(Expanded from bibliography developed by Julianne Cripe, 1999)
Compiled by D.D. Rush & M.L. Shelden, February 2001

Abbott, A., & Bartlett, D. (1999). The relationship between the home environment and early motor development. Physical & Occupational Therapy in Pediatrics, (19)1, 43-57.

Abbott, A., Bartlett, D.J., Kneale Fanning, J.E., & Kramer, J. (2000). Infant motor development and aspects of the home environment. Pediatric Physical Therapy, (12)2, 62-67.

Alpert, C.L., & Kaiser, A.P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16(1), 31-52.

Appl, D.J., Fahl-Gooler, F., & McCollum, J.A. (1997). Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the group? Infant-Toddler Intervention, 7(4), 235-249.

Bagnato, S.J., Neisworth, J.T., & Munson, S.M. (1997). LINKing assessment and early intervention: An authentic curriculum-based approach. Baltimore, MD: Paul H. Brookes Publishing Co.

Bailey, D.B. (1987). Collaborative goal-setting with families: Resolving differences in values and priorities for services. Topics in Early Childhood Special Education, 7(2), 59-71.

Bailey, D.B. (1988). Rationale and model for family assessment in early intervention. In D.B. Bailey & R.J. Simeonsson (Eds.), Family Assessment in Early Intervention (pp.1-26). Columbus, OH: Merrill.

Bailey, D.B., McWilliam, R.A., Buysse, V., & Wesley, P.W. (1998). Inclusion in the context of competing values in early childhood special education. Early Childhood Research Quarterly, 13(1), 27-47.

Bailey, D.B., McWilliam, R.A., Darkes, L.A., Hebbeler, K., Simeonsson, R.J., Spiker, D., & Wagner, M. (1998). Family outcomes in early intervention: A framework for program evaluation and efficacy research. Exceptional Children, 64(3), 313-328.

Bailey, D.B. & Winton, P.J. (1987). Stability and change in parents’ expectations of mainstreaming. Topics in Early Childhood Special Education, 7, 73-88.

Barnett, W.S., Escobar, C.M., & Ravsten, M.T. (1988). Parent and clinic early intervention for children with language handicaps: A cost analysis. Journal of the Division for Early Childhood, 12(4), 290-298.

Barrera, I., & Kramer, L, (1997). From monologues to skilled dialogues: Teaching the process of crafting culturally competent early childhood environments. In P.J. Winton, J.A. McCollum, & C. Catlett, (Eds.), Reforming personnel preparation in early intervention: Issues models, and practical strategies (pp.217-251). Baltimore, MD: Paul H. Brookes Publishing Co.

Bernheimer, L.P., & Keogh, B.K. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education. 15, 415-433.

Boone, H.A., McBride, S.L., Swann, D., Moore, S., & Drew, S. (1998) IFSP practices in two states: Implications for practice. Infants and Young Children. 10(4), 36-45.

Bowerman, E., and McLellan, D.L. (1992). Effect of increased exposure to physiotherapy on skill acquisition of children with cerebral palsy. Developmental Medicine and Child Neurology, 34, 25-39.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs, Revised ed. Washington, D.C.: National Association for the Education of Young Children.

Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20(1), 14-19.

Bricker, D., & Cripe, J.J. (1992). An activity-based approach to early intervention. Baltimore: Paul H., Brookes Publishing Co.

Broen, P.A., & Westman, M.J. (1990). Project Parent: A preschool speech program implemented through parents. Journal of Speech and Hearing Disorders, 55, 495-502.

Brotherson, J.J., & Goldstein, B.L. (1992) Time as a resource and constraint for parents of young children with disabilities: Implications for early intervention services. Topics in Early Childhood Special Education. 12(4), 508-527.

Brown, L., Nisbet, J., Ford, A., Sweet, M., Shiranga, B., York, J., & Loomis, R. (1983). The critical need for nonschool instruction in educational programs for severely handicapped students. The Journal of the Association for Persons with Severe Handicaps, 8(3), 71-77.

