Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion

Journal of Special Education

Volumn 33, Issue 3, 1999, Pages 138-153

  Brown, William H ^a   Odom, Samuel L ^b   Li, Shouming ^b   Zercher, Craig ^b  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033197172     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/002246699903300302     Document Type: Article

References (71)

1. Allen, K. E., & Schwartz, I. S. (1996). The exceptional child: Inclusion in early childhood education (3rd ed.). Albany, NY: Delmar.
2. American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.
3. Bailey, D. M., McWilliam, R. A., Buysse, V., & Wesley, P. W. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.
4. Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. New York: Cambridge University Press.
5. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
6. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
7. Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
8. Bricker, D. D., Peck, C. A., & Odom, S. L. (1993). Integration: Campaign for the new century. In C. A. Peck, S. L. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp. 271-276). Baltimore: Brookes.
9. Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.
10. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
11. Brown, W. H., & Conroy, M. (Eds.). (1997a). Inclusion of preschool children with developmental delays in early childhood programs. Little Rock, AR: Southern Early Childhood Association.
12. Brown, W. H., & Conroy, M. (1997b). Promoting and supporting peer interactions in inclusive preschools: Effective strategies for early childhood educators. In W. H. Brown & M. Conroy (Eds.), Inclusion of preschool children with developmental delays in early childhood programs (pp. 79-108). Little Rock, AR: Southern Early Childhood Association.
13. Brown, W. H., Favazza, P. C., & Odom, S. L. (1995). Code for Active Student Participation and Engagement-Revised (CASPER II): A training manual for observers (Unpublished observer training manual). Nashville, TN: Vanderbilt University, Early Childhood Research Institute on Inclusion.
14. Brown, W. H., Horn, E. M., Heiser, J. G., & Odom, S. L. (1996). Project BLEND: An inclusive model for early intervention services. Journal of Early Intervention, 20, 364-375.
15. Brown, W. H., McEvoy, M. A., & Bishop, J. N. (1991). Incidental teaching of social behavior: A naturalistic approach to promoting young children's peer interactions. Teaching Exceptional Children, 24, 35-58.
16. Brown, W. H., & Odom, S. L. (1994). Strategies and tactics for promoting generalization and maintenance of young children's social behavior. Research in Developmental Disabilities, 15, 99-118.
17. Brown, W. H., Odom, S. L., & Holcombe, A. (1996). Observational assessment of young children's social behavior with peers. Early Childhood Research Quarterly, 11, 19-40.
18. Brown, W. H., Ragland, E. U., & Fox, J. J. (1988). Effects of group socialization procedures on the social interactions of preschool children. Research in Developmental Disabilities, 9, 359-376.
19. Buysse, V., & Bailey, D. B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Special Education, 26, 434-461.
20. Carta, J. J., Atwater, J. B., Schwartz, I. S., & Miller, P. A. (1990). Applications of ecobehavioral analysis to study transitions across early childhood. Education and Treatment of Children, 13, 298-315.
21. Carta, J. J., Greenwood, C. R., & Atwater, J. B. (1985). ESCAPE: Ecobehavioral system for complex assessments of preschool environments. Kansas City: University of Kansas, Juniper Gardens Children's Project, Bureau of Child Research.
22. Carta, J. J., Greenwood, C. R., & Robinson, S. L. (1987). Application of an ecobehavioral approach to the evaluation of early intervention programs. In R. Prinz (Ed.), Advances in behavioral assessment of children and families (Vol. 3, pp. 123-155). Greenwich, CT: JAI Press.
23. Carta, J. J., Sainato, D. M., & Greenwood, C. R. (1988). Advances in the ecological assessment of classroom instruction for young children with handicaps. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps (pp. 217-239). Baltimore: Brookes.
24. Cook, R. E., Tessier, A., & Klein, M. D. (1996). Adapting early childhood curricula for children in inclusive settings (4th ed.). Englewood Cliffs, NJ: Merrill.
