Early childhood development and early intervention

Early childhood development refers to the process of physical, cognitive, personality, and psychosocial growth occurring from birth through age 5. Early childhood education refers to programs for toddlers and preschool children. Early intervention is action taken using medical, family, school, social, or mental health resources. It is aimed at infants and children at risk for or in the early stages of mental, physical, learning, or other disorders. The term may also include obstetric and prenatal care. In the United States, the federal Individuals with Disabilities Education Act (IDEA) requires that children 3 years of age and older with disabilities receive educational services through public school systems. Consequently, early intervention programs most often serve children from infancy up to 3 years of age.

News items related to the topic: Early childhood development and early intervention

VKC telepresence expands access and builds capacity of training and services
By using telemedicine and telehealth models, the Vanderbilt Kennedy Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) and the Intellectual and Developmental Disabilities Health Care Toolkit (IDD Health Care Toolkit) are reaching underserved areas, advancing quality service delivery, and improving clinicians’ ability to care for adults with intellectual and developmental disabilities.

Clinical & Translational Research Lecture: "Team Science in the Study of Pregnancy-Related Infections"
Clinical & Translational Research Lecture: "Team Science in the Study of Pregnancy-Related Infections"

Clinical & Translational Research Lecture: "Managing the Risk of Language Delay for Preverbal Children with Autism and their Siblings"
Clinical & Translational Research Lecture: "Managing the Risk of Language Delay for Preverbal Children with Autism and their Siblings"

Studies related to the topic: Early childhood development and early intervention

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Grants related to the topic: Early childhood development and early intervention

  • Development of Program-Wide Supports for the Pyramid Model Implementation: Addressing Young Children’s Social-Emotional Competence and Challenging Behaviors
    PI: Hemmeter, MaryLouise
  • Phenotypic Specific Communication Intervention for Children with Down Syndrome
    PI: Kaiser, Ann
  • Comprehensive Communication Intervention for Minimally Verbal Children with Autism
    PI: Kaiser, Ann
  • EMT En Espanol: Caregiver-Implemented Language Intervention For Young Spanish-Speaking Children
    PI: Kaiser, Ann
  • An Efficacy Trial of Enhanced Milieu Teaching Language Intervention for Toddlers with Autism
    PI: Kaiser, Ann
  • An Efficacy Trial of J-EMT: Enhanced Milieu Teaching Language Intervention Plus Joint Attention, Engagement and Regulation Intervention for Toddlers with Autism
    PI: Kaiser, Ann
  • An Intelligent three Dimensional Learning Environment for Enhancing Social Communication Skills in Infants and Toddlers
    PI: Warren, Zachary
  • Efficacy of Parent-implemented Treatment in Infant Siblings of Children With ASD
    PI: Yoder, Paul
  • Intervention Effects of Intensity and Delivery Style for Toddlers with ASD
    PI: Yoder, Paul

People related to the topic: Early childhood development and early intervention

Erin Barton, Ph.D.
Assistant Professor of Special Education

Amy Booth, Ph.D.
Professor of Psychology & Human Development

Penelope H. Brooks, Ph.D.
Professor of Psychology, Emerita, Peabody College

Stephen M. Camarata, Ph.D.
Professor of Hearing & Speech Sciences and Psychiatry & Behavioral Sciences

David Dickinson, Ed.D.
Margaret Cowan Chair and Professor of Teacher Education, Department of Teaching and Learning; Associate Dean for Research and Strategic Planning

Dale Farran, Ph.D.
Professor of Psychology & Human Development, Emerita

H. Carl Haywood, Ph.D.
Professor of Psychology, Emeritus, Peabody College

Mary Louise Hemmeter, Ph.D.
Professor of Special Education

Ann P. Kaiser, Ph.D.
Susan Gray Chair in Education and Human Development; Professor of Special Education and Psychology

Evon B. Lee, Ph.D.
Associate Professor of Pediatrics, Psychology, and Psychiatry & Behavioral Sciences; Director of Training, UCEDD; Associate Director, Vanderbilt Consortium LEND; Neurobehavioral Phenotypes Coordinator, IDDRC Clinical Translational Core B

Whitney Loring, Psy.D.
Clinical Psychologist; TRIAD Families First Coordinator; Assistant Professor of Pediatrics and Psychiatry & Behavioral Sciences

Amy Needham, Ph.D.
Chair and Professor of Psychology and Human Development

Julia Noland, Ph.D.
Research Assistant Professor of Psychology and Human Development

Megan Saylor, Ph.D.
Associate Professor of Psychology and Human Development

C. Melanie Schuele, Ph.D.
Associate Professor of Hearing and Speech Sciences

Anne Marie Tharpe, Ph.D.
Professor of Hearing and Speech Sciences and Chair of the Department; Professor of Otolaryngology; Associate Director, Vanderbilt Bill Wilkerson Center

Georgene Troseth, Ph.D.
Associate Professor of Psychology, Peabody College

Tedra A. Walden, Ph.D.
Professor of Psychology and Human Development

Zachary E. Warren, Ph.D.
Associate Professor of Pediatrics, Psychiatry & Behavioral Sciences, and Special Education; Executive Director, Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders (TRIAD); Director, Autism Research, Department of Pediatrics and Vanderbilt Kennedy Center; Autism Research Registry Faculty Director, IDDRC Clinical Translational Core B; Deputy Director of Community Engagement, Vanderbilt Initiative for Autism, Innovation, & the Workforce (AIW)

Amy Weitlauf, Ph.D.
Assistant Professor of Pediatrics

Tiffany Woynaroski, Ph.D., CCC-SLP
Assistant Professor of Hearing & Speech Sciences

Paul J. Yoder, Ph.D.
Professor of Special Education

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