Inclusion Bibliography By Author

The relationship between the home environment and early motor development. (1999)

Abbott, A., & Bartlett, D. J.

This paper examines the relationship of the home environment to infant motor development. It reviews the literature investigating deprivation, parental expectations, and aspects of the home environment that are associated with poverty. The authors describe a number of methodological issues associated with the misinterpretation of data, the presence of confounding variables, and the use of inadequate measurement tools. They conclude that clarification of those aspects of the home environment that impact infant motor development may have important implications for physical and occupational therapists working in early intervention programs.

Physical & Occupational Therapy in Pediatrics, 19(1), 43-57.

Infant motor development and aspects of the home environment. (2000)

Abbott, A., Bartlett, D. J., Kneale Fanning, J. E., & Kramer, J.

Forty-three mothers and their infants participated in this study, which examined the relationship between home environment and infant motor development. When the infants were 5 months old, parental expectation of their motor development at 8 months was measured. When the infants were 8 months old, the home environment was assessed using the HOME Inventory, and infant motor development was assessed using the Alberta Infant Motor Scale. No statistically significant correlations were found, however the mothers demonstrated high expectations of 8-month motor performance, and higher scores were noted on aspects of the home environment and infant motor development than in normative samples. The authors conclude that higher infant motor development scores are associated with more supportive and stimulating home environments.

Pediatric Physical Therapy, 12(2), 62-67.

The exceptional child: Inclusion in early childhood education. (1996)

Allen, K. E., & Cowdery, G.E.

This book focuses on inclusive early childhood programs and the teaching of all young children. It provides information on early intervention and public policy, likenesses and differences among children, planning for inclusion, and implementing inclusive early childhood programs. Chapters include: (1) An Inclusive Approach to Early Education; (2) Federal Legislation: Early Intervention and Prevention; (3) Inclusive Programs for Young Children; (4) Normal and Exceptional Development; (5) Developmental Disabilities: Causes and Classification; (6) Sensory Impairments: Hearing and Vision; (7) Physical Disabilities and Health Problems; (8) Learning and Behavior Disorders; (9) Partnership with Families; (10) Assessments and the IFSP/IEP Process; (11) Characteristics of Effective Teachers in Inclusive Programs; (12) The Developmental-Behavioral Approach; (13) Arranging the Learning Environment; (14) Facilitating Self-Care, Adaptive, and Independence Skills; (15) Facilitating Social Development; (16) Facilitating Speech, Language, and Communication Development; (17) Facilitating Preacademic and Cognitive Learning; (18) Managing Challenging Behaviors; and (19) Planning Transitions to Support Inclusion. There is also a contributed essay entitled, Inclusion in Early Childhood Education: What We Have Learned; Where Are We Going?

Albany, NY: Delmar Publishers.

Training parents as milieu language teachers. (1992)

Alpert, C. L., & Kaiser, A. P.

This study, involving six mothers of preschoolers with language impairments, found that mothers could be taught to correctly apply four milieu language teaching procedures (model, mand-model, time delay, and incidental teaching) and that use of the procedures is associated with positive effects on various aspects of child language.

Journal of Early Intervention, 16(1), 31-52.

Contemporary management of motor control problems Proceedings of the II Step Conference. (1991)

American Physical Therapy Association

This collection of 28 articles examines new information that emerged in the early 1990s regarding the sciences of motor control, motor learning, and motor development. With this information, traditional concepts of physical therapy were questioned, and new models for understanding motor control problems began to develop. Articles include: (1) Opening remarks, (2) Past to the present, (3) Theory, Criteria Importance and Impact, (4) Assumptions Underlying Motor Control for Neurological Rehabilitation, (5) Theories of Motor Control; New Concepts for Physical Therapy, (6) How Theoretical Frameworks Bias Evaluation and Treatment, (7) Motor Learning Principles for Physical Therapy, (8) Designing Practice for Motor Learning: Clinical Implications, (9) Life-Span Motor Development, (10) Should the Normal Motor Development Sequence Be Used as a Theoretical Models in Patient Treatment, (11) Should the Normal Motor Development Sequence Be Used as a Model in Pediatric Physical Therapy, (12) Should the Normal Motor Development Sequence Be Used as a Theoretical Model to Progress Adult Patients, (13) Motor Development: Traditional and Contemporary Theories, (14) Merging Neurophysiologic Approaches with Contemporary Theories, (15) Framework for the Measurement of Neurological Impairment and Disabilities, (16) Abnormalities to Motor Development, (17) Recovery Process: Maximizing Dysfunction, (18) Perceptual Issues in Motor Control, (19) Psychological Growth as a Determinant of Motor Development, (20) Motor Control Problems in Parkinson’s Disease, (21) Stroke, (22) Cerebral Palsy: Contemporary Treatments Concepts, (23) Motor Attainments in Down Syndrome, (24) Head Trauma in Children, (25) Head Trauma in Adults, (26) Functional Abilities in Context, (27) Action Steps Recommendations after the Conference, (28) Past, Present and Future of the Step II Conference.

Alexandria, VA: American Physical Therapy Association.

Yes, Michael: Reflections on how inclusion can build social skills. (2003)

Anderson, G. T.

This article describes the experiences of a preschool teacher and her students regarding the inclusion of a child with autism in the classroom. It specifically addresses the following: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special needs child.

Texas Child Care, 26(4), 24-27.

Social interaction and acceptance of deaf or hard-of-hearing children and their peers: A comparison of social-skills and familiarity-based interventions. (1996)

Antia, S. D., & Kreimeyer, K. H.

This study compared effects of a teacher-mediated social skills intervention and an integrated activities intervention on social interaction among young children ages 4 to 6 with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but neither intervention increased interaction between hearing-impaired and normally hearing peers.

Volta Review, 98(4), 157-180.

Moving toward inclusion by narrowing the gap between early childhood professionals. (1995)

Appl, D. J.

Inclusive child care programs are built upon planning and implementation that includes all educators. Currently, there is a gap between early childhood educators and early childhood special educators. This gap can be bridged by concentrating on commonalities in educational practices, instructional strategies, and interventions.

Early Childhood Education Journal, 23(1), 23-26.

Children with Down syndrome: Implications for adult-child interactions in inclusive settings. (1998)

Appl, D. J.

Reviews research on children with Down syndrome, highlighting physical, medical, intellectual, language, and behavioral characteristics that provide valuable information for caregivers and teachers in planning and intervention. Reviews research on parent-child interactions, providing guidelines for caregivers and teachers working in inclusive settings. Suggests that interactions and environments must be adjusted to support the uniqueness of each child.

Childhood Education, 75(1), 39-43.

Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the group? (1997)

Appl, D. J., Fahl-Gooler, F., & McCollum, J. A

Inclusive parent-child play groups are a vehicle for providing family-centered services for the birth-to-3 populations within a natural environment. Although there is literature on the benefits of inclusive settings for children, little is know about the effects on parents when they participate along with their children. This study explores the perspectives of 12 parents of children with disabilities who attended inclusive PIWI (Parents Interacting With Infants) play groups between 1987 and 1996. From interviews with these parents, the researchers generated factors that can be considered when planning and implementing inclusive play groups to help parents of children with disabilities feel more comfortable with the groups.

Infant-Toddler Intervention, 7(4), 235-249.

LINKing assessment and early intervention: An authentic curriculum-based approach. (1997)

Bagnato, S. J., Neisworth, J. T., & Munson, S. M.

Applying the LINK rating system, the authors of this book provide comprehensive profiles of more than 50 curriculum-embedded and curriculum-compatible assessment and intervention systems. Chapters include: (1) Bridging the Assessment-Early Intervention Gap; (2) Building a Model Curriculum for the Early Childhood Years; (3) Authentic Curriculum-Based Evaluation Through LINK; (4) Snapshots and Close-Ups of Authentic Curriculum-Based Assessment Systems; (5) Forging and Evaluating an Authentic Assessment/Curriculum LINK; and (6) LINK Vignettes.

Baltimore: Paul H. Brookes Publishing Co.

Collaborative goal-setting with families: Resolving differences in values and priorities for services. (1987)

Bailey, D. B.

Parents and educators often differ in the values and priorities they assign services for the young handicapped child. Methods for resolving these differences include collaborative goal setting, viewing families from a systems perspective, using effective listening and interviewing techniques, negotiating values and priorities, and acting as case managers for families.

Topics in Early Childhood Special Education, 7(2), 59-71.

Stability and change in parents’ expectations of mainstreaming. (1987)

Bailey, D. B., & Winton, P. J.

This article describes the expectations of 31 families of nonhandicapped children and 9 families of handicapped children prior to the introduction of handicapped children into a daycare center that had previously served only nonhandicapped youngsters. A follow-up assessment was conducted after nine months of mainstreaming, in which subjects completed a questionnaire on the benefits and drawbacks of mainstreaming. Both groups of parents were similar in their opinions of the benefits of mainstreaming. Expectations generally changed little over time, although parents of nonhandicapped children showed a reduction in concerns about effects on their own children.

Topics in Early Childhood Special Education, 7, 73-88.

Friendship and acquaintance among families in a mainstreamed day care center. (1989)

Bailey, D. B., & Winton, P. J.

The study describes friendship and acquaintanceship patterns of 47 families (of which 9 had handicapped children) attending an integrated day care program. Families of children with handicaps were more likely to become friends with other families of children with handicaps than with families of normally developing children though they desired broader acquaintanceships.

Education and Training in Mental Retardation, 24, 107-113.

Inclusion in the context of competing values in early childhood education. (1998)

Bailey, D. B., McWilliam, R. A., Buysse, V., & Wesley, P. W.

Inclusion of preschoolers with disabilities in programs for typically developing children has a strong legal, rational, moral, and empirical basis. Despite this compelling foundation, however, the desirability of inclusion continues to be debated, and acceptable options for inclusive placements are often difficult to find. Professionals and parents are often placed in a position in which inclusion must be weighed against other compelling values in making decisions about placements for children. The paper describes three competing values high-quality programs, specialized services, and family-centered practices and demonstrates how in many communities these values and inclusion are difficult to achieve simultaneously. Placement in inclusive settings should be a goal for all children with disabilities, but placements should also be of high quality, sufficiently specialized, and consistent with family priorities. The paper presents a series of recommendations for changes needed for this goal to be attained.

Early Childhood Research Quarterly, 13(1), 27-47.

Family outcomes in early intervention: A framework for program evaluation and efficacy research. (1998)

Bailey, D. B., McWilliam, R. A., Darkes, L. A., Hebbeler, K., Simeonsson, R. J., Spiker, D., & Wagner, M.

Suggests eight questions that can serve as a framework for determining the extent to which early intervention has accomplished the goals inherent in a family-centered approach. Conceptual issues and methodological considerations associated with documenting these outcomes are presented and recommendations regarding implementation and future directions are made.

