Home > About > Focus-4

FOCUS 4

What is the Relationship between Socially and Empirically Validated Practices in Early Childhood Transition?

APPROACH

Conduct a series of National Focus Group Sessions with approximately 240 early childhood and early childhood special education stakeholders including national experts (those from professional organizations, universities and colleges), state and local administrators and policy makers, practitioners and family representatives from across the continental United States.
Use the Critical Incident Technique (CIT; Flannagan, 1964) to obtain information regarding local and state practices.
Conduct a series of regional working forums to identify barriers and assess transition strategies and practices for the specified populations.
Conduct a national survey of 10,000 preschool teachers to examine their transition practices.
Conduct a Social Validation Assessment with administrators, faculty members, and practitioners (N = 450; 150 per group) and 250 family members of young children with and without disabilities.
Conduct an analysis of the Alignment of Empirically and Socially Validated Practices, specifically focused on the identification of similarities and differences between socially and empirically validated practices.
Examine the relationship between state program factors and federal monitoring outcomes related to transition in five focal states.
Use quantitative statistical analysis to examine the relationships between state policies and child outcomes.

PROPOSED PRODUCTS

A guide for local programs and families outlining strategies and practices that have been both socially and empirically validated.
Recommendations to the field related to socially validated practices that need further study.

WORK GROUP MEMBERS

Megan Cox, M.A.: Research Coordinator
Andy Gomm, M.S.W., Advisory Council Member
Caroline Gooden, M.S.: Project Coordinator
Ann Hains, Ph.D: Wisconsin & Michigan Site Coordinator
Jim Lesko, Ed.D: Advisory Council Member
Andrea Nielsen, Advisory Council Member
Sharon Rosenkoetter, Ph.D.: Oregon Site Coordinator
Beth Rous, Ed.D.: Work Group Facilitator
Carol Schroeder, M.S.: Project Assistant Coordinator
Christine Teeters, M.S.: Research Assistant

What's New

Latest research brief describes a study of preschool teacher temperament and potential implications of teacher temperament on children’s transition and school adjustment; The Temperament Task Orientation Cluster among Preschool Educators

Exciting new findings on the socially validated practices that facilitate transitions for young children with disabilities; National Validation Survey Technical Report #3 and related Transition Alert

See our new research brief on Family Outcomes

The Beach Center on Disability is a site sponsored by the University of Kansas, under the direction of Dr. Ann Turnbull. This site promotes NECTC products and findings.
Click to link to the Beach Center Transition Knowledge Bank

Announcing the NECTAC National Early Childhood Transition Initiative.
Click here.

Send comments, suggestions to NECTC Management
For data related questions please send to NECTC Research
Website Created and Maintained by the Human Development Institute
HDI, UK, 126 Mineral Industries Building, Lexington, KY 40506-0051

The National Early Childhood Transition Center is supported through a cooperative agreement, PR Award # H324V020003, through the US Department of Education, Office of Special Education Programs. However, the contents of this site do not necessarily represent the positions or policies of the Office of Special Education or the US Department of Education, and readers should not assume endorsement by the federal government.

Click the Adobe logo below to download the free Adobe Acrobat Reader.