Natural Environments Bibliography
(Expanded
from bibliography developed by Julianne Cripe, 1999)
Compiled by D.D. Rush & M.L. Shelden, 2000
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., 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.
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., & Bramer, 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. 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.
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.
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.
Campbell, S. (1997). Therapy programs for children that last a lifetime. Physical and Occupational Therapy in Pediatrics,7(1), 1-15.
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.
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.
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.
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.
Gallagher, P.A. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17(3) 363-386.
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. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 21-44.
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.
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. (1993). Second generation research on the effectiveness of early intervention. Early Education and Development, 4, 366-378.
Guralnick, M.J. (1997). The effectiveness of early intervention: Second generation research. Baltimore, MD: Paul H. Brookes Publishing Co.
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.
Guralnick, M.J., Connor, R.T., & Hammond, M. (1995). Parent perspectives of peer relationships in integrated and specialized programs. American Journal on Mental Retardation, 99(5), 457-476.
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. Washington University, Seattle: Washington Research Organization.
Harris, S.R. (1996). How should treatments be critiqued for scientific merit? Physical Therapy, 76(2), 175-181.
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).
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.
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.
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.
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.
Klass, C.S. (1996). Home visiting: Promoting healthy parent and child development. Baltimore, MD: Paul H. Brookes Publishing Co.
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.
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.
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.
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.
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.
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.
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.
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. (1995). Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children, 7(4) 29-38.
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., & Bailey, D.B. (1995). Effects of classroom social structure and disability on engagement. Topics in early Childhood Special Education, 15(2), 123-147.
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.
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., McConnell, S., & McEvoy, M. (1992). Social competence of young children with disabilities: Issues and strategies for intervention. Baltimore: Paul H. Brookes Publishing.
Odom, S., McLean, M.E.(Eds.). (1993). DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families. Reston, VA: Council for Exceptional Children.
O'Donnell, C.R., Tharp, R.G., & Wilson, K. (1993). Activity settings as the unit of analysis: A theoretical basis for community intervention and development. American Journal of Community Psychology, 21, 501-520.
Oklahoma State Department of Education (1998). Oklahoma SoonerStart Early Intervention Program Policies, Procedures & Guidelines. Oklahoma City, OK: Oklahoma State Department of Education.
P.L. 105-17 IDEA Amendments of 1997. http://www.ed.gov/offices/OSERS/IDEA/the_law.html
Pollock, N. & Stewart, D. (1998). Occupational performance needs of school-aged children with physical disabilities in the community. Physical and Occupational Therapy in Pediatrics, 18(1), 55-68.
Rainforth, B. (1997). Analysis of physical therapy practice acts: Implication for role release in educational environments. Pediatric Physical Therapy, 9(2), 54-61.
Roberts, R.N., Rule, S., & Innocenti, M.S. (1998) Strengthening the family-professional partnership in services for young children. Baltimore, MD: Paul H. Brookes Publishing Co.
Rogers-Warren, A. & Warren, S.F. (1980). Mands for verbalization: Facilitating the display of new trained language in children. Behavior Modification, 4, 361-382.
Rose, D.F. & Smith, B.J. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, 48(4), 59-62.
Sandall, S.R. (1991). Developmental interventions for biologically at-risk infants at home: Implications for early intervention. Topics in Early Childhood Special Education, 10(4),1-13.
Schuck, L.A., & Buey, J.E. (1997). Family rituals: Implications for early intervention. Topics in Early Childhood Special Education, 17(4), 477-493.
Schwartz, I.S., Billingsley, F.F., & McBride, B.M. (1998). Including children with autism in inclusive preschools: Strategies that work. Young Exceptional Children, 1(2), 19-27.
Shelden, M.L. (1998). Invited commentary. Physical Therapy, 78(9), 948-949.
Shumway-Cook A, Woolacott M. (1995). Motor Control: Theory and Practical Applications. Baltimore, MD: Williams & Wilkins.
Smith, B. (1997). The recycling occupational therapist. San Antonio, TX: Therapy Skill Builders.
Snyder-McLean,
L. & McLean, J. (1987). Children with language and communication disorders.
In M.J. Guralnick & F.C. Bennett (Eds.), The effectiveness of early
intervention (pp. 213-274). New York: Academic Press.
Stokes, T.F., & Baer, D.L. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
Stark, R. (1989). Early language intervention: When, why, and how? Infants and Young Children, 1(4), 44-52.