Exceptional Children, 64(3), 313-328.

Changes in preschool children's social interactions with classmates with and without disabilities. (1997)

Bandyk, J. E., & Diamond, K. E.

This study examines changes in the social interactions of children with and without disabilities who were enrolled in inclusive preschool classes. It investigated the frequency of child participation in groups during free play, differences in participation patterns of children with and without disabilities, and ways in which children's patterns of participation with other children and adults during free play changed over the course of the year. Four preschool classrooms with 59 children (52 typically developing and with disabilities such as spina bifida, cerebral palsy, and severe communication disorders) were observed during free play, using a classroom mapping procedure and coding. Children with disabilities were observed interacting with peers or playing in proximity to peers 58 percent of the time in the fall, and 54 percent in the spring. In contrast, normally developing children spent almost three-quarters of their time in both fall and spring interacting with peers or in close proximity. Children with disabilities interacted with teachers 23 percent of the time in the fall and 31 percent in the spring (compared to about 10 percent both times for normally developing children). Results suggest that, while children with disabilities have social skill deficits and are seen as less desirable play partners, interactions between children with and without disabilities occurred with significant frequency.

West Lafayette, IN: Purdue University, Department of Child Development and Family Studies. ERIC Document, ED40968.

Discovering family concerns, priorities, and resources: Sensitive family information gathering. (2003)

Banks, R. A., Santos, R. M., & Roof, V.

This article provides an overview of the family information gathering process in early intervention and the effect of cultural and linguistic diversity on family information gathering. Practical strategies that early intervention providers can use in interviews, surveys, and observations are discussed, as well as implications for personnel preparation.

Young Exceptional Children, 6(2), 11-19.

Parent and clinic early intervention for children with language handicaps: A cost-effectiveness analysis. (1988)

Barnett, W. S., Escobar, C. M., & Ravsten, M. T.

The economic efficiency of alternative types of intervention was investigated with language-impaired preschool children. Forty children were assigned to one of four groups: home-based intervention, center-based intervention, both center- and home-based intervention, and no treatment. The home-based program was more economically efficient based on costs and resulting language test scores.

Journal of the Division for Early Childhood, 12(4), 290-298.

Skilled dialogue: strategies for responding to cultural diversity in early childhood. (2003.)

Barrera, I., & Corso, R.

Understanding how to respond to cultural diversity is one key to successful interaction with young children and their families. This book for early childhood professionals introduces the strategy of Skilled Dialogue, a field-tested model for respectful, reciprocal, and responsive interaction that honors cultural beliefs and values, and that will allow practitioners to strengthen their relationships with children and families and better address developmental and educational goals. Following an introduction that defines key terms, the book is organized into three sections. Chapters in Section 1 explore core concepts related to the challenge of communication and interaction across diverse cultural parameters, and introduce the concept of cultural competency as a response, through the strategy of Skilled Dialogue. Chapters in Section 2 further describe the Skilled Dialogue process, specifically its foundational beliefs, characteristic qualities, and component skills. Chapters in Section 3 extend the previous discussions of Skilled Dialogue, presenting vignettes to illustrate practical applications of the strategy with children and families in early childhood settings. The book's four appendices include an essay, "Trauma from a Cultural Perspective" (Dianne Macpherson); an essay, "Looking Closer" (Jon Wilson) on not making assumptions about family circumstances; photocopiable materials such as a critical incident analysis sheet and a home language usage profile; and guidelines for using an interpreter/translator during test administration.

Baltimore: Paul H. Brookes Publishing Co.

From monologues to skilled dialogues: Teaching the process of crafting culturally competent early childhood environments. (1997)

Barrera, I., & Kramer, L.

This chapter summarizes descriptions and discussions of the need for and challenges of cultural competence. The first section highlights issues and research and experiences that are critical to an adequate understanding of both need and challenge. Activities to promote development of necessary attitudes, understandings and skills in preservice and inservice settings are also provided, as are resources to supplement these activities.

In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issue, models, and practical strategies (pp. 217-251).

Communities, families, and inclusion. (1998)

Beckman, P. J., Barnwell, D., Horn, E., Hanson, M. J., Gutierrez, S., & Lieber, J.

Conducted interviews with families of children with or without disabilities to identify factors that facilitated or acted as barriers to children's inclusion in community settings. Found that a facilitative factor unique to children with disabilities was the availability of environmental adaptations in community settings. Barriers unique to children with disabilities included negative attitudes toward disability and the child's behavior.

Early Childhood Research Quarterly, 13(1), 125-150.

Teacher preparation for inclusive settings: A talent development model. (2000)

Benner, S. M., & Judge, S. L.

Investigated the effectiveness of and reactions to an alternative teacher education program for students seeking early childhood licensure who wanted to work with young children in inclusive settings. The program used a talent development model. Data from interviews, observations, artifacts, and focus groups indicated that the talent - development model was a viable approach to teacher education.

Teacher Education Quarterly, 27(3), 23-38.

Expectations and concerns: What mothers and fathers say about inclusion. (1998)

Bennett, T., Lee, H., & Lueke, B.

Interviews of 18 parents with children (ages 3 to 6) with disabilities in inclusive settings indicate that parental world views have a strong influence on decisions about children's placement, that parents have a broad view of inclusion, and that expectations of the parent - professional relationship are more pronounced because of factors related to inclusion.

Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 108-122.

Weaving interventions into the fabric of everyday life: An approach to family assessment. (1995)

Bernheimer, L. P., & Keogh, B. K.

In response to legislative mandates, the focus in early childhood special education has shifted from the child to the child in the context of the family. This shift has major implications for assessment and for intervention. An ecocultural approach for assessing families of young children with developmental problems is described, focusing on the importance of incorporating information about families’ daily routines and accommodations for their children. Case material from the REACH and CHILD projects is used for illustration and clarification. Implications of the ecocultural approach for assessment and intervention are discussed.

Topics in Early Childhood Special Education. 15(4), 415-433.

"But those kids can't even do math": An alternative conceptualization of outcomes for inclusive education. (1996)

Billingsley F. F., Gallucci, C., Peck, C. A., Schwartz, I S., & Staub, D.

The authors of this article present an empirically derived outcome framework for inclusive educational settings. The framework includes skills, membership, and relationships as co-equal outcome domains that exist in a transactional relationship with each other, as well as with the more fundamental outcome of participation.

Special Education Leadership Review, 13, 43-55.

School and parent partnerships in the preschool years. (2005)

Block, J. S., Weinstein, J., & Seitz, M.

The Individuals with Disabilities Act (IDEA Amendments, 1997) requires that children with disabilities be included in regular education classes to the maximal extent possible. The law also recognizes parents as indispensable partners in the education of their child and requires that they be involved in decisions related to their child's IEP, placement, and progress. This chapter focuses on the importance of parent participation when working with children with autism. An open and friendly school system and an understanding of how a child with autism can impact family life help to facilitate parent/professional partnerships. Providing parents with information and services that respect their important influence on their child's development benefits both the school and the child. Parental involvement may pose some challenges to educators, but their input is a legal requirement with many potential benefits. Ultimately, the hope is that children and families will have more satisfying and productive lives when educators and parents work together effectively.

In D. Zager (Ed.), Autism spectrum disorders: Identification, education, and treatment (3rd ed., pp. 229-265). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.

An activity-based approach to physical education for preschool children with disabilities. (1996)

Block, M. E., & Davis, T.

This article describes activity-based intervention. It provides examples of how goals and objectives can be embedded into child-directed play activities which stress motor development. Information is included on making suggestions for assessment, identifying goals and functional objectives, and embedding goals and objectives into routine, planned, and child-initiated activities.

Adapted Physical Education Quarterly, 13, 230-246.

Childcare patterns and issues for families of preschool children with disabilities (2004)

Booth-LaForce, C., & Kelly, J. F.

This article discusses the findings of a longitudinal study of childcare patterns for 89 young children with developmental disabilities. Compared with census data and a sample of typically developing children, these children started childcare later, attended for fewer hours, were more likely to be in informal settings, and were less likely to transition into formal settings as they got older. The children's mothers identified the following as major issues of concern: finding high quality care, costs, transportation, and integrating childcare with other needed services. For children who were not in childcare, those whose mothers identified their special needs as an issue in keeping them out of care showed lower adaptive behavior scores than those whose mothers did not consider this to be an issue. These two groups had comparable diagnoses, mental development scores, and motor development scores. The authors examine these findings in the context of the need for good-quality childcare options, family leave policies, and welfare work expectations.

Infants & Young Children, 17(1), 5-16.

Local variations in least restrictive environment placements for preschool children with disabilities. (1998)

Borden, E. M.

This paper discusses the outcomes of a study that examined local response to the implementation of the least restrictive environment (LRE) provision for preschool children with disabilities in two counties in New York State during the 1994-97 school years. Open-ended interviews were conducted with four groups in each county: Committee on Preschool Special Education chairpersons, county representatives, preschool special education directors, and Head Start directors. Counties A and B identified three factors as influential in the implementation of LRE: state policy, cost, and organization of the Committee on Preschool Special Education. County A viewed the 1996 legislative changes as influential in affecting positive changes in the delivery system. Although the county representative was responsible for the costs of preschool special education, all remaining groups in County A recognized the influence of cost in the implementation of the LRE mandate. All four groups in County A perceived a conflict of interest in the role of the evaluator at committee meetings. Some interviewees in County B viewed the 1996 legislation as a top-down state initiative, the cost was not viewed as influential, and the role of the evaluator was not perceived as a conflict of interest.

Dissertation Abstracts International, 59(04), 1119.

One program’s journey: Using the change process to implement service in natural environments. (2001)

Brault, L. M. J., Ashley, M., & Gallo, J.

This article profiles the Hope Infant Family Support Program in San Diego, California, and its shift to providing educational services in the natural environment. How the program managed this complex change process is discussed, including the development of a vision statement, incentives, skill development, resource allocation changes, and action planning.

Young Exceptional Children, 5(1), 11-19.

The challenge of inclusion (1995)

Bricker, D.

This paper takes the position that many of the personnel working in early intervention and early childhood special education embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. A discussion of the policies and practices of inclusion as they may potentially affect individual children and families serves as a basis for offering a series of recommendations for fostering successful inclusion. This article is followed by responses by P. S. Strain, C. A. Peck, and A. P. Turnbull and V. P. Turbiville.

Journal of Early Intervention, 19(3), 179-194.

Inclusion: How the scene has changed. (2000)

Bricker, D.

This paper takes the position that many early childhood personnel embrace inclusion at the conceptual level but ignore or discount its implications at the applied or child level. Discussion of policies and practices of inclusion as they may affect individual children and families serves as the basis for recommendations for fostering successful inclusion.

