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Special Instruction FYI: Index Online Resources

Select a Topic to View Resources:

Developmental Delay/Disorder

Early Literacy

Family

Inclusion

Infant & Toddler Mental Health

Social-Emotional Development

Transition

Topics

Assessment:

AEPS Q & A Support – This blog was created by the authors of the Assessment, Evaluation and Programming System for Infants and Children (AEPS) as a technical support site for users of the instrument. The interactive format allows users to post questions and receive online responses from the authors.

http://aepsblog.blogspot.com/2008/03/aepsi-child-reports-for-children-on.html

Assessments for Infants and Toddlers – For parents of infants and toddlers with visual impairments, this brief offers information on parents rights, reasons for assessments, and kinds of assessments that can be expected during their child’s first three years. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the website of Family Connect for Parents of Children with Visual Impairments 7Nov2009:

http://www.familyconnect.org/parentsite.asp?SectionID=75&TopicID=351&DocumentID=3838&Mode=Print

Screening and Assessment for Social Emotional Development & Linking Assessment to Program Planning – This webinar is presented by Jane Squires, Ph. D. The Objectives of the webinar are to introduce selected tools, review psychometrics & utility, compare & contrast tools for different settings and discuss linking to program planning. This material was developed in collaboration with the Technical Assistance Center on Social Emotional Intervention (TACSEI) and the Infant &Toddler Coordinators Association (ITCA). Available 12OCT2010 from:

http://www.ideainfanttoddler.org/webinars/J_Squires/lib/playback.html

What is an Audiogram? – This brief article describes various hearing tests for young children and gives examples of audiograms that show mild, moderate, and severe hearing loss. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital © 2007:

http://www.babyhearing.org/HearingAmplification/HearingLoss/WhatIsAudiogram.pdf

Assistive Technology:

Assistive Technology 101 - This 2-page fact sheet available in English and in Spanish explains what assistive technology is, and offers tips on choosing the right assistive technology for your child. It also lists additional online resources for learning more about assistive technology. It is from the Family Center on Technology and Disability website.

English version:
http://www.fctd.info/resources/AT101_print.pdf

Spanish version:
http://www.fctd.info/resources/AT101sp_print.pdf

Assistive Technology Laws – This 3-page fact sheet explains the importance of knowing the laws related to assistive technology that a family or child might be entitled to. It also lists additional online resources to further an individual’s knowledge of these laws. It is from the Family Center on Technology and Disability website.

http://www.fctd.info/resources/ATlaws_print.pdf

Assistive Technology for Infants and Toddlers– This FAQ document answers questions, such as “What types of assistive technology devices can infants and toddlers use?”; “Why is assistive technology important?”; “How can families obtain AT devices for their infant or toddler?”; and others. It was prepared by Families and Advocates Partnership for Education (FAPE) of the PACER Center. :

http://www.fape.org/pubs/FAPE-12.pdf

Baby Power: A Guide for Families for Using Assistive Technology with Their
Infants and Toddlers – This guide, developed at the University of North Carolina,
provides information on a variety of issues related to the application of assistive
technology within the context of early intervention services. However, only six of the
nine chapters of the guide are accessible online. This site includes chapters on the
following topics (1) assistive technology and infants and toddlers, (2) parent-
professional partnerships in early intervention, (3) positioning and mobility, (4)
developing communication abilities, (5) emerging literacy, (6) computers and software.
Last updated 1998. Available from the National Center to Improve Practice in Special
Education Through Technology, Media, and Materials:

http://www2.edc.org/NCIP/library/ec/Power.htm

Too Young for Eyeglasses? – Many young children struggle against wearing eyeglasses or patches, especially if they are forced. This article offers suggestions for parents to guide and support infants and toddlers to use these vision-correcting devices:

http://visionre.net/

Autism:

Autism - This 41 page document describes the impact of autism on social/emotional development in early childhood and discusses effectiveness of early intervention on social/emotional development of young children with autism. Available from the Encyclopedia on Early Childhood of the Centre of Excellence for Early Childhood Development © 2005

http://www.child-encyclopedia.com/pages/PDF/Autism.pdf

Autism Spectrum Disorders Fact Sheet – This parent handout is from the Center for Disease Control’s “Learn the Signs. Act Early” campaign. It offers basic information about Autism Spectrum Disorders along with helpful suggestions and resources. Available 20APRIL2010 from:
http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/AutismFactSheet.pdf

Red Flags - Lists social and communication behaviors which indicate that a young child may be at risk for atypical development and is in need of immediate evaluation. Available from First Signs, Inc. © 2001-2007.