Brown, W.H., Odom, S.L., & Holcombe, A. (1996). Observational assessment of young children’s social behavior with peers. Early Childhood Research Quarterly, 11(1), 19-40.

Brown, L., Schwarz, P., Udvari-Solner, A., Frattura Kampschroer, E., Johnson, F.,Jorgensen, J., & Gruenewald, L. (1991). How much time should students with severe intellectual disabilities spend in regular education classrooms and elsewhere? The Journal of the Association for Persons with Severe Handicaps,16(1), 39-47.

Bruder, M.B. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention. 21(2), 177-186.

Bruder, M.B. (1993). The provision of early intervention and early childhood special education within community early childhood programs; Characteristics of effective service delivery. Topics in Early Childhood Special Education, 13(1), 19-37.

Bruder, M.B., & Brand, M. (1995). A comparison of two types of early intervention environments serving toddler-age children with disabilities. Infant-Toddler Intervention, 5(3), 207-218.

Bruder, M.B., Deiner, P., & Sachs, S. (1990). Models of integration through early intervention/child care collaboration. ZERO TO THREE, 10(3), 14-17.

Bruder, M.B. & Dunst, C.J. (2000). Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. Zero to Three, December 1999/January 2000, 34-36.

Bruder, M.B., & Staff, I. (1998). A comparison of the effects of type of childcare providers to include young children with disabilities. Topics in Early Childhood Special Education, 18(1), 26-37.

Bruder, M.B., Staff, I., & McMurrer-Kaminer, E. (1997). Toddlers receiving early intervention in childcare centers: A description of a service delivery system. Topics in Early Childhood Special Education, 17(2), 185-208.

Bryant, D., Lyons, C., & Wasik, B.H. (1990). Ethical issues involved in home-visiting. Topics in Early Childhood Special Education, 10(4), 92-107.

Buysee, V., & Bailey, D.B. (1993). The identity crisis in early childhood special education: A call for professional role clarification. Topics in Early Childhood Special Education, 13, 418-429.

Buysse, V., & Bailey, D.B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Special Education, 26(4), 434-461.

Buysse, V., Schulte, A., Pierce, P., & Terry, D. (1994). Models and styles of consultation: Preferences of professionals in early intervention. Journal of Early Intervention, 18(3), 302-310.

Buysse, V., Wesley, P.W., Bryant, D.M. & Gardner, D. (1999). Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Child, 65, 301-314.

Buysse, V., Wesley, P., & Keyes, L. (1998). Implementing early childhood inclusion: Barrier and support factors. Early Childhood Research Quarterly, 13(1), 169-184.

Buysse, V., Wesley, P., Keyes, L., & Bailey, D. (1996). Assessing the comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20(3), 189-203.

Campbell, S. (1997). Therapy programs for children that last a lifetime. Physical and Occupational Therapy in Pediatrics, 7(1), 1-15.

Casper, V. & Theilheimer, R. (2000). Hands on, hands off, hands out. Zero to Three, June/July, 5-16.

Cavallaro, C.C., Ballard-Rosa, M., & Lynch, E.W. (1998). A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California. Topics in Early Childhood Special Education, 18(3), 169-182.

Chandler, B. (Ed.) (1997). The essence of play: A child's occupation. Bethesda, MD: The American Occupational therapy Association, Inc.

Chiara, L., Schuster, J., Bell, J., & Wolery, A. (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19(3), 203-217.

Cole, K.N., & Dale, P.S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study. Journal of Speech and Hearing Research, 29, 206-217.

Cole, K.N., Dale, P.S., & Mills, P.E. (1991). Individual differences in language delayed children's responses to direct and interactive preschool instruction. Topics in Early Childhood Special Education, 11, 99-124.

Coleman, P.P, Buysse, V., Scalise-Smith, D.L., & Schulte, A.C. (1991). Consultation: Applications to early intervention. Infants and Young Children, 4(2), 41-46.

