No abstract

Collaboration is a key component of high-quality programs for all young children, especially those with autism spectrum disorder (ASD). Yet, this practice is often one of the most challenging aspects of early childhood special education. Effective collaboration practices among multiple stakeholders are needed to ensure positive outcomes. Processes of teaming and collaboration in Project DATA, an early intervention program designed to support preschoolers with ASD within school-based settings, are examined and discussed. The importance of collaboration is demonstrated through stories, lessons, and experiences of working with children and families affected by ASD. Guidelines for effective teaming and collaboration are provided.

Rates of inclusion for children with disabilities continue to increase. Schools are also experiencing an increase in culturally and linguistically diverse students. As such, the diversity of children in classrooms across the country continues to dramatically shift and teachers are challenged to implement culturally responsive and relevant interventions. Social skills are a significant area of development for which children with disabilities frequently require intervention. Yet, important considerations regarding cultural awareness and relevancy should be made when implementing social skills interventions as research emphasizes the necessity of diverse representation in interventions. This column discusses the implementation and cultural considerations of a visual communication support used to increase social engagement among children during mealtimes.

Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.