http://www.firstsigns.org/concerns/flags.htm

Why is joint attention a pivotal skill in autism? This report discusses the critical role of joint attention in the achievement of early intervention outcomes and describes a study of joint attention in infants with autism and related pervasive developmental disorders. Findings show that joint attention was positively associated with language gains. Published online 16JAN 2003 by the Royal Society. Available 6NOV2009:

http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1693124&blobtype=pdf

Brain Development:

Baby Brain Map – An interactive diagram of the developing brain. Select an age
range and an area of the brain to instantly access relevant information about that area
as well as specific suggestions about how caregivers can promote healthy
development. Available from Zero to Three:

http://www.zerotothree.org/site/PageServer?pagename=ter_util_babybrainflash

Building Baby’s Brain – This guide has “basic” ideas for parents to use to help make their baby’s brain make connections. Department of Child and Family Development, University of Georgia. Published in 1999. Available:

http://www.fcs.uga.edu/ext/pubs/ecd.php?category=Building%20Baby%27s%20Brain

Early Learning Brain Development and Lifelong Outcomes - This short video from Pennsylvania’s Promise for Children (a coordinated statewide campaign to raise awareness about the value of quality early learning for all of our young children) discusses current brain research on the impact of early learning opportunities and relates them to later outcomes in the child’s life. Available 17 July 2009:

http://www.youtube.com/watch?v=7Qb3DXY_7fU&feature=channel_page

Starting Smart: How Early Experiences Affect Brain Development 2nd. Ed.
Describes how brain development, intelligence, and emotional development are
interrelated with early experiences. Published by Zero to Three and The Ounce of
Prevention Fund © 2000:

http://www.zerotothree.org/site/DocServer/startingsmart.pdf?docID=2422

The Amazing Human Brain and Human Development – A free on-line course
which includes six lessons, each with clear learning objectives and a self-assessment.
Available from the Child Trauma Academy:

http://www.childtraumaacademy.com/amazing_brain/index.html

Child Development:

Early Arrival: Finding the Magic of Everyday Moments with Your Baby in the Neonatal Intensive Care Unit (NICU) – A colorful booklet with information and practical suggestions to help parents understand and nurture their premature infants. This booklet is available in pdf format from the following website:

http://www.zerotothree.org/site/DocServer/PREEMIE_
_early_arrival.pdf?docID=2321&AddInterest=1147

This material was developed in partnership by Zero to Three and the Johnson &
Johnson Pediatric Institute L.L.C, © 2006. Booklets are also available by calling (800)
899-4301.

Synthesis on Temperament – A synthesis of research findings that contribute to understanding the role of temperament in early childhood development. From the Encyclopedia of Early Childhood Development © 2007 Centre of Excellence for Early Childhood Development.

http://www.child-encyclopedia.com/pages/PDF/synthesis-temperament.pdf

Development:

Developmental Delay/Disorder:

Best Practices Newsletter – This free online newsletter covers a wide range of topics
relevant to teaching children with autism spectrum disorder and developmental delay.
Current and archived issues are available from the Interdisciplinary Council on
Developmental and Learning Disorders (ICDL):

http://www.icdl.com/staging/dirFloortime/newsletter/index.shtml

Causes and Prevention of Mental Retardation - This Q&A document briefly describes major biological and environmental causes of mental retardation, progress toward prevention, and measures that can be taken to prevent mental retardation. From the Arc, © May 2005:

http://www.thearc.org/NetCommunity/Document.Doc?&id=147

Developmental Delay vs. Developmental Disorder in Young Children:
Understanding the Difference – This newsletter article discusses the distinction
between delayed and disordered development. Available From A Pediatric Perspective,
1998. Available from Gillette Children’s Specialty Hospital:

http://www.gillettechildrens.org/fileUpload/199807%20%20Developmental%20Delay%20
vs%20Developmental%20Disorder%20%20Vol%2007%20No%2004.pdf

Developmental Milestones: What Do They Mean? – This handout for parents of children with visual impairments explains how their child’s visual impairment may influence the achievement of developmental milestones. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:

http://www.familyconnect.org/parentsite.asp?SectionID=75&TopicID=350&DocumentID=3869&Mode=Print

Down Syndrome Fact Sheet - Quick facts on causes, prevalence, characteristics, associated medical risks, and prognosis for persons with Down Syndrome. From the National Down Syndrome Society (NDSS). Available 04MAY2009:

http://www.ndss.org/index.php?view=article&catid=35%3Aabout-down-syndrome&id=54%3Adown-syndrome-fact-sheet&tmpl=component&print=1&page=&option=com_content&Itemid=74

