Development
Source: Zero to Three Policy Center - Retrieved June 17, 2011
(9/11) Zero to Three has released a policy brief and video illustrating how early language and literacy development contribute to a child's success throughout life. The policy brief is available at http://www.zerotothree.org/public-policy/policy-toolkit/early-literacywebmarch1-6.pdf. (10/12/11) The video is no longer available.
From: Natural Resources - Sept. 15, 2010
Final IDEA Part C Regulations Released
Source: U.S. Department of Education - September 6, 2011
(9/11) On September 6, 2011, the U.S. Department of Education announced the release of the final regulations for the early intervention program under Part C of the Individuals with Disabilities Education Act. An unofficial, prepublication copy is now available online at http://www2.ed.gov/policy/speced/reg/idea/part-c/index.html
From: NECTAC - Sept. 6, 2011
New Videos from the Results Matter Video Project
(9/11) Larry Edelman and The Results Matter Video Project team have recently added two new sections and posted more than 30 new videos to their free Video Library at: http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm. Take a look around, watch the clips online or download them for free for use in activities such as professional development, team meetings, observation practice, and parent orientation. Below are some highlights of recent additions.
Early Care and Education: There are 10 videos in this section in which teachers share stories and illustrate the ways in which they are using video in their work. Be sure to watch Watching Video Documentation with Children.
Early Intervention: There are 6 stories in this section. Reflections During the Final Home Visit is still a favorite.
Clips for Practicing Observation, Documentation and Assessment Skills: We recently added more than 20 clips and we now have 48 clips of children participating in typical preschool routines and activities. These clips were produced to be used in professional development activities to give early care and education providers an opportunity to practice observation, documentation, and authentic assessment skills. Five of these clips are in a Spanish speaking classroom. The run times of the clips are from about one to six minutes.
General Interest: In this section of 3 clips, you'll find our overview of "What is Authentic Assessment."
Using Technology for Authentic Assessment: We're very excited about this new section. There are three new clips illustrating how teachers are using digital video, iPhones, and iPods to document children's learning and progress. There is also a great illustration of sharing digital video with families in Aurelius Reading at Naptime. Many of the providers in our video project have found it useful to be able to do basic video editing for documentation and other purposes, so we produced a tutorial, Using MPEG Streamclip to Edit Video Files, that shows step-by-step instructions for using a free application to edit and compress digital video files.
Practices Here and There: The videos found on in this new section highlight practices used by programs that participate in the Results Matter Video Project. We recently posted 7 new clips illustrating practices such as coaching, dialogic reading, and The Incredible Years.
From: Natural Resources - Aug. 17, 2011
Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit
(9/11) The Center for Early Childhood Mental Health Consultation has published a toolkit designed to assist mental health consultants in guiding teachers, teams, and families in developing and implementing an individualized plan of support that results in a reduction of challenging behavior in young children and the promotion of communication and social skills. Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit (August 2011), by Kwang-Sun Cho Blair and Lise Fox, is available online at http://www.ecmhc.org/facilitating_toolkit.html
Source: Center for Early Childhood Mental Health Consultation - Retrieved September 9, 2011
Children Who are Deaf/Hard of Hearing: State of the Educational Practices
(9/11) Project Forum at the National Association of State Directors of Special Education has published a new brief policy analysis, Children Who are Deaf/Hard of Hearing: State of the Educational Practices(September 2011), by Eileen Ahearn, which is based on surveys sent to directors of special education and IDEA Part C coordinators. It includes information on state screening practices, schools for the deaf, services provided, professional development, funding, changes since cochlear implants became available, and challenges. It is available online at http://projectforum.org/docs/ChildrenWhoareDeaf-HOH-StateoftheEducationalPractice.pdf
Source: Project Forum - September 2, 2011
Resources to Support the Social Emotional Health of Young Children
(8/22/11) The Center for Early Childhood Mental Health Consultation has developed a series of online tutorials, the latest of which is Tutorial 7: Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age 5 (http://www.ecmhc.org/tutorials/social-emotional/index.html). Tutorial 7 provides users with a detailed understanding of the behaviors related to social and emotional health in infants and young children. It also includes strategies that adults can use to support these behaviors within every day routines and settings. Information about other tutorials in the series is available at http://www.ecmhc.org/tutorials/index.html
From: Natural Resources - August 10, 2011
Early Educator Competencies: New Concept Paper
Source: National Professional Center on Inclusion - August 19, 2011
(8/22/11) The National Professional Center on Inclusion has released a concept paper identifying issues and providing guidance to states as they develop early educator competencies in the context of inclusion. Key issues include ensuring competencies reflect emerging research on effective practices for working in inclusive settings with children with and without disabilities, as well as linking early educator competencies with quality professional development opportunities, accountability systems, and other components of a comprehensive early childhood system. Competencies for Early Childhood Educators in the Context of Inclusion: Guidance and Issues for States (2011)
From: NECTAC - August 19, 2011
CONNECT Launches Free Web-Based Module on Dialogic Reading Practices
Source: CONNECT: The Center to Mobilize Early Childhood Knowledge - August 19, 2011
(8/22/11) CONNECT: The Center to Mobilize Early Childhood Knowledge has released a new, free CONNECT Module on dialogic reading practices. Meet Tenisha, a pre-K teacher who notices that some children are not paying attention during storybook reading, and learn how she implements dialogic reading practices to engage the children and help them develop language and literacy skills. CONNECT Modules are free online modules that include high quality videos, handouts and activities based on real life, practice-focused dilemmas.
