CRIEI 2018 Tentative Program Information - criei.fpg.unc.educriei.fpg.unc.edu/sites/criei.fpg.unc.edu/files/imce/documents... · Lillian Duran, Lauren Cycyk, and Ruby Batz 8. ...

CRIEI 2018 Tentative Program Information 1

CRIEI 2018 Program AGENDA AT-A-GLANCE*

THURSDAY- MARCH 1 FRIDAY- MARCH 2 SATURDAY - MARCH 3

Continental Breakfast Buffet 7:00 am to 8:00 am

Continental Breakfast Buffet 7:00 am to 8:00 am

3 Concurrent Panel Sessions 8:00 am to 10:00 am

4 Concurrent Panel Sessions 8:00 am to 10:00 am

Morning Coffee 10:00 am to 10:30 am

Morning Coffee 10:00 am to 10:30 am

3 Concurrent Sessions 10:30 am to 12:30 pm

3 Concurrent Sessions 10:30 am to 12:30 pm

Networking Time— on your own

12:30 pm to 4:00 pm (POSTER SESSION SETUP)

Student Luncheon 12:45-1:45

Networking Time— on your own

12:30 pm to 4:00 pm (POSTER SESSION SETUP)

Registration & Poster Set Up 4:00 pm to 5:00 pm

Poster Session & Reception 4:00 pm to 5:30 pm

Poster Session 4:00 pm to 5:30 pm

Welcome and Opening Remarks

5:00 pm to 5:30 pm

Keynote Presentation Dr. Jennifer Greene

Professor, Educational Psychology University of Illinois at Urbana-

Champaign 5:45 pm to 7:15 pm

Business Meeting 5:45 pm to 6:15 pm

Methodology Poster Symposium/Poster Viewing,

Discussion, Reception 5:30 pm to 7:30 pm

Closing Reception 6:15 pm to 9:00 pm

*This is a tentative agenda, subject to changes.


DISCUSSANTS: Dr. Jennifer Greene, Dr. Ilene Schwartz, and Dr. Patricia Snyder

1. Sensory-Regulatory Functioning as an Important Aspect of Early Identification of Autism Spectrum Disorder Yun-Ju Chen, John Sideris, Grace Baranek, and Linda Watson

2. Measuring Early Intervention Outcomes: A Novel Book Sharing Approach Julie Feuerstein and Rebecca Landa

3. Generalizability of Behavioral Observations in Early Education Robin Hojnoski, Amy Briesch, Brenna Wood, and Brittany Zakszeski

4. Play Developments in Young Children With and Without Delays Karin Lifter

5. Using Item Response Theory to Validate Assessments for Low-Incidence Populations in Early Childhood Special Education Catherine Smyth

6. Recruitment and Retention of Ethnically Diverse Participants in Early Intervention Research Megan Kunze, Buket Erturk, Sloan Storie, and Tasia Brafford

7. ¡Voces de la gente!: Understanding the Early Intervention Experiences of Spanish-Speaking Families Lillian Duran, Lauren Cycyk, and Ruby Batz

8. FACES: Findings from a Pilot Empowerment Program for African American Families of Young Children with Autism Jamie Pearson and Hedda Meadan

9. Mixing Methods: Early Interventionists’ Experiences and Perceptions Coaching Caregivers Sarah Douglas and Hedda Meadan

10. An Exploration of Families’ Lived Experiences in Research-Based and Community-Based Early Intervention Jessica Amsbary and Harriet Able

11. Involve Me and I Understand: Using Social Network Analysis to Improve the Reach, Recruitment, and Retention Rates of Home Visiting Programs Christa Haring

12. “As a Future Educator”: Examining Teacher Candidate Identity and Family Partnerships Christine Hancock and Gregory Cheatham

13. Small Talk: Community-Based Prevention Constance Beecher

14. Investigating the Development of Early Language and Cognition in Young Children with Cochlear Implants Laura Kuhn and Megan Roberts

15. An Intervention for Infants and Toddlers with Visual Impairment: Independence through the Mealtime Routines Model Kay Ferrell, Catherine Smyth, and Jamie Erskine

Thursday, March 1


16. More than Words: The Relations between Teacher-Child Interactions, Classroom Context and Latino Dual Language Learners’ School Readiness Maria Cristina Limlingan and Christine McWayne

17. A Mixed Methods Conversation: Exploring Possibilities and Barriers in Descriptive and Intervention Early Intervention Research Catherine Corr, Melinda Snodgrass, and Jennifer Greene

18. At the Intersection of Frequency and Fidelity: Graphing for Accurate Visual Analysis Melinda Snodgrass and Hedda Meadan

19. The Means and Ends of High-Prevalent Early Childhood Expulsion and Suspension Zhe An and Eva Horn

20. Authentic Interventions and Complex Behavior Change: Challenges for Establishing Evidence-Based Practices Joanna Cosbey and Deirdre Muldoon

21. “Big Data”…and Babies!? Methods, Tools, Ethics, and Implications for Researchers and Policy-Makers in Early Intervention Sondra Stegenga, Daniel Anderson, Kelley Munger, and Erin Kinavey Wennerstrom