Stremel-Campbell, K., & Campbell, C.R. (1985). Training techniques that may facilitate generalization. In S.F. Warren & A.K. Rogers-Warren (Eds.), Teaching functional language, Austin, TX: Pro-Ed.
Tannock, R., Girolametto, L., & Siegel, L.S. (1992). Language intervention with children who have developmental delays: Effects of an interactive approach. American Journal on Mental Retardation, 97(2), 145-160.
Trivette, C.M., Dunst, D.J., & Deal, A.G. (1996) . Resource-based early intervention practices. In S.K. Thurman, J.R. Comwell, & S.R. Gottwald (Eds.). The contexts of early intervention: Systems and settings (pp. 73-92). Baltimore MD: Paul H. Brookes Publishing Co.
Warfield, M.E. (1995). The cost-effectiveness of home visiting versus group services in early intervention. Journal of Early Intervention, 19(2), 130-148.
Warren, S.F. (1992). Facilitating basic vocabulary acquisition with milieu teaching procedures. Journal of Early Intervention, 16(3), 235-251.
Warren, S.F. & Kaiser, A.P. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291-299.
Warren, S.F. & Gazdag, G. (1990). Facilitating early language development with milieu intervention procedures. Journal of Early Intervention, 14(1), 62-86.
Warren, S.F., & Horn, E.M. (1996). Generalization issues in providing integrated services. In R.A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 49-69). Baltimore, MD: Paul H. Brookes Publishing Co.
Warren, S.F., & Kaiser, A. (1986a). Generalization of treatment effects by young language-delayed children: A longitudinal analysis. Journal of Speech and Hearing Disorders, 51, 239-251.
Warren, S.F. & Kaiser, A. (1986b). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51(4), 291-299.
Warren S.F., Yoder, P.J., Gazdag, G.E., Kim, K., & Jones, H.A. (1993). Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech and Hearing Research, 36, 83-97.
Washington, K., Schwartz, I.S. & Swinth, Y. (1994). Physical and occupational therapists in naturalistic early childhood settings: Challenges and strategies for training. Topics in Early Childhood Special Education, 14(3), 333-349.
Wesley, P.W. (1994). Providing on-site consultation to promote quality in integrated child care programs. Journal of Early Intervention, 18(4), 391-402.
Widerstrom, A. (1995) . Achieving learning goals through play. Tucson, AZ: Communication Skill Builders.
Wilcox, M.J. (1989). Delivering communication-based services to infants, toddlers, and their families: Approaches and models. Topics in Language Disorders, 10(1), 68-79.
Wilcox, M.J., Kouri, T.A., & Caswell, S.B. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Language Pathology, 1(1), 49-62.
Wilcox, M.J., & Shannon M.S. (1996). Integrated early intervention practices in speech-language pathology. In R.A. McWilliam (Ed.). Rethinking pull-out services in early Intervention (pp. 49-69). Baltimore, MD: Paul H. Brookes Publishing Co.
Winton, P.J. (1996). Family-professional partnerships and integrated services. In R.A. McWilliam (Ed.), Rethinking pull-out services in early intervention (pp. 49-69) Baltimore, MD: Paul H. Brookes Publishing Co.
Winton, P.J. (1988). The family-focused interview: An assessment measure and goal-setting mechanism. In D.B. Bailey & R.J. Simeonsson (Eds.), Family assessment in early intervention (pp.185-206). Columbus, OH: Merrill.
Winton, P.J., McCollum, J.A., & Catlett, C. (Eds.), (1997). Reforming personnel preparation in early intervention: Issues models, and practical strategies. Baltimore, MD: Paul H. Brookes Publishing Co.
Yoder, P.J., Kaiser, A.P., Alpert, C. & Fischer. R. (1993). Following the child's lead when teaching nouns to preschoolers with mental retardation. Journal of Speech and Hearing Research, 36, 158-167.
Yoder, P., Kaiser, A., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention, 19(3), 218-242.
Yoder, P.J., Warren, S.F., Kim, K., & Gazdag, G.E. (1994). Facilitating prelinguistic communication skills in young children with developmental delay II: Systematic replication and extension. Journal of Speech and Hearing Research, 37, 841-851.
York, J., Rainforth, B., & Giangreco, M. (1990). Transdisciplinary teamwork and integrated therapy: Clarifying the misconceptions. Pediatric Physical Therapy, 73-79.
For more information, contact:
M'Lisa
Shelden, Ph.D., PT, 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
Email: 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