Contrasting Approaches to Natural Learning Environment Interventions

Infants and Young Children

Volumn 14, Issue 2, 2001, Pages 48-63

  Dunst, Carl J ^a,b   Trivette, Carol M ^a   Humphries, Tracy ^a   Raab, Melinda ^a   Roper, Nicole ^a  

^a Orelena Hawks Puckett Institute   (United States)

^b Family   (United States)

Author keywords

Activity settings; Learning opportunities; Natural learning environments; Naturalistic learning

Indexed keywords

EID: 0035604603     PISSN: 08963746     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001163-200114020-00007     Document Type: Article

References (166)

1. IDEA Final Regulations. 34 CFR Part 303, Early Intervention Program for Infants and Toddlers with Disabilities, 1997.
2. Bricker D. The natural environment: a useful construct? Inf Young Child. 2001;13(4):21-31.
3. . Walsh S, Rous D, Lutzer C. The federal IDEA natural environments provisions. Young Except Child Monogr. 2000;(Series No. 2):3-15.
4. Barnett DW, Carey KT, Hall JD. Naturalistic intervention design for young children: foundations, rationales, and strategies. Top Early Child Spec Educ. 1993;13:430-444.
5. Bricker D, Pretti-Frontczak K, McComas N. An Activity-Based Approach to Early Intervention. Baltimore: Paul H. Brookes; 1998.
6. Dunst CJ, Bruder MB. Family and community activity settings, natural learning environments, and children's learning opportunities. Child Learn Opp Rep. 1999;1(2). Available at www.puckett.org/ childlearn/products.html.
7. Erwin EJ, Schreiber R. Creating supports for young children with disabilities in natural environments. Early Child Educ J. 1999;26:167-171.
8. Gallimore R, Goldenberg C. Activity settings of early literacy: home and school factors in children's emergent literacy. In: Forman EA, Minick N, Stone CA, eds. Contexts for Learning: Sociocultural Dynamics in Children's Development. New York: Oxford University Press; 1993:315-335.
9. McWilliam RA. It's only natural . . . to have early intervention in the environments where it's needed. Young Except Child Monogr. 2000;(Series No. 2):17-26.
10. Noonan MJ, McCormick L. Early Intervention in Natural Environments: Methods and Procedures. Pacific Grove, CA: Brooks/Cole; 1993.
11. Norris JA, Hoffman PR. Language intervention within naturalistic environments. Lang Speech Hear Serv Sch. 1990;21:72-84.
12. Cripe JW, Hanline MF, Daley SE. Preparing practitioners for planning intervention for natural environments. In: Winton PJ, McCollum JA, Catlett C, eds. Reforming Personnel Preparation in Early Intervention: Issues, Models, and Practical Strategies. Baltimore: Paul H. Brookes; 1997:337-350.
13. Erwin EJ. The promise and challenge of supporting all children in natural environments. In: Erwin EJ, ed. Putting Children First: Visions for a Brighter Future for Young Children and Their Families. Baltimore: Paul H. Brookes; 1996:199-224.
14. Hanft BE, Pilkington KO. Therapy in natural environments: the means or end goal for early intervention? Inf Young Child. 2000;12(4):1-13.
15. Langa MA, Feinberg S. Implementing the natural environment requirement of Part H with the help of children's librarians. Inf Young Child. 1996;8(4):63-69.
16. Natural environment improves outcomes: kids learn best from other kids. On Kampus. 2000;4(1):1, 3.
17. Santos RM, Lignugaris/Kraft B. Integrating research on effective instruction with instruction in the natural environment for young children with disabilities. Exceptionality. 1997;7:97-129.
18. Shelley-Sireci LM, Racicot L. Are natural environments unnatural? A survey of early intervention service providers. NHSA Dialog. 2000;4:123-147.
19. Bruder MB, Dunst CJ. Expanding learning opportunities for infants and toddlers in natural environments: a chance to reconceptualize early intervention. Zero Three. 1999;20:34-36.
20. Dunst CJ. Revisiting "rethinking early intervention." Top Early Child Spec Educ. 2000;20:95-104.
21. Dunst CJ. Participation of young children with disabilities in community learning activities. In: Guralnick MJ, ed. Early Childhood Inclusion: Focus on Change. Baltimore: Paul H. Brookes; 2001:307-333.