22. Applying the Principles of Universal Design to the Playground: A Blueprint for Research, Action, and Policy Tina Stanton-Chapman and Eric Schmidt

23. Greater Accuracy in Identifying State-Level IDEIA, Part C Enrollment Predictors Sharon Bohjanen and Deborah Levine-Donnerstein

24. Influential Factors of Responses in Preschoolers with ASD to TEACCH, LEAP and Non-Model-Specific Preschool Programs: A Secondary-data Analysis Shuting Zheng

25. Examining Fidelity of Implementation and Social Validity of a Parent-Focused Language Intervention Julie Smith, Carol Scheffner-Hammer, Brook Sawyer, and Julie Santoro

26. Play to Learn: Coaching Paraprofessionals in the Preschool Classroom Rebecca Frantz, Buket Erturk, and Sarah Hansen

27. Methodological Tools for Raising Meta-Discursive Awareness and Promoting Equitable Practice: Analysis of Talk with EI/ECSE Educators Margaret Beneke and Gregory Cheatham

28. Revisiting the Reliability of the Classroom Assessment Scoring System Phillip Sherlock and Herman Knopf

29. Measuring Improvements on Population-Based Children's Developmental Health and Family Well-Being Sabrina Selk, Sheila Brookes, and Zandra Levesque

30. Using Multiple Methods to Determine the Languages Used with 5 to 6 Year Olds with ASD Across Settings Cecilia Fragoso, Laura Hall, and Yasemin Turan

31. Methodological Considerations in Synthesizing Literature on Bilingual Children with Autism Lillian Duran and Emily Lund


Friday, March 2, 2018

8:00 am to 10:00 am

Not All Correlations are Equal: How Measurement and Context May Influence the Relationship Between Language and Behavior in Children and Teachers Cathy Qi, Jennifer Cunningham, Jason Chow, and Krystal Bichay

Battling Pseudoscientific approaches to “Treating” Autism: The Role of the Research Scientist Veronica Fleury, Ilene Schwartz, and Elizabeth Pokorski

How long Do We Have? Speeding Development and Deployment of Meaningful Solutions Scott McConnell, Charles Greenwood, and Jomella Watson-Thompson

10:30 am to 12:30 pm

Employing the Use of Mixed-Methods in Early Childhood Research: Past, Current, and Future Directions Maureen Conroy, Samuel Odom, Brittany Werch, and John Hitchcock

Parent Input and Early Word Learning in Children with ASD: New Findings and Novel Measures Michael Sandbank, Courtney Venker, and Jena McDaniel

DEC Recommended Practices Evidence Syntheses: Moving the Field Forward by Learning What Works for Whom and Under What Conditions Brian Reichow, Patricia Snyder, and Judith Carta

Saturday, March 3, 2018

8:00 am to 10:00 am

Outcomes and Methodological Considerations Across Three Community-Based Effectiveness Trials of ASD-Focused Interventions Jessica Suhrheinrich, Sarah Rieth, and Brian Boyd

Classroom Quality for Dual Language Learners and the Relationship to Growth in English and Spanish Lillian Duran, Alisha Wackerle-Hollman, and Maria Cristina Limlingan

Enhancing Preservice Programs to Prepare Entry-Level Early Childhood Educators for Inclusive ECE Settings Patricia Blasco, Ritu V Chopra, and Chih-Ing Lim

Student Methodology Poster Session

Discussants: Greg Cheatham, Jennifer Greene, Jennifer Ledford

10:30 am to 12:30 pm

Defining Intervention Features to Advance Outcomes of High Risk and Delayed Infants and Toddlers Rebecca Landa, Linda Watson, and Ann Kaiser

Synthesis of Single Case Studies: Overarching Issues and Conclusions in Systematic Reviews of Early Childhood Research

Jennifer Ledford, Erin Barton, and Kathleen Zimmerman

Child Engagement: Defining, Measuring, Analyzing, and Other Issues of the Chicken and Egg Sort LeAnne Johnson, Robin McWilliam, and Kevin Sutherland


