Exceptional children

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  Año 2026, Vol. 92, Número 3

  • Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?

    Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart

    • Resumen

    págs. 238-263

    

  • Social-Emotional Learning Foundations Curriculum for K–1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles

    Michelle M. Cumming, Daniel V. Poling, Yuxi Qiu, Nastasia Schreiner, Brian Jones, Ann P. Daunic, Nancy Corbett, Stephen W. Smith

    • Resumen

    págs. 264-285

    

  • Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention

    Gabriel Martínez Rico, Pau García Grau, Margarita Cañadas, Rómulo J. González García

    • Resumen

    págs. 286-304

    

  • Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs

    Kathryn E. Dorney, Nancy A. Quick, Karen A. Erickson

    • Resumen

    págs. 305-321

    

  • Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study

    Adriana Kaori Terol, Hedda Meadan, Sandy Magaña

    • Resumen

    págs. 322-344

    

  • Head Start Teachers’ Perceptions of Bilingualism for Preschoolers Without and With Disabilities

    Jisun R. Oh, Gregory A. Cheatham, Josh E. Hayes

    • Resumen

    págs. 345-367