Using interagency collaboration to support family-centered transition practices

Young Exceptional Children

Volumn 12, Issue 3, 2009, Pages 15-31

  Branson, Diane M ^a   Bingham, Ann ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67651111747     PISSN: 10962506     EISSN: None     Source Type: Journal    
DOI: 10.1177/1096250609332306     Document Type: Article

References (42)

1. Allen, K., & Schwartz, I.S. (2001). The exceptional child: Inclusion in early childhood education. Albany, NY: Delmar.
2. Atwater, J.B., Orth-Lopes, L., Elliot, M., Carta, J., & Schwartz, I.S. (1994). Completing the circle: Planning and implementing transitions to other programs. In M. Wolery (Ed.), Including children with special needs in early childhood programs (Vol. 6, pp. 167-188). Washington, DC: National Association for the Education of Young Children.
3. Blasco, P. (2001). Early intervention services for infants, toddlers and their families. Needham Heights, MA: Allyn & Bacon.
4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
5. Bronfenbrenner, U., & Evans, G. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9, 119-125.
6. Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In R. Lerner (Ed.), Handbook of child psychology (5 th ed., Vol. 1, pp. 993-1028). New York: Wiley.
7. Bruns, D., & Fowler, S.A. (2001). Transition is more than a change of services: The need for a multicultural perspective. Retrieved August 16, 2007, from http://clas.uiuc.edu
8. Children's Defense Fund. (2003). Quality child care helps parents work and children learn. Retrieved June 12, 2008, from http://www.childrensdefense. org/earlychildhood/childcare/quality.child.care.pdf
9. Cryer, D., Wagner-Moore, L., Burchinal, M., Yazejian, N., Hurwitz, S., & Wolery, M. (2005). Effects of transitions to new child care classes on infant/toddler distress and behavior. Early Childhood Research Quarterly, 20, 37-56. (Pubitemid 40354925)
10. Dunst, C., Trivette, C., & Deal, A. (1994 a). Enabling and empowering families. In C. Dunst, C. Trivette, & A. Deal (Eds.), Supporting and strengthening families: Methods, strategies and practices (Vol. 1, pp. 2-11). Cambridge, MA: Brookline.
11. Dunst, C., Trivette, C., & Deal, A. (Eds.). (1994 b). Supporting and strengthening families: Methods, strategies and practices (Vol. 1). Cambridge, MA: Brookline.
12. Forest, E., Horner, R., Lewis-Palmer, T., & Todd, A. (2004). Transitions for young children with autism from preschool to kindergarten. Journal of Positive Behavior Interventions, 6 (2). 103-112.
13. Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10 (3). 149-157.
14. Hadden, D., & Fowler, S.A. (2000). Interagency agreements: A proactive tool for improving the transition from early intervention to preschool special education services. Young Exceptional Children, 2 (4). 2-8.
15. Hanson, M., Beckman, P., Horn, E., Marquat, J., Sandall, S., Greig, D., et al. (2000). Entering preschool: Family and professional experiences in this transition process. Journal of Early Intervention, 23, 279-293. (Pubitemid 33279985)
16. Hanson, M., & Lynch, E. (2004). Understanding families: Approaches to diversity, disability and risk. Baltimore: Brookes.
17. Hanson, M., & Zercher, C. (2001). The impact of cultural and linguistic diversity in inclusive preschool environments. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 413-432). Baltimore: Brookes.
18. Harbin, G., McWilliam, R., & Gallagher, J. (2000). Services for young children with disabilities and their families. In J. Shonkoff & S. Meisels (Eds.), Handbook of early childhood intervention (2 nd ed.). Cambridge, UK: Cambridge University Press.
19. Harms, T., Clifford, R., & Cryer, D. (1998). The Early Childhood Environment Rating Scale-Revised. New York: Teacher's College Press.
20. Individuals with Disabilities Education Improvement Act of 2004, PL 108-446, 20 U.S.C. §§ 1400 et seq.
21. Johnson, L., Zorn, D., Lamontagne, M., & Johnson, S. (2003). Stakeholders' views of factors that impact successful interagency collaboration. Exceptional Children, 69, 195-209. (Pubitemid 39443206)
22. Kagan, S. (1992). The strategic importance of linkages and the transition between early childhood programs and early elementary school. Washington, DC: U.S. Department of Education.
23. Koegel, R., & Koegel, L. (2006). Pivotal response treatments for autism: Communication, social and academic development. Baltimore: Brookes.
24. Lord, C., Risi, S., Lambrecht, L., & Cook, E. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205-233.
25. Lovett, D., & Haring, K. (2003). Family perceptions of transitions in early intervention. Education and Training in Developmental Disabilities, 38 (4). 370-377.
26. Lynch, E., & Hanson, M. (2004). Developing cross-cultural competence: A guide for working with children and their families (3 rd ed.). Baltimore: Brookes.
27. McWilliam, R., & Bailey, D. (Eds.). (1992). Promoting engagement and mastery. Columbus, OH: Merrill.
28. Mesibov, G., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Springer Science and Business Media.
29. Pianta, R.C., & Kraft-Sayre, M. (2003). Successful kindergarten transition: Your guide to connecting children, families, and schools. Baltimore: Brookes Publishing.
30. Pletcher, L., & McBride, S. (2000). Family-centered services: Guiding principles and practices for delivery of family centered services. Des Moines: Iowa State Department of Education.
31. Rice, M.L., & O' Brien, M. (1990). Transitions: Times of change and accommodation. Topics in Early Childhood Special Education, 9 (4). 1-14.
32. Rous, B., & Hallam, R. (2006). Tools for transition in early childhood: A step-by-step guide for agencies, teachers and families. Baltimore: Brookes.
33. Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L. (2007). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children, 20, 135-148.
34. Rous, B., Harbin, G., & McCormick, K. (2006). A child outcome framework for the early childhood transition process [Electronic version]. National Early Childhood Transition Center research brief. Retrieved September 29, 2006, from http://www.ihdi.uky.edu/nectc/Documents/researchBriefs/ ChildOutcomesResearchBrief-2%20Color.pdf
35. Rous, B., Hemmeter, M., & Schuster, J. (1999). Evaluating the impact of the STEPS model on development of community-wide transition systems. Journal of Early Intervention, 22 (1). 38-50.
36. Rous, B., & Meyers, C. (2006). Strategies to support transition for children with special needs. Lexington: University of Kentucky, National Early Childhood Transition Center, Human Development Institute.
37. Sainato, D., & Morrison, R.S. (2001). Transition to inclusive environments of young children with disabilities: Toward a seamless system of service delivery. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 293-306). Baltimore: Brookes.
38. Shafritz, J., Ott, J., & Jang, Y. (2005). Classics of organizational theory (6 th ed.). New York: Harcourt College.
39. Stoner, J., Angell, M., House, J., & Bock, S. (2007). Transitions: Perspectives from parents of young children with autism spectrum disorder (ASD). Journal of Developmental Physical Disabilities, 19, 23-39.
40. Trivette, C., & Dunst, C. (2005). DEC recommended practices: Family-based practices. In S. Sandall, M. Hemmeter, B. J. Smith, & M. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education (pp. 107-126). Longmont, CO: Sopris West.
41. Wolery, M. (1989). Transitions in early childhood special education: Issues and procedures. Focus on Exceptional Children, 22 (2). 1-6.
42. Wolery, M. (1999). Children with disabilities in early elementary school. In R. C. Pianta & M. Cox (Eds.), The transition to kindergarten (pp. 253-280). Baltimore: Brookes.