Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

Authors

• Michael Siller, Emory University School of Medicine
• Rebecca Landa, Johns Hopkins University School of Medicine
• Giacomo Vivanti, Drexel University
• Brooke Ingersoll, Michigan State University
• Allison Jobin, California State University San Marcos
• Molly Murphy, Waisman Center
• Melanie Pellecchia, University of Pennsylvania Perelman School of Medicine
• Brian Boyd, The University of North Carolina at Chapel Hill
• Sophia D’Agostino, Utah State University
• Cynthia Zierhut Ursu
• Jennifer Stapel-Wax, Emory University School of Medicine
• Sally Fuhrmeister, Children’s Healthcare of Atlanta
• Lindee Morgan, Emory University School of Medicine

Document Type

Article

Publication Date

5-1-2024

Publication Title

Topics in Early Childhood Special Education

Abstract

Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children’s motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings.

Volume Number

44

Issue Number

1

First Page

45

Last Page

57

DOI

10.1177/02711214231213285

Recommended Citation

Siller, Michael; Landa, Rebecca; Vivanti, Giacomo; Ingersoll, Brooke; Jobin, Allison; Murphy, Molly; Pellecchia, Melanie; Boyd, Brian; D’Agostino, Sophia; Zierhut Ursu, Cynthia; Stapel-Wax, Jennifer; Fuhrmeister, Sally; and Morgan, Lindee, "Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education" (2024). Faculty and Staff Works. 1022.
https://kb.gcsu.edu/fac-staff/1022