Preschool Children: Education, Language, Social Functioning and Behavioral Issues


Cathy H. Qi (Editor)
Department of Educational Specialties, University of New Mexico, Albuquerque, NM, USA

Tina Stanton-Chapman (Editor)
University of Virginia, Curry School of Education, Charlottesville, VA, USA

Series: Children’s Issues, Laws and Programs, Education in a Competitive and Globalizing World
BISAC: LAW010000

This book presents cutting edge work and recent findings in the areas of language development, social skills, and behavioral functioning in preschool children with and without disabilities. Each chapter is of high quality, using rigorous methodology, strong research designs and sophisticated data analysis.

The book brings the unique gathering of minds with backgrounds in early childhood special education and psychology. Authors of the chapters produce high quality research on important issues such as evidence-based interventions for young children with disabilities, including autism spectrum disorders and challenging behavior. Other critical topics addressed in the book include the negative impact of risk factors on child development, and screening and early identification of behavioral problems in young children.

If you are a teacher or a parent who has a child with social skills or language difficulty, the information provided in this book can assist you in helping this child navigate the social and language environment, and achieve success in the early childhood classroom. The screening and early identification information is useful as a background resource for those navigating the special education assessment process. (Imprint: Nova)

Table of Contents

Table of Contents




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)


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)


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)


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)


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