Comprehensive Resource for Early Childhood Special Education Professionals
The Handbook of Early Childhood Special Education serves as an authoritative resource for educators, researchers, and practitioners working with young children with developmental disabilities. This comprehensive guide examines effective interventions and provides practical guidance on emerging scientific techniques to support implementation and advancement in the field.
Evidence-Based Practices and Interventions
This handbook explores a broad range of evidence-based practices within a single comprehensive resource, making it an essential reference for professionals seeking current, research-supported approaches. The content addresses critical topics including cultural and linguistic diversity, family-school partnerships, and biological bases of disability, ensuring readers gain a complete understanding of contemporary special education practices.
Interdisciplinary Perspectives from Leading Experts
Edited by recognized authorities in the field, this handbook offers interdisciplinary content and perspectives from multiple domains. Dr. Brian Reichow brings extensive experience in translating clinical research into practical applications, while Dr. Brian A. Boyd contributes over 15 years of classroom-based intervention expertise. Dr. Erin E. Barton adds specialized knowledge in behavioral interventions for natural and inclusive settings, and Dr. Samuel L. Odom, Director of the Frank Porter Graham Child Development Institute, provides leadership in autism spectrum disorders and early intervention research.
Practical Applications for Authentic Educational Settings
The handbook emphasizes practical implementation in schools and communities, with particular focus on classroom-based interventions designed to improve performance and learning outcomes for children with developmental disabilities. Content includes systematic review methods, meta-analytic applications, and strategies for professional development of teachers and related service providers.
Supporting Diverse Learners and Families
Special attention is given to cultural and linguistic diversity considerations, ensuring practitioners can effectively serve all children and families. The handbook addresses family involvement in treatment planning and implementation, recognizing the critical role of family-school partnerships in supporting children with special needs.
Professional Development and Graduate-Level Resource
Ideal for graduate-level coursework and professional reference, this handbook supports ongoing learning for educators, occupational therapists, school psychologists, and special education professionals. The content draws from decades of combined research experience and includes contributions from authors who serve on editorial boards and professional organizations including the Division for Early Childhood of the Council for Exceptional Children.
About the AuthorsBrian Reichow, Ph.D., BCBA-D, is an Associate Professor in Special Education, School Psychology, and Early Childhood Studies and the Center for Excellence in Early Childhood Studies in the College of Education at the University of Florida. Dr. Reichow's current research interests include the translation of clinical research into practical applications in schools and communities, the identification and evaluation of evidence-based practices, systematic review and meta-analytic methods and applications, and applied research in authentic educational settings. Dr. Reichow is an ongoing technical advisor for the World Health Organization is currently working with colleagues at the WHO and other international sites to develop practice guidelines and training materials to increase the identification, management, and treatment of children with developmental disabilities in lower- and middle-income countries. Dr. Reichow is widely published and has authored over 50 scholarly articles and chapters. In addition, he has edited two books (Evidence-Based Practices and Treatments for Children with Autism [Reichow et al., 2011] and Adolescents and Adults with Autism Spectrum Disorders [Volkmar, Reichow, & McPartland, 2014]), and is an Associate Editor for the Journal of Autism and Developmental Disorders.
Brian A. Boyd, Ph.D., is an Associate Professor in the Division of Occupational Science and Occupational Therapy at the University of North Carolina at Chapel Hill. He has more than 15 years of experience working with young children with developmental disabilities and delays in a variety of capacities, including the classroom context. Dr. Boyd completed his doctoral studies in Special Education at the University of Florida with a specialty in Early Childhood Special Education. His current research focuses on the development and efficacy of classroom based interventions designed to improve the performance and learning of children with developmental disabilities. He has published more than 50 articles and book chapters focused on evidence-based practices, service delivery systems, and the professional development of teachers and related service providers. He continues to work with school districts to improve their capacity to implement scientifically based practices for young children with disabilities and to more consistently involve families in the treatment planning and implementation process.
Erin E. Barton, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education. Her primary line of inquiry focuses on identifying evidence-based behavioral interventions that teachers and parents can implement in natural and inclusive settings. Dr. Barton has conducted several studies examining effective practices for increasing play skills in young children and is currently refining the intervention package and examining implementation features. She also examines best practices for using performance-based feedback to increase early childhood professionals' use of recommended practices. She teaches courses in single case research design, assessment, social and behavioral interventions, and working with children with multiple and severe disabilities. Dr. Barton also serves on multiple editorial boards and is an Associate Editor for the Journal of Early Intervention. She is on the Executive Board of the Division for Early Childhood of the Council for Exceptional Children and currently serves as the board president.
Samuel L. Odom, Ph.D., is Director of Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Chapel Hill and Professor in the School of Education. Also, he is the Principal Investigator of the National Professional Development Center on Autism Spectrum Disorders and the Center on Secondary Education for Students with Autism Spectrum Disorders. He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities. Dr. Odom is currently a member of the Institute of Medicine committee on Parenting Young Children. His current research is addressing treatment efficacy for children and youth with ASD, early intervention for toddlers with disabilities and their families, and professional development for teachers of children and youth with ASD. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development by the Theordor Hellbrugge Foundation, Munich, Germany.