22. Mead M. The primitive child. In: Murchison C, ed. A Handbook of Child Psychology. Worcester, MA: Clark University Press; 1931:669-687.
23. Mead M. Research on primitive children. In: Carmichael L, ed. Manual of Child Psychology. New York: Wiley; 1954:735-780.
24. Ballard KD. Child learning and development in context: strategies for analysing behaviour-environment interactions and a proposal for research into everyday experiences. Educ Psychol. 1986;6:123-137.
25. Bronfenbrenner U. Ecological systems theory. In: Vasta R, ed. Six Theories of Child Development: Revised Formulations and Current Issues. Philadelphia: Jessica Kingsley; 1992:187-248.
26. Bronfenbrenner U. Environments in developmental perspective; theoretical and operational models. In: Friedman SL, Wachs TD, eds. Measuring Environment across the Life Span: Emerging Methods and Concepts. Washington, DC: American Psychological Association; 1999:3-28.
27. Dent-Read C, Zukow-Goldring P. Evolving Explanations of Development: Ecological Approaches to Organism-Environment Systems. Washington, DC: American Psychological Association; 1997.
28. Moen P, Elder GH Jr, Lüscher K. Examining Lives in Context: Perspectives on the Ecology of Human Development. Washington, DC: American Psychological Association; 1995.
29. Wozniak RH, Fischer KW. Development in Context: Acting and Thinking in Specific Environments. Hillsdale, NJ: Erlbaum; 1993.
30. Vygotsky L. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978.
31. Tharp R, Gallimore R. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge, England: Cambridge University Press; 1988.
32. Farver JAM. Activity setting analysis: a model for examining the role of culture in development. In: Göncü A, ed. Children's Engagement in the World: Sociocultural Perspectives. Cambridge, England: Cambridge University Press; 1999:99-127.
33. Bornstein MH. Cultural Approaches to Parenting. Hillsdale, NJ: Erlbaum; 1991.
34. Cole M, Engeström Y, Vasquez O. Mind, Culture, and Activity: Seminal Papers from the Laboratory of Comparative Human Cognition. Cambridge, England: Cambridge University Press; 1997.
35. Göncü A. Children's Engagement in the World: Sociocultural Perspectives. Cambridge, England: Cambridge University Press; 1999.
36. Harkness S, Super CM. Parents' Cultural Belief Systems: Their Origins, Expressions, and Consequences. New York: Guilford Press; 1996.
37. Lancy DR. Playing on the Mother Ground: Cultural Routines for Children's Development. New York: Guilford Press; 1996.
38. Dunst CJ, Hamby D. Family life as sources of children's learning opportunities. Child Learn Opp Rep. 1999;1(3). Available at www.puckett.org/ childlearn/products.html.
39. Dunst CJ, Hamby D, Trivette CM, Raab M, Bruder MB. Everyday family and community life and children's naturally occurring learning opportunities. J Early Interven. 2000;23:151-164.
40. Gallimore R, Weisner TS, Kaufman SZ, Bernheimer LP. The social construction of ecocultural niches: family accommodation of developmentally delayed children. Am J Ment Retard. 1989;94:216-230.
41. Gallimore R, Weisner TS, Bernheimer LP, Guthrie D, Nihira K. Family responses to young children with developmental delays: accommodation activity in ecological and cultural context. Am J Ment Retard. 1993;98:185-206.
42. Lamb ME, Leyendecker B, Schölmerich A, Fracasso MP. Everyday experiences of infants in Euro-American and Central American immigrant families. In: Lewis M, Feiring C, eds. Families, Risk, and Competence. Mahwah, NJ: Erlbaum; 1998:113-131.
43. Moore DY. Daily care. In: Weber JD, ed. Children with Fragile X Syndrome: A Parent's Guide. Bethesda, MD: Woodbine House; 2000:121-154.
44. Tudge J, Hogan D, Lee S, et al. Cultural heterogeneity: parental values and beliefs and their preschoolers' activities in the United States, South Korea, Russia, and Estonia. In: Göncü A, ed. Children's Engagement in the World: Sociocultural Perspectives. Cambridge, England: Cambridge University Press; 1999:62-96.
