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The article discusses the Triadic Approach, a family-centered model for supporting children with developmental delays and disabilities, and its application in early intervention, including telepractice. It highlights the importance of family-centered practices, the benefits and challenges of telepractice, and the collaboration between caregivers, children, and early interventionists. It emphasizes the benefits of family-centered practices and the need for careful consideration of technology.

A focus on mathematics in the early years is beneficial for all children, as early mathematics skills predict overall academic achievement and later mathematics and reading success ([3]; [19]). She observed the children using mathematics talk, such as counting and saying the number of fruits in the mathematics stations. i In summary, preschoolers with disabilities can benefit from integrating mathematics within children's literature. I Inclusive preschool teacher, Ms. Abarca, was excited to start the new school year. I To improve mathematics instruction in her preschool classroom, Ms. Abarca realized she had to understand the mathematics standards. [Extracted from the article]

Purpose: Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method: We extracted data from studies meeting specified criteria (n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results: Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion: A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays [ABSTRACT FROM AUTHOR]

Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research. [ABSTRACT FROM AUTHOR]