Cook, R.E., Tessier, A., & Klein, M.D. (1996). Adapting early childhood curricula for children in inclusive settings (Fourth Edition). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Coufal, K. (1993). Collaborative consultation for speech-language pathologists. Topics in Language Disorders, 14(1), 1-14.

Cripe, J.W., Hanline, M.F. Dailey, s.e. (1997) Preparing practitioners for planning intervention for natural environments. In P.J. Winton, J.A. McColllum, & C. Catlett, (Eds.). Reforming personnel preparation in early intervention: Issues models and practical strategies. Baltimore, MD: Paul H. Brookes Publishing Co.

Cripe, J.W., & Venn, M.L., (1997) Family-guided routines for early intervention services. Young Exceptional Children, 1(1), 18-26.

Davis, M.D., Kilgo, J.L., & Gamel-McCormick, M. (1998). Young children with special needs: A developmentally appropriate approach. Boston, MS: Allyn & Bacon.

Diamond, K.E., Hestenes, L.L., Carpenter, E.S., & Innes, F.K. (1997). Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17(4), 520-536

Dombro, A., Dolker, L., & Dodge, D.T. (1997). The creative curriculum for infants & toddlers. Washington, DC: Teaching Strategies, Inc.

Donavan, M.M., Ostrosky, M.M., & Fowler, S.A. (1996). Children enrolled in multiple programs: Characteristics, supports, and barriers, to teacher communication. Journal of Early Intervention. 20(2), 95-106.

Dunn, L. (1993). Proximal and distal features of day care quality and children’s development. Early Childhood Research Quarterly, 8, 167-192.

Dunn, W. (1996). Occupational therapy. In R.A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 267-314). Baltimore, MD: Paul H. Brookes Publishing Co.

Dunst, C.J. (2000). Everyday children’s learning opportunities: Characteristics and consequences. Children’s Learning Opportunities Report, Vol. 2, No. 1. http://www.puckett.org

Dunst, C.J., & Bruder, M.B. (1999). Increasing children’s learning opportunities in the context of family and community life. Children’s Learning Opportunities Report, Vol. 1, No. 1. http://www.puckett.org

Dunst, C.J., & Bruder, M.B. (1999). Family and community activity settings, natural learning environments, and children’s learning opportunities. Children’s Learning Opportunities Report, Vol. 1, No. 2. http://www.puckett.org

Dunst, C.J., & Hamby, D.W. (1999). Family life as sources of children’s learning opportunities. Children’s Learning Opportunities Report, Vol. 1, No. 3. http://www.puckett.org

Dunst, C.J., & Hamby, D.W. (1999). Community life as sources of children’s learning opportunities. Children’s Learning Opportunities Report, Vol. 1, No. 4. http://www.puckett.org

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(3), 151-164.

Dunst, C.J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. In S. Sandall & M. Ostrosky (Eds.), Young Exceptional Children Monograph Series No. 2 (pp. 37-48). Denver, CO: Division for Early Childhood of the Council for Exceptional Children.

Edelman, L. (1998). Being a kid (video). Denver, Colorado: University of Colorado Health Sciences Center.

Ehrmann, L., Aeschlelman, S.R., & Svanum, S. (1995). Parental reports of community activity patterns. A comparison between young children with disabilities and their nondisabled peers. Research in Developmental Disabilities, 16, 331-343.

Erwin, E.J. (1998). Diversity in early childhood environments. The Educational Forum, 62(4), 323-326.

Fewell, R.R. (2000). Assessment of young children with special needs: Foundations for tomorrow. Topics in Early Childhood Special Education, 20(1), 28-42.

Fey, M. (1986). Language intervention with young children. Boston, MA.: College-Hill.

File, N., & Kontos, S. (1993). The relationship of program quality to children's play in integrated early intervention settings. Topics in Early childhood Special Education, 13(1), 1-18.