45. Beckman P, Barnwell D, Horn E, Hanson M, Guitierrez S, Lieber J. Communities, families and inclusion. Early Child Res Q. 1998;13:125-150.
46. Hatcher B, Beck SS. Learning Opportunities beyond the School. Olney, MD: Association for Childhood Education International; 1997.
47. Dunst CJ, Hamby D. Community life as sources of children's learning opportunities. Child Learn Opp Rep. 1999;1(4). Available at www.puckett.org/ childlearn/products.html.
48. Gallimore R, Goldenberg CN, Weisner TS. The social construction and subjective reality of activity settings: implications for community psychology. Am J Community Psychol. 1993;21:537-559.
49. Bailey DB Jr, Wolery M. Teaching Infants and Preschoolers with Handicaps. Columbus, OH: Merrill; 1984.
50. Hohmann M, Weikart DP. Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press; 1995.
51. Kaiser AP, Hester PP. How everyday environments support children's communication. In: Koegel LK, Koegel RL, Dunlap G, eds. Positive Behavioral Support: Including People with Difficult Behavior in the Community. Baltimore: Paul H. Brookes; 1996:145-162.
52. Rogoff B, Mistry J, Göncü A, Mosier C. Cultural variation in the role relations of toddlers and their families. In: Bornstein M, ed. Cultural Approaches to Parenting. Mahwah, NJ: Erlbaum; 1991:173-183.
53. Rogoff B, Mistry J, Göncü A, Mosier C. Guided participation in cultural activities by toddlers and caregivers. Monogr Soc Res Child Dev. 1993;58(8), Serial No. 236.
54. Hanft BE, Anzalone M. Issues in professional development: preparing and supporting occupational therapists in early childhood. Inf Young Child. 2001;13(4):67-78.
55. McWilliam RA. Family-Centered Intervention Planning: A Routines-Based Approach. Tucson, AZ: Communication Skill Builders; 1992.
56. Dunst CJ, Bruder MB, Trivette CM, Hamby D, Raab M, McLean M. Characteristics and consequences of everyday natural learning opportunities. Top Early Child Spec Educ. 2001;21:68-92.
57. Law M, Dunn W. Perspectives on understanding and changing the environments of children with disabilities. Phys Occup Ther Pediatr. 1993;13(2):1-17.
58. Riksen-Walraven JM. Effects of caregiver behavior on habituation rate and self-efficacy in infants. Int J Behav Dev. 1978;1:105-130.
59. Wachs TD. Necessary But Not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development. Washington, DC: American Psychological Association; 2000.
60. Lave J. The practice of learning. In: Chaiklin S, Lave J, eds. Understanding Practice: Perspectives on Activity and Context. Cambridge, England: Cambridge University Press; 1996:3-32.
61. Wolery M. Using assessment information to plan instructional programs. In: Bailey DB, Wolery M, eds. Assessing Infants and Preschoolers with Handicaps. Englewood Cliffs, NJ: Merrill/Prentice Hall; 1989:478-495.
62. Bourdieu P. Outline of a Theory of Practice. Cambridge, England: Cambridge University Press; 1977.
63. Dunst CJ, Bruder MB, Trivette CM, Raab M, McLean M. Natural learning opportunities for infants, toddlers and preschoolers. Young Except Child. 2001;4(3):18-25.
64. Odom SL, Favazza PC, Brown WH, Horn EM. Approaches to understanding the ecology of early childhood environments for children with disabilities. In: Thompson T, Felce D, Symons F, eds. Behavioral Observation: Technology and Applications in Developmental Disabilities. Baltimore: Paul H. Brookes; 2000:193-214.
65. Darrah J, Law M, Pollock N. Family-centered functional therapy: a choice for children with motor dysfunction. Inf Young Child. 2001;13(4):79-87.
66. Duchan JF. A situated pragmatics approach for supporting children with severe communication disorders. Top Lang Disord. 1997;17:1-18.
67. Kellegrew DH. Creating opportunities for occupation: an intervention to promote the self-care independence of young children with special needs. Am J Occup Ther. 1998;52:457-465.
68. Law M, Darrah J, Pollock N, et al. Family-centered functional therapy for children with cerebral palsy: an emerging practice model. Occup Ther Pediatr. 1998;18:83-102.
