Handbook of Early Childhood Special Education

PART 1: Historical Context and Foundations.- Chapter 1. A History of Early Childhood Education.- Chapter 2. The Role of Theory in Early Childhood Special Education.- Chapter 3. Family-Centered Practices in Early Childhood Special Education.- Chapter 4. Taking Stock and Moving Forward: Implementing Quality Early Childhood Inclusive Practices.- Chapter 5. Birth to Three: Early Intervention.- Chapter 6. Assessment in Early Childhood Special Education.- Chapter 7. Evidence-Based Practice in the Context of Early Childhood Special Education.- PART 2: Evidence-Based Practices in ECSE.- Chapter 8. Developing Literacy and Language Competence: Preschool Children Who are At-Risk or Have Disabilities.- Chapter 9. Understanding Science Technology Engineering Arts and Mathematics (STEAM).- Chapter 10. The Application of Response to Intervention to Young Children with Identified Disabilities.- Chapter 11. A "Consumer Reports" Like Review of the Empirical Literature Specific to Preschool Children's Peer Related Social Skills.- Chapter 12. Promoting Communication Development in Young Children With or At-Risk for Disabilities.- Chapter 13. Motor Skills Acquisition for Young Children with Disabilities.- Chapter 14. Supporting the Implementation of Tiered Models of Behavior Support in Early Childhood Settings.- Chapter 15. Critical Issues and Promising Practices for Teaching Play to Young Children with Disabilities.- PART 3: Maximizing Current and Future Child Outcomes with EBP.- Chapter 16. Personnel Preparation in EC Intervention.- Chapter 17. Implementing Evidence-based Practices in ECSE Classroom Settings.- Chapter 18. Using Modifications and Accommodations to Enhance Learning of Young Children with Disabilities.- Chapter 19. The Role of Speech-Language Pathologists in Providing Early Childhood Special Education.- Chapter 20. Occupational Therapy in Early Intervention and Early Childhood Special Education.- Chapter 21. Role of Physical Therapy Within the Context of Early Childhood

Brian Reichow, Ph.D., BCBA-D, is an Associate Professor in Special Education, School Psychology, and Early Childhood Studies and the Center for Excellence in Early Childhood Studies in the College of Education at the University of Florida. Dr. Reichow's current research interests include the translation of clinical research into practical applications in schools and communities, the identification and evaluation of evidence-based practices, systematic review and meta-analytic methods and applications, and applied research in authentic educational settings. Dr. Reichow is an ongoing technical advisor for the World Health Organization is currently working with colleagues at the WHO and other international sites to develop practice guidelines and training materials to increase the identification, management, and treatment of children with developmental disabilities in lower- and middle-income countries. Dr. Reichow is widely published and has authored over 50 scholarly articles and chapters. In addition, he has edited two books (Evidence-Based Practices and Treatments for Children with Autism [Reichow et al., 2011] and Adolescents and Adults with Autism Spectrum Disorders [Volkmar, Reichow, & McPartland, 2014]), and is an Associate Editor for the Journal of Autism and Developmental Disorders.



Brian A. Boyd, Ph.D., is an Associate Professor in the Division of Occupational Science and Occupational Therapy at the University of North Carolina at Chapel Hill. He has more than 15 years of experience working with young children with developmental disabilities and delays in a variety of capacities, including the classroom context. Dr. Boyd completed his doctoral studies in Special Education at the University of Florida with a specialty in Early Childhood Special Education. His current research focuses on the development and efficacy of classroom based interventions designed to improve the performance and learning of children with