Children in the foster care system often face many educational challenges, including having an increased risk of language delays compared to the general population, with an estimated 35%–73% of the foster youth population experiencing language difficulties. Language delays are caused by many factors, but for children in foster care, one major antecedent is child abuse and neglect. Early delays greatly impact long‐term outcomes for children, including delays in their reading, writing, and social competence. This article explores possible causes of language delays for youths in foster care, describes the negative impact of language delays, and identifies evidence‐based practices for early intervention within the child welfare system and primary and secondary schools, specifically targeting practices for school psychologists, school counselors, school social workers, and speech pathologists.
This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this study, the research team trained third‐grade peers to work with preschoolers with ASD in one‐on‐one play sessions. JA, parallel play, and common focus play were increased during intervention, while solitary and unoccupied play were decreased. Social validity was high as reported by participants. This study provides promising data for increased inclusion of severely impacted students, with benefits for all students involved.
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