University-affiliated lab and model schools play an important role in creating educational innovations in inclusive early childhood education (ECE) for young children with Autism Spectrum Disorder (ASD). In the United States, access to inclusive high-quality ECE programs for young children with disabilities has been required by law for over 40 years, has been recommended by leading professional organizations, and has been emphasized in federal public policy initiatives. Yet, improvement in the rates of young children with disabilities experiencing inclusion has been limited. This review article consists of three parts. First, we identify and describe four barriers to wide-scale implementation of inclusive ECE programs for children with ASD in the US. These barriers include (1) the fragmented nature of the ECE system in the United States, (2) the age at which ASD is typically first diagnosed in the community, (3) the diverse presentation/support needs of children with ASD, and (4) the thoughts and feelings of parents of children without disability about inclusion. Second, we used a snowball sampling approach to identify nine leading university-affiliated, inclusive lab and model schools for young children with ASD. By describing these programs, we highlight similarities and differences between programs, and capture the unique ways in which these programs adapt to local conditions, resources, and barriers (e.g., federal and state regulations, funding sources, community resources, institutional structures and priorities, professional orientation and training, access to families and staff). Finally, we propose a roadmap for researchers focused on the development, evaluation, and implementation of community-viable inclusive ECE programs in ASD. This roadmap leverages synergies between inclusive university-affiliated lab and model preschools in ASD, and proposes the formation of a research network that creates an infrastructure for cross-program collaboration.

This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime Intervention-Preschool, FPI-P). Ten staff members of a university-affiliated, inclusive ECE program were trained to deliver parent coaching procedures during temporary classroom closures due to the coronavirus disease 2019 (COVID-19) pandemic. Child participants included nine preschool students with ASD aged between 34 and 52 months. While findings highlight several opportunities for improving FPI-P staff training and implementation procedures, results demonstrate (a) the feasibility of involving ECE staff in the delivery of ASD-specific parent coaching to promote social communication, (b) that both parents and preschool staff viewed the experience as beneficial for themselves and the child, and (c) that parents perceived the program to be aligned with family-centered intervention principles.

Purpose This study examined predictors of preschool enrollment and attendance in an inclusive, university-based lab preschool (Preschool Education Lab [PEL]) serving children with and without autism spectrum disorder (ASD). Method PEL operates as a full-day, state-licensed preschool and consists of three classrooms serving 2-, 3-, and 4-year-olds (class sizes of 12, 16, and 18 children, respectively). Between July 2018 and October 2019, parents of 84 children with a prior diagnosis of ASD or parental concerns about ASD contacted PEL to seek enrollment. Parents completed several eligibility surveys, including a demographic survey and the MacArthur-Bates Communicative Development Inventories (MB-CDI). The process for determining eligibility and enrollment consisted of four steps: Step 1, review of eligibility surveys to select children for an in-person eligibility observation (EO); Step 2, completion of an in-person EO to determine program eligibility; Step 3, enrollment of eligible and interested families; and Step 4, sustained PEL attendance. Results We used logistic regression analyses to identify child or demographic characteristics that predict decisions at each step. Results show that parent-reported early gestures (MB-CDI) were the strongest predictor of PEL's decision to invite children for an EO (Step 1). Furthermore, higher parent-reported language skills (MB-CDI, Words Produced) and a younger chronological age were the strongest predictors of PEL's decision to invite families to enroll (Step 2). Whether eligible families chose to enroll (Step 3) and whether enrolled families chose to remain enrolled (Step 4) were best explained by practical family considerations such as tuition expenses, daily commute, and alternative programming options. Conclusion This research paints a complex picture of forces that influence placement decisions for children with ASD who seek enrollment in an inclusive early childhood education program. A better understanding of these forces is necessary to evaluate outcomes and increase access to inclusive preschool options for children with ASD.

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.