This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.

The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age possible. An argument for utilizing community childcare providers for universal developmental screening is presented along with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings.

Harry's mother, Lanie, looked around the table at all of the professionals who had come together to write Harry's Individualized Education Plan (IEP): Harry's service coordinator, the school district preschool coordinator, the early childhood preschool consultant, the child care center director, Harry's child care provider, and his physical therapist. She reflected back on the preparations that had led to this meeting: There were multiple conversations with Harry's service coordinator, a parent transition planning workshop sponsored by the school district that Lanie attended 3 months ago, and visits to several school district preschool programs to learn more about the continuum of services available for preschoolers. Lanie had initially dreaded thinking about Harry's transition at age 3; however, now that the time was closer, Lanie felt confident that both she and Harry were ready for any changes they might encounter.

Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The Teaching Pyramid, a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated toddler teachers’ use of Teaching Pyramid practices and the relationship between these practices and classroom quality. Results indicated that toddler teachers used practices associated with the universal level of the Pyramid (e.g., positive relationships with children and parents). At this level, however, it was also evident that some preventive practices were missing (e.g., posted visual schedules and rules). Missing across classrooms was evidence of practices associated with the secondary level (e.g., explicitly teaching behavior expectations) and tertiary level (e.g., participating in developing behavior support plans). Implementation of Pyramid practices appeared to be associated with classrooms rated as being high quality.

Despite the benefits of early intervention for children, the majority of children with developmental delays are not identified prior to the age of 5 years. Child care providers could aid in recognition of children at risk for developmental delays; however, there is little research on this topic. This article reports on a qualitative research study used to investigate child care providers' ability to accurately assess child development and make appropriate referrals to Child Find agencies. Initial data analysis suggested that child care providers were able to recognize children at risk for developmental delays with or without using a standardized screening tool. The child care participants did not, however, always indicate that they would refer those children with whom they were concerned. Qualitative interview results revealed important supports that aid in child care providers identifying children at risk for developmental delays, as well as barriers that interfere with child care providers making appropriate referrals to Child Find agencies.