Early Signs of Impaired Motor Development in Infants and Toddlers – This article by Shani Norberg, M.D. was published in the July/August 2001 newsletter A Pediatric Perspective. The article gives an overview of atypical motor development, and informs parents about what to expect during a motor examination and a neurological evaluation. From Gillette Children’s Specialty Healthcare in St. Paul, MN. Available 02September 2009:

http://www.gillettechildrens.org/fileupload/JulAug.pdf

Infantile Spasms in Children with TSC – This 8-page report describes infantile spasms and their potential impact on development. The article describes how to recognize infantile spasms and discusses treatment options. Published by the Tuberous Sclerosis Alliance in June 2006. Available 04MAY2009:

http://www.tsalliance.org/documents/Infantile%20Spasms%20in%20Children%20with%20TSC.pdf

Introduction to Mental Retardation - This Q&A document explains the term “mental retardation” as defined by the American Association on Mental Retardation; and presents the definition of “developmental delay” as defined in the Developmental Disabilities Act (P.L. 106-402). The article discusses some of the implications of these terms as applied they are applied to individuals. From the Arc © 2004:

http://www.thearc.org/NetCommunity/Document.Doc?&id=143

Practice Parameter: Evaluation of the Child with Global Developmental Delay: Report of the Quality Standards Subcommittee of the American Academy of Neurology and The Practice Committee of the Child Neurology Society - This article sets forth evidence-based recommendations for the neurological evaluation of children with non-progressive global delay. It includes a definition and discussion of “global delay,” including prevalence rate estimates and benefit of early intervention. From the American Academy of Neurology © 2003:

http://www.neurology.org/cgi/reprint/60/3/367.pdf

The Implications of Culture on Developmental Delay – This brief describes “delay” and “disability” as culturally and socially defined constructs, discusses issues related to assessment and diagnosis, and offers implication for practice. ERIC Clearinghouse on Disabilities and Gifted Education, © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page:

http://www.hoagiesgifted.org/eric/e589.html

Shaken Baby Syndrome – This article is a discussion of the developmental disabilities that can result from babies being shaken by their caregivers. It includes suggestions for caregivers to prevent shaken baby syndrome. From the Arc © 2004.

http://www.thearc.org/NetCommunity/Document.Doc?&id=150

Early Literacy:

Bridges to Literacy: Early Routines That Promote Later School Success - This article explains the development of young children’s early literacy skills. It also gives parents suggestions on how to incorporate literacy into a child’s everyday life in order to support their literacy growth. Published by Zero to Three. Available 17 July 2009:

http://www.zerotothree.org/site/DocServer/Vol_22-.pdf?docID=1182&AddInterest=1145

Children’s Active Participation in Reading and Storytelling Can Enhance Early Literacy Learning. CELLnotes v.1, # 2, Center for Early Literacy Learning © 2007. This brief summarizes research findings on the effectiveness of active reading experiences for promoting early literacy.

http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n2.pdf

Desired Versus Actual Literacy Learning Practices in Early Intervention and Preschool Special Education. CELLpapers v. 2, # 2, Center for Early Literacy Learning © 2007. This research summary presents findings from a national survey of the appropriateness and use of early literacy learning practices with young children receiving Part C or Part B 619 services.

http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n2.pdf

Early interactions with children who are deaf/blind – This fact sheet from the National Information Clearinghouse on Children Who Are Deaf-Blind © 2002 presents practical suggestions for families and professionals teaching young children who are deaf-blind.

http://www.dblink.org/pdf/early.pdf

Early Intervention and Cued Speech: A Position Statement of the National Cued Speech Association (NCSA) – This position statement identifies issues related to early intervention services and the use of cued speech instruction as a means to address the language and literacy learning needs of very young children with auditory and/or language-related disorders. Available from the National Cued Speech Association (revised 2007):

http://www.cuedspeech.org/PDF/PS/NCSA_Position_Statement_EI_and_CS_4-13-2007.pdf

Early Literacy – This 2-page document describes early literacy development during the first three years, gives examples of early literacy skills that infants and toddlers can achieve at various developmental levels, and offers tips for sharing books with babies and toddlers. Zero to Three © 2003:

http://www.zerotothree.org/site/DocServer/
earlyliteracy2pagehandout.pdf?docID=2681&AddInterest=1145

Early Literacy Learning Can Be Promoted Through Experiences with Print and Language. Center for Early Literacy Learning © 2007 CELLnotes v.1 # 1. This brief summarizes findings from research on early literacy identifying what parents and early educators can do to help young children develop into competent readers and writers later on.

http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n1.pdf

Helping Your Baby Learn About Reading and Writing – This tip sheet for parents of children with visual impairments offers suggestions for early literacy learning. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:

http://www.familyconnect.org/parentsite.asp?SectionID=75&TopicID=351&DocumentID=3913&Mode=Print