Module 6: Dialogic Reading Practices -
From: NECTAC - August 19, 2011
The Importance of Early Intervention for Infants
and Toddlers with Disabilities and their Families
(7/11/11) The Infants and Toddlers with Disabilities Program (Part C) of the Individuals with Disabilities Education Act (IDEA) was created in 1986 to enhance the development of infants and toddlers with disabilities, minimize potential developmental delay, and reduce educational costs to our society by minimizing the need for special education services as children with disabilities reach school age. This fact sheet provides a brief overview of the Part C program and quick facts from the research on early brain development, the importance of intervening early, the benefits of early intervention, and current unmet needs. It is meant to be used as a tool to communicate with policymakers, pediatricians, families, and community leaders about the importance of high quality services for infants and toddlers with or at risk for developmental delays and their families. Download at no charge from http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf
From: Natural Resources - June 22, 2011
Study on How Home Learning Environments Impact School Readiness
Source: Science Daily - Retrieved June 21, 2011
(7/11/11) The June 21, 2011 issue of ScienceDaily includes findings from a study that looked at the home environments of more than 1,850 children from households at or below the federal poverty line. Results showed that factors such as levels of shared reading, exposure to frequent and varied adult speech, and access to children's books had an impact on school readiness skills. For example, children whose learning environments were consistently low in quality from ages 1-5 were much more likely to have delays in language and literacy skills than children whose environments were uniformly high at these ages. These results highlight the importance of the first years of a child's life and how interventions can make a difference. To learn more, see http://www.sciencedaily.com/releases/2011/06/110620112108.htm
Journal Reference: Rodriguez, E. T., Tamis-LeMonda, C. S., (2011). Trajectories of the home learning environment across the first 5 years: Associations with children's vocabulary and literacy skills at prekindergarten. Child Development, Article first published online June 16, 2011, doi: 10.1111/j.1467-8624.2011.01614.x
From: NECTAC eNotes - June 24, 2011
Resources on Temperament in Infants and Toddlers
Source: Center on the Social and Emotional Foundations for Early Learning; Center for Early Childhood Mental Health Consultation
(7/11/11) The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has released its 23rd What Works Brief, Understanding Temperament in Infants and Toddlers, which explains why temperament is important, provides some clarifications about temperament, and explains how to use what you know about temperament to promote positive social-emotional development and behavior. A handout called the Temperament Continuum is also provided to help you analyze where your temperament is similar and different to the children you care for. It is available at http://csefel.vanderbilt.edu/resources/wwb/wwb23.html
The Center for Early Childhood Mental Health Consultation has developed a tool to help parents and caregivers to explore their own temperament traits, as well as those of a child for whom they provide care. Results from using the Infant Toddler Temperament Tool support parents and caregivers in understanding how adult and child similarities and differences in temperament traits may affect "goodness of fit" and provide tips to foster the unique temperament of each child within their care. Find the Tool and related information at http://www.ecmhc.org/temperament/index.html
From: Natural Resources - July 7, 2011
Resources for Working Effectively with Children with Autism Spectrum Disorder
(6/8/11) Source: National Professional Development Center on Autism Spectrum Disorder and the IDEA Partnership - Retrieved April 13, 2011
The National Professional Development Center on Autism Spectrum Disorder (NPDC on ASD) has identified 24 evidence-based practices for working effectively with individuals with autism spectrum disorder and is in the process of developing free online modules for each of these practices. Evidence-based practice briefs for these 24 practices have also been developed. These include an overview of the practice, directions for implementation, an implementation checklist, the evidence base for the practice, and supplemental materials.
Additionally, the IDEA Partnership has added new resources to its Collection on Autism Spectrum Disorder, including: an updated Glossary, Resource Guide, new Dialogue Guides, and a new PowerPoint with Presenter Guide on Functional Behavioral Assessment. To learn more, go to http://ideapartnership.org/index.php?option=com_content&view=article&id=1493
From: Natural Resources - June 8, 2011
"Brain Hero" - A New 3-Minute Video from the Center for the Developing Child at Harvard University
(6/8/11) Source: Center for the Developing Child at Harvard University - Retrieved May 27, 2011
The Center for the Developing Child at Harvard University has released a new 3-minute video entitledBrain Hero (2011) that adapts the visual sensibility of interactive game models to a video format. Based loosely on such games as "Guitar Hero," "SimCity," and "The Game of Life," the video portrays how actions taken by parents, teachers, policymakers, and others can impact life outcomes for both the child and the surrounding community. To learn more and to watch the video, go to http://developingchild.harvard.edu/library/multimedia/brain_hero/
From: Natural Resources - June 15, 2011
Early Identification of Autism Spectrum Disorders Learning Module Available
(6/8/11) The National Professional Development Center on Autism Spectrum Disorders (ASD) recently posted a new on-line module on the early identification of ASD. The module comes with videos (including home movies of babies who later develop ASD), case studies and other resources. http://autismpdc.fpg.unc.edu/content/early-identification-asd-module
From: AUCD listserve
New "CELLpops" for Literacy Learning in Preschool Classrooms
(5/11) Source: Center for Early Literacy Learning - May 12 2011
The Center for Early Literacy Learning (CELL) has released two new "CELLpops" for use in preschool classrooms. "CELLpops" are interactive web versions of CELL mini-posters that teachers can use with children in their classrooms. Music and Movement and Meals and Snacks provide practitioners fun and simple ways to incorporate literacy learning opportunities into musical activities as well as routine meal and snack times. [Note: Parent versions are available in English and Spanish for use in home and community activities.] The CELLpops and CELL mini posters are available at http://www.earlyliteracylearning.org/ta_cell_pop1.php. CELL is funded by the U.S. Department of Education, Office of Special Education Programs Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.