Not All Correlations are Equal: How Measurement and Context May Influence the Relationship Between Language and Behavior in Children and Teachers (Cathy Qi, Jennifer Cunningham, Jason Chow, and Krystal Bichay) This purpose of this panel presentation is to advance understanding of the relationship between early delays in language and pro-social behavior development in young children. In this discussion the following topics will be addressed: (1) the direction of effects for language-behavior relationships (2) teacher support for both language and behavior in complex classroom environments, (3) the contribution of measurement to assessments of co-occurrence. A moderated discussion will focus on the aspects of this complex relationship that should be considered in the development of a conceptual model, designing interventions, and for training teachers to support language and behavior. Battling Pseudoscientific Approaches to “Treating” Autism: The Role of the Research Scientist (Veronica Fleury, Ilene Schwartz, and Elizabeth Pokorski) Autism spectrum disorder has been described as a “fad magnet,” attracting consumers to try scientifically unfounded treatments such as weighted/pressure vests and special diets. This panel brings together scholars whose work converge on a concerning story of misconceptions and pseudoscientific treatments that impact the autism community. Presenters will discuss their research on the ineffectiveness of commonly used pseudoscientific treatments and provide insight into factors that may perpetuate the widespread use of such treatments in education. Presentations will be followed by a discussion of the academic community’s role in promoting the use of evidence-based practices in lieu of ineffective pseudoscientific approaches. How Long Do We Have? Speeding Development and Deployment of Meaningful Solutions (Scott McConnell, Charles Greenwood, and Jomella Watson-Thompson) Social conditions impeding development of young children, families, and communities are expanding. Associated gaps – word, opportunity, special services, school readiness, achievement – are growing. Simultaneously, ‘trust’ in the scientific enterprise, and the development and deployment of evidence-based solutions that will address these growing problems, appears to be declining. This panel will respond to these two issues, including emerging approaches to identifying community-based concerns, methodology to accelerate gathering support for these solutions, and practices that promote wide-scale adoption and use. More importantly, attendees and panelists will discuss ways to expand these practices in research and development for young children and families. Employing the Use of Mixed-Methods in Early Childhood Research: Past, Current, and Future Directions (Maureen Conroy, Samuel Odom, Brittany Werch, and John Hitchcock) Recently, researchers in the field of special education, including early intervention, along with the Division of Research, Council for Exceptional Children and the Institute of Education Sciences have highlighted the contributions of using a mixed methods research approach to further our advancement of knowledge and use of evidence-based practices and programs in authentic settings. This session will highlight the use of mixed methods research in early intervention and discuss conceptual and methodological advances to promote use of high quality mixed methods research to address complex research issues and questions.


Parent Input and Early Word Learning in Children with ASD: New Findings and Novel Measures (Michael Sandbank, Courtney Venker, and Jena McDaniel) Three researchers discuss their unique investigations of parent input characteristics that influence early word learning in children with ASD, and innovative technologies used to tackle related research questions. Presentations review new developments regarding ongoing research examining how the responsiveness and grammaticality of parent input shapes later word learning in this population, and the extent to which word processing is influenced by use of child-directed speech (e.g., “motherese”) in children with ASD. Novel technologies, including event-related potential (ERP) and eye-gaze measures of early word learning and an automated measure of parent-child vocal reciprocity, are discussed. DEC Recommended Practices Evidence Syntheses: Moving the Field Forward by Learning What Works for Whom and Under What Conditions (Brian Reichow, Patricia Snyder, and Judith Carta) Evidence-based practice can only be as good as our ability to synthesize and translate what we learn from our most rigorous research. In 2014, DEC commissioned a team of researchers to develop a system for synthesizing empirical evidence for the 2014 Recommended Practices. We present findings of the work to date with discussion of issues around cross-site collaboration, coordination, and quality control. We then discuss future plans for sustaining the work, and with the assistance of the audience, explore ways to expand the range of the syntheses for use by practitioners and policy makers within ECSE/EI and across disciplines. Outcomes and Methodological Considerations Across Three Community-Based Effectiveness Trials of ASD-Focused Interventions (Jessica Suhrheinrich, Sarah Rieth, and Brian Boyd) Best outcomes for children with autism spectrum disorder (ASD) are associated with early intervention. To best meet the needs of children and their families, and to increase access to care, interventions should be delivered in natural learning environments (home and school) and should address key deficits of ASD. This panel will present three interventions for children with ASD that have been developed to fit infant, preschool and school-based programs. Common themes in methodological challenges and outcomes across the three separate trials will be highlighted to generate discussion and support innovation in future early intervention for children with ASD. Classroom Quality for Dual Language Learners and the Relationship to Growth in English and Spanish (Lillian Duran, Alisha Wackerle-Hollman, and Maria Cristina Limlingan) Classroom quality effects language growth for English-speaking children (Mashburn et al., 2008), but not as much is known about what classroom characteristics accelerate language growth in dual language learners. Features such as instructional adaptions and language scaffolding for children with emerging English proficiency and teacher use of Spanish and English may be related to growth in each language (Castro, et al., 2011). This panel will describe measures of classroom quality developed specifically for DLLs and share the results of three studies exploring the relationships between specific features of classroom quality and Spanish and English growth in bilingual preschoolers.