Topics in Early Childhood Special Education, 20(1) 14-19.

The natural environment: A useful construct?. (2001)

Bricker, D.

This article offers an alternative to the term "natural environment" in which delivery of individualized services consistent with family needs and values is of first-order importance. It is argued that the use of authentic intervention activities will produce better outcomes than focusing on placements that must include chronologically aged peers.

Infants and Young Children, 13(4), 21-31.

An activity-based approach to early intervention. 3rd ed. (2004)

Bricker, D., & Cripe, J. J.

This book is meant to help families and professionals better understand activity-based intervention and work together as a team to help young children meet their IEP and IFSP goals. Chapters include: (1) Evolution of Activity-Based Intervention; (2) Description of Activity-Based Intervention; (3) Activity-Based Intervention and a Linked System; (4) Organizational Structure of an Activity-Based Approach; (5) Application of Activity-Based Intervention; (6) Activity-Based Intervention and the Team; (7) Issues Associated with the Use of an Activity-Based Approach; (8) Conceptual Foundations for an Activity-Based Approach; (9) The Empirical Bases for an Activity-Based Approach; and (10) Into the Future. It includes an appendix entitled, Linking Assessment and Goal Development.

Baltimore: Paul H. Brookes Publishing Co.

Project ChiLD (Children Learn Differently): Using team collaboration to increase the active participation of children with disabilities in Head Start. (1999, March)

Bromer, B. L.

Project ChiLD (Children Learn Differently) was designed to integrate children who display serious disabilities into the Head Start program in which they were enrolled and to increase their full participation in all classroom activities. The 8-month project created a strategic plan to improve interagency collaboration between one Head Start center enrolling 140 children. The center had 12 children with serious disabilities who would receive special education services from the local school system. Head Start teacher behavior was observed over the course of 1 month to determine a baseline of teacher practices. Analysis of the outcomes revealed that a visible system for team collaboration was attained and that children with moderate and severe disabilities were integrated into more activities through Head Start teachers' increased use of best educational practices. Head Start teachers also verbalized a positive response to the use of team meetings as a way to increase individual skill in managing the children's special needs. Head Start teachers viewed team meetings as useful to them, a system of team collaboration as good for Head Start, and the increased involvement of special education staff as having made a positive change. Two appendices contain the Head Start Best Practice Observation Checklist and the Team Collaboration Planning Sheet.

Paper presented at the Annual Southern Early Childhood Association Conference, Nashville, TN. ERIC Document, ED433103.

Components of successful integration in child care centres: An Ontario study. (1995)

Brophy, K., et al.

Examined teachers in the process of integrating children with special needs into childcare programs in Ontario, Canada. Twenty-four teachers in seven childcare centers were interviewed. Found an extant model for the integration of children with special needs, and that both child-centered and teacher-centered strategies were used to make this process successful.

Early Child Development and Care, 112, 53-63.

Time as a resource and constraint for parents of young children with disabilities: Implications for early intervention services. (1992)

Brotherson, J. J., & Goldstein, B. L.

Analysis of focus group discussions, involving 21 family members (having young children with disabilities) and 19 professionals, identified issues associated with families' use of time in the area of needed supports and time as a constraint. Implications are discussed in relation to developing early intervention programs.

Topics in Early Childhood Special Education, 12(4), 508-527.

An observational study: Examining the relevance of developmentally appropriate practices, classroom adaptations, and parental participation in the context of an integrated preschool program. (2000)

Brown, M. S., Bergen, D., House, M., Hittle, J., & Dickerson, T.

Examined developmentally appropriate practices in learning centers in an integrated preschool classroom, noting how special education teachers made adaptations for their special needs children, and explored the role of parents. Found that special needs children developed their own voice in learning centers and self-regulatory behaviors through interactions with typical peers and with adults. Learning center adaptations benefited all students.

Early Childhood Education Journal, 28(1), 51-56.

Play and social interaction of children with disabilities at learning activity centers in an inclusive preschool (2002)

Brown, M., & Bergen, D.

Examined the types of play and social interactions in which nine preschoolers with disabilities engaged while at their chosen learning/activity centers in an inclusive program. Found individual differences in the amount of time spent in various centers, the number of different types of play engaged in, and in the amount of time spent in play of various types. Also found differences in number/type of peer and teacher interaction events.

Journal of Research in Childhood Education, 17(1), 26-37.

Social interactions of preschoolers with and without impaired hearing in integrated kindergarten. (2000)

Brown, P. M., Remine, M. D., Prescott, S. J., & Rickards, F. W.

This study investigated the social competence of children with normal hearing (n=10) and children with impaired hearing (n=10) who attended an integrated preschool program for 4- to 5-year-olds. Observation of sociodramatic play and nonplay activities showed child entry behaviors were associated both with the hearing status of participants and with activity type.

Journal of Early Intervention, 23(3), 200-211.

Inclusion: A time to include and support young children. (1997)

Brown, W. H.

Describes historical attitudes about the education of children with developmental delays by classifying the trends into four time periods: (1) forget and hide; (2) screen and segregate; (3) identify and help; and (4) include and support. Provides contemporary information about early childhood inclusion in the least restrictive environment possible.

Dimensions of Early Childhood, 25(3), 3-5.

Including and supporting preschool children with developmental delays in early childhood programs. (1997)

Brown, W. H., Ed.; Conroy, M. A., Ed.

Mainstreaming, integrating, and including young children with developmental delays in programs with peers without developmental delays began over 25 years ago and has gained much legal and policy support. This book provides early childhood educators with high-quality and contemporary information that they might need while serving young children with developmental delays and their families in early childhood programs. The book's chapters are: (1) "Family-Centered Practices and Inclusive Early Childhood Programs" (Wesley Brown); (2) "Collaboration and Service Coordination in Inclusive Early Childhood Programs" (Judith A. Niemeyer and Glenn A. Bass); (3) "Activity-Based Intervention Strategies for Serving Young Children with Developmental Delays in Early Childhood Programs" (Juliann Woods Cripe and Julia M. Lee); (4) "Promoting Language for Children with Developmental Delays in Inclusive Settings: Effective Strategies for Early Childhood Educators" (Maureen A. Conroy and William H. Brown); (5) "Promoting and Supporting Peer Interactions in Inclusive Preschools: Effective Strategies for Early Childhood Educators" (William H. Brown and Maureen A. Conroy); and (6) "Assistive Technology and Preschool Children: Opening Doors (Ana Lopez-De Fede and Janice Weber).

Little Rock: The Southern Early Childhood Education Press.

Project BLEND: An inclusive model for early childhood services. (1996)

Brown, W. H., Horn, E. M., Heiser, J. G., & Odom, S. L.

This paper describes a model demonstration project to provide inclusive early intervention services to young children with developmental delays and their families. It notes the importance of collaborative partnerships among the significant adults in a child's life as a basis for effective program implementation. The project has three major components: service coordination, family-child care-project partnerships, and transition services.

Journal of Early Intervention, 20(4), 364-375.

An intervention hierarchy for promoting young children's peer interactions in natural environments. (2001)

Brown, W. H., Odom, S. L., & Conroy, M. A.

This article presents a conceptual framework based on an intervention hierarchy to assist in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. It discusses making developmentally appropriate and inclusive early childhood programs the foundation for improved peer interactions.

Topics in Early Childhood Special Education. 21(3), 162-175.

Observational assessment of young children's social behavior with peers. (1996)

Brown, W. H., Odom, S. L., & Holcombe, A.

Describes the role of observational research in the assessment of children's peer-related social competence and the conceptual frameworks that serve as a foundation for observational assessment of children's social goals. Describes technological advances that allow more descriptive, precise, and complex behavioral codes. Provides an example of an observational system that assesses children's social goals and behavioral strategies.

Early Childhood Research Quarterly, 11(1), 19-40.

Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. (1999)

Brown, W. H., Odom, S. L., Li, S., & Zercher, C.

A study of 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs found both groups of children exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts; however, children with disabilities received more adult support and attention.

Journal of Special Education, 33(3), 138-153.

The provision of early intervention and early childhood special education within community early childhood programs; Characteristics of effective service delivery. (1993)

Bruder, M. B.

This article describes a model demonstration project that looked at providing early intervention services to young children in typical early childhood settings. Thirty children aged 2-5 years with a range of disabilities participated. Results indicated that all of the children made significant developmental progress. Positive outcomes on measures of attitude were also reported. The authors discuss a number of specific aspects of service delivery that were identified as being critical to the successful delivery of early intervention services within community programs.

Topics in Early Childhood Special Education, 13(1), 19-37.

The effectiveness of specific educational/developmental curricula for children with established disabilities. (1997)

Bruder, M. B.

This chapter reviews the status of curricula for children with established disabilities in the field of early childhood intervention. Challenges presented by differences in child and family characteristics are discussed. Some of these include, for example, the wide range of caregiving environments and the emergence of families and other caregivers who have multiple and differing skill levels, roles, and responsibilities.

In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 523-548). Baltimore. Paul H. Brookes Publishing Co.

A collaborative model to increase the capacity of childcare providers to include young children with disabilities. (1998)

Bruder, M. B.

This article describes a statewide project in Connecticut that attempted to meet the training and support needs of childcare providers as they included greater numbers of children with disabilities into their programs.

Journal of Early Intervention. 21(2), 177-186.

Renewing the inclusion agenda: Attending to the right variables. (2000)

Bruder, M. B.

This commentary reacts to an article that presented an agenda for educational change to encourage early childhood inclusion. It calls for a leadership agenda for the nation, agreement about inclusion as a feasible program model, development and dissemination of effective practices and evidence-based guidelines, family involvement, and increased funding.

Journal of Early Intervention, 23(4), 223-230.

Family-centered early intervention: Clarifying our values for the new millennium. (2000)

Bruder, M. B.

This article discusses why the universal adoption of family-centered values and practice in early intervention is problematic in the context of the current state of early intervention. Recommendations are provided for the new millennium, including participatory research in family-centered early intervention and personnel preparation based on learning communities methodology.

Topics in Early Childhood Special Education, 20(2), 105-15.

Infants and toddlers: Outcomes and ecology. (2001)

Bruder, M. B.

The purpose of this chapter is to provide a framework for early intervention for children with disabilities from birth to age 3, as delivered under Part C of IDEA. This framework is predicated on the notion that the enhancement of a child’s development by his or her family and others should happen only in natural environments as described by law: the home or in places in which typical children can also participate. Early intervention then can provide the foundation for families as they pursue inclusionary home and community (including school) activities as their children age out of early intervention.

In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 203-228). Baltimore. Paul H. Brookes Publishing Co.

A comparison of two types of early intervention environments serving toddler-age children with disabilities. (1995)

Bruder, M. B., & Brand, M.