Infant Scribbling Activities: Pre-emergent Writing - This practice guide has some ideas for how you and parents can encourage the infants in your care to experiment with early writing. The guide includes adaptations for infants with motor impairments. Developed by the Center for Early Literacy Learning, Orelena Hawks Puckett Institute © 2008. Available 30MARCH2010 from:

http://www.earlyliteracylearning.org/cellpract_pract/infant/PGPrac_I_InfScribb_WM.pdf

Pre-Reading Activities for Blind Preschoolers – This article presents activities that are fun and important to development of hand and arm strength for very young children who are blind. Available from The National Federation of the Blind © 2004:

http://nfb.org/legacy/fr/fr14/fr04se20.htm

Reading with an Infant: Ideas for Getting Started – Offers tips for reading with children ages 4 to 15 months old. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadWithInfant.pdf

Reading with Young Children Learning Spoken Language – Practical suggestions for parents and caregivers to use when reading to young children who are deaf or hard of hearing and are learning spoken. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadYoungChildHoH.pdf

Reading with Young Children Who Sign – Practical strategies for parents and caregivers to use when reading with children who sign. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadYoungChildSign.pdf

Reasons for Reading with Young Children Who Are Deaf or Hard of Hearing– Handout for parents and caregivers that provides three important reasons to engage children who are deaf or hard of hearing in reading activities. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReasonsForReading.pdf

Teen Parents and Their Children: Language and Emerging Literacy – This fact sheet offers brief summaries of research findings. Published by the FSU Center for Prevention and Early Intervention Policy © 2006. Available 15SEPT2010 from:

http://www.cpeip.fsu.edu/resourceFiles/resourceFile_116.pdf

Family:

Do Dads Really Make a Difference? – This brief describes the benefits of and barriers to active fathering. It is available in English, Hmong, and Spanish. Center for Early Education and Development, College of Education and Human Development, University of Minnesota © 2009. Available 12OCT2010 from::

English:
http://www.cehd.umn.edu/ceed/publications/questionsaboutkids/dadsenglish.pdf

Hmong:
http://www.cehd.umn.edu/ceed/publications/questionsaboutkids/dadshmong.pdf

Spanish:

http://www.cehd.umn.edu/ceed/publications/questionsaboutkids/dadsspanish.pdf

Empowering Families of Young Children with Visual Impairments – This article offers suggestions for family centered practices, support-based early intervention, development of functional outcomes, and effective home visiting practices. From D.V.I. Quarterly Spring 2004.

http://www.cecdvi.org/DVIIQ/2004/Spring_Hatton.htm

Family-Centered Practices for Infants and Young Children with Visual Impairments – This is an 8-page position paper of the Division of Visual Impairments of the Council of Exceptional Children (CEC). It addresses developmental needs, recommended practices and personnel issues relevant to children with visual impairment. Published by Division of Visual Impairment, Council for Exceptional Children, 2003. Available 04MAY2009:

http://www.cde.state.co.us/cdesped/download/pdf/blv-FamilyCenteredPractices.pdf

Helping Your Special Needs Child – This simple tip sheet is for parents who suspect their child may have a special need. It highlights the importance of getting help, and offers ideas for getting assessments and other help. Reading Rockets® © 2008:

http://www.readingrockets.org/article/220?theme=print

Healthy Beginnings, Healthy Futures – This guide was developed for judges, but it contains much information that also will be useful to special instruction providers who work with families and children in the welfare system. The 161 page document includes information on physical and mental health and development of very young children, Part C and the Child Abuse, Prevention and Treatment Act (CAPTA), and other federal laws and programs that address the needs of young children. Copyright © 2009 American Bar Association, National Council of Juvenile and Family Court Judges, and Zero to Three. Available 6NOV2009:

http://www.zerotothree.org/site/DocServer/Healthy_Beginnings.pdf?docID=9822

Teen Parents & Their Children: Language and Emerging Literacy – This 2-page document briefly summarizes 10 studies of teen parents and their interactions with their children related to language and literacy outcomes. Copyright © 2006 Florida State University Center for Prevention and Early Intervention Policy. Available 19 OCT 2010 from:
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_116.pdf

Inclusion:

Infant & Toddler Mental Health:

Am I Spoiling My Baby? –This handout for parents explains the difference between responding to and spoiling a baby. Center for Early Education and Development, College of Education and Human Development, University of Minnesota © 2009. Available 12OCT2010 from:

http://www.cehd.umn.edu/CEED/publications/questionsaboutkids/spoilingenglish.pdf

Bonding and Attachment in Maltreated Children – A free on-line course which includes four brief lessons, each with clearly stated objectives and a self-assessment. Available from the Child Trauma Academy:

http://www.childtraumaacademy.com/bonding_attachment/index.html

Definitions of Infant Mental Health – This tip sheet offers definitions and defining principles of Infant Mental Health. It was prepared by the Minnesota Infant Mental Health Project. Center for Early Education and Development, College of Education and Human Development, University of Minnesota © 2009. Available 12OCT2010 from:

http://www.cehd.umn.edu/CEED/publications/tipsheets/infanttoddler/imhdefinitionsofinfantmentalhealth.pdf