From: NECTAC eNotes - May 12, 2011
Research on the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders
(5/11) Source: Institute of Education Sciences - May 18, 2011
The May 2011 newsletter from the Institute of Education Sciences (IES) highlights new research findings on the LEAP model of early intervention for young children with autism spectrum disorders. With funding from the National Center for Special Education Research, the developers of LEAP implemented a new experimental evaluation comparing full implementation to a reduced model based only on access to materials. They found that providing preschool teachers with LEAP training and mentoring resulted in greater fidelity of implementation and more positive child outcomes when compared to teachers who were only given the training manuals and materials. To read the full article, go to [link no longer available]
From: NECTAC eNotes - May 20, 2011
Part C Eligibility Considerations for Infants and Toddlers Who Are Deaf or Hard of Hearing
(5/11) Source: National Center for Hearing Assessment and Management and the IDEA Infant and Toddler Coordinators Association - Retrieved May 17, 2011
A new document, Part C Eligibility Considerations for Infants and Toddlers who are Deaf or Hard of Hearing (2011), is now available from the National Center for Hearing Assessment and Management and the IDEA Infant and Toddler Coordinators Association. The purpose of this document is to provide information that will assist people responsible for state Part C systems in: Making informed evidence-based decisions as they develop or review eligibility criteria related to infants and toddlers who are deaf or hard of hearing. Determining the appropriate personnel to participate in eligibility determination and the development of an Individualized Family Service Plan to address service needs of the child and family. Providing resource information to families of children who do not meet the eligibility criteria established by the state's Part C program.
It is available at http://www.infanthearing.org/earlyintervention/part_c_eligibility.pdf
From: NECTAC eNotes - May 20, 2011
Ideas for Using the iPad with Young Children with Disabilities
(5/11) Source: Tots 'n Tech Research Institute - Retrieved May 19, 2011
The Tots 'n Tech Research Institute's April 2011 newsletter is now available online. It contains information about iPads and how they can be used with young children with disabilities. To access the newsletter, go to http://tnt.asu.edu/home/news
From: NECTAC eNotes - May 20, 2011
Relation Between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities
(5/11) A study by David K. Dickinson, Vanderbilt University and Michelle V. Porche, Wellesley College found that pre-K teachers' use of sophisticated vocabulary during informal conversations with children predicted children's kindergarten vocabulary which in turn correlated with fourth grade word reading. It also correlated with children's kindergarten print ability and thus indirectly affected 4th grade reading comprehension. Access the full article at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01576.x/full
From: Natural Resources, May 26, 2011
Updated Teaching Tools for Children with Challenging Behavior Includes Strategies for Toddlers
(4/11) The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has updated its Teaching Tools for Young Children (TTYC) to include strategies for toddlers. The teaching tools give teachers practical strategies to create a plan to support young children who are having challenging behavior, including prevention, intervention, and response strategies. In addition, there is an expanded manual that includes using TTYC with toddlers, a decision tree, forms for teaming, tips for consultation to the classroom, and guidance on assessing implementation and outcomes. To learn more, go to http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved March 25, 2011
From: NECTAC eNotes March 25, 2011
Report: The Economic Value of the Early Childhood Sector
(4/11) The Partnership for America's Economic Success has released a new research brief that estimates the annual value of U.S. resources devoted to children from birth to age 5 at close to 2.9% of the gross domestic product. The analysis is meant to help policy makers: recognize the size and scope of the early childhood sector; assess current unmet needs and inefficiencies in the early childhood sector; and evaluate how their decisions affect the early childhood sector and the economic and social benefits it produces. http://www.readynation.org/uploads/20110211_ECSReportFormatted.pdf
From: AUCD Resources 3/31/11
Supporting Successful Transitions to Kindergarten
(4/11) The research brief Getting Parents Ready for Kindergarten: The Role of Early Childhood Education from Harvard Family Research Project's Holly Kreider presents evidence that family involvement in young children's education may contribute not only to a smooth transition to elementary school for children, but also for parents, by helping to prepare them for later involvement in their children's learning. This brief draws from the literature on transition, findings from the School Transition Study at Harvard Family Research Project, and recommended practices from early childhood professionals. Download the text at http://www.hfrp.org/content/download/1164/48669/file/kreider.pdf
From: Natural Resources 3/31/2011
"Learn the Signs, Act Early" Program
(2/11) The Centers for Disease Control and Prevention's (CDC) "Learn the Signs, Act Early" program seeks to improve early identification of children with autism and other developmental disabilities. The program recently released two new resources for parents:
Milestone Moments - This 42 page booklet includes milestone checklists and tips to help parents support their child's development from age 2 months to 5 years, and guidance about what to do if developmental concerns arise.
English - http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/MilestoneMomentsEng508.pdf
Track Your Child's Developmental Milestones - This brochure includes a checklist of key milestones from 6 months to 4 years and a message for parents about the tracking their child's milestones and what to do if developmental concerns arise.
English - http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TrackChildsDevMilestonesEng.pdf
Spanish -http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TrackChildsDevMilestonesSpanish.pdf
Programs interested in using the brochure for public awareness activities can request customization by sending an email to ActEarly@cdc.gov and providing the local contact information and logos to be included.