A comparison was made of the quality of 24 inclusive childcare classroom environments serving toddler-age children with and without disabilities and 25 segregated early intervention classroom environments serving children with disabilities only. The Infant Toddler Environmental Rating Scale documented that the inclusive classrooms scored higher on six of seven subscales.

Infant-Toddler Intervention, 5(3), 207-218.

Models of integration through early intervention/child care collaboration. (1990)

Bruder, M. B., & Dunst, C. J.

This article describes the collaborative work of three states (Connecticut, Delaware and Massachusetts) to integrate childcare and early intervention services. It explains that expanding service delivery options for children and families is a major advantage of this kind of collaboration. The authors state that trainers, administrators, and policy-makers need to work together in order to achieve successful outcomes for all involved.

Zero to Three, 10(3), 14-17.

Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. (1999)

Bruder, M. B., & Dunst, C. J.

This article examines the characteristics of child language intervention approaches that are described in the research literature as “naturalistic”. Thirty-four interventions were analyzed and a comprehensive list of the treatment techniques or components that were included in at least eight of these studies was compiled. The interventions were analyzed according to the inclusion of three teaching techniques that manipulated consequences and eight techniques that manipulated antecedent stimuli. Findings showed that naturalistic language interventions varied considerably in the teaching techniques used. The authors include a continuum showing the degree to which interventions included adult-directed and child-directed strategies, and present ratings of the naturalness of intervention contexts. The results demonstrate apparent variability on what constitutes “naturalistic” language intervention.

Zero to Three, December 1999/January 2000, 34-36.

A comparison of the effects of type of classroom and service characteristics on toddlers with disabillities. (1998)

Bruder, M. B., & Staff, I.

This study examined the developmental progress of two groups of comparable toddler-age children with disabilities who received early intervention in different types of classroom settings: segregated and inclusive. Children in the segregated classrooms received a higher intensity and frequency of related services. The inclusive classrooms had slightly longer hours and larger groups of children. Findings demonstrated no significant differences in developmental progress between the two groups after one year. The findings demonstrated that inclusive childcare settings were as effective as segregated classrooms for these toddlers.

Topics in Early Childhood Special Education, 18(1), 26-37.

Toddlers receiving early intervention in childcare centers: A description of a service delivery system. (1997)

Bruder, M. B., Staff, I., & McMurrer-Kammer, E.

Early intervention services provided to 68 toddler-age children with disabilities were analyzed. Data were collected across family, child, and service characteristics. Children received services distributed across special instruction, speech therapy, occupational therapy, and physical therapy delivered primarily at the childcare center. Individual Family Service Plans primarily contained child-focused outcomes.

Topics in Early Childhood Special Education, 17(2), 185-208.

Ethical issues involved in home-visiting. (1990)

Bryant, D., Lyons, C., & Wasik, B. H.

This paper addresses several major ethical issues faced by early intervention home visitors in their helping relationships with clients: maintaining a client focus, client independence, honesty, confidentiality, limits of intervention, and termination. Examples of home visiting dilemmas from two early intervention programs illustrate the issues. A professional code of ethics is recommended.

Topics in Early Childhood Special Education, 10(4), 92-107.

Inclusion in a childcare context: Experiences and attitudes of family childcare providers. (1999)

Buell, M. J., Gamel-McCormick, M. , & Hallam, R. A.

A study of 189 family childcare providers found that those who had experience with children with disabilities were more likely to be willing to care for them in the future. Barriers identified included: lack of knowledge, limitations on caring for other children, and the need to purchase special equipment.

Topics in Early Childhood Special Education, 9(4), 217-24.

A survey of general and special education teachers' perceptions and in-service needs concerning inclusion. (1999)

Buell. M, Hallam. R., Gamel-McCormick.M, Scheer. S.

A sample of special and general education teachers (N=289) were surveyed about their understanding, perceptions, and training needs related to the inclusion of children with special needs in general education settings. Special educators rated themselves higher than general education teachers in the following areas: their understanding of inclusion, their self-efficacy and ability to positively affect students in inclusive settings, and their access to supports needed to promote inclusion.

International Journal of Disability, Development and Education, 46, 143-114.

Child care is rich in routines. (2002)

Butterfield, P. M.

This article describes how good quality childcare that is rich in daily routines and patterns can enhance children’s cognitive and social development. Patterns and routines are emotional regulators for children. They influence social development and help children learn to express their feelings. The author also discusses how children transfer patterns and routines learned in childcare settings to their homes.

Zero to Three, 22(4), 29-32.

The identity crisis in early childhood special education: A call for professional role clarification. (1993)

Buysee, V., & Bailey, D. B.

Professional roles in early childhood special education (ECSE) are expanding beyond traditional frameworks of direct service, to include consultation services, program planning and evaluating, and marketing. Potential dangers of role conflict and role overload are noted.

Topics in Early Childhood Special Education, 13(4), 418-429.

Friendships of preschoolers with disabilities in community-based child care settings. (1993)

Buysse, V.

The friendship status of 58 preschoolers with disabilities in inclusive child care settings in North Carolina was examined. The majority of children were found to have at least one friend. Associated factors included diagnosis, developmental level, behavioral characteristics, characteristics of the friend, similarities between the child and the friend, and opportunities to spend time together.

Journal of Early Intervention, 17(4), 380-395.

Consultation in early childhood settings. (2005)

Buysse, V.

This book describes a process to help early childhood professionals who are serving as consultants to educators and caregivers of young children with disabilities from birth through age 5. The process involves the following 8 steps: (1) initiate contact with the consultee and establish open, respectful communication; (2) build rapport while gathering crucial information about the consultee; (3) work with the consultee to assess concerns and needs; (4) set goals directly related to these concerns and needs; (5) select appropriate strategies for meeting the goals; (6) prepare the consultee to implement the strategies; (7) evaluate the effectiveness of the strategies and the consultation itself; and (8) hold a summary conference to review outcomes and plan next steps. For each step, the authors provide a description of key consultation tasks, critical considerations for consultant and consultee, strategies for improving communication, and a “What If” section. The guide is meant to help consultants and consultees form strong, respectful partnerships that enhance child and family outcomes.

Baltimore: Paul H. Brookes Publishing Co.

Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. (1993)

Buysse, V., & Bailey, D. B.

This article examines research methodology, dependent measures, and programmatic variables used to analyze the effects of preschool integration of children with disabilities. Analysis provides support for the benefits of preschool integration with respect to social and other behavioral outcomes, though not for developmental outcomes over time. (Author/JDD)

Journal of Special Education, 26(4), 434-461.

The relationship between child characteristics and placement in specialized versus inclusive early childhood programs. (1994)

Buysse, V., Bailey, D. B., Smith, T . M., & Simeonsson, R. J.

Assessment of age, disability severity, developmental status, functional abilities, and behavioral characteristics of 162 children found that children enrolled in inclusive programs were more mildly disabled and functioned at higher levels than counterparts in programs exclusively for children with disabilities.

Topics in Early Childhood Special Education, 14(4), 419-435.

Setting effects on friendship formation among young children with and without disabilities. (2002)

Buysse, V., Goldman, B. D., & Skinner, M. L.

This study examined the effects of social setting on the friendship formation of 333 preschool children (120 with disabilities) enrolled in inclusive early childhood programs. Typically developing children in specialized classrooms had significantly more friends. In child care settings, however, there were no statistically significant differences in number of friendships.

Exceptional Children, 68(4), 503-17.

Friendship formation in inclusive early childhood classrooms: What is the teacher's role? (2003)

Buysse, V., Goldman, B. D., & Skinner, M. L.

This article discusses the findings of a study that examined strategies teachers use to promote friendship formation in inclusive early childhood settings. The study involved 25 general early childhood educators from 9 childcare centers and 20 early childhood special educators from 9 specialized programs. The teachers reported using the following strategies most frequently: providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. They reported rarely arranging for children to play together outside of the classroom or allowing two friends to exclude other children from their play. They also reported being more active in the role of supporting friendships in which one or both children had special needs. The authors discuss the implications of these findings and present directions for future research.

Early Childhood Research Quarterly, 18(4), 485-501.

Models and styles of consultation: Preferences of professionals in early intervention. (1994)

Buysse, V., Schulte, A., Pierce, P., & Terry, D.

This study examined preferences for consultation models and styles among 67 professionals who worked in early intervention programs in Colorado. Participants preferred a collaborative approach involving shared responsibility across all stages of the consultation process and a directive style of sharing specific strategies to address the concerns of consultees.

Journal of Early Intervention, 18(3), 302-310.

Toward a definition of quality inclusion: Perspectives of parents and practitioners. (2001)

Buysse, V., Skinner, D., & Grant, S.

Interviews were conducted with 92 parents and practitioners to examine their views of quality inclusive child care. Findings confirmed the two-dimensional view of quality inclusion to encompass both general early childhood practices and individualization. For each dimension, program features, resources, strategies, and outcomes associated with high-quality inclusion are identified.

Journal of Early Intervention, 24(2), 146-161.

Quality of early childhood programs in inclusive and noninclusive settings. (1999)

Buysse, V., Wesley, P. W., Bryant, D. M., & Gardner, D.

This study assessed factors that contributed to global program quality in early childhood settings. The sample consisted of 180 community-based child care centers from 12 geographically and economically diverse regions in North Carolina. The Early Childhood Environment Rating Scale (ECERS) total mean score was used as the primary measure of global program quality. The study found that 62 (34%) of the early childhood programs reported enrolling at least one child with disabilities. The study also found that inclusive early childhood programs scored significantly higher on the ECERS overall than did noninclusive programs. Results of an Analysis of Covariance (ANCOVA) indicated three other predictors of global program quality: teacher education, professional experience, and teacher self-ratings of knowledge and skill.

Exceptional Children, 65(3), 301-314.

Implementing early childhood inclusion: Barrier and support factors. (1998)

Buysse, V., Wesley, P., & Keyes, L.

Examined the underlying factor structure of a rating scale to assess perceived barriers and supports for early childhood inclusion. Identified a single support factor and three barrier factors with adequate internal consistency: (1) program quality; (2) community resources; and (3) coordinating and integrating services for children with disabilities and their families. Barriers were similar for parents and professionals.

Early Childhood Research Quarterly, 13(1), 169-184.

Don't ask-don't tell: A reply to Giangreco. (1996)

Buysse, V., Wesley, P., Keyes, L., & Bailey, D.

This comment on "Extending the Comfort Zone to Include Every Child" (Giangreco, same issue) defends research on teachers' comfort levels with young children with disabilities. The importance of asking teachers about their concerns regarding inclusive placements in order to meet teachers' needs for information, training, and support is emphasized.

Journal of Early Intervention, 20(3), 209-210.

Assessing the comfort zone of child care teachers in serving young children with disabilities. (1996)

Buysse, V., Wesley, P., Keyes, L., & Bailey, D.

