128 Session 6
Papers Topic - Research Methodologies: Systematic Reviews and Meta-Synthesis Advancing Comprehensive Early Childhood Intervention P6.14 Challenges and Opportunities for Inclusion in Early Childhood: A Meta-Synthesis of International Qualitative Research Presenting Author: Emily Holden (USA) Affiliation: University of Colorado at Denver Co-Author: Jaleesa Steward Meaningful inclusion in early childhood intervention is vital to supporting the developmental and educational outcomes of young children with disabilities. However, implementation of inclusive practices in intervention settings varies widely across global contexts. This session will explore the challenges and needs expressed by early childhood educators leading inclusive preschool settings through a descriptive meta-synthesis of qualitative research. By synthesizing conceptualizations of early childhood educators around the globe, we will identify trends in the challenges they face when implementing inclusive practices. We will explore what resources and supports educators need to achieve high quality inclusion across contexts. We will also examine how a variety of stakeholders including early childhood leaders, special service providers, families, and policymakers can better support educators in creating inclusive environments. This work highlights the shared struggles and opportunities educators face across diverse intervention contexts and offers actionable insights for fostering meaningful inclusion in early childhood programs. P6.15 They Were Little Once: Key Issues from a Systematic Review on Identifying Autism in Young Girls Presenting Author: Brooke McMullen; Barry Carpenter (England) Affiliation: University of Limerick Co-Authors: Barry Coughlan, Ann-Marie Craven, Páraic S. O’Súilleabháin Sex differences in autism may delay the detection and diagnosis of autistic girls, particularly in early childhood (up to 6 years old). This systematic literature review examined how autism presents in young girls to support earlier identification. Using five databases (PsycArticles, PsycINFO, CINAHL, EMBASE, MEDLINE) from inception to 2024, 12 studies met inclusion criteria after screening 989 publications. Findings suggest autistic boys and girls exhibit more similarities than differences in early childhood, though inconsistencies and the limited number of studies hinder definitive conclusions. This highlights the need for rigorous research to explore potential sex/gender differences, validate assessment tools, and reflect on diagnostic practices and attributed behaviors. Greater involvement of autistic individuals in transparent research is essential to improve early identification and support. As our understanding evolves, particularly with input from autistic individuals identified later in life, we can better address diagnostic challenges and promote early awareness.
P6.16 Translating Systematic Reviews to Practice: Applications and Implications Presenting Author: Brian Reichow (USA) Affiliation: University of Connecticut Center for Excellence in Developmental Disabilities
Systematic reviews are approaches used to locate and synthesize research studies that address similar research questions or explore similar independent and dependent variables, or describe what is known about a particular topic. Presently, there are many types of systematic reviews (e.g., meta-analytic reviews, umbrella reviews, rapid reviews, scoping reviews) that all have unique characteristics that provide parameters on how the information presented in the reviews can be used. This presentation will provide an overview of common systematic review types and methods, and an overview of contemporary methodological guidance (e.g., PRISMA) and tools to evaluate the quality of systematic reviews (e.g., ROBIS, AMSTAR-2). Guidance on how consumers can use reviews to inform practice will be demonstrated through knowledge translation frameworks of exemplar reviews of intervention practices for young children with disabilities.
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