Efnisyfirlit

• 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

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