Parent Involvement and Family Support: Where Do We Want to Go, and How Will We Know We Are Headed There?

Journal of Early Intervention

Volumn 24, Issue 1, 2001, Pages 15-18

  Mcconnell, Scott ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035601510     PISSN: 10538151     EISSN: None     Source Type: Journal    
DOI: 10.1177/105381510102400102     Document Type: Article

References (4)

1. Early Childhood Research Institute on Measuring Growth and Development (1998a). Family outcomes in a growth and development model (Technical Report No. 7). Minneapolis MN, Center for Early Education and Development, University of Minnesota.
2. Early Childhood Research Institute on Measuring Growth and Development (1998b). Theoretical foundations of the Early Childhood Research Institute on Measuring Growth and Development: An early childhood problem-solving model (Technical Report No. 6). Minneapolis MN, Center for Early Education and Development, University of Minnesota.
3. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
4. McConnell, S. R. (2000). Assessment in early intervention and early childhood special education: Building on the past to project into our future. Topics in Early Childhood Special Education, 19, 43-48.