Lynette K. Chandler

Relative Effects of Interventions Supporting the Social Competence of Young Children with Disabilities

This study compared the effects of different intervention approaches designed to promote peer-related social competence of young children with disabilities. Preschool-age children with disabilities who were enrolled in classes in Tennessee and Minnesota participated in four intervention conditions (environmental arrangements, child specific, peer mediated, and comprehensive) and a control (no intervention) condition. A performance-based assessment of social competence, which consisted of observational, teacher rating, and peer rating measures, was collected before and after the interventions and again the following school year. Analyses revealed that the peer-mediated condition had the greatest and most sustained effect on childrens participation in social interaction and on the quality of interaction, with the child-specific condition also having a strong effect. The environmental arrangements condition had the strongest effect on peer ratings. These findings indicate that there are effective intervention approaches available for children who have needs related to social competence and that different types of interventions may be useful for addressing different goals (e.g., social skills or social acceptance) of individual children.

The Effects of Team-Based Functional Assessment on the Behavior of Students in Classroom Settings

We examined the impact of functional assessment interventions on both the appropriate and challenging behaviors of groups of students within preschool classrooms for children with special needs and for children at risk. We also examined the effectiveness of a training model to teach school-based teams to conduct functional assessment. The results indicated that school-based teams were able to conduct functional assessment during intervention and maintained functional assessment skills during follow-up observations. In addition, the functional assessment procedures resulted in a decrease in challenging behavior and nonengagement and an increase in active engagement and peer interaction for groups of students within classroom settings. The levels of appropriate and challenging behavior observed during intervention and maintenance within at-risk and special education classrooms were similar to those observed in early childhood control classrooms.

The Alignment of CEC/DEC and NAEYC Personnel Preparation Standards.

This article describes the process for alignment of the personnel preparation standards developed by the Council for Exceptional Children and Division for Early Childhood with the standards developed by the National Association for the Education of Young Children. The results identify areas of convergence across the two sets of standards and areas that were primarily addressed through only one set of standards. Areas of nonalignment may constitute specialized knowledge and skills within the disciplines of special education, early childhood special education and early intervention, and early childhood education. This standards alignment can be used by states and university and college personnel preparation programs to develop blended programs that highly qualified early childhood professionals to meet the needs of all children in a variety of settings.

DEC Personnel Preparation Standards Revision 2005-2008

The revision and process of validation of standards for early childhood special education (ECSE) and early intervention (EI) personnel at the initial and advanced levels of preparation, which occurred during 2005-2008, are described to provide a record of the process and to inform future cycles of standards revision. Central components focus on the importance of the relationships forged in the process, especially with Council for Exceptional Children, and their contributions to its success. The results are discussed in terms of changes in terminology for the ECSE/EI standards, limitations of the process, and suggestions for next revisions.

Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood: Field Validation.

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher personnel preparation program accreditation to train highly qualified teachers. DEC and the National Association for the Education of Young Children (NAEYC) members were partners in the validation survey. The method and survey procedures are described along with the knowledge and skill standards selected as essential and retained in the final DEC ECSE/EI approved sets of standards. Purposeful sampling was used to select DEC respondents for their knowledge and expertise in personnel preparation and operation of ECSE/EI and early childhood education (ECE) programs. Results from the DEC and NAEYC respondents are compared and contrasted. Challenges and limitations are discussed.

Field Validation of the Division for Early Childhood Early Childhood Special Education and Early Intervention Personnel Preparation Standards

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher personnel preparation program accreditation to train highly qualified teachers. DEC and the National Association for the Education of Young Children (NAEYC) members were partners in the validation survey. The method and survey procedures are described along with the knowledge and skill standards selected as essential and retained in the final DEC ECSE/EI approved sets of standards. Purposeful sampling was used to select DEC respondents for their knowledge and expertise in personnel preparation and operation of ECSE/EI and early childhood education (ECE) programs. Results from the DEC and NAEYC respondents are compared and contrasted. Challenges and limitations are discussed.

Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood

Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher personnel preparation program accreditation to train highly qualified teachers. DEC and the National Association for the Education of Young Children (NAEYC) members were partners in the validation survey. The method and survey procedures are described along with the knowledge and skill standards selected as essential and retained in the final DEC ECSE/EI approved sets of standards. Purposeful sampling was used to select DEC respondents for their knowledge and expertise in personnel preparation and operation of ECSE/EI and early childhood education (ECE) programs. Results from the DEC and NAEYC respondents are compared and contrasted. Challenges and limitations are discussed.