Implementation of Early Achievements for Childcare Providers: A cluster-randomized controlled trial

Feuerstein, Julie; Landa, Rebecca

doi:10.1016/j.ecresq.2020.06.006

Cited by 13 publications

(23 citation statements)

References 37 publications

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“…The EA-CP PD program was designed to teach child care providers how to implement Early Achievements for Childcare Providers (EA-CP; Feuerstein & Landa, 2020), an evidence-based intervention designed to improve social–communication and language development in children with DD and/or autism spectrum disorder. This PD program trains child care providers in inclusive classrooms (hereafter, classrooms) to incorporate EBPs, NDBIs, and story-related props, into their whole-group book reading, integrating concepts of embodied cognition (Landa, Holman, O'Neill, & Stuart, 2011; Westermann et al, 2007).…”

Section: Ea-cp Pd Programmentioning

confidence: 99%

Early Childhood Providers' Perceptions of Effective Professional Development Components

Pfeiffer

Feuerstein

Herman

et al. 2022

Infants &Amp; Young Children

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A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social–communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.

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Section: Ea-cp Pd Programmentioning

confidence: 99%

Early Childhood Providers' Perceptions of Effective Professional Development Components

Pfeiffer

Feuerstein

Herman

et al. 2022

Infants &Amp; Young Children

View full text Add to dashboard Cite

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“…Other approaches to PD in ECE include the use of online modules and hybrid approaches that include direct instruction (in person or online) with elements of coaching and feedback (e.g. Downer et al, 2009 ; Feuerstein & Landa, 2020 ). While many investigations aim to increase the quality of interactions with preschool-age children, fewer PD approaches support infant and toddler teachers during a critical period of early learning and brain development (Greenwood et al, 2020 ; Walker et al, 2020 ).…”

Section: Pd Efforts In Early Care and Educationmentioning

confidence: 99%

The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant–Toddler Teachers

Romano

Pérez

Abarca

2022

Early Childhood Educ J

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High-quality early care and education is a known protective factor for infants and toddlers who experience early childhood poverty, especially for early communication outcomes. However, the quality of care is variable in the United States, and efforts to increase the quality of interactions is impeded by cost and high rates of turnover in the field. In this paper, we explore a low-cost, light touch social media intervention that uses the TikTok platform to increase infant–toddler teachers’ (ITTs) knowledge of early communication and social interactions while validating the important role that ITTs play in the lives of young children. We use a mixed method, pre-post design to explore the feasibility and acceptability of the BabyTok project from the vantage point of the ITT participants. Teachers offered positive feedback about the content, delivery of the intervention through TikTok and the impact on their feelings about their role in helping young children learn. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-022-01426-y.

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“…Outcome data have been reported for the Early Achievements (for 2-year-olds) program in two published randomized trials (RCTs). Landa et al ( 52) evaluated the impact of supplementing a comprehensive intervention (i.e., the early childhood program at Kennedy Krieger) with a curriculum targeting socially synchronous behavior [later referred to as Early Achievements; (53)]. For this study, 50 toddlers with ASD (aged 21-33 months) were randomized to either the comprehensive classroom intervention alone or the classroom intervention plus the Interpersonal Synchrony curriculum.…”

Section: Achievements [Kennedy Krieger Institute]mentioning

confidence: 99%

“…More recently, Early Achievements has been translated and tested in public childcare settings (53). Forty-eight childcare providers from 27 centers and 46 toddlers with social and/or communication delays (mean age = 28.5 months) participated in a cluster-randomized controlled trial.…”

Section: Achievements [Kennedy Krieger Institute]mentioning

confidence: 99%

Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions

et al. 2021

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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.

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Implementation of Early Achievements for Childcare Providers: A cluster-randomized controlled trial

Cited by 13 publications

References 37 publications

Early Childhood Providers' Perceptions of Effective Professional Development Components

Early Childhood Providers' Perceptions of Effective Professional Development Components

The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant–Toddler Teachers

Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions

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