Mary McLean

Characteristics and Consequences of Everyday Natural Learning Opportunities

The relationships between several different person and environment characteristics of everyday natural learning opportunities and changes in both child learning opportunities and child behavior and performance were examined in an intervention study lasting 19 to 26 weeks. Participants were 63 parents or other caregivers and their infants, toddlers, and preschoolers with disabilities or delays. Findings showed that learning opportunities that were interesting, engaging, competence-producing, and mastery-oriented were associated with optimal child behavioral change. Implications for early intervention practices are discussed.

Natural Learning Opportunities for Infants, Toddlers, and Preschoolers:

.~ oping child can either t~~M be planned or can haptj~~M pen serendipitously. N~~~ Formally planned learn~~~~~ ing opportunities have BN!!tj been the foundation of early intervention and early childhood special education (e.g., Guralnick, 1997). Recent legislation and research suggest an expanded perspective on natural learning environments that uses everyday family and community life as sources of children’s learn-

Early Childhood Intervention and Education The Urgency of Professional Unification

Issues of critical current concern in early intervention focus on the goals of expanding the quantity and enhancing the quality of existing services. Unification between the fields of early childhood special education (ECSE) and early childhood education (ECE) may be necessary to achieve these goals. As reported in this article, a comparison of the two fields in the areas of policy and practice documented greater commonalities than differences. Shared philosophical and theoretical perspectives that highlight the importance of providing flexible child- and family-centered services are moving the fields in converging directions. Why, then, do we continue to construct policy and design practice in ways that emphasize the separateness of ECSE and ECE, rather than join together as a unified profession dedicated to the single mission of providing appropriate services to support the development of all young children and their families?

Practices for Young Children With and Without Disabilities A Comparison of DEC and NAEYC Identified Practices

Only recently has there been a set of practices that represents consensus of professionals and consumers in the field of early childhood special education and early intervention relative to useful practices. In this article, practices identified through the work of the Division for Early Childhood (DEC) Task Force on Recommended Practices are compared with practices identified through the work of the National Association for the Education of Young Children (NAEYC). This comparison of accepted practice identified by DEC and NAEYC points out both similarities and differing emphases that exist in the areas of inclusion, family involvement, assessment, program planning, curriculum and intervention strategies, service delivery models, and transition.

DEC Recommended Practices: A Review of 9 Years of EIlECSE Research Literature

Results are reported from an analysis of the research literature involving children with disabilities (age birth through 5), their families, personnel who serve them, and policies and systems change strategies related to the provision of services. The work reported in this article was part of a national effort by the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and several participating universities to develop a set of evidence-based recommended practices for the field. We reviewed research articles appearing in 48 peer-reviewed journals from 1990 to 1998. Analyses of the literature review database reveal trends in research methods used for studying particular topics and information about populations and settings studied during this time period.

Identifying Instructional Targets for Early Childhood via Authentic Assessment Alignment of Professional Standards and Practice-Based Evidence

Now at middle age, the field of Early Childhood Intervention (ECI) and its professionals have demonstrated a unique capacity to develop their own practice-based evidence (PBE) and professional standards to forge solutions to challenging professional practice dilemmas. This innovative capacity is no more evident than in designing and implementing individualized linkages among assessment/instruction/progress evaluation for all children, particularly those with delays and disabilities. In this article, the authors advocate for the overarching purpose of assessment in ECI—to identify instructional targets and to plan beneficial programs for young children with special needs in inclusive, natural environments. The authors highlight major developments that have changed their professional practices since the passage of PL 99-457; PBE that supports and promotes these practices and the linkage among assessment, instruction, and progress evaluation; and critical issues for future policy, practice, and research.

The DEC Recommended Practices in Early Intervention/Early Childhood Special Education: Social Validation

Results are reported from the field survey of the DEC Recommended Practices as one part of a national effort by the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) to develop evidence-based practices for Early Intervention/Early Childhood Special Education (EIlECSE). Surveys were received from 388 respondents consisting of practitioners, parents, and administration or higher education personnel. The respondents supported all of the practices as recommended practice. Additional information was obtained from the respondents about the extent of current use of the practices.

Naturalistic Instructional Approaches in Early Learning A Systematic Review

Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the extant literature, although different terms have been used to refer to these approaches (e.g., activity-based intervention, embedded instruction). The purpose of this systematic review was to identify, examine, and summarize the empirical literature focused on naturalistic instructional approaches for preschool children with disabilities when instruction was delivered in classroom settings. Forty-three studies that met established inclusion criteria were reviewed and coded using systematic procedures. Studies were coded to permit within- and across-approach comparisons as well as with respect to quality indicators for study design features and relationships to reported outcomes. Findings suggest a need to specify clearly the contextual and procedural components of naturalistic instructional approaches to advance understanding about this evidence-based practice and the functional relationships between implementation of the approaches and child learning outcomes.

An Investigation of the Validity and Reliability of the Battelle Developmental Inventory with a Population of Children Younger than 30 Months with Identified Handicapping Conditions

Little information is available on the use of the Battelle Developmental Inventory (BDI) with children under 30 months of age who have identified handicaps. In this study, the BDI, Bayley Scales, and Vineland Scales of Adaptive Behavior—Survey Form were administered to 40 children. Results indicated high concurrent validity, interrater reliability, and internal consistency for the BDI. The use of the BDI with this population is discussed.

Qualitative Research in Early Intervention/Early Childhood Special Education:

Descriptive information about the qualitative research studies reviewed as part of the Division for Early Childhood Recommended Practices project is provided. Seventy-four articles that met our criteria were reviewed. These studies were more likely to address issues of families, policy, interdisciplinary models, and personnel preparation than other topic areas in early interventionlearly childhood special education. Most of the studies provided sufficient detail in terms of describing the conceptual framework, research strategies and methods, and findings. Limitations of the review as well as suggestions for future directions are offered.