Fink, D. & Fowler, S. (1997). Inclusion, one step at a time: A case study of communication and decision making across program boundaries. Topics in Early Childhood Special Education, 17(3), 337-362.

Gallagher, P.A. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17(3) 363-386.

Gallimore, R., Weisner, T., Bernheimer, L., Guthrie, D., & Nihira, K. (1993). Family responses to young children with developmental delays: Accommodation activity in ecological and cultural context. American Journal of Mental Retardation, 98(2), 185-206.

Garrett, J.N., Thorp, E.K., Behrman, M.M., & Denham, S.A. (1998). The impact of early intervention legislation: Local perceptions. Topics in Early Childhood Special Education, 18(3), 183-190.

Ghuman, J.K., Peeples, C.D., & Ghuman, H.S. (1998). Review of social interaction measures in infants and preschool children. Infants and Young Children, 11(2), 21-44.

Giangreco, M. F.(1996). "The stairs didn't go anywhere!": A self-advocate's reflections on specialized services and their impact on people with disabilities. Invited Interview. Physical Disabilities: Education and Related Services, 14(2), 1-12.

Giangreco, M. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 21-44.

Giangreco, M. (1990). Making related service decisions for students with severe disabilities: Roles, criteria, and authority. Journal of the Association for Persons with Severe Handicaps, 15(1), 22-31.

Giangreco, M., Edelman, S., & Dennis, R. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 16-24.

Giangreco, M., Edelman, S., Luiselli, T.E., MacFarland, S. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64(1), 7-18.

Giangreco, M., York, J., & Rainforth, B. (1989). Providing related services to learners with severe handicaps in educational settings: Pursuing the least restrictive option. Pediatric Physical Therapy, 55-63.

Girolametto, L., (1988). Improving the social-conversational skills of developmentally delayed children: An intervention study. Journal of Speech and Hearing Disorders, 53(May), 156-167.

Girolametto, L., Hoaken, L., Weitzman, E., & van Lieshout, Riet. (2000). Patterns of adult-child linguistic interaction in integrated day care groups. Language, Speech, and Hearing Services in Schools, 31(2), 155-168.

Girolametto, L., Pearce, P., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech and Hearing Research, 39(4), 1274-1283.

Gordon, J. (1987). Assumptions underlying physical therapy intervention: Theoretical and historical perspectives. In J.H. Carr, R.B. Shepherd, & J. Gordon (Eds.), Movement science: Foundations for physical therapy in rehabilitation (pp.1-30). Rockville, MD: Aspen Publishers Inc.

Graham, M.A. & Bryant, D.M. (1993). Developmentally appropriate environments for children with special needs. Infants and Young Children, 5(3), 31-42.

Guralnick, M.J. (1997). The effectiveness of early intervention: Second generation research. Baltimore, MD: Paul H. Brookes Publishing Co.

Guralnick, M.J. (1993). Second generation research on the effectiveness of early intervention. Early Education and Development, 4, 366-378.

Guralnick, M.J. (1989). Recent developments in early intervention efficacy research: Implications for family involvement in P.L., 99-457. Topics in Early Childhood Special Education, 9(3), 1-17.

Guralnick, M.J., Connor, R.T., & Hammond, M. (1995). Parent perspectives of peer relationships and friendships in integrated and specialized programs. American Journal on Mental Retardation, 99(5), 457-476.

Guralnick, M.J., Connor, R.T., & Hammond, M., Gottman, J.M., & Kinnish, K. (1995). Immediate effects of mainstreamed settings on the social interaction of preschool children. American Journal of Mental Retardation, 100(4), 359-377.

Guralnick, M.K., & Neville, B. (1997). Designing early intervention programs to promote children's social competence. In M.J. Guralnick (Ed.). The effectiveness of early intervention (pp. 579-610). Baltimore, MD: Paul H. Brooks Publishing Co.

