Call for Peer Reviewers: DEC Monograph Series – Issue 1, Deconstructing and Reframing Challenging Behavior

The Division for Early Childhood (DEC) is seeking reviewers for the first issue of the DEC Monograph Series, focused on Deconstructing and Reframing Challenging Behavior. Reviewers are being sought for both scholarly manuscripts and Spotlights on Strength. This monograph brings together research, policy, practice, and lived experience to challenge deficit-oriented narratives and to center equity, context, and systems-level perspectives in early childhood. Consistent with DEC’s Racial Equity Point of View, the review process is designed to honor multiple ways of knowing and diverse forms of expertise. We invite individuals from across the early childhood and early childhood special education community to serve as reviewers, including researchers, practitioners, families, community leaders, and advocates.

View the Call for Manuscripts here. Manuscript Submission Deadline: March 16th, 2026

Review Period: May 1st, 2026 – July 1st, 2026

Reviewer Pathways

Reviewers may indicate interest in reviewing one or both of the following pathways. Assignments will be made based on experience, interests, and the needs of the monograph.

Scholarly Manuscripts

Scholarly manuscripts engage empirical research, conceptual frameworks, policy analysis, or theory related to deconstructing and reframing challenging behavior in early childhood. Reviewers best suited for this pathway have experience with research, higher education, policy, systems change, technical assistance, or research-informed professional development and are able to engage with scholarly writing through an equity-oriented lens aligned with DEC’s Racial Equity Point of View.

Spotlights on Strength

Spotlights on Strength are short, practice- and experience-based pieces grounded in lived and professional expertise. Reviewers best suited for this pathway bring lived, practice, or community knowledge, such as experience as a family member or caregiver, early childhood educator or paraprofessional, EI/ECSE provider, home visitor, therapist, coach, administrator, community leader, or equity advocate, and can offer feedback on clarity, strengths-based framing, accessibility, and alignment with equity and dignity.

Reviewer Expectations

Reviewers will need to:

• Utilize the review forms and guidance provided to support a consistent and equitable review process

• Provide respectful, strengths-based, and constructive feedback

• Attend to alignment with the monograph’s focus on deconstructing and reframing challenging behavior

• Apply an equity-oriented lens consistent with DEC’s Racial Equity Point of View

• Review approximately 1–2 submissions (scholarly manuscripts and/or Spotlights on Strength) during the review period

Why Serve as a Reviewer?

Serving as a reviewer is an opportunity to:

• Contribute to field-shaping conversations

• Support diverse authors and community voices

• Engage with innovative research and practice

• Advance equity-centered approaches in early childhood

• Receive acknowledgement in the final publication

How to Volunteer

If you are interested in serving as a reviewer, please complete the reviewer volunteer form by Tuesday, March 10th, 2026, 11:59 PM Eastern Time. The form will allow you to indicate your areas of expertise and whether you are interested in reviewing scholarly manuscripts, Spotlights on Strength, or both. Additional details and timelines will be shared after forms are received.

Questions

Please contact the co-editors Chelsea Morris (ctmorris@unm.edu) and Tara Toland (taraftoland@gmail.com) for additional information about the contents of the monograph and the submission process. We look forward to receiving your submission!

For any other questions, please contact DEC at dec@dec-sped.org.