Early educators in their professional practice are expected to use data-based decision making when deciding which children may be at risk, and make changes in interventions based on data (Akers et al., 2015a, 2015b; Division for Early Childhood, 2014). While these concepts and practices are promoted in early intervention and early childhood special education (Division for Early Childhood, 2014), only recently have measures designed for use by practitioners engaged in universal screening and progress monitoring emerged in early childhood (Kaminski, Abbott, Bravo-Aguayo, Latimer, & Good, 2014; McConnell, Wackerle-Hollman, Roloff, & Rodriguez, 2014). These measures are very good at identifying children who are and are not making progress in the curriculum. However, because they are focused on learning outcomes, little information is available about what the instructional problem conditions are, the most likely treatment adaptations needed, and how such decisions should vary given a child with a weak literacy skill level (literacy risk) and/or an Individualized Education Plan (IEP). The implications of this information gap crosscuts nationally and locally reported trends in (a) low levels of instructional supports provided to children by preschool teachers in early education (Justice, Hamre, & Pianta, 2008) and inclusive early childhood special education classrooms (Carta & Driscoll, 2013; Guo, Sawyer, Justice, & Kaderavek, 2013), and (b) the high rate of expulsion of children struggling to adhere to classroom routines (Gillam et al., 2008). Children who are not responding to intervention are not learning from the experiences arranged for them by the teacher. Several approaches exist that seek to identify instructional problem conditions surrounding a child's lack of response, and suggest change in instructional intervention, including functional behavioral assessment (FBA) and ecobehavioral assessment (EBA; Watson, Gable, & Greenwood, 2010). The goal of both approaches is to investigate response contingencies (environment-behavior interactions) that are 741968T ECXXX10.

Teachers need knowledge of preliteracy skills and instruction. Sheridan, Edwards, Marvin, and Knoche (2009) reported that the combination of didactic training workshops and teacher coaching led teachers from knowledge acquisition to classroom implementation. Convergence of 652103T ECXXX10.

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Parental attitudes and behavior can impact infant media use, though all existing research examines this after the baby is born. However, many studies suggest that prenatal attitudes and behavior can influence parenting practices around many different types of parenting decisions. This study examines whether this extends to parenting practices surrounding media use during infancy. Participants consisted of 170 mothers who completed a number of questionnaires at two time points (prenatally and when infant was *16 months old). Results revealed that parents had many concerns about media before their child was born. More supportive prenatal attitudes regarding using media as a coping strategy was associated with higher levels of infant media use and technoference (i.e., when media interfere with the parent-child relationship). Additionally, prenatal media use by mothers was associated with higher levels of infant media use, but lower levels of technoference. Finally, prenatal depression was associated with higher technoference, while parental efficacy was associated with higher infant video chat. Implications of the study include discussion regarding media use at medical office prenatal visits and creating a family media plan before the birth of the child.