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EDPD 8073 Research Methodology: Evaluating Evidence-Based Practices in Early Childhood Special Education: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDPD 8073 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Aaron, C., Chiarello, L. A., Palisano, R. J., Gracely, E., O’Neil, M., & Kolobe, T. (2014). Relationships among family participation, team support, and intensity of early intervention services. Physical & Occupational Therapy in Pediatrics, 34(4), 343–355. doi:10.3109/01942638.2014.899286

Barton, E. E., Ledford, J. R., Lane, J. D., Decker, J., Germansky, S. E., Hemmeter, M. L., & Kaiser, A. (2016). The iterative use of single case research designed to advance the science of EI/ECSE. Topics in Early Childhood Special Education, 36(1), 4–14. doi:10.1177/0271121416630011

Greenwood, C. R., Carta, J. J., Goldstein, H., Kaminski, R. A., McConnell, S. R., & Atwater, J. (2014). The Center for Response to Intervention in Early Childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention. 36(4), 246–262. doi:10.1177/1053815115581209

Kaiser, A. P., & Hemmeter, M. L. (2013). Treatment fidelity in early childhood special education research: Introduction to the special issue. Journal of Early Intervention, 35(2), 79–84. doi:10.1177/1053815113515181

Kaiser, A. P., & Hemmeter, M. L. (2014) Introduction to special issue on the center on response to intervention in early childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention. 36(4), 243–245. doi:10.1177/1053815115585088

Khetani, M. A., Cohn, E. S., Orsmond, G. I., Law, M. C., & Coster, W. J. (2013). Parent perspectives of participation in home and community activities when receiving Part C early intervention services. Early Childhood Special Education, 32(4), 234–245. doi:10.1177/0271121411418004

Ledford, J. R., Barton, E. E., Hardy, J. K., Elam, K., Seabolt, J., Shanks, M., Hemmeter, M. L., & Kaiser, A. (2016). What equivocal data from single case comparison studies reveal about evidence-based practices in early childhood special education. Journal of Early Intervention, 38(2), 79–91. doi:10.1177/1053815116648000

Maich, K., & Hall, C. (2014). Are we ready? Early childhood educator, students, and perceived preparedness for school-based special education. Canadian Children, 39(3), 42–52. Retrieved from

McWilliam, R. A. (2015). Future of early intervention with infants and toddlers for whom typical experiences are not effective. Remedial & Special Education, 36(1), 33–38. doi:10.1177/0741932514554105

Rhedding-Jones, J., Bielkerud, A. W., Giæver, K., Røkholt, E. G., Holten, I. S., Lafton, T., Moxnes, A. R., & Pope, L. A. (2014). Critical methodologies: Early childhood research studies in Norway. Reconceptualizing Educational Research Methodology, 5(2), 5–17. doi:10.7577/rerm.1217

Welchons, L. W., & McIntyre, L. L. (2015). The transition to kindergarten for children with and without disabilities: An investigation of parent and teacher concerns and involvement, Early Childhood Special Education, 35(1), 52–62. doi:10.1177/0271121414523141

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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