25. DEC Task Force on Recommended Practices. (1993). DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. Reston, VA: Council for Exceptional Children.
26. English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1996). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy system skills-training program. Exceptional Children, 63, 229-243.
27. Fox, L., Dunlap, G., & Philbrick, L. A. (1997). Providing individual supports to young children with autism and their families. Journal of Early Intervention, 21, 1-14.
28. Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech and Hearing Research, 40, 33-48.
29. Greenwood, C. R., Carta, J. J., Kamps, D., & Arreaga-Mayer, C. (1990). Ecobehavioral analysis of classroom instruction. In S. Schroeder (Ed.), Ecobehavioral analysis and developmental disabilities: The twenty-first century (pp. 33-63). New York: Springer Verlag.
30. Guralnick, M. J. (1978). Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press.
31. Guralnick, M. J. (1992). A hierarchical model for understanding children's peer-related social competence. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 37-64). Baltimore: Brookes.
32. Guralnick, M. J., Conner, R. T., Hammond, M., Gottman, J. M., & Kinnish, K. (1995). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100, 359-377.
33. Guralnick, M. J., & Groom, J. M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54, 415-425.
34. Hartmann, D. P., & Wood, D. D. (1990). Observational methods. In A. S. Bellack, M. Hersen, & A. E. Kazdin (Eds.), International handbook of behavior modification and therapy (pp. 107-138). New York: Plenum.
35. Howes, C., & Stewart, P. (1987). Children's play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
36. Individuals with Disabilities Education Act Amendments of 1991, 20 U.S.C. § 1400-1485.
37. Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No. 105-17.
38. Jenkins, J. R., Odom, S. L., & Speltz, M. L. (1989). Effects of social integration on preschool children with handicaps. Exceptional Children, 55, 420-428.
39. Kirk, R. E. (1995). Experimental design: Procedures for the behavioral sciences (3rd ed.) Pacific Grove, CA: Brooks/Cole.
40. Kontos, S., Moore, D., & Giorgetti, K. (1998). The ecology of inclusion. Topics in Early Childhood Special Education, 18, 38-48.
41. Lamorey, S., & Bricker, D. D. (1993). Integrated programs: Effects on young children and their parents. In C. A. Peck, S. L. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community-based programs: Ecological perspectives on research and implementation (pp. 249-269). Baltimore: Brookes.
42. McCormick, L., Noonan, M. J., & Heck, R. (1998). Variables affecting engagement in inclusive preschool classrooms. Journal of Early Intervention, 21, 160-176.
43. McEvoy, M. A., Nordquist, V. M., Twardosz, S., Heckaman, K., Wehby, J. H., & Denny, R. K. (1988). Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities. Journal of Applied Behavior Analysis, 21, 193-200.
44. McEvoy, M. A., Odom, S. L., & McConnell, S. R. (1992). Peer social competence intervention for young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 113-134). Baltimore: Brookes.
45. McGee, G. G., Almeida, C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117-126.
46. McLean, L. K., & Cripe, J. W. (1997). The effectiveness of early intervention for children with communication disorders. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 349-428). Baltimore: Brookes.
47. McWilliam, R. A., & Bailey, D. B. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15, 123-147.
48. McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985). Behavior engagement as a measure of efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5, 59-71.
49. Mize, J. (1995). Coaching preschool children in social skills: A cognitive-social learning curriculum. In G. Cartledge & J. F. Milburn (Eds.), Teaching social skills to children and youth: Innovative approaches (3rd ed.; pp. 237-261). Boston: Allyn & Bacon.
50. New, R. S., & Mallory, B. L. (1994). Introduction: The ethic of inclusion. In B. L. Mallory & R. S. New (Eds.), Diversity & developmentally appropriate practices: Challenges for early childhood education (pp. 1-13). New York: Teachers College Press.
