Challenges in Physics Education

The Division for Early Childhood (DEC) recommends the Primary Service Provider (PSP) approach as the best teaming practice, but research on its core components and outcomes in early intervention remains limited. Using the DEC Recommended Practices Evidence Synthesis Group Guidelines, we conducted a systematic review to identify PSP core components and associated outcomes. An electronic database search and supplementary methods identified six correlational studies. The findings highlight six core components: forming a transdisciplinary team, designating a PSP, the use of an individual team member serving as the PSP and point of contact, delivering and coordinating services, adopting family-centered practices, and fostering team collaboration and support. Implementation of PSP practice was related to enhanced family outcomes, including family satisfaction and quality of life, particularly when family-centered practices were employed, but showed no relationship to child outcomes. Implications for future research and practice are discussed.

Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.

State Interagency Coordinating Councils (SICCs) play vital roles in decision-making for Part C of the Individuals with Disabilities Education Act (IDEA). While parent representatives are required to serve on SICCs, it is unclear how parents participate in the SICC. It is important to understand parent experiences on the SICC given the family-centered nature of early intervention. This study utilized qualitative inquiry to detail the motivations, goals, and expectations of 15 parent participants who served on their state’s SICC and examine the link between their initial expectations and their actual roles. Barriers and facilitators to parent engagement are also presented. Findings reveal diverse motivations and expectations. Most parent representatives reported feeling valued, but some perceived their contributions as obligatory. Active solicitation of parent perspectives and leveraging their unique skills enhanced their sense of impact. The study highlights the importance of actively eliciting and valuing parent perspectives within SICCs and intentionally engaging diverse members of each state to strengthen their impact on early intervention policy and promote positive systems change within the Part C system.

Early intervention (EI) sessions are intended to occur in a child’s natural environment. Part of a child’s natural environment includes the materials they typically can access. Recommended practices in the field suggest that EI providers should use materials in children’s homes rather than bringing a toy bag to address the child and family goals. However, the use of the toy bag is still prevalent in the field. The purpose of this qualitative study was to understand the perspectives of EI special instructors related to how they select materials for their EI sessions. Findings include five themes that represent tensions that EI providers experienced when selecting materials for EI sessions: (a) the journey of bagless intervention, (b) family-centered versus judgment-based views, (c) the natural environment versus the “ideal” environment, (d) professional responsibilities, and (e) addressing children’s needs. Implications include the need for high-quality preservice preparation and professional development related to this recommended practice and continued research related to bagless intervention.

Ensuring the earliest possible start in early intervention for deaf and hard-of-hearing (DHH) children is crucial, given the uncertainties families face upon learning of their child’s diagnosis. The multitude of decisions to foster the child’s linguistic competency requires substantial support for families navigating this process. This study delves into the parent empowerment aspect within Maine’s coordinated early intervention process, Exploring Language and Communication Opportunities (ELCO). This study aimed to explore parent’s experiences during their participation in Maine’s statewide, coordinated, and comprehensive early intervention process for DHH children: ELCO process. Using a phenomenological approach, the researcher explored family experiences through semi-structured interviews. Identified themes across families indicate a sense of empowerment during early visits in intervention, the decision-making process, meeting individuals with lived experiences, and their ability to document their own choices for their child and family. The findings could significantly impact family-centered early intervention practices for DHH children by emphasizing the importance of comprehensive information, support for parents’ decisions, and overall well-being.

Service coordinators (SCs) in Part C early intervention (EI) programs fulfill critical supportive roles assisting families in accessing and successfully navigating services needed for their infants/toddlers identified with delays or disabilities. However, evidence of effective training for SCs is limited. One state scaled up training in the Getting Ready approach to promoting family–professional partnerships and strengthening home visiting practices of dedicated SCs and their EI provider teammates. In this mixed method study, surveys were completed by 50 trained SCs, their 15 supervisors, and 81 trained EI providers working with the SCs. Forty-one participants were subsequently interviewed in focus groups. Findings indicated SCs’ abilities to fulfill key roles and responsibilities on EI teams were bolstered and family capacity in terms of ownership of their EI services and ability to self-advocate grew. Overall quality of EI services was positively impacted. Implications for SC training are discussed.

While parents are often expected to advocate for their children with disabilities throughout their lifespans, little is known about the beginning advocacy experiences for parents of young children with disabilities. The purpose of this study was to examine the advocacy experiences of caregivers of children with disabilities during early intervention. Altogether, 24 caregivers of children with disabilities participated in individual interviews about their lived experiences with advocacy in early intervention. Findings revealed that participants often engaged in advocacy during early intervention. Some advocacy strategies were similar to advocacy for school services (e.g., learning one’s rights). In addition, some strategies included using effective communication strategies and being assertive and persistent. Implications for research and practice are discussed.

