Practices Across Disciplines in Early Intervention: The Research Base

Infants and Young Children

Volumn 17, Issue 1, 2004, Pages 32-44

  Rapport, Mary Jane K ^a   McWilliam, R A ^c,d   Smith, Barbara J ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF COLORADO   (United States)

^c UNIVERSITY OF NORTH CAROLINA   (United States)

^d VANDERBILT UNIVERSITY   (United States)

Author keywords

Interdisciplinary practice; Recommended practices; Transdisciplinary practice

Indexed keywords

DECISION MAKING; FAMILY HEALTH; HEALTH CARE DELIVERY; HEALTH SERVICE; MEDICAL LITERATURE; MEDICAL PRACTICE; MEDICAL RESEARCH; REVIEW; TEAMWORK; TECHNIQUE;

EID: 1642433004     PISSN: 08963746     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001163-200401000-00006     Document Type: Review

References (29)

1. Administration on Children, Youth, and Families (ACYF). (1999). Head Start program performance standards and other regulations. Washington, DC: Author.
2. American Physical Therapy Association (APTA). (2001). Guide to physical therapist practice (2nd ed.). Alexandria, VA: Author.
3. Atwater, J. B., Carta, J. J., Schwartz, I. S., & McConnell, S. R. (1994). Blending developmentally appropriate practice and early childhood special education. In B. L. Mallory & R. S. New (Eds.), Diversity and developmentally appropriate practices (pp. 185-201). New York: Teachers College Press.
4. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children (NAEYC).
5. Bruder, M. B. (1997). The effectiveness of specific educational/ developmental curricula for children with established disabilities. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 523-548). Baltimore, MD: Paul H. Brookes.
6. Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28(4), 783-803.
7. Burts, D. C., Hart, C. H., Charlesworth, R., & Kirk, L. (1990). A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices. Early Childhood Research Quarterly, 5(3), 407-423.
8. Chapman, L., & Ware, J. (1999). Challenging traditional roles and perceptions: Using a transdisciplinary approach in an inclusive mainstream school. Support for Learning, 14(3), 104-109.
9. Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early Intervention, 23, 151-164.
10. Guralnick, M. J. (1993). Developmentally appropriate practice in the assessment and intervention of children's peer relations. Topics in Early Childhood Special Education, 13(3), 44-71.
11. Hanft, B., & Place, P. (1996). The consulting therapist: A guide for OTs and PTs in schools. San Antonio, TX: Therapy Skill Builders.
12. Harbin, G. L., McWilliam, R. A., & Gallagher, J. J. (2000). Services for young children with disabilities and their families. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early intervention (2nd ed., pp. 387-415). Cambridge, UK: Cambridge University Press.
13. Hyson, M. C., Hirsch-Pasek, K. & Rescorla, L. (1990). The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practice for 4-and 5-year-old children. Early Childhood Research Quarterly, 5, 475-494.
14. Johnson, K. M., & Johnson, J. E. (1993). Clarifying the developmental perspective in response to Carta, Schwartz, Atwater, and McConnell. Topics in Early Childhood Special Education, 12(4), 439-457.
15. Kaczmarek, L., Pennington, R., & Goldstein, H. (2000). Transdisciplinary consultation: A center-based team functioning model. Education and Treatment of Children, 23, 156-172.
16. Lamorey, S., & Ryan, S. (1998). From contention to implementation: A comparison of team practices and recommended practices across service delivery models. Infant-Toddler Intervention, 8, 309-331.
17. McWilliam, R. A. (1996). A program of research on integrated versus isolated treatment in early intervention. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 49-70). Baltimore, MD: Paul H. Brookes Publishing Co.
18. McWilliam, R. A. (2000). It's only natural ... to have early intervention in the environments where it's needed. In S. Sandall & M. Ostrosky (Eds.), Young exceptional children monograph Series No. 2: Natural environments and inclusion (pp. 17-26). Denver, CO: The Division for Early Childhood of the Council for Exceptional Children.
19. McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 73(4), 55-66.
20. McWilliam, R. A., Wolery, M., & Odom, S. L. (2001). Instructional perspectives in inclusive preschool classrooms. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 503-530). Baltimore, MD: Paul H. Brookes.
21. National Association for the Education of Young Children. (1986a). NAEYC position statement on developmentally appropriate practice in early childhood programs serving children from birth to age 8. Young Children, 41(6), 3-19.
22. National Association for the Education of Young Children. (1986b). NAEYC position statement on developmentally appropriate practice in programs for 4-and 5-year-olds. Young Children, 41(6), 20-29.
23. Paul-Brown, D. & Caperton, C. J. (2001). Inclusive practices for preschool-age children with specific language impairment. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 433-463). Baltimore, MD: Paul H. Brookes.
24. Sandall, S., McLean, M. E., & Smith, B. J. (Eds.) (2000). DEC recommended practices in early intervention/early childhood special education. Longmont, CO: Sopris West.
25. Smith, B., Strain, P., Snyder, P., Sandall, S., McLean, M., Ramsey, A., et al. (in press). Analyses of the literature review that contributed to the DEC recommended practices: Nine years of EI/ECSE research. Journal of Early Intervention.
26. Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family-professional partnership models: Collective empowerment as the model for the early 21st century. In S.J. Meisels & J.P. Shonkoff (Eds.), Handbook of early intervention (pp. 640-650). New York: Cambridge University Press.
27. Utley, B. & Rapport, M. J. (2000). Exploring role release within the multidisciplinary team. Physical Disabilities: Education and Related Services, 18(2), 89-118.
28. Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate and severe disabilities: Use of response prompting strategies. White Plains, NY: Longman.
29. Zepeda, M. (1993). An exploratory study of demographic characteristics, retention, and developmentally appropriate practice in kindergarten. Child Study Journal, 23(1), 57-78.