Enhancing Preservice Programs to Prepare Entry-level Early Childhood Educators for Inclusive ECE Settings Patricia Blasco, Ritu V Chopra, and Chih-Ing Lim OSEP funded several projects across the U.S. to support community college early childhood faculty to better prepare pre-service early childhood educators (ECE) to include children with diverse abilities and their families. The overall outcome of the projects was to improve knowledge, skills and implementation of inclusive and recommended practices by entry-level ECE professionals. The project goals included revision of syllabi and improved knowledge and skills of both faculty and students on working with children with diverse abilities and their families. The results of the evaluation studies that aimed to identify improvements in both faculty and their students will be shared. Defining Intervention Features to Advance Outcomes of High Risk and Delayed Infants and Toddlers (Rebecca Landa, Linda Watson, and Ann Kaiser) To optimize outcomes of children at high risk (HR) for, or with, developmental delays (DD) theoretical arguments and empirical evidence support introducing enrichment/intervention during the first three years. The panelists will use data from their intervention research projects to promote discussion of issues central to advancing intervention research: (1) defining candidate pivotal and malleable behaviors/processes to serve as caregiver and/or child intervention targets; (2) determining how to efficiently maximize caregivers’ treatment implementation fidelity; (3) addressing implementation challenges associated with prodromal interventions; and (4) translating intervention approaches across disabilities or risk factors. Synthesis of Single Case Studies: Overarching Issues and Conclusions in Systematic Reviews of Early Childhood Research (Jennifer Ledford, Erin Barton, and Kathleen Zimmerman) The purpose of this panel presentation is to provide an overview of critical issues regarding single case research syntheses. Three completed syntheses will be presented: two focusing on specific outcomes (play behavior and problem behavior) and one focusing on a specific intervention type (sensory-based antecedent interventions). Considerations regarding syntheses will be discussed across presentations, including the need for high-quality and replicable search and coding procedures, analysis of quality and rigor, visual analysis of outcomes, and effect size estimation. Novel procedures and frameworks for synthesizing single case research will be presented and discussed. Child Engagement: Defining, Measuring, Analyzing, and Other Issues of the Chicken and Egg Sort (LeAnne Johnson, Robin McWilliam, and Kevin Sutherland) The construct of engagement is receiving substantial attention as both an important outcome as well as an influential mediator of young children’s learning. Despite agreement that it is important, there is little agreement about how to actually define, measure, and situate engagement within research that is intended to inform practice. This panel will present varying conceptualizations of engagement within their own work to promote discussion of how study aims, definitions, and measurement approaches have implications for the inferences that may be made. These implications that may not be readily understood by all audiences and require careful consideration by researchers.


Self-Regulation and Autism Spectrum Disorder: An Exploration of Developmental Trajectories (Brittany Zakszeski and Robin Hojnoski) Early intervention practices targeting self-regulation may be pivotal in enhancing school readiness and reducing functional impairment for children with autism spectrum disorder (ASD). Understanding variability in self-regulation at kindergarten entry and growth over time may guide the focus, timing, and evaluation of such practices. Using longitudinal, multi-level modeling, we explore kindergarten-to-first-grade trajectories of multiple self-regulation constructs for children with ASD and typically developing peers. We ask attendees to join us in discussing how to conceptualize the unique strengths and challenges of children with ASD as well as how to resolve issues related to defining and measuring self-regulation in early childhood. Understanding the Development of a Transactional Collaborative Partnership within the Practice-Based Coaching Framework (Darbianne Shannon and Patricia Snyder) Practice-based Coaching (PBC) is a coaching framework that has operationally defined components (Snyder, Hemmeter, & Fox, 2015). When implemented with fidelity, these components have demonstrated efficacy in supporting preschool teachers to implement and sustain their use of select evidence-based practices. The collaborative partnership is one component of PBC. A phenomenological approach was used in the present study to analyze coach and teacher focus group data from an Institute of Education Sciences Goal 3 efficacy trial of Tools for Teachers (Snyder, Hemmeter, Algina, & McLean, 2015). Findings describe how the structural and process features of PBC and transactional participant interactions facilitated the development of the collaborative partnership. Examining the Ecology of High-Quality Inclusive Education (Hailey Love) The recent federal policy statement on early childhood inclusion implies the need for three considerations when researching inclusive education: 1) unique features of the classroom and program context; 2) global classroom quality; 3) quality of inclusive special education services. An ecological approach to studying inclusive education addresses these domains by focusing on the contextual features of the diverse settings children are included into, and children’s interactions with their environment. This poster will use a current research study to discuss the merits of an ecological approach. Such an approach can provide appropriately contextualized information to inform inclusive education practice and policy. Going Beyond the Descriptive: Issues in Research on Grandparents of Children with Disabilities (Xueyan Yang and Linda Wang) Grandparents can be critical supports for children with disabilities and their families. However, the research on grandparents seldom goes beyond the descriptive. Based on findings from a systematic literature review of grandparents of children with disabilities and a qualitative study, this poster will present current research issues

8AM – 10AM, Saturday, March 3


around this unique population of caregivers. Preliminary findings from a proposed mixed-methods intervention study with grandparent-grandchild dyads will be presented. Presenters will engage in discussion around implications for practice and future research. Comparison of Measurement Systems for Collecting Teacher Language Data in Inclusive Early Childhood Settings (Jennifer Cunningham, Kathleen Zimmerman, Jennifer Ledford, and Ann Kaiser) The purpose of this study was to determine if two discontinuous measurement systems (momentary time sampling and partial interval recording) accurately estimate teacher language in inclusive preschool classrooms. This study compared the accuracy and efficiency of these two measurement systems in estimating the frequency and quality of teacher talk compared to continuous measurement of teacher language. Results indicated that discontinuous measurement systems do not provide accurate estimates of teacher language and these systems require similar time to complete when compared to the continuous measurement system. Implications for measurement of adult language in preschool classrooms will be discussed. Father Talk: Differences in Early Literacy Intervention Outcomes Based on Father Attendance and Child Gender (Neil Rowe, Craig Van Pay, and Constance Beecher) Community-based literacy universal education programs have potential to close the word gap in a cost-effective way. However, parenting intervention programs are largely attended by mothers only. Even when fathers attend, researchers rarely collect data on the program impact on the father. This study presents mean differences of adult male words spoken at home between families with a father who participated and those who did not have a father participate in a community-based early literacy intervention for parents of children 0-30 months. The impact of child gender on adult male words spoken is also explored. Barriers to Evidence-Based Services for Families of Children with Autism Spectrum Disorder (Nicole Atwell, Kendra Antill, and Jenna Weglarz-Ward) Access to services and support for families of children with Autism Spectrum Disorder (ASD) is inadequate. Using Delphi method, this study aimed to identify the barriers to service access for families with children who have a diagnosis of ASD that reside in urban and rural areas of the United States. These results suggest that practitioners will learn to identify barriers, and how to develop alternative delivery methods to increase access to evidence-based practices in rural areas.