Guidelines for Referral: Red Flags – This tip sheet offers home visitors a list of factors that indicate that referral for mental health services may be appropriate. Center for Early Education and Development, College of Education and Human Development, University of Minnesota © 2009. Available 12OCT2010 from:

http://www.cehd.umn.edu/CEED/publications/tipsheets/infanttoddler/imhguidelinesforreferralsredflags.pdf

Enhancing Maternal Sensitivity to Infants & Young Children – This 2-page brief summarizes research that explores the relationship between maternal sensitivity and children’s developmental outcomes, as well as strategies to enhance maternal sensitivity. The document was prepared by the Florida State University Harris Institute for Infant Mental Health Training. Copyright © 2006 Florida State University Center for Prevention & Early Intervention Policy. Available 19 OCT 2010 from:

http://www.cpeip.fsu.edu/resourceFiles/resourceFile_104.pdf?CFID=66199

Healthy From the Start: How Feeding Nurtures Your Young Child’s Body, Heart and Mind – This single page parent handout offers suggestions for using meal and snack times to help baby learn healthy eating habits, feel important and loved, trust in others, and good feelings about his or her body. Endorsed by the American Academy of Pediatrics and published by Zero to Three. Available 28MAY2010:

English http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-guides/healthy_eating_parent_handout-eng.pdf

Spanish http://main.zerotothree.org/site/DocServer/Healthy_eating_parent_handout--sp.pdf?docID=4182&JServSessionIda004=me7d3agrh1.app212c

Home Visitation with Psychologically Vulnerable Families: Developments in the Profession and in the Professional - The evidence of the benefits of home visiting has revealed varying results and little is known about the elements that make programs of value to the families at highest risk for dysfunction. The variability in the effects of home visiting programs is linked to many factors, including program content and goals, the family and community context, the use of evaluation for program improvement, and how well the program is implemented. In this article, the author addresses how structural (dosage, target, and staffing) and process (relationships, theory of change, approach and activities) aspects of home visiting programs enhance their quality and, ultimately, their benefit to high-risk families and their young children. Available 16SEPT2010 from Zero to Three @ 2010:
http://main.zerotothree.org/site/DocServer/30-6_Jones_Harden.pdf?docID=11681

Infant Mental Health Approaches and IDEA Part C: Position Paper This position paper of the IDEA Infant and Toddler Coordinators Association (ITCA) discusses the role early intervention can play in promoting healthy social emotional development. It recommends (1) relationship-based approaches within early intervention and (2) work across the full spectrum of infant/early childhood mental health services for young children and families. Available from ITCA © 2005. Downloaded 19OCT2009.

http://www.ideainfanttoddler.org/pdf/2005_Infant_Mental_Health_Position_Paper.pdf

Long-term Benefits of Infant Mental Health Treatments – This brief summarizes findings from follow-up studies that determine if benefits of intervention persist after treatment ends. Prepared in 2004 by the Florida State University Harris Institute for Infant Mental Health. Available from the Florida State University Center for Prevention & Early Intervention Policy 19 OCT 2010:
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_69.pdf

Self-Assessment Guide – This guide is a checklist for personnel providing services and support in early intervention and early childhood environments.It is based upon an early childhood system of care framework which was developed to help states and communities conceptualize, organize, and integrate services and supports to meet the mental health needs of young children and their families. Published by the Georgetown University Center for Child and Human Development, National Technical Assistance Center for Children’s Mental Health. Available 14JUNE2010:
http://gucchdtacenter.georgetown.edu/resources/Selfassessment%20guide%20for%20Appendix.pdf

Sensory Food Aversions in Infants and Toddlers – Irene Chatoor, co-director of the Infant and Toddler Mental Health Program and the Multidisciplinary Feeding Disorders Clinic at Children’s National Medical Center, discusses many issues related to food aversions in very young children. Published January 2009 © Zero to Three. Available 18MAR2009:

http://www.zerotothree.org/site/DocServer/29-3_Chatoorv.pdf?docID=7961

Introducing DC: 0-3 R. A brief guide to the Diagnostic Classification of Mental Health Disorders of Infancy and Early Childhood, Revised Edition. Available from Zero to Three, © 2005.

http://www.zerotothree.org/site/DocServer/vol26-1a.pdf?docID=2201&AddInterest=1221

