The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers’ use of play expansions. Results indicated that email was an effective method for delivering performance feedback, subsequently increasing teachers’ use of play expansions when individualized to meet the needs of teachers; however, the complexity of children’s play behaviors did not increase.

Social competence is a primary developmental task for young children and a foundation for later academic and social behavior. Research shows that a child's social behaviors in preschool are predictive of critical outcomes such as achievement, job retention, and social competence and relationship success (

ocial skills-including the ability to participate appropriately in social activities-are predictive of later social and academic success and critical for children to successfully engage in typical early childhood contexts (Jones, Greenberg, & Crowley, 2015). For children with disabilities, deficits in social skills are not uncommon (Joseph, Strain, Olszewski, & Goldstein, 2016). Social skills for young children can be characterized by interactions and positive relationships with teachers and peers, cooperative play, and regulating and expressing emotions (Barton, 2014). Positive social interactions with peers are particularly critical for young children as these directly impact their ability to successfully participate in typical early childhood settings and eventually develop lasting friendships (Brown & Conroy, 2011). To address the relation between social skills and later success, high-quality early childhood settings must intentionally include instruction focused specifically on social skills. Mealtime is a ubiquitous routine in early childhood contexts that might be ideal for teaching social skills. Social skills can be taught systematically during mealtimes given their predictable structure and child-focused style (Spohn, Timko, & Sainato, 1999). Family style dining (FSD) can be used to support social 858676Y ECXXX10.1177/1096250619858676Young Exceptional ChildrenFamily Style Dining / Locchetta et al.

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