FAMILIES 1. Caregiver-Implemented Intervention: Exploring Generalization and Maintenance Four Years

Later Hedda Meadan and Melinda Snodgrass

2. Challenges Conducting Applied Research on Complex Mealtime Behaviors Using a Train the Trainer Approach Deirdre Muldoon and Joanna Cosbey

3. Effects of Embedding Decontextualized Language During Book-Sharing Delivered by Male Caregivers in Turkey Yagmur Seven and Howard Goldstein

4. Evidence Synthesis of DEC Recommended Practice: Instruction 9 Mackenzie Martin, Brian Reichow, Patricia Snyder, and Jennifer Harrington

5. Examining Photo-Elicitation as a Means of Supporting Collaboration by Empowering Families to “Tell their Story” Kimberly Hile, Rosa Milagros Santos, Jami Swindell, and Loretta Hayslip

6. Exploring Family Literacy Behaviors for Children with Chronic Illness Arnold Olszewski

7. Family Engagement Practices in Evidence-based Programs Serving Young Children At-risk for or with Developmental Delays or Disabilities: A Meta-Analysis Ke Huang, Jamie Aulton, Brittany Werch, and Maureen Conroy

8. Listening to Families in Early Intervention Christine Spence, Rosa Milagros Santos, Kristen Schraml-Block, and Maria Kastanis

9. Step by Step/Word by Word: Increasing Parent Engagement Through Iterative Development of a Home Extension Program Xigrid Soto, Yagmur Seven, Meaghan McKenna, and Howard Goldstein

10. Storybook Reading with Young Children with Developmental Disabilities: A Parent-Implemented Communication Intervention Yusuf Akamoglu and Hedda Meadan

11. Tailoring Interventions for Families At-Risk: A Systematic Research Synthesis Alana Schnitz, Anna Wallisch, Judith Carta, and Deborah Linares

12. The Effects of Parent-Implemented Language Interventions on Child Linguistic Outcomes: A Meta-Analysis Jodi Heidlage, Jennifer Cunningham, Ann Kaiser, Carol Trivette, Megan Roberts, Erin Barton, and Jennifer Frey

INFANT TODDLER INTERVENTION 13. A Randomized Controlled Trial of a Group-Based Intervention for Families and their Toddlers

with or at Risk for Autism Spectrum Disorder: Research Issues Connie Wong and Kathleen Gallagher

14. Celebrations, Struggles, and Strategies in Collaboration Among Child Care and EI Providers Jenna Weglarz-Ward, Rosa Milagros Santos, Loretta Hayslip, and Nicole Atwell

4:00 pm - 5:30 pm


15. Challenges Associated with Part C Data Collection in a Large, Rural State Kalli Decker and Jacie Meldrum

16. Exploring Pay For Success in Early Intervention Grace Kelley, Betsy Davies-Mercier, Todd Grindal, and Kathleen Hebbeler

17. Feasibility and Efficacy of Applied Behavior Analysis Programming for Infants with Down Syndrome: A Pilot Study E Amanda Boutot and Samuel DiGangi

18. Integrating and Sustaining Evidence Based Practices in the Community: A LENA Start™ Example Marianne Elmquist, Erin Lease, and Scott McConnell

19. Interventions for Promoting Children's Language Implemented in Early Childhood Programs: A Review Synthesis Dale Walker, Samantha Sepulveda, and Bridging the Word Gap Research Network Work Group for Child Care and Early Intervention

20. Parents' Self-Efficacy and a Family-Centered Approach to Early Intervention Following Neonatal Intensive Care Unit Discharge Kerry Miller and Christine Marvin

21. Statewide Part C Implementation of PIWI to Support Family-Centered Practices in Early Intervention Angel Fettig, Rachel Cohen, Zachary Price, Stephanie Silva, Shawna Harbin, and Noah Feldman

22. Supporting Family Mealtime Routines Through the Practitioner’s Voice: Journal Entries and Implementation Hong PhangiaDewald and Catherine Smyth

23. Synthesizing and Embedding Parent-Implemented Interventions into Early Intervention Personnel Preparation Kimberly Travers and Sanna Harjusola-Webb

24. Talk Around Town: Supporting Parent-Child Talk in the Community via a Mobile App Kathryn Bigelow, Dwight Irvin, Amy Turcotte, and Anna Wallisch

25. The Effects of Quantitative Linguistic Feedback on Caregiver Language Production in Taiwan Shu-Fei Tsai and Shin-Ping Tsai

