Steed Research Lab

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Studies on the use of teacher-implemented approaches to improving the social emotional competence of young children.

Noh, J., Steed, E. A., & Kim, K. (2016). South Korean early childhood teachers’ perceptions of program-wide positive behavior support. Infants and Young Children, 29, 25-36. https://doi.org/10.1097/IYC.0000000000000053 

Hallet, G., Strain, P. S., Smith, B. J., Barton, E. E., Steed, E. A., & Kranski, T. (2016). The Pyramid Plus Center: Scaling up and sustaining evidence-based practices for young children. Young Exceptional Children. Published online before print November 7, 2016, https://doi.org/10.1177/1096250616674333 

Steed, E. A., & Roach, A. (2017). Childcare teachers’ use of practices to promote young children’s social emotional competence. Infants and Young Children, 30, 162-171. https://doi.org/10.1097/IYC.0000000000000092 

Steed, E. A., & Shapland, D. (2019). Adapting social emotional multi-tiered systems of support for kindergarten. Early Childhood Education Journal, 48, 135-146. https://doi.org/10.1007/s10643-019-00996-8 

Steed, E. A., Barton, E. E., & Strain, P. S. (2020). Instructional approaches that promote positive social outcomes for young children: A historical review of single case design research. Journal of Positive Behavior Interventions, 23, 201-213. https://doi.org/10.1177/1098300720916717 

Edwards, N. M., & Steed, E. A. (2020). Building capacity from within: A pilot peer coaching project in an early childhood program. Journal of Early Childhood Teacher Education, 42(3), 318-344. https://doi.org/10.1080/10901027.2020.1740842

Steed, E. A., Shapland, D., & Leech, N. (2021). Early childhood teachers’ perceptions of the effectiveness of their elementary school’s approach to social emotional learning: A mixed methods study. Early Childhood Education Journal. Published online before print August 10, 2021. https://doi.org/10.1007/s10643-021-01248-4 

Wright, J.*, & Steed, E. A. (2021). Implementing the Pyramid Model in a turnaround elementary school. Preventing School Failure. Published online before print March 24, 2021. https://doi.org/10.1080/1045988X.2021.1898320 

Steed, E. A., Leech, N., & Shapland, D. (in press). Early childhood teachers’ inclusion in their elementary school’s social emotional multi-tiered system of support: A mixed methods study. Journal of Positive Behavior Interventions.

Studies and conceptual papers about the need for culturally responsive practices in early childhood classrooms and in early childhood research.

Allen, R., & Steed, E. A. (2016). Culturally responsive Pyramid Model practices: Program-wide positive behavior support for young children. Topics in Early Childhood Special Education, 36, 1-11. https://doi.org/10.1177/0271121416651164 

Price, C. L., & Steed, E. A. (2016). Culturally responsive strategies to support positive relationships with young children with challenging behavior. Young Children, 36-43. https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies 

Rausch, A.*, Joseph, J.*, & Steed, E. A. (2019). Disability critical race studies (Dis/Crit) for inclusion in early care and learning: Ethical considerations of implicit and explicit bias. Zero to Three, 40, 43-51.

Steed, E. A., & Kranski, T. (2020). Participant characteristics in research on interventions for young children with challenging behavior: A systematic literature review. Topics in Early Childhood Special Education, 40, 110-123. https://doi.org/10.1177/0271121419832969 

Steed, E. A., & Kranski, T. (2021). Culturally responsive early childhood consultation to promote social emotional competence. Journal of Educational and Psychological Consultation. Published online before print August 25, 2021. https://doi.org/10.1080/10474412.2021.1969523 

Kranski, T., & Steed, E. A. (2022). Practice-based coaching to improve culturally responsive practices in early childhood classrooms: A single-case experimental design. Published online before print April 11, 2022. Psychology in the Schools. https://doi.org/10.1002/pits.22703

Articles and chapters on the use of high-quality inclusion in preschool settings.

Jolivette, K., McCormick, K., McLaren, E., & Steed, E. A. (2009). Opportunities for young children to make choices in a model interdisciplinary and inclusive preschool classroom. Infants and Young Children, 22(4), 279-289. https://doi.org/10.1097/IYC.0b013e3181b8b8c8

Steed, E. A., & Smith, B. J. (2015). Administrative support: Effective professional development for high-quality preschool inclusion. In E. E. Barton & B. J. Smith (Eds), The Preschool Inclusion Toolbox (pp. 97-112). Baltimore, MD: Paul H. Brookes Publishing.

Smith, B. J., Steed, E. A., & Joseph, J. (2015). Creating policies and procedures that support preschool inclusion. In E. E. Barton & B. J. Smith (Eds), The Preschool Inclusion Toolbox (pp. 63-82).  Baltimore, MD: Paul H. Brookes Publishing.

Barton, E. E., Steed, E. A., & Smith, B. J. (2016). Inclusion and the environment recommended practices: Common challenges to inclusion and ways to overcome them. In T. Catalino & L. Meyer (Eds)., Recommended Practices Monograph #2, 1-18.

Rausch, A., Joseph, J., Strain, P.S., & Steed, E. A. (2021). Fostering engagement in inclusive settings: The role of the physical-social-temporal environment in early childhood settings. Young Children, 76, 16-21. https://www.naeyc.org/resources/pubs/yc/winter2021/fostering-engagement

Steed, E. A., Rausch, A., Strain, P., Bold, E., & Leech, N. (in press). High quality inclusion in preschool settings: A survey of early childhood personnel. Topics in Early Childhood Special Education.

Studies on the use of assessment and evaluation to improve access to supports and services, especially for very young children with potential social emotional delays and disabilities.

Steed, E. A., & Banerjee, R. (2015). Assessment and early identification of young children with social emotional difficulties and behavioral challenges. Journal of Intellectual Disability – Diagnosis & Treatment, 3,198-204. https://doi.org/10.6000/2292-2598.2015.03.04.5

Steed, E. A. & Stein, R. (2021). Initial evaluation practices and processes: A survey of early childhood personnel. Topics in Early Childhood Special Education. Published online before print April 14, 2021. https://doi.org/10.1177/02711214211005856

Stein, R., & Steed, E. A. (2022). Initial evaluation practices to identify young children’s social emotional difficulties. Topics in Early Childhood Special Education. Published online before print February 8, 2022. https://doi.org/10.1177/02711214221075375

Studies of the impact of COVID-19 on early childhood personnel in the U.S. and globally.

Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2021). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention. Published online before print August 3, 2021. https://doi.org/10.1177/10538151211037673 

Steed, E. A., & Leech, N. (2021). Shifting to remote learning during COVID-19: Differences for early childhood and early childhood special education teachers. Early Childhood Education Journal, 49, 789-798. https://doi.org/10.1007/s10643-021-01218-w 

Steed, E. A., Leech, N., *Phan, N., & *Benzel, E. (2022). Early childhood educators’ provision of remote learning during COVID-19. Early Childhood Research Quarterly. Published online before print March 21, 2022. https://doi.org/10.1016/j.ecresq.2022.03.003