Hancock, T. & Kaiser, A. (1996). Siblings use of milieu teaching at home. Topics in Early Childhood Special Education, 16(2),168-190.

Haney, M., & Klein, M.D. (1993). Impact of a program to facilitate mother-infant communication in high-risk families of high-risk infants. Journal of Childhood Communication Disorders, 15(1), 15-22.

Hanft, B., & Feinberg, E. (1997). Toward the development of a framework for determining the frequency and intensity of early intervention services. Infants and Young Children, 10(1), 27-37.

Hanft, B., & Pilkington, K. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1-13.

Hanft, B., & Place, P. (1996). The Consulting Therapist: A guide for OTs and PTs in the Schools. San Antonio, TX: Therapy Skill Builders.

Hanft, B. & Striffler, N. (1995). Incorporating developmental therapy in early childhood programs. Challenges and promising practices. Infants and Young Children, 8(2), 37-47.

Haring, N. (1988). Generalization for students with severe handicaps. University of Washington, Seattle: Washington Research Organization.

Harris, S.R. (1996). How should treatments be critiqued for scientific merit? Physical Therapy, 76(2), 175-181.

Hart, B. (2000). A natural history of early language experience. Topics in Early Childhood Special Education, 20(1), 28-32.

Hart, B., & Risley, T.R. (1975) Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420.

Haynes, D. & Leatherby, J. (1994, February). Futures Planning in Early Childhood Education. Presentation at 9th Annual Statewide Conference on Deaf-Blindness & Multiple Disabilities, Austin, TX. (Jennifer Leatherby can be contacted at the University of Kentucky, Lexington, KY - Project Coordinator of the Deaf-Blind Intervention Program).

Haynes, U. (1976). The National Collaborative Infant Project. In T.D. Tjossem (Ed.), Intervention strategies for high risk infants and young children (pp. 509-534). Baltimore, MD: University Park Press.

Hemmeter, M.L. (2000). Classroom-based intervention: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56-61.

Hemmeter, M.L., & Kaiser, A.P., (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18(3), 269-289.

Hepting, N. & Goldstein, H. (1996). What’s natural about naturalistic language intervention? Journal of Early Intervention, 20(3), 249-264.

Heriza, C. (1991). Motor development: Traditional and contemporary theories. In Contemporary management of motor control problems. Proceedings of the II Step Conference (pp.99-126). Alexandria, VA: American Physical Therapy Association.

Hershberger, P. (1991). A naturalistic approach to home-based early intervention. Infant-Toddler Intervention, 1(1), 83-92.

Hester, P.P., Kaiser, A.P., Alpert, C.L., & Whiteman, B. (in press). The generalized effects of training trainers to teach parents to implement milieu teaching. Journal of Early Intervention.

Honig, A.A. (1997). Creating integrated environments for young children with special needs. Early Childhood Education Journal, 25(2), 93-99.

Horak, F. (1991). Assumptions underlying motor control for neurologic rehabilitation. In Contemporary management of motor control problems. Proceedings of the II Step Conference (pp.11-27). Alexandria, VA: American Physical Therapy Association.

Hunt, F., Mayette, C., & Feinberg, E., & Baglin, C. (1994). Integration of behavioral consultation in an intervention setting. Infants and Young Children, 7(2), 62-66.

Janko, S., Schwartz, I., Sandall, S., Anderson, K., & Cottam, C. (1997). Beyond microsystems: Unanticipated lessons about the meaning of inclusion. Topics in Early Childhood Special Education, 2(3), 286-306.

Jenkins, J.R, Sells, Clifford J. (1984). Physical and occupational therapy: Effects related to treatment, frequency, and motor delay. Journal of Learning Disabilities, 17(2), 89-95.

Kaiser, A.P., Hendrickson, J.M., & Alpert, C.L. (1991). Milieu language teaching: A second look. Advances in Mental Retardation and Developmental Disabilities, 4, 63-92.