69. Hepting NH, Goldstein H. What's natural about naturalistic language intervention? J Early Interven. 1996;20:249-265.
70. Kovarsky D, Duchan JF. The interactional dimensions of language therapy. Lang Speech Hear Serv Sch. 1997;28:297-307.
71. Prizant BM, Wetherby AM. Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Semin Speech Lang. 1998;19:329-353.
72. Dunst CJ, Lesko JJ, Holbert KA, Wilson LL, Sharpe KL, Ritchie FL. A systemic approach to infant intervention. Top Early Child Spec Educ. 1987;7:19-37.
73. Haring N, Innocenti M. Managing learning time: structured learning during unstructured times. In: Tingey C, ed. Implementing Early Intervention. Baltimore: Paul H. Brookes; 1989:279-302.
74. Rainforth B, Salisbury CL. Functional home programs: a model for therapists. Top Early Child Spec Educ. 1988;7:33-45.
75. Cogher L. The use of non-directive play in speech and language therapy. Child Lang Teach Ther. 1999;15:7-15.
76. Stacey K. Contextual assessment of young children: moving from the strange to the familiar and from theory to praxis. Child Lang Teach Ther. 1994;10:179-198.
77. O'Shaughnessy M. The child and the natural environment. NAMTA J. 2000;25:119-143.
78. Rivkin M. "Happy play in grassy places": the importance of the outdoor environment in Dewey's educational ideal. Early Child Educ J. 1998;25:199-202.
79. Bernheimer LP, Gallimore R, Weisner TS. Ecocultural theory as a context for the individual family service plan. J Early Interven. 1990;14:219-233.
80. Hart B, Risley TR. The Social World of Children: Learning to Talk. Baltimore: Paul H. Brookes; 1999.
81. Klass P. What it really takes to make your baby smarter. Parenting. Feb. 2000:107-108 111.
82. Feldman S, Jordan B. Together is better: the role of libraries as natural community partners. Zero Three. 2001;21:30-37.
83. Squires S. Our family's experience: an important outcome achieved. Young Except Child. 2000;4:9-11.
84. Umstead S, Boyd K, Dunst CJ. Building community resources: enabling inclusion in community programs and activities. Exceptional Par. 1995;25:36-37.
85. Marvin CA. The family car as a "vehicle" for children's use of distant time referents. Early Child Res Q. 1995;10:185-203.
86. Gelman R, Massey CM, McManus M. Characterizing supporting environments for cognitive development: lessons from children in a museum. In: Resnick LB, Levine JM, eds. Perspectives on Socially Shared Cognition. Washington, DC: American Psychological Association; 1991:226-256.
87. Kuchner JF, editor. Creating welcoming library environments for infants, toddlers and their families. Zero Three. 2001;21.
88. Mactavish JB, Schleien SJ. Exploring family recreation activities in families that include children with developmental disabilities. Ther Recreation J. 2000;34:132-153.
89. Sewell TJ, Collins BC, Hemmeter ML, Schuster JW. Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. J Early Interven. 1998;21:132-145.
90. Sigafoos J, Littlewood R. Communication intervention on the playground: a case study on teaching requesting to a young child with autism. Int J Disab Dev Educ. 1999;46:421-429.
91. Rogow SM. The uses of social routines to facilitate communication in visually impaired and multihandicapped children. Top Early Child Spec Educ. 1984;3:64-70.
92. Fox L, Hanline MF. A preliminary evaluation of learning within developmentally appropriate early childhood settings. Top Early Child Spec Educ. 1993;13:308-327.
93. Hardison LE. Young children, communication, and learning. Volta Rev. 1995;97:85-94.
94. McEvoy MA, Fox JJ, Rosenberg MS. Organizing preschool environments: suggestions for enhancing the development/learning of preschool children with handicaps. Top Early Child Spec Educ. 1991;11:18-28.
95. Novick R. Activity-based intervention and developmentally appropriate practices: points of convergence. Top Early Child Spec Educ. 1993;13:403-417.
96. Bloome D, Katz L, Solsken J, Willett J, Wilson-Keenan J. Interpellations of family/community and classroom literacy practices. J Educ Res. 2000;93:155-163.