Centers for Disease Control and Prevention - Retrieved February 21, 2011
From: NECTAC eNotes February 25, 2011
Research Synthesis Examines Nursery Rhyme Experience and Knowledge as Determinants of Later Literacy Abilities
(2/11) The Center for Early Literacy Learning (CELL) has published the following new CELL review: Relationship Between Young Children's Nursery Rhyme Experiences and Knowledge and Phonological and Print-Related Abilities (2011). This research synthesis examines nursery rhyme experience and knowledge as determinants of later literacy abilities. It is available at http://www.earlyliteracylearning.org/cellreviews/cellreviews_v4_n1.pdf
Center for Early Literacy Learning - February 21, 2011
From: NECTAC eNotes February 25, 2011
Free New Videos to Support Your Work
(2/11) Over the past few years, the Colorado Department of Education's Results Matter Program has been building a Video Library to provide illustrations of children participating in typical activities that can be used for practicing observation, documentation, and assessment skills in professional development programs. More than 20 new videos have recently been added. You can watch the videos online or download the free clips for use in educational and professional development activities. The clips are available at http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm
New additions to the library include:
- Watching Video Documentation with Children - This video illustrates how watching video documentation with children can be used a strategy for assessment and can enhance children's engagement in activities and choice-making. (Runtime: 3:49)
- Finley's Parent-Teacher Conference - This video shows highlights of a parent-teacher conference. The meeting occurred during the half hour before school began and the parent brought two of her children, her preschooler and infant, along with her. The video illustrates a variety of practices, including using engaging open-ended questions, active listening, positive ways to share information with families, having strengths-based discussions, and sharing photo and video documentation with families. (Runtime: 11:03)
- Documentation as a Habit - This video illustrates the exemplary documentation practices of Kim Moroze and her staff at Emerald Preschool, Boulder Valley School District. The teaching team and parents discuss and illustrate uses of observation notes, photography, and video. (Runtime: 8:03)
- 27 New Clips for Practicing Observation, Documentation, and Assessment Skills in Preschool Settings - These clips were developed to be used in professional development activities to give early care and education providers an opportunity to practice observation and documentation skills. (Runtime: varies)
From: Natural Resources Feb 23, 2011
Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices
(2/11) In 2009, the U.S. Government Accountability Office (GAO) released findings of cases in which the use of seclusion and restraint to control the behavior of children with disabilities and/or challenging behavior were abused to the point that children were physically and psychologically injured. Some children even died while being restrained. The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has released a new document that reviews concerns about the use of seclusion and restraint and discusses positive strategies to prevent behaviors that could lead to the use of these invasive and potentially-dangerous practices. Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices (February, 2011), by Glen Dunlap, Cheryl Ostryn, & Lise Fox, is available online at http://www.challengingbehavior.org/do/resources/documents/brief_preventing.pdf
From: Technical Assistance Center on Social Emotional Intervention for Young Children - February 8, 2011
Quality Indicators of Inclusive Programs/Practices:
A Compilation of Selected Resources
(12/16/10) National Early Childhood Technical Assistance Center staff have identified current and readily available resources that can help support high quality inclusive practices in this downloadable compilation. Excerpts and adaptations of each resource are provided to help users to easily see what each resource has to offer and to encourage further examination via links. National and state-developed resources contained within this document have been designed for a variety of audiences, and may be useful for families, practitioners, program administrators, professional development providers, researchers, and state administrators. Download the compilation at http://www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf
Teaching a Child to Become Independent with Daily Routines
(12/16/10) The Center on the Social and Emotional Foundations for Early Learning has published a new Family Tool to help family members and caregivers understand what self-help skills can be expected from young children and to provide tips for helping children learn how to become more independent with daily routines. It is available online at http://csefel.vanderbilt.edu/documents/teaching_routines.pdf
Source: Center on the Social and Emotional Foundations for Early Learning
Division for Early Childhood Position Statement on Cultural and Linguistic Diversity
(12/16/10) The Council for Exceptional Children's Division for Early Childhood recently released a position statement on cultural and linguistic diversity, entitled Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (September 2010). The position statement describes seven characteristics of responsive early childhood programs that honor the values and practices of families being served and of people providing the services. The full position statement, as well as an executive summary, are available online at http://www.dec-sped.org/Professionals/Position_Statements_and_Concept_Papers
Source: Council for Exceptional Children, Division for Early Childhood; NECTAC eNotes
Embedding Assistive Technology
(12/16/10) The December 2010 edition of the Tots-n-Tech newsletter contains information on embedding assistive technology into children's daily activities and routines. To read and/or download this and previous issues of the newsletter, visit the website: http://tnt.asu.edu/home/news.
Source: Tots-n-Tech Mailing List
Roadmap 5- Family-Focused Interventions for Promoting
Social-Emotional Development in Infants and
Toddlers with or at Risk for Disabilities
(11/10) The latest installment of the popular TACSEI Roadmap series examines family-focused services and practices that promote social-emotional development of children served in Part C. The specific focus of Roadmap 5 is on interventions that influence parenting practices for infants and toddlers with or at risk for disabilities. To read this Roadmap or any of the the previous issues in the TACSEI Roadmap to Effective Intervention Practices series, please visit the TACSEI website http://www.challengingbehavior.org/do/resources/documents/roadmap_5.pdf
Source: TACSEI & CSEFEL October Updates enewsletter
Systematic Review of Pre-K Curricula
(11/10) A recent paper from colleagues at Johns Hopkins University reviews and summarizes evaluations of 28 pre-k curricula, and uses the findings to rate the curricula's relative impact on learning. The authors employed a range of ratings, from "strong evidence of effectiveness" to "limited evidence of effectiveness." They also included a category for insufficient evidence. Of the 28 curricula, six were found to have strong evidence, five had moderate evidence and seven had limited evidence. All of the evaluations reviewed focused on cognitive outcomes, such as literacy and math skills, and most examined impacts through the end of the pre-k or kindergarten year, with a few tracking children's longer-term progress.