Kaiser, A.P. & Hester, P.P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and Hearing Research, 37, 1320-1340.

Kellegrew, D.H. (2000). Constructing daily routines: A qualitative examination of mothers with young children with disabilities. American Journal of Occupational Therapy, 54 252-259.

Kellegrew, D.H. & Allen, D. (1996). Occupational therapy in full-inclusion classrooms: A case study from the Moorpark Model. American Journal of Occupational Therapy, 50(9), 718-724.

Klass, C.S. (1996). Home visiting: Promoting healthy parent and child development. Baltimore, MD: Paul H. Brookes Publishing Co.

Kontos, S. (1988). Family day care as an integrated early intervention setting. Topics in early childhood special education, 8(2), 1-14.

Kontos, S., & Diamond ,K. (1997). Preparing practitioners to provide early intervention services in inclusive settings. In P.J. Winton, J.A. McCollum, & C . Catlett, ( Eds.), Reforming personnel preparation in early intervention: Issues models, and practical strategies. Baltimore, MD: Paul H. Brookes Publishing Co.

Lamorey, S., & Bricker, D.D. (1993) Integrated programs. Effects on young children and their parents. In C. Peck, S.L. Odom & D. Bricker (Eds.), Integrating young children with disabilities into community programs: Ecological perspectives on research and implementation. Baltimore: Paul H. Brooks Publishing Co.

La Paro, K.M., Sexton, D., & Snyder, P. (1998). Program quality characteristics in segregated and inclusive settings. Early Childhood Research Quarterly, 13, 151-168.

Law, M., Cadman, D., Rosenbaum, P., Walter, S., Russell, D., & DeMateo, C. (1991). Neurodevelopmental therapy and upper extremity casting for children with cerebral palsy. Developmental Medicine and Child Neurology, 33, 379-387.

Lee, T.D., Swanson, L.R., & Hall A.L. (1991) What is repeated in a repetition? Effects of practice conditions on motor skill acquisition. In J.H. Carr, R.B. Shepherd, & J. Gordon (Eds.), Movement science: Foundations for physical therapy in rehabilitation (pp. 191-197). Rockville, MD: Aspen Publishers Inc.

LeLaurin, K. (1992) Infant and toddler models of service delivery: Are they detrimental for some children and families? Topics in early Childhood Special Education 17(2), 209-233.

Liaw, F., Meisels, S.J., & Brooks-Gunn, J. (1995). The effects of experience of early intervention on low birth weight, premature children: The infant health and development program. Early Childhood Research Quarterly, 10(4), 405-431.

Lignugaris/Kraft, B. & Santos, R.M. (1997). Integrating effective teaching literature with literature on instruction in the natural environment. Exceptionality, 7(2), 139-141.

Losardo, A., & Bricker, D. (1994) Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98(6), 744-765.

MacDonald, J. & Carroll, J. (1992). Communicating with young children: An ecological model for clinicians, parents, and collaborative professionals. American Journal of Speech-Language Pathology, 1(4), 39-48.

Marchant, C. (1995). Teachers’ views of integrated preschools. Journal of Early Intervention, 19(1), 61-73.

Mayo, N.E. (1991). The effect of physical therapy for children with motor delay and cerebral palsy. American Journal of Physical Medicine and Rehabilitation, 70, 258-267.

McBride, S.L., Brotherson, M.J., Joaning, H., Whiddon, D., & Demmitt, A. (1993). Implementation of family-centered services: Perceptions of families and professionals. Journal of early Intervention, 17(4), 414-430.

McBride, S.L., & Peterson, C. (1997) Home-based early intervention with families of children with disabilities: Who is doing what? Topics in Early Childhood Special Education, 17(2), 209-233.

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, 20(1), 43-48.

McDonald, J.D. & Carroll, J.Y. (1992). Communicating with young children: An ecological model for clinicians, parents, and collaborative professionals. American Journal of Speech-Language Pathology, Sept., 39-48.