51. Notari, A., & Cole, K. (1993). Language intervention: Research implications for service delivery. In C. A. Peck, S. L. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp. 17-37). Baltimore: Brookes.
52. Odom, S. L., & Brown, W. H. (1993). Social interaction skills interventions for young children with disabilities in integrated settings. In C. A. Peck, S. L. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation (pp. 39-64). Baltimore: Brookes.
53. Odom, S. L., Favazza, P., Brown, W. H., & Horn, E. M. (in press). Ecobehavioral assessment of early childhood programs for children with disabilities. In T. Thompson, D. Felce, & F. Symons (Eds.), Behavioral observation: Innovations in technology and applications in developmental disabilities. Baltimore: Brookes.
54. Odom, S. L., & McConnell, S. R. (1993). Play time/social time: Organizing your classroom to build interaction skills. Tucson, AZ: Communication Skill Builders.
55. Odom, S. L., McConnell, S. R., & McEvoy, M. A. (1992). Peer-related social competence and its significance for young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 3-36). Baltimore: Brookes.
56. Odom, S. L., & McEvoy, M. A. (1988). Integration of young children with handicaps and normally developing children. In S. L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 241-267). Baltimore: Brookes.
57. Odom, S. L., & McLean, M. E. (Eds.). (1996). Early intervention/early childhood special education: Recommended practice. Austin, TX: PRO-ED.
58. Odom, S. L., Peck, C. A., Hanson, M., Beckman, P., Kaiser, A., Lieber, J., Brown, W. H., Horn, E., & Schwartz, I. S. (1996). Inclusion at the preschool level: An ecological analysis. Social Policy Report: Society for Research in Child Development, 10(2, 3), 18-30.
59. Odom, S. L., Peterson, C., McConnell, S. R., & Ostrosky, M. (1990). Ecobehavioral analysis of early education/specialized classroom settings and peer social interaction. Education and Treatment of Children, 13, 316-330.
60. Odom, S. L., Skellenger, A., & Ostrosky, M. (1999). Procedural variations in early childhood education and early childhood special education classes. Manuscript submitted for publication.
61. Peck, C. A., & Cooke, T. P. (1983). Benefits of mainstreaming at the early childhood level: How much can we expect? Analysis and Intervention in Developmental Disabilities, 3, 1-22.
62. Peck, C. A., Killen, C. C., & Baumgart, D. (1989). Increasing implementation of special education instruction in mainstream preschools: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197-210.
63. Peck, C. A., Odom, S. L., & Bricker, D. (Eds.). (1993). Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation. Baltimore: Brookes.
64. Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 231-244). New York: Russell Sage Foundation.
65. Rule, S., Stowitschek, J. J., Innocenti, M., Striefel, S., Killoran, J., Swezey, K., & Boswell, C. (1987). The social integration program: An analysis of the effects of mainstreaming handicapped children into day care centers. Education and Treatment of Children, 10, 175-192.
66. Schwartz, I. S., Carta, J. J., & Grant, S. (1996). Examining the use of recommended intervention practices in early childhood special education. Topics in Early Childhood Special Education, 16, 251-272.
67. Sontag, J. C. (1997). Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms. Exceptional Children, 63, 389-404.
68. Thompson, B. (1999). Improving research clarity and usefulness with effect size indices as supplements to statistical significance tests. Exceptional Children, 65, 329-337.
69. United States Department of Education. (1998). To assure the free and appropriate public education of all children with disabilities: Twentieth Annual Report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
70. Wolery, M., Holcombe, A., Venn, M. L., Brookfield, J., Huffman, K., Schroeder, C., Martin, C. G., & Fleming, L. A. (1993). Mainstreaming in early childhood programs: Current status and relevant issues. Young Children, 49, 78-84.
71. Wolery, M., & Wilbers, J. S. (Eds.). (1994). Including children with special needs in early childhood programs. Washington DC: National Association for the Education of Young Children.