The researchers note that curricula with greater cognitive impacts tend to include specific, clearly defined objectives and well-designed learning experiences that support those objectives. The activities are highly interactive, emphasize giving children choices and foster their self-regulation ability. Successful curricula also provide teachers with sophisticated and continuous support for high-quality implementation. The full report is available at http://www.bestevidence.org/word/early_child_ed_Sep_22_2010.pdf A 9-page summary is also available at http://www.bestevidence.org/word/early_child_ed_Sep_23_2010_sum.pdf
Source: Pre-K Picks
Understanding Your Child's Behavior:
Reading Your Child's Cues from Birth to Age Two
(10/10) New Family Tool Available from CSEFEL Children's behavior has meaning—it's just that adults don't always understand what the meaning is. In the early years, before children have strong language skills, it can be especially hard to understand what a baby or toddler is trying to communicate. This new resource from CSEFEL will help you better understand your child's behavior cues and help you respond in ways that support his or her healthy social and communication development. Visit the CSEFEL website to download this important new resource as well as other functional fact sheets from the CSEFEL Parent Training Modules. Download the series on Teaching Your Child to: Identify and Express Emotions, Cooperate with Requests, Become Independent with Daily Routines, and Make the Most of Playtime. http://csefel.vanderbilt.edu/
Source: TACSEI/CSEFEL Aug-Sept Update
TACSEI Website Gets a New Look
(10/10) If you haven't visited TACSEI lately, take a look to see how we have improved our site! In addition to a cleaner overall design, new features include an updated homepage with streamlined navigation and a useful new menu bar that is visible at the bottom of every page. "Quick Links" have been included to help you to find specific content on the site right away. http://www.challengingbehavior.org
Source: TACSEI/CSEFEL Aug-Sept Update
New Connect Module on Communication for Collaboration
(10/10) CONNECT has released a new module focused on communication practices that can be used to promote collaboration with professionals and families in early care and education, and intervention settings. CONNECT modules are free and designed using an evidence-based approach to professional development. Resources include video clips, activities, and handouts. The modules are focused on teaching and intervening effectively with young children in a variety of early learning environments and inclusive settings and are designed to be embedded into existing curricula, coursework and other professional development opportunities. To learn more and to access CONNECT Module 3: Communication for Collaboration, go to http://community.fpg.unc.edu/connect-modules
Source: CONNECT: The Center to Mobilize Early Childhood Knowledge
New Video From CELL on Identifying Child Interests
(10/10) The Center for Early Literacy Learning recently published a new CELL video entitled Child Interests – Interests Lead to Learning (2010). This video can be used by parents or practitioners to explore how to identify a child's personal and situational interests, and how those interests can be used for early literacy learning. It is available online at http://www.earlyliteracylearning.org/interests_lead_to_learn.php. CELL is funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.
Source: Center for Early Literacy Learning - September 28, 2010
New Autism Internet Modules Available Online
(9-7-10) The Autism Internet Modules (AIM) Web site, hosted by the Ohio Center for Autism and Low Incidence (OCALI), has posted a number of new AIM modules, including: Antecedent-Based Interventions, Computer Aided Instruction, Functional Communication Training, Naturalistic Interventions, Parent Implemented Interventions, Prompting, Reinforcement, Response Interruption/Redirection, Self-Management, Task Analysis, and Time Delay. To access the modules, register for a free account at http://www.autisminternetmodules.org/
Content for these modules was developed by the National Professional Development Center on Autism Spectrum Disorders. To learn more, go to http://autismpdc.fpg.unc.edu/
Source: National Professional Development Center on Autism Spectrum Disorders
Act Early Milestone Quiz - Widget Available
(9-7-10) The Centers for Disease Control and Prevention (CDC) have a new milestone quiz available on the "Learn the Signs, Act Early" home page at http://www.cdc.gov/ncbddd/actearly/index.html. The quiz is a fun way for parents to learn about developmental milestones. It's also available as a widget application that can be added to your Web page simply by copying the code. As CDC updates the widget, it will automatically update on your site, too. This widget and others from CDC can be found at http://www.cdc.gov/NCBDDD/socialmedia/widgetGallery.html.
Source: Centers for Disease Control and Prevention
Guidelines and Videos on Social-Emotional Skills for Young Children
(9-7-10) The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has several new resources available online, including:
- How Do I Decide? Series of Guidelines - http://www.vanderbilt.edu/csefel/resources/guidelines.html The first two installments in this new series provide guidelines on: How to Choose a Social-Emotional Curriculum and When to Seek Outside Help for Children's Problem Behavior.
- Online Videos - http://www.vanderbilt.edu/csefel/resources/videos.html Two CSEFEL videos, Promoting Social Emotional Competence and Practical Strategies for Teaching Social Emotional Skills, can now be viewed online in their entirety.
