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The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with educational service delivery for young children with disabilities during the pandemic. The study included nine early childhood educators and nine parents with children between the ages of 3 and 6 who received preschool special education services during the pandemic. Themes that emerged from the interviews include changes to the modality and intensity of services, barriers and challenges related to service delivery, and benefits resulting from shifts to educational services. All findings will be discussed with an eye toward informing future practice related to family-centered services.

The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with educational service delivery for young children with disabilities during the pandemic. The study included nine early childhood educators and nine parents with children between the ages of 3 and 6 who received preschool special education services during the pandemic. Themes that emerged from the interviews include changes to the modality and intensity of services, barriers and challenges related to service delivery, and benefits resulting from shifts to educational services. All findings will be discussed with an eye toward informing future practice related to family-centered services. [ABSTRACT FROM AUTHOR]

The purpose of this review was to analyze fidelity features in parent-implemented interventions for young children with disabilities. The authors conducted a review of 24 studies published in nine peer-reviewed journals. Each identified article was scored on the following categories: the participant characteristics, settings, study design, independent variables, measurement of implementation and intervention fidelity, parent training components, dependent variables, social validity, overall outcomes, and study rigor. The results indicated that, although all studies described parent training components, few reported implementation fidelity. Across the studies trainers were most likely to use performance-based feedback and modeling to support parent implementation of the intervention. Although 20 studies used single-case design methodologies, only 2 studies met contemporary single-case research design standards. The authors provide an analysis of implications for future research related to supporting high-fidelity implementation of parent-implemented interventions.