See the Aims and Scope for a complete coverage of the journal.
Call for submission!
The journal welcomes submissions of manuscripts for general issues that focus on early childhood assessment, intervention, and prevention. Also, at present authors are encouraged to submit manuscripts for possible special articles, including manuscripts on the topics of early childhood neurodiversity and of play therapy from an assessment, parent empowerment or new developments in the field perspective. Experienced researchers in the fields of education, development, and psychology are welcome to submit proposals to serve as guest editors for special sections of the journal. In the coming months we will have announcements regarding applying to join the expanding editorial board, additional ways for early career scholars and graduate students to become involved with the journal, and a journal mission that more clearly centers equity, inclusion, diversity, and justice.
Current Issue: Volume 7, Issue 2 (2022) Helping Stakeholders Promote Behavioral Outcomes in Early Childhood
Introduction to Part 2 of the Special Issue: Helping Relevant Stakeholders Promote Behavioral Outcomes in Early Childhood
Kayla Bates-Brantley, Zachary Charles LaBrot 7947921, and Sarah Harry
School-based Consultation to Promote Generalization of Early Childhood Educators’ Evidence-based Practices: A Meta-analysis
Tyler E. Smith, Zachary Charles LaBrot, Emily Maxime, and Abbigail Lawson
Towards a Practical Behavior Analytic Multitiered Consultation Model for Early Childhood Educators
Zachary C. LaBrot, Emily R. DeFouw, Marshall Lundy, Kayla McVay, Andrew Rozsa, and Brad A. Dufrene
Aligning Classroom Management Strategies with a Social Emotional Learning Curriculum in Early Childhood
Jessica Kemp and Sara Whitcomb
Supporting Intervention Fidelity of Dialogic Reading to Support Preschool Children’s Early Literacy Skills
Cara Dillon and Daniel Newman
Interdisciplinary Collaborative Practice in Early Childhood
Sara Kupzyk, Brenda Bassingthwaite, ADam D. Weaver, and Philip D. Nordness Dr.
Building Future Capacity of School Psychologists to Address the Demand for Inclusive Evidence-Based Consultation: Moving Beyond K-12 to Include School Readiness Frameworks
Chloe Beacham, Catherine Perkins, Andrew T. Roach, Brian Barger, Claire Donehower, and Kathleen M. Baggett
Perspectives for the Delivery of Early Intervention Services via Telemedicine in Rural States: Outcomes from the COVID-19 Pandemic
Christopher M. Furlow, Laura K. Barker, Robyn R. Brewer, Mary N. Thomason, Alexandra G. Brunner, and Frances K. Huff
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers
Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, and Sarah Harry