Source: Center on the Social and Emotional Foundations for Early Learning
Practice Guides with Adaptations for Infants, Toddlers and Preschoolers with Disabilities
(8/10) The Center for Early Literacy Learning (CELL) has published 15 new CELL practice guides with adaptations for infants, toddlers and preschoolers, which show how to adapt early literacy activities so that young children with disabilities can participate. The guides can be used by practitioners or parents, or by parents in collaboration with practitioners. They describe everyday home, community, and childcare learning opportunities that encourage early literacy learning. All are available online at http://www.earlyliteracylearning.org/pg_tier2.php
Two CELL papers on the social validity and readability of the practice guides with adaptations are also now available online at http://www.earlyliteracylearning.org/productscp.php
From: Center for Early Literacy Learning - July 28, 2010
NAEYC Manual on Best Practices of Accreditation Facilitation Projects
(8/10) The National Association of the Education of Young Children (NAEYC) recently released a manual entitled Best Practices of Accreditation Facilitation Projects: A Framework for Program Quality Improvement Using NAEYC Early Childhood Program Standards and Accreditation Criteria (2010). Accreditation facilitation projects are projects that support quality improvement efforts of child care centers, preschools, and other early childhood programs and provide technical assistance and support to programs working on NAEYC Accreditation. The manual is available online at http://www.naeyc.org/files/academy/file/AFPBestPractices.pdf
From: National Association of the Education of Young Children - Retrieved July 29, 2010
What Works for Home
(8/10) Visiting Programs Home visiting programs often offer a combination of supports, interventions and services to young children and their families. A new fact sheet from Child Trends, entitled What Works for Home Visiting Programs: Lessons from Experimental Evaluations of Programs and Interventions (July 2010), by Jordan Kahn and Kristin A. Moore, summarizes the findings from 66 rigorous evaluations of programs that have a home visiting component. Overall, 32 of the programs had positive impacts on at least one child outcome, 23 had mixed reviews, and 11 were not proven to work. The fact sheet is available online at http://www.childtrends.org/Files//Child_Trends-2010_7_1_FS_WWHomeVisitpdf.pdf
From: Child Trends - July 27, 2010
TACSEI & CSEFEL April 2009 Update: Young Children's Social Emotional Development
(6/10) Read the latest issue of the Update: Young Children's Social Emotional Development at the link below and follow the directions in the newsletter to sign up for electronic delivery of future publications. This issue includes information about Infant Toddler Training Modules on Promoting Social and Emotional Competence now available in Spanish as well as a new online course on Promoting Social and Emotional Competence for Preschool Children that will be offered beginning in the fall of 2009. The Update is a monthly newsletter published jointly by the "sister centers" for promoting social and emotional development of young children: TACSEI http://www.challengingbehavior.org/ and CSEFEL http://www.vanderbilt.edu/csefel
Taken from TACSEI & CSEFEL Update
Section 619 Profile, 16th Edition
(6/10) This 16th edition of the Profile describes services provided under the Preschool Grants Program (Section 619 of Part B) of IDEA. The Profile presents current and/or historical information for all 50 states, the District of Columbia and Puerto Rico, which are eligible to receive IDEA Part B, Section 619 funds. It is hoped that this resource will assist states in enhancing the quality of services for preschool children with special needs and their families. This link is no longer available.
Taken from NECTAC enotes
Part C Updates, 10th Edition
(6/10) Part C Updates is a compilation of information on various aspects of the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA). The intent of Part C Updates is to collect, in a convenient format, a variety of resources that meet the information needs of state and jurisdictional Part C program staff, the Office of Special Education Programs of the U.S. Department of Education, and policy makers at all levels. http://www.nectac.org/~pdfs/pubs/partcupdate2008.pdf
Taken from NECTAC enotes
What Is the Age Range of Early Childhood? 0-5? 3-8? 0-8?
(5/10) On March 30, 2010, the New America Foundation's Early Education Initiative weighed in on this question in a report entitled A Next Social Contract for the Primary Years of Education. The report recommends an education system that serves children starting at age 3, erases the divide between "preschool" and "K-12" programs, and fosters a more seamless system connecting districts, schools, Head Start and independent centers of early learning. To learn more and to access the report, go to http://earlyed.newamerica.net/pressroom/2010/a_next_social_contract_for_the_primary_years_of_education
Source: New America Foundation, March 30, 2010
New Resources to Help Promote Social Emotional Development
(5/10) The Center on the Social and Emotional Foundations for Early Learning has added new titles to Book Nook, its collection of easy-to-use guides to help teachers and caregivers embed social emotional skill building activities into everyday routines. Each Book Nook guide includes ideas designed around a popular children's book. The most recently added titles include: No Biting, Baby Cakes, Mouse Was Mad, Llama Llama Misses Mama, I Have a Problem, and Quiet Loud. To download the guides, go to http://www.vanderbilt.edu/csefel/resources/strategies.html#booknook
Source: Center on the Social and Emotional Foundations for Early Learning, April 20, 1010
Audio Series on Autism from the American Academy of Pediatrics
(5/10) The American Academy of Pediatrics has launched a new audio series, entitled Sound Advice on Autism, which includes audio interviews with developmental and behavioral pediatricians, a pediatric neurologist, autism researchers and parents of children with autism. It is available online at http://www.aap.org/audio/autism/
Source: American Academy of Pediatrics, April 20, 2010
2009 IACC Summary of Advances in Autism Spectrum Disorder Research
(4/10) The Interagency Autism Coordinating Committee and Office of Autism Research Coordination are pleased to announce that the 2009 IACC Summary of Advances in Autism Spectrum Disorder Research was released and posted to the IACC website today in conjunction with the United Nations designated “World Autism Awareness Day” and the Department of Health and Human Services celebration of “National Autism Awareness Month.” The 2009IACC Summary of Advances is a collection of brief summaries of the twenty research articles that the IACC felt made the most significant contributions to autism biomedical and services research in 2009.
Please feel free to visit the pages below for more information.
- IACC Home Page: http://iacc.hhs.gov/
- IACC News Update on the Summary of Advances: http://iacc.hhs.gov/news/news_updates/2010/news_2009_summary_of_advances.shtml
- The 2009 IACC Summary of Advances in ASD Research: http://iacc.hhs.gov/summary-advances/2009/index.shtml
From: Interagency Autism Coordinating Committee and Office of Autism Research Coordination
Collection on Autism Spectrum Disorder
(4/10) The IDEA Partnership is pleased to announce the release of its new Collection on Autism Spectrum Disorder. The attached description provides information that you may use to create an announcement for your electronic newsletters, etc.