97. Ivory JJ, McCollum JA. Effects of social and isolate toys on social play in an inclusive setting. J Spec Educ. 1999;32:238-243.
98. Kontos S, Keyes L. An ecobehavioral analysis of early childhood classrooms. Early Child Res Q. 1999;14:35-50.
99. McCabe JR, Jenkins JR, Mills PE, Dale PS, Cole KN. Effects of group composition, materials, and developmental level on play in preschool children with disabilities. J Early Interv. 1999;22:164-178.
100. McCabe JR, Jenkins JR, Mills PE, Dale PS, Cole KN, Pepler L. Effects of play group variables on language use by preschool children with disabilities. J Early Interven. 1996;20:329-340.
101. Martin SS, Brady MP, Williams RE. Effects of toys on the social behavior of preschool children in integrated and nonintegrated groups: investigation of a setting event. J Early Interven. 1991;15:153-161.
102. DeGangi GA, Wietlisbach S, Goodin M, Scheiner N. A comparison of structured sensorimotor therapy and child-centered activity in the treatment of preschool children with sensorimotor problems. Am J Occup Ther. 1993;47:777-786.
103. Hanline MF, Fox L. Learning within the context of play: providing typical early childhood experiences for children with severe disabilities. J Assoc Pers Sev Hand. 1993;18:121-129.
104. Horn E, Lieber J, Li S, Sandall S, Schwartz I. Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Top Early Child Spec Educ. 2000;20:208-223.
105. Ichinose CK, Clark HB. A review of ecological factors that influence the play and activity engagement of handicapped children. Child Fam Behav Ther. 1990;12:49-76.
106. Strain PS, Hoyson M. The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Top Early Child Spec Educ. 2000;20:116-122.
107. Bernheimer LP, Keogh BK. Weaving interventions into the fabric of everyday life: an approach to family assessment. Top Early Child Spec Educ. 1995;15:415-433.
108. Dunst CJ, Herter S, Shields H, Bennis L. Mapping community-based natural learning opportunities. Young Except Child. In press.
109. Dunst CJ, Herter S, Shields H. Interest-based natural learning opportunities. Young Except Child Monogr. 2000;(Series No. 2):37-48.
110. Chaiklin S, Lave J. Understanding Practice: Perspectives on Activity and Context. Cambridge, England: Cambridge University Press; 1996.
111. Shweder RA, Goodnow J, Hatano G, LeVine RA, Markus H, Miller P. The cultural psychology of development: one mind, many mentalities. In: Damon W, ed. Handbook of Child Psychology: Vol. 1. Theoretical Models of Human Development. New York: Wiley; 1998:865-937.
112. Bailey DB Jr, Jens KG, Johnson N. Curricula for handicapped infants. In: Garwood SG, Fewell RR, eds. Educating Handicapped Infants: Issues in Development and Intervention. Gaithersburg, MD: Aspen Publishers; 1983:387-415.
113. Dunst CJ. Theoretical bases and pragmatic considerations. In: Anderson J, ed. Curricula for High-Risk and Handicapped Infants. Chapel Hill, NC: Technical Assistance Development System; 1982:13-23.
114. Fewell R. Intervention strategies to promote motor skills. In: Odom SL, McLean ME, eds. Early Intervention/Early Childhood Special Education: Recommended Practices. Austin, TX: Pro-Ed; 1996:245-258.
115. Vergara ER, Adams S, Masin H, Beckman D. Contemporary therapies for infants and toddlers: preferred approaches. In: Bryant DM, Graham MA, eds. Implementing Early Intervention: From Research to Effective Practice. New York: Guilford Press; 1993:253-287.
116. Creaghead NA. Evaluating language intervention approaches: contrasting perspectives. Lang Speech Hear Serv Sch. 1999;30:335-338.
117. Grisham-Brown J, Hemmeter ML. Writing IEP goals and objectives: reflecting an activity-based approach to instruction for young children with disabilities. Young Except Child. 1998;1:2-10.
118. McBride SL, Peterson C. Home-based early intervention with families of children with disabilities: who is doing what? Top Early Child Spec Educ. 1997;17:209-233.
119. McWilliam RA, Young HJ, Harville K. Therapy services in early intervention: current status, barriers, and recommendations. Top Early Child Spec Educ. 1996;16:348-374.