The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children - This journal article from July 2003 issue of the journal Young Children describes an evidence-based model that focuses on promoting social-emotional development, providing support for appropriate child behavior, and preventing challenging behaviors. National Association for the Education of Young Children © 2003. Available 2SEPT2010 from:

http://www.challengingbehavior.org/do/resources/documents/yc_article_7_2003.pdf

Early Intervention and Recovery Among Children with Failure to Thrive: Follow-up at Age 8. This is an abstract of a research report published in PEDIATRICS, July 2007.

http://pediatrics.aappublications.org/cgi/content/abstract/120/1/59?etoc

What to Expect & When to Seek Help: Social and Emotional Development in Infancy Ages Birth - 12 Months - A Bright Futures Developmental Tool for Families and Providers offers a framework for beginning a conversation together about how best to support healthy social and emotional development in infancy (birth to 1 year). From Georgetown University Center for Child and Human Development © 2006:

http://www.brightfutures.org/tools/BFtoolsIN.pdf

What to Expect & When to Seek Help: Social and Emotional Development in the Early Childhood Years Ages 1-4 Years - A Bright Futures Developmental Tool for Families and Providers offers a framework for beginning a conversation together about how best to support healthy social and emotional development during early childhood. From Georgetown University Center for Child and Human Development © 2006:

http://www.brightfutures.org/tools/BFtoolsEC.pdf

Where to Seek Help: Social and Emotional Development – A Bright Futures Referral Tool for providers. This tool provides information on how to develop a referral network of developmental, behavioral, and family support services. From Georgetown University Center for Child and Human Development © 2006:

http://www.brightfutures.org/tools/BFtoolsWhere.pdf

Language Development:

Understanding Children: Language Development – This 4-page article helps parents monitor and promote their children’s language development and early literacy skills through the first six years. Published in 2004. Available from Iowa State University, University Extension:

http://www.extension.iastate.edu/Publications/PM1529F.pdf

Learning:

Everyday Ways to Support Your Baby’s and Toddler’s Early Learning - This one page handout explains what changes are occurring with babies and toddlers and provides simple examples of things parents and caregivers can do to foster growth in those areas. English and Spanish versions available. Zero to Three © 2007. Available 17 July 2009:

http://www.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&AddInterest=1153

Talking the Language of the Hands to the Hands By Barbara Miles, M.Ed. (revised October 2003)—This article explains the importance of translating the visual/auditory world into a tactual world for those with deaf-blindness. It discusses the role of hands in early development, hand development in the child who is blind and the child who is deaf, and how to teach skills that facilitate hand development in children with deaf-blindness. It is made available by The National Information Clearinghouse on Children Who Are Deaf-Blind, Helen Keller National Center, Perkins School for the Blind, Teaching Research and was sponsored by the Office of Special Education Programs (OSEP).

http://www.nationaldb.org/documents/products/hands.pdf

Helpful Hints for Parents of Blind Infants and Toddlers – Christine Faltz, the author of this article, is a blind mother of two blind children. She offers suggestions from her experience on how parents can help their blind infant or toddler learn about his environment. The Federation of the Blind Magazine for Parents and Teachers of Blind Children, v. 23 (2). National Federation for the Blind © 2004. Available 31MARCH2009:

http://www.nfb.org/Images/nfb/Publications/fr/fr14/fr04se05.htm

Infants and Toddlers with Visual Impairments: Suggestions for Early Interventionists – This article discusses strategies for exemplary, family-centered early intervention services for very young children who have visual impairments. Published 2002. Available from ERIC Clearinghouse on Disabilities and Gifted Education:

http://www.ericdigests.org/2003-5/infants.htm

The Magic of Everyday Moments – A series of eight colorful guides designed to help parents understand how to use simple, everyday activities to promote their child's social, emotional, and intellectual development. Each booklet covers one of the
following age ranges: 0-4 months, 4-6 months, 6-9 months, 9-12 months, 12-15
months, 15 -18 months, 18-24 months, 24-36 months. Each booklet is available in both Spanish and English from Zero to Three. Available 28MAY2010:

Screencast Series from Kristie Pretti-Frontczak (KPF) – Presented by Kristie Pretti-Frontczak, a co-author of the Assessment Evaluation and Programming System for Infants and Children (AEPS). These online videos discuss ways to interpret what children know and what to teach next.