A study assessed the attitudes of 52 general early childhood teachers serving young children with disabilities in inclusive early childhood settings. Findings indicated teachers' comfort levels decreased as the severity of the child's disability increased and were lowest when the child had severe disabilities in leg functioning, muscle tone, and appropriate behavior.

Journal of Early Intervention, 20(3), 189-203.

Participation-based services: Promoting children's participation in natural settings. (2004)

Campbell, P.

This article focuses on promoting a child’s active participation in activities and routines that occur naturally in home and community settings. The author describes a series of steps that early intervention providers can use to collaborate with families and other caregivers, identify typical routines and activities, and provide services that promote active participation in a range of natural settings.

Young Exceptional Children, 8(1), 20-29.

Promoting Inclusion by Improving Child Care Quality in Inner-City Programs. (2005)

Campbell, P., Milbourne, S., Silverman, C., & Feller, N.

An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs. A total of 283 directors and child caregivers participated in 1 of 15 courses that used the infant-toddler (n = 8) or preschool (n = 7) curricula of the training program. Each training curricula presented age-specific content in didactic class sessions scheduled across a 3- to 4-month time period. These class sessions were combined with three on-site consultation visits and an out-of-class assignment. Following participation in the training program, quality of care increased in infant-toddler and preschool classrooms. Before and after training, caregivers’ interactions with children were characterized as neither punitive nor detached but with only moderate levels of positive interaction and permissiveness.

Journal of Early Intervention, 28(1), 65-79.

Strengths-based child portfolios: A professional development activity to alter perspectives of children with special needs. (2001)

Campbell, S.

Forty-eight portfolio projects were completed by 65 urban, infant-toddler childcare workers who participated in a professional development program designed to increase the quality of childcare for children with and without disabilities. Results indicated a significantly higher number of strengths-based themes in child stories written after completion of the portfolio project.

Topics in Early Childhood Special Education, 21(3), 152-161.

Integration in early childhood programs in three countries. (1997)

Carlson, H. L., & Karp, J. M.

Using grounded theory to study programs integrating special needs children in preschool classrooms, this paper found that the core variable emerging from comparative analysis was the role of assistant teacher: across all programs, the assistant assumed a primary caregiver relationship with the child, engaged in teaming with other teachers, and interacted with parents in mutually supportive ways.

International Journal of Early Years Education, 5(2), 107-17.

Developmentally appropriate practice: A critical analysis as applied to young children with disabilities. (1995)

Carta, J. J.

Premises and misconceptions about developmentally appropriate practice (DAP) are discussed, along with how the premises and practices of DAP diverge from and overlap with recommended practices for early childhood special education. Instructional strategies that have been effective for teaching young children with disabilities and that follow DAP guidelines are presented.

Focus on Exceptional Children, 27(8), 1-14.

Inclusion and mainstreaming revisited-again. (Special Issue). (1997)

Carta, J. J. (Ed.).

This is the third special issue of TECSE devoted to the topic of mainstreaming/inclusion. Each of the six articles in this issue describes the results of an empirical study that examined factors affecting the integration of young children with disabilities into community-based programs.

Topics in Early Childhood Special Education, 17(3).

A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California. (1998)

Cavallaro, C. C., Ballard-Rosa, M., & Lynch, E. W.

A survey of 43 early childhood special-education administrators in California found the programs for infants tended to be home-based, preschoolers with mild disabilities were frequently fully included, and preschoolers with severe disabilities and low-incidence disabilities were more often partially included or placed in special classes only.

Topics in Early Childhood Special Education, 18(3), 169-182.

Preschool inclusion. (1999)

Cavallaro, C. C., Haney, M.

This resource guide provides field-tested, research-based strategies for including young children with disabilities in early childhood programs. It is designed to help preservice and in-service educators, Head Start personnel, and child care providers with information to promote inclusion in children's earliest social and educational experiences. The introductory chapter provides background information on special education and a description of the philosophy and approach that guide the implementation of the CHIME model of inclusion of children with disabilities in early education programs. Chapter 2 discusses unique aspects of working with families in inclusive environments. In the third chapter, collaboration is discussed as one of the most important ingredients of successful inclusion. The remainder of the book provides guidelines and specific strategies, including assessment and observation; strategies for facilitating children's participation and social integration; daily activity planning to ensure that strategies are implemented consistently; strategies for supporting positive behavior (and prevention and dealing with difficult behaviors); and strategies for monitoring and evaluating children's progress. Case studies of four different children who were in the inclusion program at the CHIME institute are provided to illustrate inclusion strategies. Appendices include reproducible forms for assessment and planning and a list of resources.

Baltimore: Paul H. Brookes Publishing Co.

The essence of play: A child’s occupation. (1997)

Chandler, B. (Ed.).

Both theoretical and practical applications related to the essence of play are discussed in this presentation. It includes information on the following topics: play as an occupation and indicator of health, insights from the play of nonhuman primates, the anthropological study of play, infant play, a neurodevelopmental explanation of what happens when we play, play things such as toy use, accessibility, and adaptation, playmates, play environments, and treatments related to play.

Bethesda, MD: The American Occupational Therapy Association, Inc.

Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. (2005)

Chang, F., Early, D. M., & Winton, P. J.

The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher’s role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special education/early intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special education/early intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.

Journal of Early Intervention, 27(2), 110-124.

Small-group massed-trial and individually distributed-trial instruction with preschoolers. (1995)

Chiara, L., Schuster, J., Bell, J., & Wolery, A.

This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired the naming behaviors, the distributed instruction was slightly more efficient for six children.

Journal of Early Intervention, 19(3), 203-217.

Specialist certificate program: Preparing professionals to provide services in natural environments and inclusive settings. Final Report. (2001)

Chiarello, L. A., & Campbell, P.

This final report discusses the activities and outcomes of an interdisciplinary graduate program designed to prepare already licensed or certified physical therapists and occupational therapists for the full inclusion of students with disabilities in educational settings and for the full participation of infants, toddlers, and young children in natural settings. The program resulted in: (1) the certification of 25 physical therapists and 10 occupational therapists; (2) the development and evaluation of a related services certificate model; (3) the completion of a school-based practicum by 19 students, during which the students created individualized action plans and were paired with a professional mentor with complementary expertise; (4) the development and evaluation of the early intervention certificate model focused on providing pediatric therapy intervention in natural environments; and (5) a workshop for families interested in serving as mentors for the practicums, and the pairing of these mentors with 17 therapists to develop an understanding of the ways early intervention therapists can assist families and children in accessing and using community resources. Charts illustrating the certificate programs for school-based services and for early intervention services are provided, along with an article describing the early intervention certificate program ("Physical Therapist Education for Service in Early Intervention" from Infants and Young Children, Aspen Publishers; April 2000; 12(4): 63-76).

ERIC Document, ED471943.

Peer-mediated social interaction skills. (2000)

Choi, H.J.

Choi, H. J. This article discusses the difficulties that preschool children with disabilities have in interacting with their peers and favorably reviews a workshop package designed for educational staff in early childhood settings. "PEER IN" describes intervention strategies to improve social interaction skills between children with disabilities and typically developing peers.

International Journal of Disability, Development and Education, 47(1), 107-10.

Inclusion and development in the early years: Making inclusion conventional? (2005)

Clough, P., & Nutbrown, C.

This special issue of Child Care in Practice focuses on inclusive early childhood education and care. It highlights both global and local issues related to inclusion and discusses barriers as well as practices that promote the inclusion of all young children in high-quality preschool programs. The collection of articles offers a wide range of strategies for those who are pursuing the goal of providing all young children with equal opportunities to participate in their communities.

Child Care in Practice, 11(2), 99-102.

Empowerment and family support. (1995)

Cochran, M.

This is a compilation of the original, and highly regarded six issues of the Empowerment and Family Support Series bulletins circulated between 1989 and 1992. These bulletins were based on the single notion that healthy families are the cornerstone of healthy communities. Family strengths are identified through a myriad of circumstance, examples and data, but generally fall into the category that parents rate highly in importance as the most influential adults in the lives of children.

Ithaca, NY: Cornell University Press.

Individual differences in language delayed children's responses to direct and interactive preschool instruction. (1991)

Cole, K. N., Dale, P. S., & Mills, P. E.

This study compared the effects of 2 preschool curricula (Direct Instruction and Mediated Learning) on language development of 107 children with delayed language. No main effect differences were found between programs. Higher performing students on the pretest benefited more from Direct Instruction and lower performing students gained more from the Mediated Learning curriculum.

Topics in Early Childhood Special Education, 11(1), 99-124.

Effects of preschool integration for children with disabilities. (1991)

Cole, K. N., Mills, P., Dale, P., & Jenkins, J.

This study of 100 children with mild and moderate disabilities and 24 typically developing children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes.

Exceptional Children, 58(1), 36-45.

Consultation: Applications to early intervention. (1991)

Coleman, P. P, Buysse, V., Scalise-Smith, D. L., & Schulte, A. C.

There is a serious shortage of professionals who provide services to infants and toddlers with special needs and their families. The authors of this article describe the use of consultation as a possible service delivery option to use in early intervention. They include a case study of a child receiving early intervention services and provide examples of verbal consultation strategies to use with the family.

Infants and Young Children, 4(2), 41-46.

Consultation: Strategies to facilitate inclusion. (1998)

Conroy, M. A., Hales, C., & Handy, R.

Describes the implementation of a pilot program for proactive inclusion at East Tennessee State University Child Study Center. Focuses on program characteristics critical to inclusion, such as effective consultation strategies related to transitions, assessment and curriculum, and professional development; and family-centered services.

Dimensions of Early Childhood, 26(2), 13-18.

Adapting early childhood curricula for children in inclusive settings 4th ed. (1996)

Cook, R. E., Tessier, A., & Klein, M. D.

This text takes is meant to prepare future early childhood teachers to work effectively with infants and young children with disabilities. It is organized around the following four themes: how all young children learn, children in the context of their family, traditional developmental domains, and the need to take a synthesized view of the “whole” child. Every chapter includes examples of developmentally appropriate activity-based strategies for adapting curriculum to suit both children and their families. Chapters include: (1) Providing for Special Needs in Early Education: The Challenge; (2) In Partnership with Families; (3) Recognizing Special Needs and Monitoring Progress; (4) Developing Individualized Intervention Plans and Programs; (5) Implementing Intervention and Instructional Strategies; (6) Promoting Social and Emotional Development; (7) Helping Young Children Develop Motor Skills; (8) Nurturing Communication Skills; (9) Encouraging the Development of Cognitive Skills and Literacy; and (10) Providing Inclusion Support to Young Children with Special Needs in Community-Based Settings.

Englewood Cliffs, NJ: Prentice-Hall, Inc.