120. Bronfenbrenner U. The ecology of cognitive development: research models and fugitive findings. In: Wozniak RH, Fischer KW, eds. Development in Context: Acting and Thinking in Specific Environments. Hillsdale, NJ: Erlbaum; 1993:3-44.
121. Fogel A. Information, creativity, and culture. In: Dent-Read C, Zukow-Goldring P, eds. Evolving Explanations of Development: Ecological Approaches to Organism-Environment Systems. Washington, DC: American Psychological Association; 1997:413-443.
122. Bower TGR. Contingencies, logic, and learning. Behav Anal. 1997;20:141-148.
123. Lamb ME. The development of social expectations in the first year of life. In: Lamb ME, Sherrod LR, eds. Infant Social Cognition: Empirical and Theoretical Considerations. Hillsdale, NJ: Erlbaum; 1980:155-175.
124. MacTurk RH, Morgan GA. Advances in Applied Developmental Psychology: Vol. 12. Mastery Motivation: Origins, Conceptualizations, and Applications. Norwood, NJ: Ablex; 1995.
125. Watson JS. The development and generalization of "contingency awareness" in early infancy: some hypotheses. Merrill-Palmer Q. 1966;12:123-136.
126. Sigel IE, McGillicuddy-DeLisi AV, Goodnow JJ. Parental Belief Systems: The Psychological Consequences for Children. Hillsdale, NJ: Erlbaum; 1992.
127. Koegel RL, Dyer K, Bell LK. The influence of child-preferred activities on autistic children's social behavior. J Appl Behav Anal. 1987;20:243-252.
128. Nelson K. Making sense: language and thought in development. Dev Psychol. Winter 1999:1-10.
129. McNeill JH, Fowler SA. Let's talk: encouraging mother-child conversations during story reading. J Early Interven. 1999;22:51-69.
130. Stremel K, Matthews P, Wilson R, et al. Facilitating infant/toddler skills in family-child routines. Paper presented at the Council for Exceptional Children/ Division of Early Childhood International Conference on Children with Special Needs; December 1992; Washington, DC.
131. Spinelli FM, Terrell BY. Remediation in context. Top Lang Disord. 1984;5:29-40.
132. Goldstein H, Kaczmarek L, Hepting N. Communication interventions: the challenges of across-the-day implementation. In: Gardner R III, Sainato DM, eds. Behavior Analysis in Education: Focus on Measurably Superior Instruction. Pacific Grove, CA: Brooks/Cole; 1994:101-113.
133. Mahoney G, Wheeden CA. The effect of teacher style on interactive engagement of preschool-aged children with special learning needs. Early Child Res Q. 1999;14:51-68.
134. Mahoney G, Robinson C, Powell A. Focusing on parent-child interaction: the bridge to developmentally appropriate practices. Top Early Child Spec Educ. 1992;12:105-120.
135. Wolery M. Early childhood special and general education. In: McWilliam RA, ed. Rethinking Pull-Out Services in Early Intervention: A Professional Resource. Baltimore: Paul H. Brookes; 1996:185-215.
136. Smith F. The Book of Learning and Forgetting. New York: Teachers College Press; 1998.
137. Belsky J, Tolan WJ. Infants as producers of their own development: an ecological analysis. In: Lemer RM, Busch-Rossnagel NA, eds. Individuals as Producers of Their Development: A Life-Span Perspective. New York: Academic Press; 1981:87-116.
138. Fein GG. The physical environment: stimulation or evocation. In: Lerner RM, Busch-Rossnagel NA, eds. Individuals as Producers of Their Development: A Life-Span Perspective. New York: Academic Press; 1981:257-279.
139. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press; 1991.
140. Gauvain M. Everyday opportunities for the development of planning skills: sociocultural and family influences. In: Göncü A, ed. Children's Engagement in the World: Sociocultural Perspectives. Cambridge, England: Cambridge University Press; 1999:173-201.
141. Dunst CJ, Bruder MB, Trivette CM, Raab M, McLean M. Increasing Children's Learning Opportunities through Families and Communities Early Childhood Research Institute: Year 2 Progress Report. Asheville, NC: Orelena Hawks Puckett Institute; 1998.
