| Caregiver and Provider Experiences With Coaching and Embedded Intervention |
7 |
| Social Support, Education Levels, and Parents' Involvement: A Comparison Between Mothers and Fathers of Young Children With Autism Spectrum Disorder |
6 |
| The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners |
5 |
| Component Analysis of Stay, Play, Talk Interventions With and Without Self-Monitored Group Contingencies and Recorded Reminders |
4 |
| Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers |
4 |
| A Systematic Review of Part C Early Identification Studies |
4 |
| Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies |
4 |
| The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research |
3 |
| A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children |
3 |
| Collaborative Coaching With Early Head Start Teachers Using Responsive Communication Strategies |
3 |
| Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers |
3 |
| The Effects of Coaching With Video and Email Feedback on Preservice Teachers' Use of Recommended Practices |
2 |
| Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays |
2 |
| Identifying Classroom Friendships: Teachers' Confidence and Agreement With Children |
2 |
| Update on the EMI for Infants and Toddlers |
2 |
| Promoting Parent Engagement in Behavioral Intervention for Young Children With ADHD: Iterative Treatment Development |
2 |
| Social Validity Assessment in Behavior Interventions for Young Children: A Systematic Review |
2 |
| Parents Reporting Adverse Childhood Experiences Among Young Children With Disabilities: Informing Systems Transformation |
1 |
| A Pilot Study of Universal Teacher-Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children |
1 |
| Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention |
1 |
| Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children's Success |
1 |
| Implementing Stay-Play-Talk With Children Who Use AAC |
1 |
| Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder |
1 |
| Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start |
1 |
| Early Numeracy Trajectories: Baseline Performance Levels and Growth Rates in Young Children by Disability Status |
1 |
| Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage |
1 |
| Holding the Cards: Empowering Families Through an ASD Family Goal Setting Tool |
0 |
| The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes |
0 |
| An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention |
0 |
| Comparing Pictures and Videos for Teaching Action Labels to Children With Communication Delays |
0 |
| Practitioner-Implemented Naturalistic Developmental Behavioral Interventions: Systematic Review of Social Validity Practices |
0 |
| Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays |
0 |
| Shared Book Reading to Promote Math Talk in Parent-Child Dyads in Low-Income Families |
0 |
| Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects |
0 |
| Performance-Based Feedback to Enhance Early Interventionist's Practice and Caregiver and Child Outcomes |
0 |
| Transforming Early Intervention Screening, Evaluation, Assessment, and Collaboration Practices: Increasing Eligibility for Children Impacted by Trauma |
0 |
