Table of Contents

Table of Contents

Preface

Contributors

Acknowledgements

Introduction: Language, Social Skills, and Behavioral Functioning in Preschool Children
(Cathy Huaqing Qi and Tina Stanton-Chapman, Early Childhood Special Education, Department of Educational Specialties, University of New Mexico, Albuquerque, NM, USA, and others)

PART I. LANGUAGE, SOCIAL SKILLS, BEHAVIOR, PARENTING BEHAVIOR AND PRACTICES

Chapter 1. Potential Language Delays and Behavior Problems in English-speaking Hispanic Preschool Children in Head Start
(Cathy Huaqing Qi, Tina Stanton-Chapman and and James P. Selig, Early Childhood Special Education, Department of Educational Specialties, University of New Mexico, Albuquerque, NM, USA, and others)

Chapter 2. Parenting Behaviors and Preschool Literacy and Problem Solving Outcomes
(Yvette R. Harris, Department of Psychology, Miami University, Oxford, OH, USA)

Chapter 3. The Impact of Family Factors and Parenting Practices on Cognitive Development and Aggressive Behavior among Children in Early Head Start
(Yvonne Rafferty and Kenneth W. Griffin, Department of Psychology, Pace University, New York, NY, USA, and others)

Chapter 4. Child Behavior Problems and Parenting Stress in Immigrant and Single Parent Families with Preschool Children
(Cynthia Leung, Shirley S. L. Leung and Ruth Chan, Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong, and others)

PART II. EFFECTIVE INTERVENTIONS IN SOCIAL COMMUNICATION

Chapter 5. An Examination of the Effects of a Social Communication Intervention on Verbal and Non-Verbal Initiations and Responses in 3-Year-Old Children with Disabilities
(Tina L. Stanton-Chapman, Cathy Huaqing Qi and Kristen R. Jamison, Early Childhood Special Education, Department of Special Education, University of Virginia, Charlottesville, VA, USA, and others)

Chapter 6. Effects of a Multicomponent Intervention to Increase Play
Skills in Two Preschool Boys with an Autism Spectrum Disorder
(Christopher Denning, Special Education, Department of Curriculum and Instruction, School of Education and Human Development, University of Massachusetts-Boston, Boston, MA, USA, and others)

Chapter 7. The Effectiveness of Implementing Modified Social Scripts to Improve Behavior in Head Start Classrooms
(Carol G. Smith, Teaching, and Learning, Curry School of Education, University of Virginia, Charlottesville, VA, USA)

Chapter 8. Pretend Play with Young Children with Autism Spectrum Disorders: A Synthesis of the Research
(Erin E. Barton, Early Childhood Special Education, School of Education and Human Development, University of Colorado Denver, Denver, CO, USA)

Chapter 9. Interventions for Social Communication Skills in Preschool Children with Disabilities: Trends and Issues
(Peishi Wang, Special Education, Department of Educational and Community Program, Queens College, City University of New York, Flushing, NY, USA)

PART III. SCREENING AND EVALUATION OF PRESCHOOL BEHAVIORS

Chapter 10. Assessing the Behavioral and Emotional Adjustment of Preschool Children in Nairobi Slums
(Stephanie Milan, Child Clinical Psychology and Quantitative Psychology, Department of Psychology, University of Connecticut, Storrs, CT, USA)

Chapter 11. A Comprehensive Framework for Evaluating Systems for Screening Preschool Behaviors
(Ryan J. Kettler, Kelly A. Feeney-Kettler, Milissa A. Palladino, Lindsey P. Zahra and Jennifer C. Rodriguez, Graduate School of Applied and Professional Psychology at Rutgers, State University of New Jersey, Piscataway, NJ, USA, and others)

Index