142. Ehrmann LC, Aeschleman SR, Svanum S. Parental reports of community activity patterns: a comparison between young children with disabilities and their nondisabled peers. Res Dev Disabil. 1995;16:331-343.
143. Hart B, Risley TR. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Paul H. Brookes; 1995.
144. Kellegrew DH. Constructing daily routines: a qualitative examination of mothers with young children with disabilities. Am J Occup Ther. 2000;54:252-259.
145. Valsiner J. Parental organization of children's cognitive development within home environment. Psychologia. 1985;28:131-143.
146. Horowitz FD. Developmental theory, prediction, and the developmental equation in follow-up research: introduction. In: Friedman SL, Haywood HC, eds. Developmental Follow-Up: Concepts, Domains, and Methods. San Diego, CA: Academic Press; 1994:27-44.
147. Volk D. "The teaching and the enjoyment and being together . . .": sibling teaching in the family of a Puerto Rican kindergartner. Early Child Res Q. 1999;14:5-34.
148. Kelly CM. Understanding our sensitivity to the natural environment: an initial theory of the nature of environmental responsiveness. Diss Abstr Int. 1997;57:6153B.
149. Segal R. Adaptive strategies of mothers with children with attention deficit hyperactivity disorder: enfolding and unfolding occupations. Am J Occup Ther. 2000;54:300-306.
150. Katims DS, Pierce PL. Literacy-rich environments and the transition of young children with special needs. Top Early Child Spec Educ. 1995;15:219-234.
151. Malmskog S, McDonnell AP. Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Top Early Child Spec Educ. 1999;19:203-216.
152. O'Brien M, Bi X. Language learning in context: teacher and toddler speech in three classroom play areas. Top Early Child Spec Educ. 1995;15:148-163.
153. Taenzer SF, Cermak C, Hanlon RC. Outside the therapy room: a naturalistic approach to language intervention. Top Learn Learn Disabil. 1981;1:41-46.
154. Chen JQ, Krechevsky M, Viens J, Isberg E., Vol. eds. Project Zero frameworks for early childhood education: vol. 1. Building on children's strengths: the experience of Project Spectrum. In: Gardner H, Feldman DH, Krechevsky M, series eds. New York: Teachers College Press; 1998.
155. McCathren RB, Watson AL. Facilitating the development of intentional communication. Young Except Child. 1999;3:12-19.
156. Blosser JL, Kratcoski A. PACs: a framework for determining appropriate service delivery options. Lang Speech Hear Serv Sch. 1997;28:99-107.
157. Lignugaris/Kraft B, Santos RM. Integrating effective teaching literature with literature on instruction in the natural environment. Exceptionality. 1997;7:139-141.
158. Roffwarg HP, Muzio JN, Dement WC. Ontogenetic development of the human sleep-dream cycle. Science. 1966;152:604-618.
159. Ferrier L. Word, context and imitation. In: Lock A, ed. Action, Gesture and Symbol: The Emergence of Language. London: Academic Press; 1978:471-483.
160. Trivette CM, Dunst CJ, Deal AG. Resource-based approach to early intervention. In: Thurman SK, Cornwell JR, Gottwald SR, eds. Contexts of Early Intervention: Systems and Settings. Baltimore: Paul H. Brookes; 1997:73-92.
161. Dunst CJ, Brookfield J, Epstein J. Family-Centered Early Intervention and Child, Parent and Family Benefits: Final Report. Asheville, NC: Orelena Hawks Puckett Institute; 1998.
162. Losardo A, Bricker D. Activity-based intervention and direct instruction: a comparison study. Am J Ment Retard. 1991;98:744-765.
163. Okimoto AM, Bundy A, Hanzlik J. Playfulness in children with and without disability: measurement and intervention. Am J Occup Ther. 2000;54:73-82.
164. Segal R. The construction of family occupations: a study of families with children who have attention deficit/hyperactivity disorder. Can J Occup Ther. 1998;65:286-292.
165. Dunst CJ, Bruder MB. Increasing children's learning opportunities in the context of family and community life. Child Learn Opp Rep. 1999;1(1). Available at www.puckett.org/childlearn/products.html.
166. Wolery M. Recommended practices in child-focused interventions. In: Sandall S, McLean ME, Smith BJ, eds. DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, CO: Sopris West; 2000:29-37.