Schooling in a Second Language

Family-Centered Early Intervention

Supporting Infants and Toddlers in Natural Environments

By Sharon A. Raver, Ph.D (Old Dominion University), Dana C. Childress M.Ed. (Virginia’s early intervention professional development team), with invited contributors

”An excellent text for both university students and entry-level and experienced early intervention practitioners . . . a true example of research to practice.”

—Rachel Moyer-Trimyer, IDEA Part C Specialist, Texas Early Childhood Intervention; lecturer at The University of Texas at Austin

CONTENTS ORDER EXAM COPY Aligned with DEC recommended practices and CEC standards! A must for future early interventionists, this introductory text prepares professionals to support infants and toddlers with special needs and their families—and address the OSEP child outcomes so critical to a program’s success. I. FOUNDATIONS OF EARLY INTERVENTION Focusing on the specific needs and challenges of children from birth 1. Early Education and Intervention for Children from to three, the book gathers more than a dozen expert contributors with

Birth to Three proven expertise in helping children who have or are at risk for develop2. Collaboration and Teamwork with Families and Professionals mental delays. Early interventionists will learn recommended practices for family-centered, evidence-based intervention and team collaboraII. 3. SUPPORTING FAMILIES IN NATURAL ENVIRONMENTS The Individualized Family Service Plan Process tion, knowledge they’ll use for the rest of their careers to ensure the best possible outcomes for infants and young children. 4. Implementing Intervention in Everyday Routines,

Activities, and Settings LEARN THE FOUNDATIONS OF: III. ENHANCING INFANT AND TODDLER DEVELOP- • Addressing the three OSEP Child Outcome Indicators: positive 5. MENT AND PARTICIPATION Developing Positive Social-Emotional and Communication Skills social-emotional skills, acquisition and use of knowledge and skills, and using appropriate behaviors to meet needs 6. Acquisition and Use of Knowledge and Skills • Developing and implementing IFSPs 7. Using Appropriate Behaviors to Meet Needs • Weaving intervention services into a family’s established routinesIV. SUPPORTING CHILDREN WITH DIVERSE ABILITIES 8. Infants and Toddlers with Autism Spectrum Disorder • Empowering parents to guide and support their child’s development 9. Infants and Toddlers with Sensory Disabilities • Conducting interventions that support motor, cognitive, social-10. Infants and Toddlers with Cognitive and/or Motor Disabilities emotional, communication, and adaptive skills • Working in effective teams with professionals from diverse disciplines • Meeting the specific needs of children with all disabilities and/or risk areas, including autism, sensory disabilities, and cognitive and/ or motor disabilities STUDENT-FRIENDLY FEATURES: “Best Practice Highlights” with specific intervention suggestions, helpful discussion questions, case studies in each chapter that illustrate the recommended strategies.