Part I
http://www.screencast.com/users/kprettif/folders/Jing/media/ff563ca7-01d9-4aad-b823-ab11736e1209

Part II Tier 1
http://www.screencast.com/users/kprettif/folders/Jing/media/f0568e74-abe6-42fc-a566-078db7d53624

Part III Tier 2
http://www.screencast.com/users/kprettif/folders/Jing/media/32acda36-f4df-470f-9797-8e409c982309

Part IV Tier 3
http://www.screencast.com/users/kprettif/folders/Jing/media/2e0642ed-ecab-4adf-9f1d-ce4d1c2e4950

Using Ordinary Materials to Promote Discovery and Learning with Infants and Toddlers- Infants and toddlers learn through play and active exploration of their environment. This is a tip sheet from Early Head Start lists household items that can support discovery and learning through play with your infant or toddler. Available 24Aug2009:

http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Curriculum/Planning/_32_Addendum-Materials1.pdf

What’s Different about the Way Visually Impaired Children Learn? – This article provides tips for parents on helping their child explore and learn. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:

http://www.familyconnect.org/parentsite.asp?SectionID=75&TopicID=351&DocumentID=3880&Mode=Print

Natural Environments:

http://www.pacer.org/publications/adaqa/childcare.asp

Commonly Asked Questions About Child Care Centers and the Americans With Disabilities Act— Part C of the IDEA includes child care settings as potential “natural environments” for early intervention services. This Q&A document describes requirements and provisions of the Americans with Disabilities Act (ADA) as they relate to child care programs. U.S. Department of Justice, Civil Rights Division, Disability Rights Section, published in October, 1997.

http://www.ada.gov/childq&a.htm

Community as Sources of Children’s Learning Opportunities - This article summarizes findings from a survey of a culturally and ethnically diverse sample of families with young children with disabilities to discover types of learning opportunities that occur within community settings and events. Suggestions for practice include a description of “community mapping.” Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute:

http://everydaylearning.info/lov1-4.php

Delivery of Effective Instruction in Natural Environments – A digest that discusses the natural environments mandate, identifies instruction in natural environments as a recommended practice, and describes implications for practice. ERIC Clearinghouse on Disabilities and Gifted Education © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page:

http://www.hoagiesgifted.org/eric/e591.html

Family and Community Activity Settings, Natural Learning Environments and Children’s Learning Opportunities – This article summarizes findings from research on learning opportunities within activity settings of natural environments and offers suggestions for practice. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute:

http://everydaylearning.info/lov1-2.php

Family Life as Sources of Children’s Learning Opportunities – This article summarizes findings from a survey of a culturally and ethnically diverse sample of families with young children with disabilities to discover learning opportunities within the families’ experience. Suggestions for practice include a description of “activity mapping” and “activity profiling” as strategies for identifying learning opportunities for individual children. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute:

http://everydaylearning.info/lov1-3.php

Everyday Children’s Learning Opportunities: Characteristics and Consequences – This article presents findings from an intervention study examining the characteristics of everyday activity settings and learning opportunities related to improved child learning and parents' judgments of child progress. Provides recommendations for practice based on findings of this study. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute:

http://everydaylearning.info/lov2-1.php

Growing Up Naturally: Early Intervention in Natural Environments - This document describes the legal, research, and practical reasons for delivery of early intervention services in natural environments. The article explains what a natural environment is, the key elements for a natural environment, how to incorporate interventions into those settings, and the steps one must take to begin implementing intervention services. It also gives a list of guiding questions on how to evaluate services in the natural environment. Early Intervention Branch Women and Children’s Health Section, Division of Public Health, North Carolina Department of Health and Human Services © 2002. Available 17 July 2009:

http://www.beearly.nc.gov/data/files/pdf/GrowingUpNaturally.pdf

Let Your Child Play With the Pots and Pans! – Jacki Harth, the mother of a child who is blind describes how she used play with common household items in activities to support her young son’s development and promote learning in all areas. Available from the National Federation of the Blind © 2004:

http://nfb.org/images/nfb/publications/fr/fr14/fr04se06.htm

Supermarketing – Carol J. Castellano, the mother of a young child who is blind, describes how she incorporated learning activities for her child into the routines involved in shopping for groceries. Available from the National Federation for the Blind © 2004:

http://nfb.org/images/nfb/publications/fr/fr14/fr04se07.htm

Play:

Everything Can Be a Toy – This brief article offers suggestions for parents to think about how ordinary objects can function as safe playthings for babies. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/LearnPlay/EveryCanBeToy.pdf

Make the Most of Playtime - This article explains to parents why play is important for their child’s growth and development and gives tips on how to make the most of playtime with their child. It also explains the importance of letting a child do it by himself, making sure the play space is safe for the child, and looking for ways to adapt activities to meet the child’s needs. Published by Zero to Three. Available 17 July 2009:

http://www.zerotothree.org/site/PageServer?pagename=ter_key_play_tips&AddInterest=1154&printer_friendly=1

