Handbook of Early Childhood Special Education

Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

“…Dunst (2016) suggested four types of research syntheses of early childhood intervention research studies that can be used to analyze intervention research and can inform the identification of EBPs-narrative or traditional literature reviews, summative reviews that include quantification, systematic reviews that use exclusionary and inclusionary criteria to definite search strategies and analysis methods, and meta-analysis. In addition, Reichow (2016) operationalized EBP as a fivestep process involving The appraisal of research evidence is integral to this process and is critical to establishing an evidence base. Research appraisal can be addressed by replication of intervention studies by different researchers across settings and participants.…”

“…Dunst (2016) suggested four types of research syntheses of early childhood intervention research studies that can be used to analyze intervention research and can inform the identification of EBPs—narrative or traditional literature reviews, summative reviews that include quantification, systematic reviews that use exclusionary and inclusionary criteria to definite search strategies and analysis methods, and meta-analysis. In addition, Reichow (2016) operationalized EBP as a five-step process involving(1) question formulation describing the characteristics of the patient or population, intervention, comparator, and outcome (e.g., PICO); (2) searching for and retrieving the best available research evidence; (3) critical appraisal of the research evidence; (4) selection of the intervention or intervention method based on available evidence, clinical expertise, and patient values and choice; and (5) continual progress monitoring. (p. 109)…”

“…However, group experimental designs using randomized controlled trials (RCT) would require a smaller number of investigations to consider a practice as evidence based. Two RCT conducted by two independent research groups are considered the “gold-standard” criteria regarding the amount of evidence required for an intervention to be considered evidence based (Reichow, 2016). Thus, in conclusion, the results of this study indicate that there is a need for increased replication of research studies that use both single-case designs that attend to the quality indicators as well as high-quality RCT research that involves large groups of participants conducted by independent researchers across settings and age groups.…”

Early Childhood Practitioner Judgments of the Social Validity of Performance Checklists and Parent Practice Guides

“…Early childhood intervention includes the provision of different types of supports and resources to young children birth to 6-8 years of age and their families to improve child, parent, and family functioning (Shonkoff & Meisels, 2000). The term early childhood intervention encompasses early intervention for infants and toddlers with identified disabilities or developmental delays (Dunst & Espe-Sherwindt, in press), early childhood special education for preschoolers with identified disabilities (Reichow, Boyd, Barton, & Odom, 2016), early years education for infants, toddlers, and preschoolers who are at-risk for poor developmental outcomes due to family circumstances (Burger, 2010), and early childhood education for all young children birth through eight years of age (Copple & Bredekamp, 2009). …”

“…The checklists and practice guides seem especially needed in a field where the knowledge base has expanded so rapidly as is the case for early childhood intervention (see e.g., Reichow et al, 2016).…”