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 developmental disabilities. He has published more than 50 articles and book chapters focused on evidence-based practices, service delivery systems, and the professional development of teachers and related service providers. He continues to work with school districts to improve their capacity to implement scientifically based practices for young children with disabilities and to more consistently involve families in the treatment planning and implementation process.Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education. Her primary line of inquiry focuses on identifying evidence-based behavioral interventions that teachers and parents can implement in natural and inclusive settings. Dr. Barton has conducted several studies examining effective practices for increasing play skills in young children and is currently refining the intervention package and examining implementation features. She also examines best practices for using performance-based feedback to increase early childhood professionals’ use of recommended practices. She teaches courses in single case research design, assessment, social and behavioral interventions, and working with children with multiple and severe disabilities. Dr. Barton also serves on multiple editorial boards and is an Associate Editor for the Journal of Early Intervention. She is on the Executive Board of the Division for Early Childhood of the Council for Exceptional Children and currently serves as the board president.Samuel L. Odom, Ph.D., is Director of Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and Professor in the School of Education. Also, he is the Principal Investigator of the National Professional Development Center on Autism Spectrum Disorders and the Center on Secondary Education for Students with Autism Spectrum Disorders.  He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities.  Dr. Odom is currently a member of the Institute of Medicine committee on Parenting Young Children.  His current research is addressing treatment efficacy for children and youth with ASD, early intervention for toddlers with disabilities and their families, and professional development for teachers of children and youth with ASD. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development by the Theordor Hellbrugge Foundation, Munich, Germany.

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• 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 ChildhoodSpecial Education.- Chapter 22. Early Childhood Special Education in Context of Pediatrics and Medical Home.- Chapter 23. Early Childhood Special Education in the Context of School Psychology.- Chapter 24. Culture, Ethnicity, and Linguistic Diversity: Implications for ECSE.- Chapter 25. Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina.- Chapter 26. Physical Activity and Preschool Children with and without Developmental Delays.- Chapter 27. Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education.- Chapter 28. Role of Research Syntheses for Identifying Evidence-Based Childhood Intervention Practices.- Chapter 29. Accounting for the Developing Brain.

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 developmental disabilities. He has published more than 50 articles and book chapters focused on evidence-based practices, service delivery systems, and the professional development of teachers and related service providers. He continues to work with school districts to improve their capacity to implement scientifically based practices for young children with disabilities and to more consistently involve families in the treatment planning and implementation process.Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education. Her primary line of inquiry focuses on identifying evidence-based behavioral interventions that teachers and parents can implement in natural and inclusive settings. Dr. Barton has conducted several studies examining effective practices for increasing play skills in young children and is currently refining the intervention package and examining implementation features. She also examines best practices for using performance-based feedback to increase early childhood professionals’ use of recommended practices. She teaches courses in single case research design, assessment, social and behavioral interventions, and working with children with multiple and severe disabilities. Dr. Barton also serves on multiple editorial boards and is an Associate Editor for the Journal of Early Intervention. She is on the Executive Board of the Division for Early Childhood of the Council for Exceptional Children and currently serves as the board president.Samuel L. Odom, Ph.D., is Director of Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and Professor in the School of Education. Also, he is the Principal Investigator of the National Professional Development Center on Autism Spectrum Disorders and the Center on Secondary Education for Students with Autism Spectrum Disorders.  He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities.  Dr. Odom is currently a member of the Institute of Medicine committee on Parenting Young Children.  His current research is addressing treatment efficacy for children and youth with ASD, early intervention for toddlers with disabilities and their families, and professional development for teachers of children and youth with ASD. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development by the Theordor Hellbrugge Foundation, Munich, Germany.

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• 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 ChildhoodSpecial Education.- Chapter 22. Early Childhood Special Education in Context of Pediatrics and Medical Home.- Chapter 23. Early Childhood Special Education in the Context of School Psychology.- Chapter 24. Culture, Ethnicity, and Linguistic Diversity: Implications for ECSE.- Chapter 25. Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina.- Chapter 26. Physical Activity and Preschool Children with and without Developmental Delays.- Chapter 27. Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education.- Chapter 28. Role of Research Syntheses for Identifying Evidence-Based Childhood Intervention Practices.- Chapter 29. Accounting for the Developing Brain.

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 developmental disabilities. He has published more than 50 articles and book chapters focused on evidence-based practices, service delivery systems, and the professional development of teachers and related service providers. He continues to work with school districts to improve their capacity to implement scientifically based practices for young children with disabilities and to more consistently involve families in the treatment planning and implementation process.Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education. Her primary line of inquiry focuses on identifying evidence-based behavioral interventions that teachers and parents can implement in natural and inclusive settings. Dr. Barton has conducted several studies examining effective practices for increasing play skills in young children and is currently refining the intervention package and examining implementation features. She also examines best practices for using performance-based feedback to increase early childhood professionals’ use of recommended practices. She teaches courses in single case research design, assessment, social and behavioral interventions, and working with children with multiple and severe disabilities. Dr. Barton also serves on multiple editorial boards and is an Associate Editor for the Journal of Early Intervention. She is on the Executive Board of the Division for Early Childhood of the Council for Exceptional Children and currently serves as the board president.Samuel L. Odom, Ph.D., is Director of Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill and Professor in the School of Education. Also, he is the Principal Investigator of the National Professional Development Center on Autism Spectrum Disorders and the Center on Secondary Education for Students with Autism Spectrum Disorders.  He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities.  Dr. Odom is currently a member of the Institute of Medicine committee on Parenting Young Children.  His current research is addressing treatment efficacy for children and youth with ASD, early intervention for toddlers with disabilities and their families, and professional development for teachers of children and youth with ASD. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development by the Theordor Hellbrugge Foundation, Munich, Germany.

Select Guide Rating

• 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 ChildhoodSpecial Education.- Chapter 22. Early Childhood Special Education in Context of Pediatrics and Medical Home.- Chapter 23. Early Childhood Special Education in the Context of School Psychology.- Chapter 24. Culture, Ethnicity, and Linguistic Diversity: Implications for ECSE.- Chapter 25. Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina.- Chapter 26. Physical Activity and Preschool Children with and without Developmental Delays.- Chapter 27. Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education.- Chapter 28. Role of Research Syntheses for Identifying Evidence-Based Childhood Intervention Practices.- Chapter 29. Accounting for the Developing Brain.