Coaching is a recommended approach for helping early childhood practitioners learn and master effective practices. Coaching involves providing ongoing support, feedback, and collaboration to teachers or caregivers. Coaching within early childhood special education often involves a collaborative process where coaches work closely with educators or caregivers, offering tailored support and feedback aimed at enhancing their professional competencies. The purpose of this overview is to provide a summary of systematic reviews of coaching interventions for young children under the age of five years old who have or are at risk for delays or disabilities.

Full review - Coaching Overview of Systematic Reviews

Literature Brief - Coaching Overview Literature Brief

Brief - Coaching Intervention Brief

Naturalistic interventions are the use of intentional and systematic strategies to instruct young children with disabilities during everyday ongoing activities and routines. Over the years, many terms (names) have been used to describe or refer to naturalistic interventions including incidental teaching, embedded instruction, naturalistic instruction, milieu teaching, transition-based teaching, and activity-based intervention. The purpose of this overview is to provide a summary of systematic reviews of naturalistic interventions for young children under the age of five years old who have or are at risk for delays or disabilities.

Full review -Naturalistic Intervention Overview

Literature Brief - Naturalistic Interventions Literature Brief

Brief -Naturalistic Interventions Brief

Peer-mediated interventions are interventions in which peers without disabilities are systematically taught to engage children with disabilities in positive social interactions, with the aim of helping children with disabilities acquire new, targeted social skills. Peer-mediated interventions have been used to enhance the social and play skills of young children with disabilities for many years and continues to be commonly used with young children with disabilities in classroom settings. Because of the frequent use of peer-mediated interventions, it is important to know the level of empirical support for this instructional practice. The objective of this overview was to evaluate systematic reviews of peer-mediated interventions for young children with or at risk for disabilities under the age of five years old.

Full review - PMI Overview Supplemental Material

Literature Brief - PMI Overview Literature Brief

Brief - Peer Mediated Interventions 

Center to Inform Personnel Preparation Policy and Practice in Early Intervention and Preschool Education | Center for Excellence in Developmental Disabilities Education, Research and Service (uconnucedd.org)

At a Glance Complete Series of all Studies

Study I: The National Landscape of Early Intervention and Early Childhood Special Education

• Part C Data Report
• 619 Data Report
• Presentation: Study I The National Landscape
• At a Glance..., Volume 1, No.1: Part C
• At a Glance..., Volume 1, No.2: 619

Study II: The Higher Education Survey for Early Intervention and Early Childhood Special Education Personnel Preparation

• Higher Education Data Report
• Instructional Methods and Course Content Data Report
• Preparing Adequate Numbers of Students Data Report
• Preparing Well-Trained Professionals Data Report
• Federal Financial Influences on Program Activities Data Report
• Presentation: Study II The Higher Education Survey
• At a Glance..., Volume 2, No.1

Study III: The Analysis of Federally Funded Doctoral Programs in Early Childhood Special Education

• Federally Funded Doctoral Programs Data Report
• Presentation: Study III Doctoral Programs
• At a Glance..., Volume 3, No.1: Doctoral Programs
• At a Glance..., Volume 3, No.2: Think Tank

Study IV: The Impact of Credentials on Early Intervention Personnel Preparation (Credentialing Part C)

• Part C Personnel Credentials Data Report
• Presentation: Study IV Personnel Credentials
• At a Glance..., Volume 4, No.1: Part C
• At a Glance..., Volume 4, No. 2: Think Tank

Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators

• Certification Data Report
• Presentation: Study V Certification
• At a Glance..., Volume 5, No.1: Think Tank
• At a Glance..., Volume 5, No.2
• At a Glance..., Volume 5, No.3
• At a Glance..., Volume 5, No.4

Study VI: Training and Technical Assistance Survey of Part C and 619 Coordinators

• Part C Training and Technical Assistance Data Report
• 619 Training and Technical Assistance Data Report
• Brief Policy Analysis: Part C Training & TA (Project Forum)
• Presentation: Study VI Part C & 619 Training and TA
• At a Glance..., Volume 6, No. 1: Part C Training Systems
• At a Glance..., Volume 6, No. 2: Part C Technical Assistance Systems
• At a Glance..., Volume 6, No. 3: 619 Training Systems
• At a Glance..., Volume 6, No. 4: 619 Technical Assistance Systems

Study VII: Confidence and Competence of 619/Part C Service Providers

• Part C Confidence and Competence Data Report
• 619 Confidence and Competence Data Report
• Presentation: Study VII Confidence and Competence
• At a Glance..., Volume 7, No.1: Part C
• At a Glance..., Volume 7, No. 2: 619

Study VIII: Alignment of Early Childhood Special Education Higher Education Curricula with National Personnel Standards

• Alignment of ECSE Higher Education Curricula Data Report
• At a Glance..., Volume 8, No.1

Study IX: Parent Perceptions of Confidence and Competence of Practitioners Working with Children with Disabilities

• Part C Parent Perceptions of Confidence and Competence Data Report
• 619 Parent Perceptions of Confidence and Competence Data Report
• Presentation: Study IX Parent Perceptions of Providers
• At a Glance..., Volume 9, No.1: Part C
• At a Glance..., Volume 9, No. 2: 619

Study X: Case Studies

• Case Studies Report: Training And Technical Assistance Systems Data Report
• Presentation: Study X Case Studies Report: Training and TA Systems
• At a Glance..., Volume 10, No.1