26. Transferring a Parent-Mediated Intervention for Promoting Social Communication of Toddlers with Autism into Community Practice: Joint Attention Mediated Learning Kathleen Baggett, Hannah Schertz, and Samuel Odom

27. Utilizing Implementation Science Framework for an Innovative Curriculum Development: Rapid Cycle Iteration for Development Optimization Misti Waddell, Jantina Clifford, Lois Pribble, and Jane Squires

28. What Happens on Home Visits? Issues in Measuring Implementation and Quality in Home Visiting Abby Winer Schachner, Laura Hudson, Erika Gaylor, and Xin Wei

PROFESSIONAL DEVELOPMENT 29. Alone We Can Do So Little, Together We Can Do So Much: Lessons in Collaboration Across

Projects Chih-Ing Lim, Patricia Blasco, and Shuting Zeng

30. Beyond the Computer: Features of Effective Online Professional Development Kate Ascetta


31. Conversations with Mentor Teachers About Their Experiences Supervising Preservice Early Educators Jennifer Amilivia

32. Delivering Performance-Based Feedback to Early Childhood Professionals: Procedural Variations, Generalization, and Covert Observations Marina Velez, Elizabeth Pokorski, and Erin Barton

33. Describing the Form, Content, and Intensity of Ongoing Professional Development Experiences of Preschool Teachers Patricia Snyder, Mary-Louise Hemmeter, Darbianne Shannon, Mary McLean, Crystal Bishop, and Molly Milam

34. Enhancing Leadership Capacity to Support Inclusion in Child Care Heather Googe and Herman Knopf

35. Future Directions and Innovations in Interprofessional Personnel Preparation: Advancing Research, Knowledge, and Practices Jennifer Kilgo

36. Identification of Teacher Profiles to Support the Behavior of Young Children: A Preliminary Pilot Kathleen Meeker, Huan-Ching Chang, and Angel Fettig

37. Observed and Self-Reported Home Visiting Content: Exploring Accuracy Kere Hughes-Belding and Carla Peterson

38. Professional Development for Childcare Providers Serving Young Children with Developmental Delays: An RCT Rebecca Landa and Julie Feuerstein

39. Progress Monitoring in Early Childhood Special Education: In Search of Current Trends & Future Needs Brenna Rudolph and Maria Hugh

40. The Effects of a Comprehensive Professional Development Package on Teacher Implementation of Evidence Based Practices Rebecca Crawford and Jennifer Grisham-Brown

41. The Effects of Individualized Professional Development on Head Start Teachers’ Use of Targeted Pyramid Model Practices Sandra Robbins, Katherine Green, and Jacqueline Towson

METHODOLOGICAL ADVANCES 42. Advances in Measuring the Community Language Environment Children with Autism Spectrum

Disorder Experience Dwight Irvin, Lauren Little, Joanne Rojas, Anna Bard, Ying Luo, and Beth Rous

43. Altering Parameters of Reinforcement to Shift Response Allocation from Augmentative and Alternative Communication to Vocalizations in Individuals with Autism Spectrum Disorder Rachel Cagliani, Kevin Ayres, Joel Ringdahl, and Erinn Whiteside

44. Book Reading and Early Literacy Skills of Children in Title-I Schools: Comparing the Extent of Exposure to Picture Books, Readers, and Chapter Books Elisabeth Dibble, Seung-Hee Claire Son, and Jamie Cayias

45. Conducting International Survey Research: Methodological Challenges and Facilitators across the U.S. and China Jun Ai and Eva Horn


46. Effects of Training and Coaching in a Verbal Behavior Program on Teachers’ Ability to Implement Verbal Behavior Intervention with Preschoolers with Autism Spectrum Disorder Mary Beth Patry

47. Examining the Validity of Adapted Alternating Treatments Designs in the Early Childhood Response Prompting Literature Collin Shepley, Melinda Ault, and Justin Lane

48. Exploring the Feasibility of Co-Creating Classroom Experiences: Bringing Children’s Voices to the Table John Nash and Beth Rous

49. Measuring and Evaluating Team-Based Problem Solving: A Means for Crossing the “Data Use” Chasm? LeAnne Johnson, Andrea Ford, Maria Hugh, and Brenna Rudolph

50. Methodological Gaps in the Extant Language Intervention Research with Low Income Families: A Research Synthesis Charles Greenwood, Alana Schnitz, Dale Walker, and Judith Carta

51. So, You Want to Develop an App for That? Translating Your Idea into a Usable Application Jay Buzhardt, Mari Strand Cary, and Dwight Irvin

52. Using Telesupervision and Telepractice to Implement Language and Communication Interventions: A Meta-analysis of Single Case Research Emily Quinn, Jennifer Cunningham, Jodi Heidladge, and Ann Kaiser

POLICY 53. Inclusive Early Childhood QRIS Policy Evaluation Framework

Herman Knopf, Beth Rous, Rena Hallam, and Martha Buell 54. State Systemic Improvement Plans: Progress and Lessons Learned Thus Far

Kathleen Hebbeler, Abby Winer Schachner, and Grace Kelley KINDERGARTEN

55. Computer Assisted Reading Instruction and Measuring Reading Growth for Young Children with Developmental Disabilities Sara Snyder and Rachel Cagliani