On April 27 at 5:00 PM Eastern and again on April 29 at 2:00 PM Eastern, we will hold a Introductory Webinar: The Partnership Collection on ASD to help organizations, states and local users examine this new tool and discover ways to use it .
Your constituents can assess the Collection on ASD at: http://www.ideapartnership.org/index.php?option=com_content&view=article&id=1493 Your constituents can register for one of the webinars at: [site no longer available]. There is no need to enter a name or password. Click on 'Register for a Public Session'. Select 'Partnership Collection on ASD'. Complete the simple registration. Registered participants will get an email confirmation.
From: NASDSE
Understanding Autism: Yale Child Study Seminar 2010 online
(4/10) Yale Child Study Center produces Autism and Related Disorders Seminar. Prof. Fred Volkmar introduces the Yale College Autism Seminar and provides a general overview of autism and related disorders and what the course will cover.
http://www.youtube.com/watch?v=lBR5NUMN7_0
Book List http://autism.yale.edu
From: Yale University
Books available from The Center on the Social and Emotional Foundations for Early Learning
(4/20/10) The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has added new titles to Book Nook, its collection of easy-to-use guides to help teachers and caregivers embed social emotional skill building activities into everyday routines. Each Book Nook guide includes ideas designed around a popular children’s book. The most recently added titles include: No Biting, Baby Cakes, Mouse Was Mad, Llama Llama Misses Mama, I Have a Problem, and Quiet Loud. To download the guides, go to http://www.vanderbilt.edu/csefel/resources/strategies.html#booknook
Source: Center on the Social and Emotional Foundations for Early Learning, April 20, 1010
Audio Series on Autism from the American Academy of Pediatrics
(4/20/10) The American Academy of Pediatrics (AAP) has launched a new audio series, entitled Sound Advice on Autism, which includes audio interviews with developmental and behavioral pediatricians, a pediatric neurologist, autism researchers and parents of children with autism. It is available online at http://www.aap.org/audio/autism/
Source: American Academy of Pediatrics, April 20, 2010
New Document Reviews Screening Instruments for Social Emotional Concerns
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved February 20, 2009
(02/10) A new document from the Technical Assistance Center on Social Emotional Intervention for Young Children), entitled Emotional Concerns: Considerations in the Selection of Instruments (2009), by Jasolyn Henderson and Phillip Strain, provides a brief overview of the use of screening instruments to help identify children and families who would benefit from early and targeted intervention strategies. It is meant to help administrators and teachers choose appropriate instruments for implementing a screening program. Available at http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf
Parent Training Modules on How to Promote Children’s Social and Emotional Skills
From: nectac eNotes
(02/10) The Center on the Social and Emotional Foundations for Early Learning has created Parent Training Modules which provide information for families on promoting children’s social and emotional skills, understanding their problem behaviors, and using positive approaches to help them learn appropriate behaviors. The modules are available online at http://csefel.vanderbilt.edu/resources/training_parent.html
Review of Screening Instruments for Social Emotional Concerns
From: Natural Resources
(02/10) A new document from the Technical Assistance Center on Social Emotional Intervention for Young Children, entitled Emotional Concerns: Considerations in the Selection of Instruments (2009), by Jasolyn Henderson and Phillip Strain, provides a brief overview of the use of screening instruments to help identify children and families who would benefit from early and targeted intervention strategies. It is meant to help administrators and teachers choose appropriate instruments for implementing a screening program.
Available at http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf
National Standards Project Update
(12/04/09) The National Standards Project is complete and available. Go to http://www.nationalautismcenter.org/affiliates/ to view and download a free electronic copy, or to purchase a printed copy of the report. The primary goal of the National Standards Project is to provide critical information about which treatments have been shown to be effective for individuals with Autism Spectrum Disorders. The National Standards Report covers a broad range of applied treatments and identifies the level of scientific evidence available for each. The report serves as a single, authoritative source of guidance for parents, caregivers, educators, and service providers as they make informed treatment decisions. We are confident that these findings and recommendations will change lives and give hope and direction to people whose lives are touched by autism.
National Autism Center Releases New Autism Educator Manual
From: National Autism Center
(12/04/09) We are pleased to make available a comprehensive new manual by the National Autism Center entitled, Evidence-Based Practice and Autism in the Schools. “We created this manual for educators as a means of promoting evidence-based practice for Autism Spectrum Disorders (ASD) in schools,” said Susan M. Wilczynski, Ph.D., BCBA, Executive Director of the National Autism Center. “We know that research-supported interventions are most likely to produce positive outcomes for the ever-increasing numbers of students with ASD.” The development and publication of the manuals were made possible through support from the American Legion Child Welfare Foundation, Inc., and the Niel M. Wreidt 2003 Revocable Trust. The American Legion grant enabled us to distribute the first 3,000 manuals free of charge to public school systems throughout the country. Due to the overwhelming response to the manuals, we are making them available on our website. Visitors can now download them for free http://www.nationalautismcenter.org/learning/practitioner.php, or purchase a hard copy through our on-line Bookstore http://www.nationalautismcenter.org/learning/bookstore.php . We welcome you to take a look!
Free Publication Offers Diverse Views of Early Childhood Inclusion
From: National Autism Center
(12/04/09) How can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That’s the question posed in the Summer/Fall issue of Impact. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children – what was helpful, what was not, and lessons learned from the experience. Researchers and practitioners discuss practical strategies for supporting quality early education experiences for young children with disabilities, as well as the necessity and benefits of inclusion for all students. Innovative inclusive early childhood programs from around the country talk about what they’re doing and the outcomes. And complementing the stories and strategies are listings of a wide range of resources that may be of use to families and professionals who are parenting or working with young children with disabilities.
