April 27, 2018

In this Issue:

  1. Evidence-based Practice and Autism
      Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS)
  2. Rural Child Welfare Practice
      Source: Child Welfare Information Gateway
  3. Strategies to Improve Instructional Practice in Early Childhood Settings
      Source: Center on Enhancing Early Learning Outcomes (CEELO)
  4. New Data on Autism
      Source: National Center on Birth Defects and Developmental Disabilities (NCBDDD)
  5. Overview of QualityCompendium.org (Video)
      Source: BUILD Initiative & Child Trends

1. Evidence-based Practice and Autism

Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS)

In support of the National Autism Awareness month, OSERS' shares a blog post from Sam Odom of the FPG Child Development Institute (April 2018) that gives examples of available national and global research focused on evidence-based practices and autism. Practitioners, researchers, and caregivers working with children with autism will find valuable information in the linked resources (examples below):

2. Rural Child Welfare Practice

Source: Child Welfare Information Gateway

This brief from the Child Welfare Information Gateway (April 2018) explores the challenges for child welfare professionals in rural practice, and how cultural sensitivity is a requirement for understanding the concerns and needs of children and families in rural communities. The brief includes some examples of how states are serving their rural families, and covers additional topics, such as recruiting resource families, training caseworkers, and supervising rural practice.

3. Strategies to Improve Instructional Practice in Early Childhood Settings

Source: Center on Enhancing Early Learning Outcomes (CEELO)

This recent issue of Fast Fact from CEELO (April 2018) responds to a state's request for a review of national research on best practices that have effectively improved results on the Classroom Assessment Scoring System (CLASS), with a specific focus on practices that impact instruction applicable to teachers in school and community-based early education programs. The review identified several models for effective professional development and coaching for quality instruction.

4. New Data on Autism

Source: National Center on Birth Defects and Developmental Disabilities (NCBDDD)

The NCBDDD has just released a report on the number and characteristics of children with Autism Spectrum Disorder (ASD) in 11 communities in the U.S. (April 2018). An estimated 1.7 % or 1 in 59 school-aged children were identified with ASD. Most children (85%) identified with ASD had concerns about their development noted in their records by age 3. However, less than 42% of children with ASD received developmental evaluations by age 3. This delay between first concern and first evaluation may impact when children with ASD start receiving the services they need. For additional information and full report, visit this resource from the Centers for Disease Control and Prevention.

5. Overview of QualityCompendium.org (Video)

Source: BUILD Initiative & Child Trends

BUILD and Child Trends have created a new video (April 2018) to give early education stakeholders a navigational tour of the Quality Compendium website. The video explains three ways to use the Compendium to answer questions about Quality Rating and Improvement Systems (QRIS) in the U.S. Visit QualityCompendium.org for additional information.