56. Investigating the Effectiveness of Social Stories and Visual Supports Interventions for Children At-risk for Emotional and Behavioral Disorders Kathleen Zimmerman and Jennifer Ledford


ASSESSMENT 57. A Novel Parent-Mediated Intervention Outcome Assessment Involving Infants at-Risk for a

Later Diagnosis of ASD: Developing Rating System for Parent Responsiveness to Infant’s Sensory Reactivity Helen Lee, Lauren Hastings, Linda Watson, and Grace Baranek

58. AEPS-3 Test: Interrater Reliability Study Using a Web-Based Platform Jennifer Grisham-Brown, Misti Waddell, Rebecca Crawford, and Carmen Dionne

59. Assessing Parent Self-Efficacy for Parents of Toddlers with Autism Hannah Schertz and Ana Maria Brannan

60. Childhood Disability-Related Abuse: A Retrospective Proof of Concept Study Emily Lund, Catherine Corr, Erin Kinavey, and Kelli Mott

61. Developing a Prosocial Teacher Rating Scale for Universal Screening in Preschool and Kindergarten Kristen Missall, Scott McConnell, Salloni Nanda, and Ellina Xiong

62. Establishing the Validity of the Vocal Development Landmarks Interview: A Parent-Report Tool for Infants and Toddlers Anne Thomas, Sophie Ambrose, Christine Marvin, and Mary Pat Moeller

63. Investigating the Psychometric and Content Characteristics of Common Items Across Languages: Spanish and English Picture Naming Early Literacy Assessments Qinjun Wang, Jose Palma, Alisha Wackerle-Hollman, and Michael Rodriquez

64. Investigating the Relationship between Performance Variation in an Early Comprehension Task and Student Demographic Background Kelsey Will, Qinjun Wang, Erin Lease, and Alisha Wackerle-Hollman

65. Longitudinal Study of Executive Function in Infants and Toddlers Born Low Birth Weight (LBW) and Preterm Patricia Blasco, Sybille Guy, and Serra Acar

66. Measurement Invariance in Early Childhood Assessment: A Literature Review Ching-I Chen and Zhen Chai

67. Measurement Matters: Comparing Validity Evidence of Two ECERS-R Scoring Systems Songtian Zeng and Susan Sandall

68. Measuring Child Engagement: What’s in a Definition? Veronica Fleury, Pang Xiong, Maria Hugh, and Andrea Ford

69. Quality of Assessments in Early Intervention Programs with Children and their Families Lianna Pizzo, Angi Stone-MacDonald, and Noah Feldman

70. Social and Cultural Implications in Assessing Children from High-Need Communities Yaoying Xu

71. Testing the Validity of the Child Outcomes Summary Competency Check Katrina Martin, Kathy Hebbeler, Cornelia Taylor, Traci Kutaka, Jessica Hardy, and Amy Nichols

72. Utilizing the Family Values and Activities Interview for Intervention Planning with Spanish-speaking Families Tatiana Peredo

4:00 pm - 5:30 pm


73. What’s in a Name: Exploring Children’s Alternate Responses to Picture Naming Alisha Wackerle-Hollman, Robin Hojnoski, Kristen Missall, Scott McConnell, Elizabeth Boyd, and Sana Hussein

CULTURAL AND LINGUISTIC DIVERSITY 74. A Linguistically Responsive Framework to Support Executive Function in Children with

Disabilities Serra Acar and Patricia Blasco

75. Brief Training Intervention for Teaching Naturalistic Strategies to Parents of Young Dual Language Learners Lin Zhu, Jennifer Grisham-Brown, Collin Shepley, and Justin Lane

76. Conducting Language Intervention Research with Culturally and Linguistically Diverse Children and Families Anne Larson, Carol Scheffner Hammer, Judith Carta, Lauren Cycyk, and Melissa Baralt

77. Effects of Early Literacy Instruction on the Early Literacy Outcomes of Preschool Children who are or are not Dual Language Learners: A Systematic Literature Review JinHee Hur, Patricia Snyder, and Tiantian Sun

78. Evidence-Based Guidelines for Translating Early Childhood Screening Tools: A Review of Current Practices Jantina Clifford, Kimberly Murphy, Jane Squires, and Huda Felimban

79. Participant Characteristics in Research on Interventions for Young Children with Challenging Behavior: A Literature Review Elizabeth Steed and Tessa Kranski

80. Researching Interpreted Individualized Family Service Plan Meetings for Parents Who Do Not Speak English: Promises and Pitfalls Gregory Cheatham, Margaret Beneke, and Christine Hancock

81. Teaching and Coaching Caregivers in a Guatemalan Orphanage to Promote Language in Young Children Allison Hatcher and Jennifer Grisham-Brown

82. Using Innovative Qualitative Methods to be Inclusive of Equity Issues in EI/ECSE Research Catherine Corr, Margaret Beneke, and Melinda Snodgrass

PRESCHOOL INTERVENTION 83. A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal

Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities Maryssa Kucskar and Jennifer Buchter

84. A National Perspective on Head Start Children with Speech and Language Issues Annemarie Hindman, Brook Sawyer, and Brianna McMillan

85. Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency Elizabeth Pokorski, Erin Barton, and Jennifer Ledford

86. CHAMPPS (CHildren in Action: Motor Program for PreschoolerS) Paddy Favazza, Michaelene Ostrosky, and Hsiu-Wen Yang


87. Effects of a Peer-Mediated Intervention on the Social Competence Skills of Children with Autism Jose Martinez, Maureen Conroy, Brian Reichow, Patricia Snyder, Ke Huang, and Jamie Aulton

88. Effects of Socio-Dramatic Play Materials to Increase Preschoolers’ Engagement in Non-Preferred Classroom Centers James Kretzer, Mary Louise Hemmeter, and Jennifer Ledford

89. Evidence Synthesis of DEC Recommended Practice: Instruction 5 Jennifer Harrington, Patricia Snyder, Brian Reichow, and Mackenzie Martin

90. Examining Moderators of an Adaptive Communication Intervention for Young Children with Autism Spectrum Disorders Elizabeth Fuller and Ann Kaiser

91. Facilitated Playgroups to Promote the Communication Skills of Young Children with Disabilities Katherine Green, Jacqueline Towson, and Sandra Robbins

92. Improving At-Risk Preschoolers’ Comprehension Skills through Explicit Instruction Lindsey Peters-Sanders, Wendy Olsen, Keri Madsen, and Trina Spencer

93. Increasing Play Complexity in Young Children: Issues in Measurement and Generalization Erin Barton, Elizabeth Pokorski, and Marina Velez

94. Investigating the Physical Activity Behaviors of Children with Disabilities Lori Meyer, Betsy Hoza, and Caroline Martin

95. Learning Targets in Embedded Instruction: Analyzing Types of Behaviors Targeted and Content Alignment with Early Learning Guidelines Crystal Bishop, Patricia Snyder, Brian Reichow, Mary McLean, Joy Polignano, and Yaqin Li

96. Measuring and Defining Engagement for Young Children with Developmental Disabilities During Free Play: A Systematic Review Maria Hugh, LeAnne Johnson, and Veronica Fleury

97. More than talk: A pilot intervention targeting teacher-child interaction in Early Head Start Yu Chen, Lillian Masek, Rebecca Alper, Rufan Luo, Marjie Mogul, Sarah Paterson, Amy Pace, Kathy Hirsh-Pasek, Lauren Adamson, Roger Bakeman, Margaret Owen, and Roberta Golinkoff

98. Pivotal Play: Peer Mediated Social Communication Intervention Sarah Hansen, Buket Erturk, and Rebecca Frantz

99. Project DATA for Preschool: A Randomized Clinical Trial of School Based Services for Children with ASD Ilene Schwartz, Bonnie McBride, and Jennifer Fung

100. Reading Beyond the Book: Training Paraprofessionals to Implement Dialogic Reading Jacqueline Towson and Katherine Green

101. Researching Implementation: Using Preliminary Research to Identify Barriers and Facilitators Emily Lund

102. Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders Claire Donehower

103. Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance Molly Milam, Mary Louise Hemmeter, and Adrienne Golden

104. Story Talk: Developing Vocabulary in Preschoolers Barbara Wasik and Annemarie Hindman

105. The Effects of a Parent Implemented Verbal Mand Intervention for a Young Child with Autism Heather Coleman


106. Translating Evidence-Based Practices into Routine Practices with Young Children with Autism Andrea Ford, LeAnne Johnson, and Veronica Fleury

107. Using a Common Elements Approach to Identify Practices for Early Intervention: Implications and Applications Rachel Kunemund, Shannon Nemer, Kevin Sutherland, and Bryce McLeod

108. Using Gamification to Increase Physical Activity in Early Childhood Students with Disabilities Paula Kerchenski and Cori More

PROGRAM EVALUATION 109. Contributions of a University-School District Research Partnership to Implementation of

Multi-Tiered System of Supports in Early Childhood Meaghan McKenna, Robert Barker, Howard Goldstein, and Nikki Sutton

110. Evaluating Early Childhood Professionals’ Perceptions About Causes of Problem Behaviors Before and After Completing a Blended University Certificate Program to Address Social-Emotional Development of Young Children with Developmental Disabilities Yasemin Turan, Shulamit Riblatt, and Nina Potter

111. Long-term Implementation of Progress Monitoring Practices in Infant-Toddler Programs and their Relationship to Child Outcomes Jay Buzhardt, Dwight Irvin, Alana Schnitz, and Fan Jia

112. Online Learning Environments for Students with Autism Spectrum Disorder: A Statewide Perspective on Implications and Issues for Early Identification and Service Delivery Maci Spica and LeAnne Johnson

113. Project ELLO: Everyday Language and Literacy Opportunities Allison Wilson

114. Use of Community-based Research Methods to Examine the Efficacy of an Intervention for Young Children with Autism Sallie Nowell and Linda Watson

CRIEI 2018 Tentative Program Information - criei.fpg.unc.educriei.fpg.unc.edu/sites/criei.fpg.unc.edu/files/imce/documents... · Lillian Duran, Lauren Cycyk, and Ruby Batz 8. ...

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