Social–emotional development in early childhood (EC) is an important factor to their later development and adjustment. While all young children display unwanted behaviors at some time during development, challenging behaviors that occur across settings and over a period of time should be identified and intervened; thus, data collection efforts need to be efficient and accurate as time can be a barrier. There are currently applications for children in a K–12 setting that can be used to collect data and share positive behavior support plans; however, they may not necessarily be tailored to the EC population. A variety of data collection apps will be discussed as they relate to identifying a behavior to data collection skills. Suggestions will be given on what apps should contain for data collection and how to make them applicable to EC settings as well as collaborating with multiple professionals.
Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.
Input from parents of children with disabilities is highly valuable; however, barriers such as lack of time or travel can hinder the partnership between parents and stakeholders. Internet-based applications (e.g., Google Groups, Google Drive, and OneDrive) can alleviate some of the difficulties in collaborating. This article describes the use and benefits of Internet-based applications to support collaboration between teachers, families, and other providers working with students with disabilities. How to collaborate through these apps will be examined with practical examples. Implications for security and confidentiality will be considered. Directions for future research will be discussed.
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