Research-to-Practice Briefs

Research-to-Practice Briefs

ACCEPT Project Research-to-Practice Briefs are summaries of articles and other reports focused on content standards and key elements for early childhood professional preparation. You can use them for  independent activities (e.g., read and provide 3-5 sentence synopsis to share in class) or as a small group instructional activity (see Testimonial).  Follow link in table below to review a brief.

Testimonial

I just wanted to take a minute to share a successful activity that my students engaged in last night while talking about self-regulation/executive function. I started the class by having the students read a Research-to-Practice Brief (ARP-2014-08) and asked them to jot down “What comes to mind?”. Next, they shared their thoughts in small groups, generated a joint poster, and then shared their discussion with the large group. This worked so well to jump start the learning.  Thank you for the great resource!

Brief Topic Link
Fisher, M., & Pleasants, S. L. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewide survey. Remedial and Special Education, 33, 287-297. Engage in professional and ethical practice at all times ARPB-2012-01
Feldman, E. K., & Matos, R. (2012). Training paraprofessionals to facilitate social interactions between children with autism and their typically developing peers. Journal of Positive Behavior Interventions, (XX), 1-11. Build student skills to promote successful social interactions ARPB-2012-02
Olthouse, J. M., & Miller, M. T. (2012). Teaching talented writers with Web 2.0 tools. TEACHING Exceptional Children, 45(2), 6-14. Develop and use instructional strategies to meet the needs of individual learners ARBP-2012-03
Arnold, C. K., Heller, T., & Kramer, J. (2012). Support needs of siblings of people with developmental disabilities. Intellectual and Developmental Disabilities, 50, 373-382. Build child, family and community relationships that promote child development and learning ARPB-2012-04
Golnick, A, Maccabee-Ryaboy, N., Scal, P., Wey, A., & Gaillard, P. (2012). Shared decision making: Improving care for children with autism. Intellectual and Developmental Disabilities, 50, 322-331. Build child, family and community relationships that promote child development and learning ARPB-2013-01
Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33, 268-280. Build skills to promote child development and learning and lead to life and school success ARPB-2013-02
Bachman, S., Comeau, M., Tobias, C., Allen, D., Epstein, S., Jantz, K., & Honberg, L. (2012). State health care financing strategies for children with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 50, 181-189. Know and share the laws, policies, procedures, and ethical principles that support and protect children birth to five with disabilities ARPB-2013-03
Beuker, K., Rommelse, N., Donders, R., & Buitelaar, J. (2013). Development of early communication skills in the first two years of life. Infant Behavior and Development, 36, 71-83. Build skills to promote child development and learning and lead to life and school success ARPB-2013-04
Yang, C-H., & Rusli, E. (2012). Teacher training in using effective strategies for preschool children with disabilities in inclusive classrooms. Journal of College Teaching & Learning, 9, 53-64. Develop and use instructional strategies to meet the needs of individual learners ARPB-2013-05
Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33, 344-356. Develop and use instructional strategies to meet the needs of individual learners ARPB-2014-01
Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33, 243-253. Use assessment data from multiple sources to create, modify and adapt a safe learning environment that promotes the achievement of all learners. ARPB-2014-02
Wilkinson, L. A. (2010). Facilitating the identification of autism spectrum disorders in school-age children. Remedial and Special Education, 31, 350-357. Use assessment data from multiple sources to create, modify, and adapt a safe learning environment that promotes the achievement of all learners. ARPB-2014-03
Rous, B. S., & Hallam, R. A. (2012). Transition services for young children with disabilities: Research and future directions. Topics in Early Childhood Special Education, 31, 232-240. doi: 10.1177/0271121411428087 Build child, family, and community relationships that promote child development and learning. ARPB-2014-04
Cheatham, G. A., & Jimenez-Silva, M. (2012). Partnering with Latino families during kindergarten transition: Lessons learned from a parent-teacher conference. Childhood Education, 88, 177-184. Build child, family, and community relationships that promote child development and learning. ARPB-2014-05
Stockall, N., & Dennis, L. (2013). Fathers’ role in play: Enhancing early language and literacy of children with developmental delays. Early Childhood Education Journal, 41, 299-306. doi:10.1007/s10643-012-0557-2 Build child, family and community relationships that promote child development and learning. ARPB-2014-06