Adapting early childhood curricula for children in inclusive settings (6th Ed.). (2004)

Cook, R. E., Tessier, A., & Klein, M. D.

This text is meant to prepare future early childhood teachers to work effectively with infants and young children with disabilities. It is organized around the following four themes: how all young children learn, children in the context of their family, traditional developmental domains, and the need to take a synthesized view of the “whole” child. Each chapter includes examples of developmentally appropriate activity-based strategies for adapting curriculum to suit both children and their families. Chapters include: (1) Providing for Special Needs in Early Education: The Challenge; (2) In Partnership with Families; (3) Recognizing Special Needs and Monitoring Progress; (4) Developing Individualized Intervention Plans and Programs; (5) Implementing Intervention and Instructional Strategies; (6) Promoting Social and Emotional Development; (7) Helping Young Children Develop Motor Skills; (8) Nurturing Communication Skills; (9) Encouraging the Development of Cognitive Skills and Literacy; and (10) Providing Inclusion Support to Young Children with Special Needs in Community-Based Settings.

Englewood Cliffs, NJ: Prentice-Hall, Inc.

Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. (2004)

Cook, R. J.

This article discusses a systematic approach to embedding child assessment practices into the daily routines of inclusive early childhood settings. It describes a process for reorganizing criterion-referenced assessment items, behavioral indicators, and state standards to better fit the typical routines and activities of a child's day.

Young Exceptional Children, 7(3), 2-11.

Starting where we can: Using action research to develop inclusive practice. (2004)

Cook, T.

This article discusses the Inclusive Practice Pilot Project (IPP), which was designed to develop more inclusive services for young children in one city in England. The project used an action research reflexive practice approach with practioners as a means to develop increased understanding linked to practice change. Both the catalysts for and barriers to the development of more inclusive practices are explored. The authors conclude that in order to successfully promoted more inclusive early childcare services, emphasis needs to be placed not only on technical and organizational change, but also on supporting changes in attitudes toward and understanding of inclusion.

International Journal of Early Years Education, 12(1), 1-16.

Group friendship activities: An easy way to develop the social skills of young children. (1996)

Cooper, C. S., & McEvoy, M. A.

Group friendship activities can help young children with disabilities in preschool programs develop social skills. Suggestions for successful implementation address the size of the group, activity length, choice of activity, selecting expressions of friendship, and participation of individual children.

Teaching Exceptional Children, 28(3), 67-69.

Developmentally appropriate practice and early childhood special education. (1995)

Copland, I.

Examines issues related to current practice in early childhood special education in light of developmentally appropriate practice (DAP). Focuses on the appropriateness of DAP principles to the education of young children with disabilities, specifically the importance placed on play in mainstream early education and whether this can be transferred successfully to special education programs.

Australian Journal of Early Childhood, 20(4), 1-4.

Collaborative consultation for speech-language pathologists. (1993)

Coufal, K.

This article offers a working definition and an overview of the critical components of collaborative consultation, including theoretical foundations, competencies, and model components. It focuses on the role of the speech language pathologist within various models and as a participant in a five-step problem-solving procedure.

Topics in Language Disorders, 14(1), 1-14.

Preparing practitioners for planning intervention for natural environments. (1997)

Cripe, J. W., & Venn, M. L

The purpose of this chapter is to enhance participants' capacity to implement recommended practices that ensure the development of child-initiated, family-guided, contingently responsive, functional, activity-based, and play-based intervention within natural settings. It discusses processes related to planning interventions and describes strategies for developing the knowledge base and the skills needed to implement these processes.

In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issue models and practical strategies (pp. 337-362). Baltimore.

Family-guided routines for early intervention services. (1997)

Cripe, J. W., Hanline, M. F. Dailey, S. E.

This article provides basic steps to help care providers and service providers work collaboratively to implement a family-guided, routines-based approach to early intervention. The authors describe the following six steps: identify and use the general schedule of the day including typical routines; select preferred routines; build upon natural strategies used by the care provider; implement and discuss the plans with service providers; teach new strategies and model when appropriate; and monitor progress, revise, adjust and gather feedback. Specific examples and tables are included.

Young Exceptional Children, 1(1), 18-26.

Social behaviors of children with visual impairments enrolled in preschool programs. (1996)

Crocker, A. D., & Orr, R. R.

Comparison of the social interactions of nine children with visual impairments and a group of nine children with full sight found that children with visual impairments were capable of interacting with others, but there were differences in the frequency of social initiations and the targets of these initiations. Results support integration of preschool children with visual impairments.

Exceptional Children, 62(5), 451-462.

Elements of successful inclusion for children with significant disabilities. (2004)

Cross, A. F., Traub, E., Hutter-Pishgahi, L., & Shelton, G.

This article describes a study that was done to identify which of the practices used by specialists and early childhood education personnel were successful in promoting the inclusion of 7 young children with significant disabilities in typical preschool and childcare settings. The following 4 elements common to each of the research sites were identifed: attitudes, parent-provider relationships, therapeutic interventions, and adaptations. These elements were explored in depth in order to better understand essential practices that contribute to the successful inclusion of children with significant disabilities in the typical community childcare or preschool programs.

Topics in Early Childhood Special Education, 24(3), 169-183.

Enhancing the social interaction skills of preschoolers with visual impairments. (2002)

D'Allura, T.

A study involving nine preschool children with visual impairments found that following a cooperative learning strategy intervention in an integrated preschool, the children with visual impairments interacted with peers at levels comparable to those of sighted children, while those in the self-contained class maintained the same rate of interactions.

Journal of Visual Impairment & Blindness, 96(8), 576-84.

Family-centered functional therapy: A choice for children with motor dysfunction. (2001)

Darrah, J., Law, M., & Pollock, N.

This article discusses family-centered functional therapy, a model of practice for children with motor dysfunction based on tenets derived from family-centered philosophy and dynamic systems theory. This model stipulates that parents must be included in the identification of functional goals. Positive results of pilot work with 12 children are presented.

Infants and Young Children, 13(4), 79-87.

The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. (2001)

Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L.

In the current study, a constant time delay (CTD) procedure was embedded in classroom activities and routines to teach counting to three preschool children with speech and language delays. CTD was effective in teaching numbers to all three children. One child out of two also was able to acquire non-target information.

Topics in Early Childhood Special Education, 21(4), 213-221.

Young children with special needs: A developmentally appropriate approach. (1998)

Davis, M. D., Kilgo, J. L., & Gamel-McCormick, M.

This book discusses the blending of early childhood education and early childhood special education disciplines to meet young children’s need for hands-on, interactive learning. It discusses a curriculum that reflects the social, emotional, physical and cognitive growth of children, and the importance of developmentally appropriate practice (DAP) in program development. Chapters include: (1) Early Childhood Education and Early Childhood Special Education: The Best of Both Worlds; (2) Developmentally Appropriate Practice: What It Is and How It Works; (3) Principles of Developmentally Appropriate Practice Applied to Young Children with Special Needs; (4) Assessment of Developmentally Appropriate Curriculum Programs for Young Children with Disabilities; (5) Using Individualized Plans as a Basis for Designing Developmentally Appropriate Learning Experiences for Young Children with Special Needs; (6) Using Principles of Developmentally Appropriate Practice to Make Decisions About the Learning Environment; (7) Using Principles of Developmentally Appropriate Practice to Make Decisions about Materials, Learning Centers, and Integrated Thematic Units; and (8) Using Developmentally Appropriate Practices to Make Decisions about Guiding the Behavior of Young Children.

Boston, MS: Allyn & Bacon.

Promoting prosocial behaviours among preschool children with and without disabilities. (1996)

Davis, M. T., et al.

An intervention using natural reinforcement and peer influence with three-person groups of preschoolers, each containing one child with a disability, was evaluated. The design of the intervention (multiple probes across subjects) was found to be effective in increasing the subjects' positive social initiations. Some generalization was also found. Variable response to the intervention indicated the need for individualization.

International Journal of Disability, Development and Education, 43(3), 219-246.

The role of child care professionals in placement and programming decisions for preschoolers with special needs in community-based settings. (1994)

DeHaas-Warner, S.

Notes that recommendations of preschool teachers are pivotal in creating a "goodness of fit" when placing special needs children. Discusses child, parent, and program considerations for placement decisions.

Young Children, 49(5), 76-78.

The administrator's role in making inclusion work. (2001)

Delaney, E. M.

Describes the role of early childhood education (ECE) administrator as a protagonist for inclusion of children with disabilities. Suggests this role entails laying the foundation for inclusion through articulating program philosophy, choosing the curriculum model, identifying appropriate instructional strategies, and arranging the environment. Implementing the program involves developing expert staff, creating professional growth opportunities, and recognizing family members' expertise.

Young Children, 56(5), 66-70.

"I wanted to see if we could make it work": Perspectives on inclusive childcare. (2000)

Devore, S., & Hanley-Maxwell, C.

A study explored how six child care providers who were included children with special needs are able to provide care on a daily basis. Factors included the providers' commitment, finding the balance between resources and needs, problem-solving with parents, access to emotional support and technical assistance, and access to other supports.

Exceptional Children, 66(2), 241-255.

Preschool children's concepts of disability in their peers. (1993)

Diamond, K. E.

A total of 28 nondisabled 4-year-olds in mainstream preschool classes explained the disabilities of 14 peers by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed.

Early Education and Development, 4(2), 123-129.

Evaluating preschool children's sensitivity to developmental differences in their peers. (1994)

Diamond, K. E.

This study found first that an adaptation of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children exhibited construct validity and test-retest reliability in assessing preschool children's sensitivity to age-related differences in peers' developmental abilities. Second, children with disabilities were viewed as less competent on developmental tasks than classmates without disabilities.

Topics in Early Childhood Special Education, 14(1), 49-63.

Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others. (1996)

Diamond, K. E.

Interviews with 46 nondisabled children (ages 3 to 6) in inclusive programs found that most children were aware of physical disability, half the children were aware of sensory disabilities, but no children expressed an awareness of Down syndrome. Children were most sensitive to effects of a physical disability on a child's motor performance.

Topics in Early Childhood Special Education, 16(4), 458-475.

Relationships among young children's ideas, emotional understanding, and social contact with classmates with disabilities. (2001)

Diamond, K. E.

Forty-five preschool children were interviewed and their classrooms observed to determine their ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Children with social contact with disabled classmates had significantly higher scores on measures of emotional understanding and acceptance of children with disabilities.

Topics in Early Childhood Special Education, 21(2), 104-113.

Participation in inclusive preschool programs and sensitivity to the needs of others. (2000)

Diamond, K. E., & Carpenter, E. S.