The articles are short and meaty – perfect for a staff meeting, student assignment, parent newsletter, or policy briefing. Don’t miss “How Inclusion is Benefiting One Child Without Disabilities: Dillon’s Story” to get a unique perspective on the value of quality inclusion for young children with and without disabilities. Impact is published by the Institute on Community Integration, a federally-designated University Center for Excellence in Disability, at the University of Minnesota. To receive a free print copy of this issue, call the Institute’s Publications Office at 612-624-4512, or e-mail icipub@umn.edu. You can access this issue online at http://ici.umn.edu/products/impact/221/221.pdf
New TACSEI Policy Brief Available
From: Natural Resources
(12/04/09) Integrating
Early Childhood Mental Health Consultation with the Pyramid Model
A growing number of states and communities are implementing the Pyramid
Model in early care and education settings, and in many of these
places there are also early childhood mental health consultation
(ECMHC)
programs operating. This policy brief provides an overview of ECMHC,
how it can support the implementation of the Pyramid Model and the
policy issues that arise when administrators seek to integrate these
two approaches at the state and local levels. Read the complete brief
on the TACSEI website.
New Research Synthesis on Early Childhood Inclusion
Source: National Professional Development Center on Inclusion - October 1, 2007
(10/9/09) The National Professional Development Center on Inclusion (NPDCI) has published a summary of key conclusions drawn from a review of the literature on early childhood inclusion. For more information and to download the synthesis go to http://www.fpg.unc.edu/resources/research-synthesis-points-early-childhood-inclusion
From: nectac enotes
Recognition & Response - Ask the Experts
Source: National Center for Learning Disabilities - September 4, 2007
(10/9/09) Recognition and Response is a new system that is being developed to help teachers and parents identify young children ages 3-5 who may be at-risk for learning disabilities and to assist these children before they experience school failure. The Recognition and Response Web site has a new "Ask the Experts" feature, which will highlight questions from early childhood educators and answers from experts at the Frank Porter Graham Child Development Institute on a bi-weekly basis. Questions can be sent to programs@ncld.org. The answers will be posted at http://www.recognitionandresponse.org/
Growing and Learning in Preschool
From: nectac eNotes
(10/9/09) This five minute video shows the essential features of a high-quality preschool program and demonstrates: how a preschool curriculum based on solid research builds school and life-related skills, why well-qualified teachers are important, and how play is integrated into learning. It is available to be viewed in 3 parts at http://nieer.org/publications/nieer-videos/video-growing-and-learning-preschool or a VHS or DVD copy of the video can be requested for your organization from info@nieer.org.
New Federal Guidance on Preventing Swine Flu in Early Childhood Settings
Source: Centers for Disease Control and Prevention - September 4, 2009
(9/9/09) Among all age groups, children less than 5 years of age had the highest 2009 H1N1 (swine flu) hospitalization rates and the second-highest 2009 H1N1 incidence rates during April 15–July 24, 2009. The Centers for Disease Control and Prevention (CDC) recently published new guidance to help decrease the spread of flu in early childhood settings. The guidance suggests actions to take now, strategies to consider if the flu becomes more severe, and a checklist for decision-making at the local level. A related technical report examines what is known so far about swine flu in children and explains recommended strategies and suggestions.
Guidance Document - http://www.cdc.gov/h1n1flu/childcare/guidance.htm
Technical Report - http://www.cdc.gov/h1n1flu/childcare/technical.htm
Additional Resources - http://www.cdc.gov/h1n1flu/childcare/
Webinar on Facilitating Early Childhood Transitions
Source: National Early Childhood Transition Center - To be held September 18, 2009
(0/9/09) The National Early Childhood Transition Center (NECTC) is hosting a Webinar on September 18, 2009 at 1:00 PM EDT, entitled How Can We Facilitate Transitions? Choosing Practices and Strategies (Part 2). This webinar will present specific strategies that can be used to support transitions at ages 3 and 5, as well as strategies for supporting children from culturally diverse backgrounds and those with significant disabilities. Registration is over.
New Website for Families with Children with Special Healthcare Needs
http://www.oneplaceforspecialneeds.com
(08/29/09) A new website has been created by a parent for families trying to locate resources and support for a child with special needs.
Source: Association of University Centers on Disabilities
Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth through Five
National Early Childhood Technical Assistance Center: May 2008
http://www.nectac.org/~pdfs/pubs/screening.pdf
(05/08) Comprehensive information about early childhood (birth through age five) developmental screening and assessment instruments, with a focus on social and emotional development. Almost 40 instruments are categorized by whether they address multiple domains of development or whether they focus on social emotional development. Each instrument comes with a description and information about the age range for which it is appropriate, the time needed to administer the instrument, how scoring works, and who should conduct the screening. This document should be helpful to early childhood special education teachers, early childhood mental health specialists, and pre-k teachers in general.
Source: Association of University Centers on Disabilities
Child Abuse and Neglect: General Information Packet
(05/08) The Child Welfare Information Gateway has published a new general information packet on child abuse and neglect that includes information about the definitions of maltreatment, child abuse and neglect prevention, and statistical information about the prevalence of child abuse and neglect and the characteristics of victims and offenders. It also provides directories of federal clearinghouses, hotlines, state agencies, and other organizations that disseminate information about family and domestic violence and substance abuse. It is available at http://www.childwelfare.gov/pubs/can_info_packet.cfm
The packet is also available in Spanish, El abuso y negligencia de menores: Paquete de información general at http://www.childwelfare.gov/pubs/sp_can_info_packet.cfm
Source: Child Welfare Information Gateway
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