Baroody, A. E., & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78-87. Develop and use instructional strategies to meet the needs of individual learners. ARPB-2014-07
Palmer, S. B., Summers, J. A., Brotherson, M. J., Erwin, E. J., Maude, S. P., Stroup-Rentier, V.,…Haines, S. J. (2013). Foundations for self-determination in early childhood: An inclusive model for children with disabilities. Topics in Early Childhood Special Education, 33(1), 38-47. Build skills to promote child development and learning and lead to life and school success. ARPB-2014-08
Barton, L., Spiker, D., & Williamson, C. (2012). Characterizing disability in head start programs: Not so clearcut. Early Childhood Research Quarterly, 27, 596-612. Use assessment data from multiple sources to create, modify and adapt a safe learning environment that promotes the achievement of all learners. ARPB-2014-09
Christensen-Sandfort, R. J., & Whinnery, S. B. (2011). Impact of milieu teaching on communication skills of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 32, 211-222. Develop and use instructional strategies to meet the needs of individual learners. ARPB-2014-10
Hughett, K., Kohler, F. W., & Raschke, D. (2011). The effects of a buddy skills package on preschool children’s social interactions and play. Topics in Early Childhood Special Education, 32, 246-254. Build student skills to promote successful social interactions. ARPB-2015-01
Khetani, M. A., Cohn, E. S., Orsmond, G. I., Law, M. C., & Coster, W. J. (2013). Parent perspectives of participation in home and community activities when receiving Part C early intervention services. Topics in Early Childhood Special Education, 32, 234-245. Build child, family, and community relationships that promote child development and learning. ARPB-2015-02
Erwin, E. J., Puig, V. I., Evenson, T. L., & Beresford, M. (2012). Community and connection in inclusive early-childhood education: A participatory action research investigation. Young Exceptional Children, 15(4), 17-28. doi:10.1177/1096250612451759 Build child, family and community relationships that promote child development and learning. ARPB-2015-03
Podvey, M. C., Hinojosa, J., & Koenig, K. P. (2013). Reconsidering insider status for families during the transition from early intervention to preschool special education. The Journal of Special Education, 46, 211-222. doi:10.1177/0022466911407074 Know and share the laws, policies, procedures and ethical principles that support and protect children birth to 5 with disabilities. ARPB-2015-04
Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. N. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35, 40-60. doi: 10.1177/1053815113500343 Engage in instructional planning using data to develop and implement activities and lessons that engage all learners, provide increased feedback, and reinforce skills and concepts. ARPB-2015-05
Dynia, J. M., Lawton, K., Logan, J. A. R., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153. doi 10.1177/0271121414536784 Build skills to promote child development and learning and lead to life and school success. ARPB-2015-06
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197-210. doi: 10.1007/s10643-012-0544-7 Build skills to promote child development and learning and lead to life and school success. ARPB-2015-07
Perry, D. F., & Conners-Burrow, N. (2016). Addressing early adversity through mental health consultation in early childhood settings. Interdisciplinary Journal of Applied Family Studies, 65, 24-36. Build skills to promote child development and learning and lead to life and school success. ARPB-2017-01
Zinsser, K. M., Denham, S. A., Curby, T. W., & Chazan-Cohen, R. (2016). Early childhood directors as socializers of emotional climate. Learning Environments Research, 19, 267-290. doi:10.1007/s10984-016-9208-7 Build student skills to promote successful social interactions. ARPB-2017-02
McKelvey, L. M., Whiteside-Mansell, L., Conners-Burrow, N. A., Swindle, T., & Fitzgerald, S. (2016). Assessing adverse experiences from infancy through early childhood in home visiting programs. Child Abuse & Neglect, 51, 295-302. Build student skills to promote successful social interactions. ARPB-2017-03
Acar, S., & Akamoglue, Y. (2014). Practices for parent participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education, 6, 80-101. Build child, family and community relationships that promote child development and learning. ARPB-2017-04
Murray, M. M., Handyside, L. M., Straka, L. A., & Arton-Titus, T. V. (2013). Parent empowerment: Connecting with preservice special education teachers. School Community Journal, 23, 145-168. Build child, family and community relationships that promote child development and learning. ARPB-2017-05