This study compared attitudes about helping of preschool children (N=63) in either inclusive classes or classes for typically developing children. Children were interviewed and teachers rated each child's prosocial behaviors. Children in the inclusive classes received significantly higher helping strategy scores and were significantly more likely to refer to disability in their responses.

Journal of Early Intervention, 23(2), 81-91.

Children's perspectives on the roles of teachers and therapists in inclusive early childhood programs. (2000)

Diamond, K. E., & Cooper, D. G.

Examined typically developing children's ideas about the roles of the teachers, interventionists, and therapists in inclusive early childhood programs. Found that children not requiring therapists and interventionists did not know the names of specialists assisting their disabled peers. Children viewed teachers' roles as teaching children and therapists' roles as providing special services for a few students.

Early Education and Development, 11(2), 203-16.

Preschoolers' ideas about disabilities. (2005)

Diamond, K. E., & Huang, H.

This article discusses the ideas and attitudes that typically developing 3- to 5-year old children have about classmates with disabilities. The authors examine how parents, teachers, and experiences in inclusive preschool programs may affect children's perceptions and offer strategies for teachers to use to promote understanding and interaction between children with and without disabilities.

Infants & Young Children, 18(1), 37-46

Attitudes of parents of preschool children toward integration. (1994)

Diamond, K. E., & LeFurgy, W. G.

Assessed parents' attitudes toward integration or mainstreaming of children with developmental disabilities. Subjects had preschool children with and without disabilities enrolled in either integrated or self-contained classrooms. Found that, by the end of school year, parents whose children had participated in integrated programs held more positive attitudes toward integration than did parents whose children had not participated in integrated classes.

Early Education and Development, 5(1), 69-77.

Integrating young children with disabilities in preschool: Problems and promise. (1994)

Diamond, K. E., Hestenes, L. L., & O'Connor, C. E.

Reviews research concerning barriers to and benefits of integrating young children with disabilities into regular preschool programs. Discusses the effects of integrated programs on children without disabilities, critical integration issues, activity-based intervention, and implications for integrated programs.

Young Children, 49(2), 68-75.

Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. (1997)

Diamond, K. E., Hestenes, L. L., Carpenter, E. S., & Innes, F. K.

Comparison of children enrolled in regular (N=31) and inclusive (N=29) preschool programs found that children in inclusive settings had more knowledge of disabilities and gave higher acceptance ratings to children with and without disabilities than did children in regular preschool classes.

Topics in Early Childhood Special Education, 17(4), 520-536.

Increasing pretend toy play of toddlers with disabilities in an inclusive setting. (2004)

DiCarlo, C. F., & Reid, D. H.

This study looked at a program for promoting pretend toy play in young children with disabilities. Five participating 2-year olds were given choices of play centers which contained toys that tend to promote pretend play in typically developing toddlers. Classroom staff provided prompting and praise with resultant increases noted in independent pretend toy play in all of the children. In discussing these results, the authors focus on the importance of promoting play in toddlers with disabilities that is similar to the play of children without disabilities. They also discuss the need to identify critical aspects of the program that can be applied to inclusive early childhood settings.

Journal of Applied Behavior Analysis, 37(2), 197-207.

Embedding augmentative communication within early childhood classrooms. (2000)

DiCarlo, C., Banajee, M., & Buras-Stricklin, S.

This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4) self-care routines.

Young Exceptional Children, 3(3), 18-26.

Growing with inclusion: A personal reflection. (2000)

Dickson, J.

Relates personal experiences to the challenges of the inclusive classroom. Details recommendations for inclusive classrooms, including the following: valuing each child's uniqueness; individualizing expectations and goals; adapting the classroom environment to support children's needs; tailoring staff responsibilities to support children's needs; and problem-solving with resource specialists, special educators, and parents.

Early Childhood Education Journal, 27(4), 251-254.

Supporting inclusion in community-based settings: The role of the "Tuesday morning teacher." (2000)

Dinnebeil, L. A., & McInerney, W. F.

This article discusses possible roles and responsibilities for itinerant teachers and makes recommendations about the kinds of preparation and support these teachers should receive to facilitate early childhood inclusion. The use of itinerant teachers to modify the physical environment, provide appropriate levels of support, and monitor children's progress is discussed.

Young Exceptional Children, 4(1), 19-26.

An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. (1998)

Dinnebeil, L. A., McInerney, W. F., C., & Juchartz-Pendry, K.

This study examined personnel characteristics associated with an interest in caring for young children with special needs. 400 early childhood personnel in northwestern Ohio were surveyed. Most respondents expressed an interest in providing inclusive childcare, but cited lack of knowledge as a concern.

Topics in Early Childhood Special Education, 18(2), 118-128.

Itinerant early childhood special education services: Service delivery in one state. (2001)

Dinnebeil, L. A., McInerney, W. F., Roth, J., & Ramaswamy, V.

A survey of 229 itinerant early childhood special education teachers found they mostly used direct service strategies. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for teachers or parents. Teachers reported being satisfied with their jobs and being welcomed in classrooms and homes.

Journal of Early Intervention, 24(1), 35-44.

Children enrolled in multiple programs: Characteristics, supports, and barriers to teacher communication. (1996)

Donegan, M. M., Ostrosky, M. M., & Fowler, S. A.

Questionnaire and interview results from 24 teachers of preschool children enrolled in both an early childhood special education program and another early childhood program, such as day care, indicated recognition of the need for staff communication across programs but great variation in the actual intensity and nature of such communication in practice.

Journal of Early Intervention, 20(2), 95-106.

Creating learning opportunities for students with severe disabilities in inclusive classrooms. (2003)

Downing, J.E., & Eichinger, J.

This article examines ways in which professionals can provide opportunities for children with severe disabilities to learn within general inclusive educational activities. Examples of ways that students can work on their individualized objectives in a variety of settings are provided.

Teaching Exceptional Children, 36 (1), 26-31.

The preschool checklist: Integration of children with severe disabilities. (1995)

Drinkwater, S., & Demchak, M.

This article presents and explains the Preschool Checklist, a measure that incorporates research-based guidelines for developing preschool programs that include children with severe disabilities. The checklist assesses four areas: (1) scheduling and instructional arrangements, (2) socialization and communication, (3) alternative communication; and (4) appearance of the child.

Teaching Exceptional Children, 28(1), 4-8.

Spatial density as a setting event for the social interaction of preschool children. (2004)

Driscoll, C., & Carter, M.

The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined, revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered, including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.

International Journal of Disability, Development and Education, 51(1), 7-37.

Spatial density as a setting event for the social interaction of preschool children. (2004)

Driscoll, C., & Carter, M.

This review was done to examine the effects of spatial density as a setting event on the social interaction of preschool children. The researchers were specifically interested in looking at the potential application of this setting event to children with special needs in inclusive settings. A total of 12 studies were reviewed and found to have a range of methodological and technical difficulties. Several of these reported significant effects, but the findings were inconsistent and there was very limited research that included students with special needs. The researchers suggest that a renewed interest in this class of setting events might be appropriate and offer a number of suggestions for future research.

International Journal of Disability, Development and Education, 51(1), 7-37.

An experimental evaluation of positive behavior support in a community preschool program. (2004)

Duda, M.A., Dunlap, G., Fox, L., Lentini, R., Clarke, S.

This study was done to evaluate the effectiveness of positive behavior support (PBS) with two 3-year old girls in an NAEYC accredited community-based preschool program. The results showed fewer challenging behaviors and increased engagement for both of the children in two different group situations. The authors discuss these findings and suggest that further research needs to be done related to the efficacy and utilization of PBS with young children in typical childcare settings.

Topics in Early Childhood Special Education 24(3). 143-155.

Reinforcement in developmentally appropriate early childhood classrooms. (2000)

Duncan, T. K., Kemple, K. M., & Smith, T. M.

Examines the use of behavioral strategies in inclusive early childhood education settings, focusing on positive reinforcement. Notes that developmentally appropriate practice does not preclude the use of reinforcement as incentives. Describes different types of reinforcers and answers frequently asked questions about reinforcement strategies. Provides guidelines for using reinforcers effectively and for deciding when they are appropriate.

Childhood Education, 76(4), 194-203.

Proximal and distal features of day care quality and children's development. (1993)

Dunn, L.

Examined the efficacy of assessing proximal factors in day care, such as children's experiences, and distal factors, such as caregiver characteristics, in predicting children's development. Proximal and distal quality were equally effective predictors. The validity of the National Association for the Education of Young Children's guidelines on developmentally appropriate practice as a measure of proximal quality was tentatively supported.

Early Childhood Research Quarterly, 8, 167-192.

Occupational therapy. (1996)

Dunn, W

This chapter provides a historical and social/cultural overview of both occupational therapy and disabilities throughout the twentieth century, including early intervention. It describes the purpose of occupational therapy and how services are provided in relation to functional outcomes. Natural settings are discussed as compatible with an occupational therapy and service model as it relates to daily living and leisure activities. Early intervention services in community settings, assessment, key issues for participating on EI team, integrated services and daily routines are explored in detail in the remainder of the chapter.

Brookes Publishing Co.

Everyday children's learning opportunities: Characteristics and consequences. (2000)

Dunst, C. J.

This Children's Learning Opportunities Report presents findings from an intervention study examining the characteristics of everyday activity settings and learning opportunities related to improved child learning and parents' judgments of child progress.

Children's Learning Opportunities Report, Vol. 2, No. 1. Retrieved October 25, 2004.

http://www.everydaylearning.info/reports.php

Revisiting “rethinking early intervention". (2000)

Dunst, C. J.

Major components of the social support and social systems approach to early intervention are reviewed, reflections are presented, and the future use of the model are discussed. The paper concludes with an overview of a "third generation" model integrating new evidence for studying and practicing family systems intervention.

Topics in Early Childhood Special Education, 20(2), 95-104.

Family and community activity settings, natural learning environments, and children's learning opportunities. (1999)

Dunst, C. J., & Bruder, M. B.

Children's Learning Opportunities Early Childhood Research Institute staff conducted studies to learn more about how family and community life provides children different kinds of natural learning opportunities. Institute staff identify, develop, and evaluate ways of using family and community life as sources of children's learning opportunities for infants, toddlers, and preschoolers with or at-risk for delays in their development.

Children's Learning Opportunities Report, Vol. 1, No. 2. Retrieved October 25, 2004.

http://www.everydaylearning.info/reports.php

Increasing children’s learning opportunities in the context of family and community life. (1999)

Dunst, C. J., & Bruder, M. B.

The Children's Learning Opportunities Early Childhood Research Institute is a 5-year initiative funded by the U. S. Department of Education, Office of Special Education Programs. Institute staff identify, develop, and evaluating ways of using family and community life as sources of learning opportunities for infants, toddlers, and preschoolers with or at risk for delays in their development. Institute staff are especially interested in identifying everyday experiences that provide children learning opportunities strengthening child capabilities and promoting new competencies.

