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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices
Content type: Journal Article
We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers’ implementation of embedded instruction practices and children...
Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
Content type: Journal Article
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a...
Filling an Information Gap in Preschool MTSS and RTI Decision Making
Content type: Journal Article
A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of...
Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation
Content type: Journal Article
Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming...
Group Contingencies to Improve Classwide Behavior of Young Children
Content type: Journal Article
Group contingencies are flexible and effective interventions that support the behavior of an entire group. They are appropriate for use with a variety of behaviors—including engagement, social competence, and appropriate behavior—of children with and...
Preschool and Child-Care Expulsion: Is it Elevated for Autistic Children?
Content type: Journal Article
Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%—one out of...
Did State Pre-Kindergarten Programs Affect the Head Start Enrollment of Children with Disabilities? A Quasi-Experimental Analysis
Content type: Journal Article
Little is known about how the expansion of state pre-kindergarten (pre-k) programs affects low-income children with disabilities in Head Start. Using almost 30 years of administrative data of all Head Start programs and a differences-in-differences design...
Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research
Content type: Journal Article
The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed at reducing challenging behavior or increasing engagement...
Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity
Content type: Journal Article
Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) often need more time to process and respond when communicating with others. This study employed a survival analysis approach exploring child response...
Practicing Anti-Racism as Inclusion: Start in Early Childhood!
Content type: Journal Article
The mission of the Division for Early Childhood (DEC) is to promote policies and advance evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and...