Understanding the extent to which the COVID-19 pandemic disrupted birth-to-three early intervention (EI) service provision is critical as these services play an essential role in ensuring positive long-term developmental outcomes for children with disabilities, including those who are military dependents. The present study leveraged an interrupted time series approach to compare monthly service provision rates before and after the onset of the pandemic for a subset of children served by the Army Medical Department’s Educational and Developmental Intervention Services EI program. Analysis identified 77% and 93% immediate step decreases in EI referral and enrollment rates, respectively, following the onset of the pandemic in March 2020; however, rates returned to, or exceeded, prepandemic levels by late 2020. There were limited differences by race or ethnicity. Additional research is necessary to explore the mechanisms underlying these changes and to understand the long-term impact of missed referrals and enrollments on military children.

Relatively little is known about the providers of early intervention (EI) special instruction in the United States EI system. To address this gap, this cross-sectional study used a national internet survey and public records search to gather information about the demographics of providers, the professional labels used by states to refer to special instruction, the titles assigned to its providers, and the educational and professional requirements for professionals in this role. Findings suggest that special instructors are primarily well-educated, White females working in local/regional EI agencies and other community agencies, often in blended roles. There are a variety of service labels and professional titles used across the country to refer to special instruction and its providers. Educational and professional requirements also vary across the field. Implications for this lack of consistency and recommendations for future research are discussed.

Although early intervention is known to be effective in promoting positive child and family outcomes, not all families equally benefit from these services due to issues of access. Disparities are known to occur in the publicly funded early intervention system, which are exacerbated among marginalized families with diverse backgrounds, including cultural or linguistic differences. To examine determinants of culturally responsive early intervention, we conducted a qualitative study with 15 early intervention providers who work with marginalized families and their young child. We used a set of interview questions based on the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to better understand the barriers, facilitators, and suggestions from providers in the field. Through thematic coding, we identified facilitators, barriers, and suggestions at the provider, organization, and systemic levels to provide culturally responsive early intervention services for marginalized families. Implications for policy and practice are discussed.

Although it is widely known that caregivers advocate for their school-aged children with disabilities, little is understood about how caregivers who have infants and toddlers with delays or disabilities advocate for their young children. The birth-to-three period may be the beginning of some parents’ advocacy efforts and it is possible their efforts may change over time. Given the relevance of this topic and the limited literature, the purpose of this study was to use qualitative inquiry, specifically auto-photography and photo-elicitation interviews, to explore 13 caregivers’ advocacy experiences in their children’s early years. Thematic and constant comparative analyses were used and subsequently 41 major codes within seven categories were identified. The two major findings were (a) caregivers engaged in both individual (i.e., for their children) and outreach advocacy activities (i.e., for other families and children) and (b) their experiences extended beyond interactions with professionals and included everyday interactions with their children, family members and other parents. Directions for future research and implications for practice are discussed.

Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children’s overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods such as authentic assessment have emerged. A scoping review was conducted to map the information available regarding the authentic assessment of EFs in children under 6 years of age from 2010 to 2021. Out of 790 documents, 32 met the eligibility criteria after full-text revision. Two rating scales emerged as the most used EFs assessment instruments. The documents did not explicitly mention the term “authentic assessment.” Four commonly assessed EFs were identified. Findings highlight the need to develop multidimensional authentic assessment instruments to assess early EFs skills in all children. This includes children at risk or with developmental disabilities, and children from families with incomes below the poverty threshold.

While there are opportunities for families to fulfill leadership roles in early intervention, families often report feeling disempowered and unprepared to become leaders. To this end, in this pilot study, we evaluated the effectiveness and feasibility of an 8-hour leadership program for 20 parents of children who are receiving, or recently received, early intervention services. Participants demonstrated significant increases in early intervention knowledge and empowerment after completing the leadership program. The program had high attendance, low attrition, and high fidelity to the curriculum. Participants were overwhelmingly satisfied with the program and suggested a longer program duration. Initial efficacy and participant enthusiasm suggest a need to consider program implementation more broadly with the goal of increasing parent leadership and involvement in early intervention.

Families are central to promoting communication in young children with disabilities with complex communication needs. Providing coaching on naturalistic language interventions (NLI) gives parents tools for independently intervening on communication across activities in the home. Both parents and professionals have limited resources, which requires maximizing parent and professional interactions when meeting. A rapid coaching intervention delivered via distance technology is one approach for addressing this issue. In this study, a multiple baseline across behaviors design replicated across participants was used to evaluate a rapid coaching intervention with parents. When the intervention was introduced, parents displayed improvements in naturalistic strategies and procedures. Child-level expressive communication was measured within the context of the designs, and data were variable. Improvements in the complexity of speech and responding to parents were observed. Implications are provided for future studies.

This study used a large administrative data set of Head Start programs across the United States, the Head Start Program Information Report (PIR), to explore disparities in program rates of screening, referral, and identification for early intervention between Migrant and Seasonal Head Start (MSHS) and Head Start (HS) programs. Results from program-level analyses of MSHS and HS disparities showed that MSHS programs screened more children but referred and identified fewer children. Disparities in identification persisted even in the presence of demographic controls and matching on key demographics. Post hoc sensitivity analyses showed that MSHS identification rates were negatively moderated by rurality. Implications to inform policymaking related to early intervention and preschool for children with or at risk for disabilities and dual language learners in rural Head Start programs are discussed.