Children’s Learning Opportunities Report, Vol. 1, No. 1. Retrieved April 3, 2006.

http://www.everydaylearning.info/reports.php

Valued outcomes of service coordination, early intervention, and natural environments. (2002)

Dunst, C. J., & Bruder, M. B.

A survey of 879 early intervention program providers and parents investigated desired outcomes of service coordination, early intervention, and natural environments practices. Results found only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes of all three services.

Exceptional Children, 68(3), 361-375.

Family life as sources of children's learning opportunities. (1999)

Dunst, C. J., & Hamby, D. W.

A national survey of more than 1,700 parents and other caregivers was conducted to learn about family life as sources of children's learning opportunities. The study is part of research being done by staff of the Children's Learning Opportunities Early Childhood Research Institute. Survey participants were asked about where their children's learning took place in their homes and as part of family routines, rituals, celebrations, and other kinds of everyday family experiences and opportunities. The Institute goal is to identify, develop, and evaluate ways of using family and community life as sources of learning activities and opportunities promoting child abilities.

Children's Learning Opportunities Report, Vol. 1, No. 3. Retrieved October 25, 2004.

http://www.everydaylearning.info/reports.php

Community life as sources of children's learning opportunities. (1999)

Dunst, C. J., & Hamby, D. W.

A national survey of more than 1,500 parents and other caregivers was conducted to learn about community life as sources of children's learning opportunities. The study is part of research conducted by the staff of the Children's Learning Opportunities Early Childhood Research Institute. Survey participants were asked about where their children's learning took place in their neighborhoods and as part of community routines, rituals, celebrations, and other kinds of everyday community experiences and opportunities. The Institute goal is to identify, develop, and evaluate ways of using family and community life as sources of learning activities and opportunities promoting child abilities.

Children's Learning Opportunities Report, Vol. 1, No. 4. Retrieved October 25, 2004.

http://www.everydaylearning.info/reports.php

Family-oriented program models and professional helpgiving practices. (2002)

Dunst, C. J., Boyd, K., Trivette, C. M., & Hamby, D. W.

This article discusses two studies that examined different models of family-oriented programs and two components of practitioner help-giving practices (relational and participatory). It was found that relational and participatory aspects of help-giving were practiced less often in professionally-centered programs than in family-centered programs. Family-centered programs were more likely to provide parents with (a) choices and options and (b) opportunities to be involved in both solutions to problems and acquisition of knowledge and skills that strengthen functioning. The authors discuss these findings in terms of the importance of the models used to structure social and human services program practices.

Family Relations, 51(3), 221-229.

Characteristics and consequences of everyday natural learning opportunities. (2001)

Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M.

Relationships among different person and environment characteristics of everyday natural learning opportunities and changes in child learning, behavior and performance were examined in a study with 63 parents and their infants, toddlers, and preschoolers with disabilities or delays. Findings showed that learning opportunities that were interesting, engaging, competence producing, and mastery-oriented were associated with optimal child behavioral change.

Topics in Early Childhood Special Education, 21(2), 68-92.

Natural learning opportunities for infants, toddlers, and preschoolers. (2001)

Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M.

This article provides practitioners a framework for using everyday family and community learning activities as a way of increasing learning opportunities for infants, toddlers and preschoolers. The framework includes four steps. Step one describes a procedure for identifying the sources of children's learning opportunities. Step two illustrates how a family and practitioner can work together to choose natural learning environments as sources of learning opportunities. Step three describes how an intervention plan is developed for increasing children's learning opportunities in the context of everyday family and community life. Step four describes how a plan can increase learning opportunities in the context of everyday family and community life.

Young Exceptional Children, 4(3), 18-25.

Everyday family and community life and children’s naturally occurring learning opportunities. (2000)

Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B.

National surveys of nearly 3,300 parents (and other caregivers) of infants, toddlers, and preschoolers with or at risk for developmental delays were conducted to ascertain the sources of naturally occurring learning opportunities afforded young children in the context of family and community life. One group of parents completed a survey about family life as sources of learning opportunities (N = 1723), and another group completed a survey of community life as sources of learning opportunities (N = 1560). Confirmatory factor analysis indicated that both family and community life were each made up of 11 different categories of learning opportunities. Results indicate the 22 categories provide a framework for recognizing and identifying sources of learning opportunities that give children a rich array of experiences constituting natural learning environments.

Journal of Early Intervention, 23(3), 151-164.

Interest-based natural learning opportunities. (2000)

Dunst, C. J., Herter, S., & Shields, H.

This monograph focuses on effective and doable teaching strategies for young children with special needs. The volume's eight articles highlight teaching practices for a variety of curriculum content, including (1) approaches for working with families of young children who have special needs; (2) tips and techniques that can be used in classrooms or other intervention settings; (3) benefits of teacher/child conversations; and (4) advantages of providing ample practice opportunities.

In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion: (pp. 37-48), Young Exceptional Children Monograph Series, No. 2. Denver, CO: Division for Early Childhood of the Council for Exceptional Children.

Mapping community-based natural learning opportunities. (2001)

Dunst, C. J., Herter, S., Shields, H., & Bennis, L.

This article explains the use of a community mapping methodology to identify natural learning environments and inclusion opportunities for young children with disabilities. Four steps are discussed: (1) selecting kinds of learning opportunities for mapping; (2) gathering information about community learning sources; (3) developing an informational database; and (4) using the maps to involve children in community learning.

Young Exceptional Children, 4(4), 16-25.

An evidence-based approach to documenting the characteristics and consequences of early intervention practices. (2002)

Dunst, C. J., Trivette, C. M., & Cutspec, P. A.

The purposes of this paper are (1) to describe the key features of an evidenced-based approach to documenting the characteristics and consequences of environmental interventions, and (2) to illustrate the use of this approach in identifying and isolating practice characteristics that are related to the variations in observational outcomes.

Centerscope, Vol. 1, No 2. Retrieved April 3, 2006.

http://www.evidencebasedpractices.org/centerscope/centerscopevol1no2.pdf

Young children’s participation in everyday family and community activity. (2002)

Dunst, C. J., Trivette, C. M., Hamby, D., Raab, M., & Bruder, M. B.

This article discusses a study that looked at the participation patterns of children birth to 6 years of age in everyday family and community activities. Parents or other primary caregivers were asked to complete a survey of either family life or community life as sources of their children’s everyday learning opportunities and experiences. The study identified rates of children’s participation at different ages in 50 family activities and 50 community activities. Results were analyzed in terms of similarities and differences in participation patterns. The findings suggest that everyday family and community activities can be used to provide rich learning opportunities that enhance children’s development.

Psychological Reports, 91, 875-897.

Contrasting approaches to natural learning environment interventions. (2001)

Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N.

A three-dimensional model is used to compare various approaches to natural environment interventions. The model distinguishes between practices that are contextually or noncontextually based, adult or child directed, and practitioner or nonpractitioner implemented. One approach (practitioner implemented, adult directed) has increasingly been emphasized to the exclusion of other methods.

Infants and Young Children, 14(2), 48-63.

Supporting and strengthening families, Volume 1: Methods, strategies and practice. (1994)

Dunst, C., Trivette, C. & Deal, A.

This book updates and elaborates upon the practices described in Enabling and Empowering Families, published in 1988. Chapters include: Part I: Introduction; (1) Enabling and Empowering Families; (2) Meaning and Key Characteristics of Empowerment. Part II: Family Support Programs; (3) Aims and Principles of Family Support Programs; (4) Supporting and Strengthening Family Functioning: Toward a Congruence Between Principle and Practice. Part III: Individualized Family Support Plans; (5) A Flexible and Functional Approach to Developing Individualized Family Support Plans; (6) A Family-Centered Approach to Developing Individualized Family Support Plans. Part IV: Family Needs, Strengths, and Resources; (7) Needs-Based Family-Centered Intervention Practices; (8) Measuring the Adequacy of Resources in Households with Young Children; (9) Strengths-Based Family-Centered Intervention Practices; (10) Assessing Family Strengths and Capabilities; (11) Resource-Based Family-Centered Intervention Practices; (12) Measuring Social Support in Families with Young Children with Disabilities. Part V: Effective Help-Giving Practices; (13) What is Effective Helping?; (14) Characteristics of Effective Help-giving Practices; (15) Empowering Case Management Practices: A Family-Centered Perspective; (16) Parent-Professional Collaboration an Partnership; (17) Help-Giving Practices and the Self-Efficacy Appraisals of Parents. Part VI: General Conclusion; (18) Final Thoughts Concerning Adoption of Family-Centered Intervention Practices.

Cambridge, MA: Brookline Books, Inc.

Enabling and empowering families: Principles and guidelines for practice. (1988)

Dunst, C., Trivette, C., & Deal, A.

This book was written for practitioners who are working with families, but have inadequate training in family systems assessment and intervention. It is meant to enhance professionals' ability to help families identify their needs, locate formal and informal resources and supports, and effectively access these resources. Chapters include: (1) Introduction; (2) Needs, Aspirations, and Family Functioning; (3) Help-Giver Behavior and Family Functioning; (4) Intervention Principles and Operatives: Linking Theory, Research, and Practice; (5) A Family Systems Asessment and Intervention Model; (6) Case Studies; and (7) Family-Level Intervention Plans.

Cambridge, MA: Brookline Books, Inc.

Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework. (2000)

Edmiaston, R., Dolezal, V., Doolittle, S., Erickson, C., & Merritt, S.

Presents a developmentally appropriate framework reflecting the constructivist orientation of early childhood education to guide development of IEP goals and objectives for young children with disabilities. Discusses problems teachers encounter with IEPs, including defining skills too narrowly, not considering the time factor, and isolating the child. Presents sample goals and objectives for a child based on proposed IEP framework.

Young Children, 55(4), 36-41.

Parental reports of community activity patterns: A comparison between young children with disabilities and their nondisabled peers. (1995)

Ehrmann, L., Aeschlelman, S. R., & Svanum, S.

Parents of 82 children with disabilities and 132 children without disabilities, ages 2 through 5, completed questionnaires that assessed frequency of child participation in age-appropriate community activities and the parental experience of introducing the child to community settings. Overall, parents of children with disabilities reported participation in fewer community activities than parents of children without disabilities.

Research in Developmental Disabilities, 16(4), 331-343.

A community assessment of preschool providers' attitudes toward inclusion. (1995)

Eiserman, W. D., Shisler, L., & Healey, S.

Inclusion attitudes of 220 preschool teachers and administrators representing private preschools, Head Start classes, and Chapter 1 programs were assessed. Respondents held moderately positive attitudes toward inclusion. Attitudes toward serving children with diverse disabilities and special needs, and perceived needs in doing so, were also determined.

Journal of Early Intervention, 19(2), 149-167.