The Division for Early Childhood

YEC Monograph 14 considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusively early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families.

Articles in the monograph include:

Messages from the Editors: When a Commitment to Diversity is Simply Not Enough (Rosa Milagros Santos, Gregory A. Cheatham and Lillian Durán)

Dual Language Learners’ Language Development: A Range of Possibilities (Carol Scheffner Hammer)

Differentiating Language Differences versus Language Impairment in Young Dual Language Learners (Elizabeth D. Peña, Lisa M. Bedore and Le Sheng)

Factors Influencing Culturally and Linguistically Diverse Student and Family Needs (Patricia Doran, Amy Mazur, and Charmaine Lei Illo Llagas)

Voices from the Field: Families of Dual Language Learners (Gregory A. Cheatham, Lillian Durán, and Joo Young Hong)

Relationships and Paradigm Shirts: Exploring Dispositions to Engender Loving, Joyful, and Compassionate Partnerships with Families (Isaura Barrera and Lucinda Kramer)

Using Questionnaires to Screen Young Dual Language Learners for Language Disorders (Mark Guiberson and Rashida Baerjee)

Assessing Young Children Who are Dual Language Learners With or At Risk for Autism (Bryn Harris, Erin E. Barton and Chantel Albert)

Recognition & Response for Dual Language Learners (R&R – DLL): Instructional Adaptations for Young Dual Language Learner (Doré R. LaForett, Angel Fettig, Ellen S. Peisner-Feinberg, and Virginia Buysse)

Two is Better Than One! In Defense of Home Language Maintenance and Bilingualism for Young Children with Disabilities (Deborah Chen, M. Diane Klein, and Osipova)

Supporting the Maintenance and Revitalization of Indigenous Languages and Cultures Through Early Childhood Practice (Eunice Little-Romero, Lillian Durán, and Rosa Milagros Santos)

Resources Within Reason (Camille Catlett)

The articles in this monograph are focused on contemporary assessment practices with particular attention paid to gathering information about young children’s development in authentic and familiar settings.

The information provided is practical and demonstrates the value of thoughtful and systematic approaches to assessment for those who need to make informed decisions for the benefit of children and their families. Chapter topics include:

Improving Child Find through Tailored Outreach to Primary Referral Sources

Developmental Screening in Early Childhood: Potential Roadmaps for those Considering the Journey

Assessment of Family-Identified Needs through the Routines-Based Interview

Using the Assessment of Family Activities and Routines to Develop Embedded Programming

Using Your Good Judgment: Informed Opinion for Early Intervention

Using Digital Video to Enhance Authentic Assessment

Bringing Pieces Together: Assessment of Young Children’s Social Emotional Competence

Evaluating Young Children Who are Dual Language Learners: Gathering and Interpreting Multiple Sources of Data to Make Informed Decisions

Using Goal Attainment Scaling to Monitor the Developmental Progress of Young Children with Disabilities

Building Good Assessment into Accountability Systems for Early Childhood Programs

Resources Within Reason

Take a look at our NEWEST Monograph. Effective interventions for young children with autism spectrum disorders (ASD) and their families require application of evidence based practices. Practitioners also need to understand early signs of ASD, the unique and wide-ranging ways toddlers and preschoolers with ASD develop and learn, what families experience, and competencies that both children and families bring to the intervention process. The chapters in this monograph provide a broad overview of essential ways to support learning for young children with ASD and point to additional resources for exploring the topics in greater depth. Chapter topics include:

Principles of Intervention for Young Children:
Implications for Toddlers and Preschoolers with Autism Spectrum Disorders

Parent Voices: Early Experiences with Autism Spectrum Disorders

Applying Evidence-based Practices to Support: Communication with Children Who have Autism Spectrum Disorder

Addressing Challenging Behaviors in Children with Autism Spectrum Disorders

Social Development and Intervention in Young Children with Autism Spectrum Disorder

Initial Inclusion of 2 and 3 Year Old Children with Autism Spectrum Disorders: Planning for and Surviving the First Few Days

Using Small Group Instruction to Teach Young Children with Autism Spectrum Disorders in Early Childhood Classes

Defining a Role for Parent and Professionals: Providing Family-Centered Early Intervention for Young Children with Autism Spectrum Disorders

Practical Tips for Educating Young Children with Autism Spectrum Disorder

The collection of articles contained in Monograph 11 describe specific strategies that will assist practitioners to partner with families to envision the brightest possible futures for all children and to develop the highest quality programs and facilitate inclusive communities and optimal learning. These articles address the values, beliefs, and practices inherent within the DEC Recommended Practices.

(Peterson, Fox,and Santos, 2009)

Birth-8: This Monograph provides inspiring ideas to build social competence in young children. Find out more about research in this intriguing area and learn practical tips to support your approach to challenging behavior.

(Horn and Jones, 2006)

Learn more about effective, evidence-based ways to deliver early intervention services. Practitioners, program administrators, and families will benefit from the latest information on assessment and intervention practices, teaming models, family services and supports, and monitoring outcomes.

(Peterson. Fox and Blasco, 2008)

This newest monograph is intended to support early educators and others working with infants toddlers and young children with special needs in designing and implementing comprehensive curricula that are linked to state outcomes, early learning guidelines, and/or standards. Also provides content on the interpretation and use of outcomes.

(Horn, Peterson and Fox, 2007)

Birth-5: This addition to the YEC Monograph Series addresses the support of early literacy development in young children. Specific topics include: creating literacy-rich environments; practical strategies for supporting literacy development; using storybooks and story book reading; and embedding language and literacy across classroom routines.

(Horn and Jones, 2005)

Birth-5: The 6th addition to the YEC Monograph Series highlights the importance of working together across disciplinary boundaries in early intervention and early childhood special education. Contains practical strategies needed to create powerful interdisciplinary and interagency collaborations, give caregivers the support they need to address families' priorities, work effectively with culturally and linguistically diverse families.

(Horn, Ostrosky and Jones, 2004)

Birth-8: Creating a common direction and utilizing collaboration and teamwork among adults, can mean success to a young person. The articles in this book demonstrate effective strategies that increase the sharing of responsibility and open communication between parents and professionals. Each of the strategies focuses on the assets and strengths of families—creating a positive foundation from which to work.

(Horn, Ostrosky and Jones, 2003)

Birth-8: Committed to proven practices, YEC Monograph Series 4 provides caregivers with practical ideas and strategies to conduct meaningful assessments of young children who are disabled, have developmental delays, or are gifted/talented. Articles provide insight to information gathering, and examine assessment as it relates to: intervention planning; family involvement; social, behavioral, and functional planning; program evaluation, and more.

(Ostrosky and Horn, 2002)

Birth-8: This monograph focuses on effective and doable teaching strategies for young children with special needs. The volume's eight articles highlight teaching practices for a variety of curriculum content.

(Sandall and Ostrosky, 2001)

Birth-8: With IDEA '97 prompting inclusive settings for children with disabilities, it is important to consider the natural settings in which these children are being taught and cared for - child care centers and preschools in particular. This monograph addresses the importance of natural environments and inclusion.

(Sandall and Ostrosky, 2000)

Birth-8: Most challenging behaviors can be addressed without removing young children from inclusive settings. This monograph shows how you can more effectively prevent, identify, and address challenging behaviors by taking a positive approach. Articles cover topics like staying on task, transitioning to the next activity, learning positive social interactions, and communicating wants and needs appropriately.

(Sandall and Ostrosky, 1999)