This final chapter of Meaningful Differences in the Everyday Experience of Young American Children explores the authors' conclusions from their groundbreaking word gap study and proposes strategies for leveling the playing field. Read More
Effective professional development should be supportive, intensive, and continuous, with individualized feedback and positive mentoring. This checklist from PAVEd for Success is designed for a 90-minute classroom observation. Read More
Read the excerpt and learn the guiding beliefs and principles behind Prevent-Teach-Reinforce for Young Children (PTR-YC). Discover the principles behind understanding challenging behvaior, the five step process of PTR-YC, and factors that promote the effectiveness of PTR-YC. Read More
Excerpted from Early Intervention Every Day! Embedding Activities in Daily Routines for Young Children and Their Families, this chapter contains milestones in the area of cognitive and receptive language skills. Read More
Read the excerpt and learn about issues related to the creation of collaborative relationships with families, team members, and other professionals. Topics covered include: the importance of family–professional collaboration, the family-centered approach and family systems theory, team models in early intervention, strategies for effective collaboration, and best practice highlights. Read More
Intervention activities cannot stand alone; rather, to be maximally effective they need to be supported by and linked to other critical components of service delivery. Learn about the linked system framework, which is comprised of screening, assessment, goal development, intervention, and monitoring progress as proposed in this chapter excerpt. Read More
In this excerpt, providers get tips on how to discuss intervention decisions with the family. Also included is a sample script in which a provider and a parent discuss a specific desired outcome regarding meal time. Read More
This chapter excerpt covers possible additional developmental disabilities and syndromes that a child with autism may present. Read More
This chapter excerpt introduces approaches to language intervention that are suitable for children who are considered late-talking. Approaches discussed include Watch and See, General Language Stimulation, Focused Language Stimulation, and Milieu Teaching. Read More
This chart describes the features, purpose, and examples of low and no-tech assistive technology tools for use with young children with disabilities. Types of tools include communication books and activity boards. Read More