McLean, L.K. & Cripe, J.W. (1997). The effectiveness of early intervention for children with communication disorders. In M.J. Guralnick (Ed.), The effectiveness of early intervention. Baltimore, MD: Paul Brookes Publishing.

McWilliam, P.J. (1996). Collaborative consultation across seven disciplines: Challenges and solutions. In R.A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 49-69). Baltimore, MD: Paul H. Brookes Publishing Co.

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 (pp. 17-26). Denver, CO: Division for Early Childhood of the Council for Exceptional Children.

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 (pp. 71-102) Baltimore, MD: Paul H. Brookes Publishing Co.

McWilliam, R.A. (1996). How to provide integrated therapy. In R.A. McWilliam (Ed), Rethinking pull-out services in early intervention (pp. 49-69). Baltimore, MD: Paul H. Brookes Publishing Co.

McWilliam, R.A. (1995). Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children, 7(4) 29-38.

McWilliam, R.A., & Bailey, D.B. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15(2), 123-147.

McWilliam, R. A., Ferguson, A., Harbin, G. L., Porter, P., Munn, D., & Vandiviere, P. (1998). The family-centeredness of individualized family service plans. Topics in Early Childhood Special Education, 18(2), 69-82.

Miller, L.J., Strain, P.S., Boyd, K., Hunsicker, S., McKinley, J., & Wu, A. (1992). Parental attitudes toward integration. Topics in Early Childhood Special Education, 12(2), 230-246.

Miller, L., Strain, P., McKinley, J., Heckathorn, K., & Miller, S. (1993). Preschool placement decisions: Are they predictors of future placements? Research Institute on Preschool Mainstreaming, Pittsburgh, PA., ERIC Reproduction No. 3602771.

Miller, P. (1992). Segregated programs of teacher education in early childhood: Immoral and inefficient practice. Topics in Early Childhood Special Education, 11(4), 39-52.

Montgomery, P. (2000). Achievement of gross motor skills in two children with cerebellar hypoplasia: Longitudinal case reports. Pediatric Physical Therapy, 12(2), 68-76.

Montgomery, P. (1994). Frequency and duration of pediatric physical therapy. Magazine of Physical Therapy, March, 42-91.

New York State Department of Health. (1999). Clinical practice guidelines: The guideline technical report. Communication disorders, assessment and intervention for young children (age 0-3 years). (NYSDH Publication No. 4220). Albany, NY.

Noonan, M. & McCormick, L. (1993). Early intervention in natural environments: Methods and procedures. Pacific Grove, CA: Brooks/Cole Publishing.

Norris, J., & Hoffman, P. (1990). Language intervention within naturalistic environments. Language, Speech, and Hearing Services in Schools, 21(2), 72-84.

O'Brien, M., & Bi, X. (1995). Language learning in context: Teacher and toddler speech in three classroom play areas. Topics in Early Childhood Special Education, 15(2), 148-163.

Odom, S. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27.

Odom, S., & Diamond, K. (1998). Inclusion of young children with special needs in early childhood research: The research base. Early Childhood Research Quarterly, 13(1), 3-25.

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For more information, contact:
M'Lisa Shelden, PT, PhD, PCS
Assistant Professor
Division of Rehabilitation Sciences
College of Allied Health
University of Oklahoma Health Sciences Center
P.O. Box 26901
Oklahoma City, OK 73190
Phone: (405) 271-2131, ext. 138
FAX: (405) 271-2432
E-mail: mlisa-shelden@ouhsc.edu

Dathan D. Rush, M.A., CCC-SLP
Clinical Assistant Professor
Tolbert Center for Developmental Disabilities
Division of Rehabilitation Sciences
College of Allied Health
University of Oklahoma Health Sciences Center
P.O. Box 26901
Oklahoma City, OK 73190
Phone: (405) 271-2131 ext. 126
FAX: (405) 271-2432
Email: dathan-rush@ouhsc.edu