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• Cover
• What Works for Special-Needs Learners
• Title Page
• Copyright Page
• About the Editor
• Contributors
• Series Editors’ Note
• Contents
• Introduction: R. A. McWilliam
• Purpose of the Book
• Basic Themes
• Voices in the Chapters
• Early Intervention/Early Childhood Special Education Terminology
• References
• Chapter 1 – Identifying Families’ Supports and Other Resources: Lee Ann Jung
• Why Does Ecology Matter?
• Types of Family Supports, Resources, and Strengths
• Conversations with Families about Supports
• The Ecomap
• Uses for the Ecomap
• Conclusion
• References
• APPENDIX 1.1. Ecomap Checklist
• Chapter 2 – Assessing Families’ Needs with the Routines-Based Interview: R. A. McWilliam
• The Need for a Functional Needs Assessment
• Preparation for the RBI
• Structure of the RBI
• Documenting Results
• Implementation Challenges and Solutions
• Conclusion
• References
• APPENDIX 2.1. RBI Implementation Checklist
• APPENDIX 2.2. RBI Report Form
• APPENDIX 2.3. RBI-SAFER Combo
• Chapter 3 – Community-Based Everyday Child Learning Opportunities: Carl J. Dunst, Melinda Raab, Carol M. Trivette, and Jennifer Swanson
• Definition of Terms and Principles
• Caregiver-Mediated Everyday Child Learning
• Implementing and Practicing CMP
• Conclusion
• Acknowledgments
• References
• APPENDIX 3.1. Child Interests Checklist
• APPENDIX 3.2. Everyday Community Learning Activity Checklist
• APPENDIX 3.3. Increasing Everyday Child Learning Opportunities Checklist
• APPENDIX 3.4. Caregiver Responsive Teaching Checklist
• APPENDIX 3.5. Parent-Mediated Child Learning Evaluation Checklist
• Chapter 4 – Coordinating Services with Families: Mary Beth Bruder
• The Research Foundation for Service Coordination
• Coordinating the Performance of Evaluations and Assessments
• Development, Review, and Evaluation of the IFSP
• Assisting Families in Choosing Available Service Providers
• Coordinating and Monitoring the Delivery of Available Services
• Informing Families of the Availability of Advocacy Services
• Coordinating with Medical and Health Providers
• Facilitating the Development of a Transition Plan to Preschool Services
• Using the Logic Model to Frame Evaluation
• Conclusion
• References
• APPENDIX 4.1. Coordinating Evaluation and Assessments: First Contacts
• APPENDIX 4.2. Coordinating and Implementing Evaluations and Assessments
• APPENDIX 4.3. Facilitating and Participating in the Development, Review, and Evaluation of the IFSP
• APPENDIX 4.4. Assisting Families in Identifying Available Service Providers
• APPENDIX 4.5. Coordinating and Monitoring the Delivery of Available Services
• APPENDIX 4.6. Informing Families of the Availability of Advocacy Services
• APPENDIX 4.7. Coordinating with Medical and Health Providers
• APPENDIX 4.8. Facilitating the Development of a Transition Plan to Preschool Services
• Chapter 5 – Talking to Families: P. J. McWilliam
• Create Opportunities for Informal Exchange
• Acknowledge Child and Family Strengths
• Solicit Parents’ Opinions and Ideas
• Seek Understanding
• Demonstrate Caring for the Whole Family
• Acknowledge and Respond to Feelings
• Conclusion
• References
• APPENDIX 5.1. Talking to Families Checklist
• Chapter 6 – Working with Families from Diverse Backgrounds: Marci J. Hanson and Eleanor W. Lynch
• What Is Diversity?
• Developing and Enhancing Cross-Cultural Competence
• Building Relationships with Families: Recognizing and Respecting Diversity
• Partnering with Families to Develop and Address Goals
• Achieving Responsive and Effective Services for Families from Diverse Backgrounds
• Final Comments
• References
• APPENDIX 6.1. Checking the System for Cultural Competence
• APPENDIX 6.2. Checking Program Implementation for Cultural Competence
• Chapter 7 – A Primary-Coach Approach to Teaming and Supporting Families in Early Childhood Intervention: M’Lisa L. Shelden and Dathan D. Rush
• Natural Learning Environment Practices
• Coaching Families
• Primary-Coach Approach to Teaming
• Challenges to the Field
• Conclusion
• References
• APPENDIX 7.1. Primary-Coach Approach to Teaming Checklist
• Chapter 8 – Support-Based Home Visiting: R. A. McWilliam
• Home Visiting in Early Intervention
• The Need for Guidelines for Home Visitors
• A Framework for Home Visits
• Functional Child Domains
• Teaching Parents to Teach Their Children
• Challenging Situations in Home Visiting
• Conclusion
• References
• APPENDIX 8.1. Support-Based Home-Visiting Checklist
• APPENDIX 8.2. Vanderbilt Home Visit Script
• Chapter 9 – Helping Families Address Challenging Behavior and Promote Social Development: Use Fox
• The Effect of Challenging Behavior on the Family
• A Framework for Providing Support
• Initiating the Conversation
• Providing Information on Positive Parenting Techniques
• Responding Effectively to Problem Behavior
• Developing a Behavior Support Plan
• Conclusion
• References
• APPENDIX 9.1. Home-Visiting Checklist: Addressing Challenging Behavior
• Index
• About Guilford Publications
• From the Publisher