Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum

Infants and Young Children

Volumn 20, Issue 2, 2007, Pages 149-162

  Chen, Deborah ^a   Diane Klein, M ^b   Haney, Michele ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

Caregiver interactions; Deaf blind; Early intervention; Hearing loss; Multiple disabilities; Preintentional communication; Visual impairment

Indexed keywords

EID: 34147205052     PISSN: 08963746     EISSN: None     Source Type: Journal    
DOI: 10.1097/01.IYC.0000264482.35570.32     Document Type: Article

References (19)

1. Behl, D. D., Akers, J. K., Boyce, G. C., & Taylor, M. J. (1996). Do mothers interact differently with children who are visually impaired? Journal of Visual Impairment & Blindness, 90, 501-511.
2. Braid, S. M., Mayfield, P., & Baker, P. (1997). Mothers interpretations of the behavior of their infants with visual impairments and other impairments during interactions. Journal of Visual Impairment & Blindness, 91, 467-483.
3. Brazelton, T. B. (1984). Neonatal assessment scale. In Clinics in developmental medicine (Vol. 88). London: Spastics International Medical Publisher.
4. Bruner, J. (1975). From communication to language: A psychological perspective. Cognition, 3, 255-287.
5. Chen, D. (1996). Parent-infant communication: Early intervention for very young children with visual impairment or hearing loss. Infants and Young Children, 5(2), 1-12.
6. Chen, D., & Haney, M. (1995). An early intervention model for infants who are deaf-blind. Journal of Visual Impairment & Blindness, 89, 213-221.
7. Chen, D., Klein, M. D., & Haney, M. (2000). Promoting learning through active interaction: An instructional video [video & booklet]. Van Nuys, CA: Child Development Media.
8. Dunst, C. J., & Kassow, D. Z. (2004). Characteristics of interventions promoting parental sensitivity to child behavior. Bridges, 1(1), 1-17. Retrieved February 2, 2005, from http://www. evidencebasedpractices.org/bridges/bridges_vol3_no3.pdf
9. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: What early learning tells us about the mind. New York: HarperCollins.
10. Guess, D., Seigel-Causey, E., Roberts, S., Guy, B., & Rues, J. (1993). Analysis of state organizational patterns among students with profound disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 93-108.
11. Hadadian, A. (1996). Attachment relationships and its significance for young children with disabilities. Infant-Toddler Intervention: The Transdisciplinary Journal, 6(1), 1-15.
12. Kelly, J. F., & Barnard, K. E. (2000). Assessment of parent-child interaction: Implications for early intervention. In J. P. Shonkoff & S. M. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 258-289). New York: Cambridge University Press.
13. Klein, M. D., Chen, D., & Haney, M. (2000). Promoting learning through active interaction: A guide to early communication with young children who have multiple disabilities. Baltimore: Paul H. Brookes.
14. Piaget, J. (1953). The origins of intelligence in children. London: Routledge and Kegan Paul.
15. Rosetti, L. M. (2001). Communication intervention: Birth to three (2nd ed.). Albany, NY: Singular.
16. Schafter, H. R. (Ed.). (1977). Studies in mother-infant interaction. London: Academic Press.
17. Stern, D. N. (1977). The first relationship: Mother and infant. Cambridge, MA: Harvard University Press.
18. Trivette, C. M. (2003). Influence of caregiver-responsiveness on the development of young children with or at risk for developmental disabilities. Bridges, 7(3), 1-13. Retrieved February 2, 2005, from http://www.evidencebasedpractices.org/bridges/bridges_vol1_no3.pdf
19. Watkins, S. (1989). A model of home intervention for infant, toddler, and preschool aged multihandicapped sensory impaired children: The INSITE Model. Logan, UT: Hope.