Planning Play Can Add Richness and Variety to Your Baby’s Development – A one page tip sheet for parents of deaf or hard of hearing babies. Boys Town National Research Hospital. Available 31MARCH2009:

http://www.babyhearing.org/LanguageLearning/LearnPlay/PlanPlayCanAddRich.pdf

http://earlychildhoodfunders.org/pdf/play07.pdf

Play IS Learning – Easy tips for parents to help them understand how important play is to their child’s development and learning. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/LearnPlay/PlayISLearning.pdf

Play is a Part of Everything Your Baby Does – This two-page article gives brief explanations to help parents understand how everyday routines and activities that involve play can help their child’s development in all areas. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/LearnPlay/PlayPartOfEvery.pdf

Power of Play: Learning Through Play from Birth to Three – A 12 page, colorfully illustrated book that uses vignettes and Q&A sections to describe the relationship of play to children’s learning during the first three years of life. Provides suggestions for engaging children in play and offers tips for choosing appropriate toys. In pdf from Zero to Three © 2004:

http://www.zerotothree.org/site/DocServer/
ThePowerofPlay.pdf?docID=161&AddInterest=1153

The Truth About Play – This two-page article provides a brief quiz about the effects of play on children’s health and development, and includes tips on how to play with very young children in ways that promote learning. Copyright © 2009 Zero to Three. Available 6NOV2009:

http://www.zerotothree.org/site/DocServer/The_Truth_About_Play.pdf?docID=9381

http://www.zerotothree.org/site/DocServer/ElImpactodeJugar.pdf?docID=141&Add
Interest=1153

Your Baby Already Gets Something from Play – This single page handout explains how early play activities enhance development in every area. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital:

http://www.babyhearing.org/LanguageLearning/LearnPlay/BabyGetsSomeSpec.pdf

Social-Emotional Development:

Attachment - This 61 page document describes the effects attachment on child development and discusses attachment-based interventions. Available from the Encyclopedia on Early Childhood of the Centre of Excellence for Early Childhood Development © 2006

http://www.child-encyclopedia.com/pages/PDF/attachment.pdf

Integrating Early Childhood Social Emotional Development Into Early Childhood Systems – Deborah Perry, Ph. D. presents this webinar which reviews fundamentals of early childhood mental health and the implications of young children’s social emotional development for their long-term outcomes. The importance of early brain development and caregiver mental health (especially depression) are highlighted. Strategies for integrating mental health services and supports are offered, with a focus on Part C (Early Intervention) systems. This material was developed in collaboration with the Technical Assistance Center on Social Emotional Intervention (TACSEI) and the Infant &Toddler Coordinators Association (ITCA). Available 12OCT2010 from:

http://www.ideainfanttoddler.org/webinars/D_Perry/lib/playback.html

Understanding Your Child’s Behavior: Reading Your Child’s Cues from Birth to Age 2 – This 5 page article offers a step-by-step strategy for observing, interpreting and responding to baby’s behavioral cues – including sounds, words, facial expressions, eye gaze, and gestures.
Published by The Center on the Social and Emotional Foundations for Early Learning of Vanderbilt University.
Available 10SEPT2010 from:

http://csefel.vanderbilt.edu/documents/reading_cues.pdf

Transition:

Early Childhood Transitions for Children and Families: Transitions from Infant/Toddler Services to Preschool Education – A digest that defines early childhood transitions and highlights key strategies for successful transitions. ERIC Clearinghouse on Disabilities and Gifted Education, © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page:

http://www.hoagiesgifted.org/eric/e581.html

Routine Matters – This article describes how parents can use daily routines and rituals to help children feel comfortable and secure as they change from one activity or setting to another. From Pediatric Services © 2003.

http://www.pediatricservices.com/parents/pc-19.htm

Supporting Families in Transition between Early Intervention and School Age Programs – Cheryl Johnson of the Special Education Unit of the Colorado Department of Education discusses the transition from Part C to Part B services, and offers tips on how to make the process family friendly. From Hands and Voices, © 2001 Cheryl Johnson. Available 20MAR2009:

http://www.handsandvoices.org/pdf/trans_cheryl.pdf

Technical Report #4 – Transition practices are discussed within the context of cultural and linguistically diverse groups. This report identifies recommended practices to guide transition from early intervention to preschool. Available from Culturally and Linguistically Appropriate Services Early Childhood Research Institute (CLAS), 2001:

http://www.clas.uiuc.edu/techreport/tech4.html#1c

Tips for Transition – These “refresher tips” for teachers of young children in group settings include strategies for helping children cope with changes. Available from Scholastic.com.

http://teacher.scholastic.com/professional/classmgmt/transitiontips.htm

If you have any questions or comments about this site, please email stephanie.hicklin@uscmed.sc.edu.

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