In this Issue:
Source: DEC's Journal of Early Intervention, Online First - April 7, 2015
Abstracts of the following forthcoming articles are now available at http://jei.sagepub.com/content/early/recent. OnlineFirst provides access to articles before they are scheduled to appear in print.
Scott R. McConnell, Alisha K. Wackerle-Hollman, Tracy A. Roloff, and Michael Rodriguez
Judith J. Carta, Charles R. Greenwood, Jane Atwater, Scott R. McConnell, Howard Goldstein, and Ruth A. Kaminski
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families.
Source: U.S. Department of Education - April 7, 2015
The U.S. Department of Education has released a new report, A Matter of Equity: Preschool in America (April 2015), which finds that 59% of 4-year olds across the nation are not enrolled in publicly funded preschool programs through state preschool, Head Start, or special education preschool services. Even fewer 4-year olds are enrolled in high-quality programs and access to preschool varies significantly by state and region. There are also racial and socioeconomic disparities in access to high-quality preschool, which contribute to achievement gaps that are noticeable by the time children enter kindergarten. The report highlights strategies that the Federal government and states are using to address the unmet need for high-quality preschool and discusses next steps.
Source: National Autism Center - April 2, 2015
A new report presenting the results of the largest systematic review to date of interventions for autism spectrum disorder (ASD) is now available online for free. The report, Findings and Conclusions: National Standards Project, Phase 2 (2015), reviews and analyzes interventions for autism spectrum disorder (ASD) based on research conducted in the field from 2007 to 2012. It identifies 14 "Established Interventions" for children and adolescents that have the most research support, produce beneficial outcomes, and are known to be effective, and one "Established Intervention" for adults on the autism spectrum. This report provides an update to the summary of empirical intervention literature published in the 2009 National Standards Report.
Source: Morbidity and Mortality Weekly Report, 64(13),351-356 - April 10, 2015
Congenital hearing loss affects one to three of every 1,000 newborn infants and has a negative impact on speech, language, social, and emotional development when undetected. A new analysis from the Centers for Disease Control and Prevention (CDC), Progress in Identifying Infants with Hearing Loss - United States, 2006-2012 (April 2015), shows sustained improvements in diagnosing and enrolling infants with hearing loss in early intervention programs. The report also highlights the need for continued improvements in the provision and documentation of EHDI services.
Source: ZERO TO THREE - April 6, 2015
A new policy brief from ZERO TO THREE, A Place to Get Started: Innovation in Infant and Toddler State Policies (2015), looks at a number of steps states are taking to improve and better coordinate comprehensive systems of services for infants and toddlers, and their families. It describes eight strategies to consider and provides examples of states currently implementing each of the strategies. This policy brief is an update of a 2009 publication.
Source: Health Resources and Services Administration, Maternal and Child Health Bureau - April 8, 2015
Congress established the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) in 2010 to support voluntary, evidence-based home visiting services for at-risk pregnant women and parents with young children up to kindergarten entry. A new paper, The Maternal, Infant, and Early Childhood Home Visiting Program: Partnering with Parents to Help Children Succeed (2015) provides updated information on program participants, efforts to expand services to more families and communities, notable achievements, the Tribal Home Visiting Program, and research and evaluation. New Home Visiting State Fact Sheets (2015) have also been released, providing data on how the program is helping families in each State, including home visits made; parents, children and communities served; and evidence-based models used.
Source: Early Learning Challenge Technical Assistance Program - April 7, 2015
State-level governance offices have the responsibility to set policy; make program decisions; regulate, budget, and allocate funds; and collect and interpret data. The governance of early childhood programs is complex; programs are often located in different agencies and departments, and each State's governance structure is unique in terms of focus, funding, communication and coordination, influence on decision makers, and data sharing. A new document, Early Learning Governance in Race to the Top - Early Learning Challenge States (March 2015), privides information about early learning governance structures in the twenty states that have received support through the U.S. Departments of Education and Health and Human Services' jointly administered Early Race to the Top - Early Learning Challenge (RTT-ELC) program. It is an update of a 2014 report.