Session 1

Arter, J. & Spandel, V. (1991). Using Portfolios of Student Work in Instruction and Assessment. Portland, OR: Northwest Regional Education Laboratory.

Bailey, D. (1989). Assessment and its Importance in Early Intervention. Columbus, OH: Charles E. Merrill.

Bricker, D. (1998). An Activity-based Approach to Early Intervention. Baltimore: Paul H Brookes Publishing.

Bronfenbrenner, U. (1979). Ecology of Human Development. Cambridge, MA: Harvard University Press.

Darling-Hammond, L., Ancess, J. & Falk, B. (1993). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.

Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural Learning Opportunities for Infants, Toddlers, and Preschoolers. Young Exceptional Children, 4(3), 18-25.

Forman, G., & Fyfe, B. (1998). Negotiated Learning Through Design, Documentation and Discourse. Stamford, CT: Ablex Publishing Co.

Goodman, J. & Pollack, E. (1993). An Analysis of the Core Cognitive Curriculum in Early Intervention Programs. Early Education and Development, 4, 193-203.

Greenspan, S. & Meisels, S. (1996). Toward a New Vision for the Developmental Assessment of Infants and Young Children. Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families.

Hanft, B., & Pilkington, K. (2000). Therapy in Natural Environments: the Means or the End? Infants and Young Children, 12(4), 1- 14.

Hanft, B. (1991). Identification of Family Resources, Concerns and Priorities within the IFSP Process. Baltimore: Maryland Infants and Toddlers Program.

Harry, B., Rueda, R. & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspectives: adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Klein, P. & Alony, S. (1993). Immediate and sustained effects of maternal mediating behaviors on young children. Journal of Early Intervention, 12, 177-193.

Leung, B. (1996). Quality Assessment Practices in a Diverse Society. Teaching Exceptional Children, 28(3), 42-45.

Linder, T. (1993). Transdisciplinary Play-based Assessment. Baltimore, MD: Brookes Publishing.

Losardo, A. & Notari-Syverson, A. (2001). Alternative Approaches to Assessing Young Children. Baltimore: Brookes Publishing Co.

Maryland Infants and Toddlers Program (2001). Maryland Individualized Family Service Plan Process and Document. Baltimore: Maryland State Department of Education.

Meisels, S. & Atkins-Burnett, S. (2000). The Elements of Early Childhood Assessment. New York: Cambridge University Press.

Meisels, S. & Fenichel, E. (1996). New Visions for the Developmental Assessment of Infants and Young Children. Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families

Meisels, S. (1996). Charting the Continuum of Assessment and Intervention. Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families

Meisels, S. Dichtelmiller, M. & Liaw, F. (1993). A multidimensional analysis of early childhood intervention programs. New York, NY: Guildford Press.

Miller, L., & Hanft, B. (1998). Building positive alliances: partnerships with families as the cornerstone of developmental assessment. Infants and Young Children, 11(1), 49-60.

National Research Council and Institute of Medicine (2000). From Neurons to Neighborhoods: the Science of Early Childhood Development. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press.

Rainforth, B. & York-Barr, J. (1997). Collaborative Teams for Students with Severe Disabilities. Baltimore, MD: Paul H. Brookes.

Reschly, Tilly, & Grimes. (1998). Functional Noncategorical Identification and Intervention in Special Education. Des Moines, IA: Iowa State Dept of Education.

Silliman, E., Wilkinson, L., & Hoffman, L. (1993). Documenting Authentic Progress in Language and Literacy Learning: Collaborative Assessment in Classrooms. Topics in Language Disorders, 11(3), 58-71.

Wachs, T. (2000). Necessary but not Sufficient: the Respective Roles of Single and Multiple Influences on Individual Development. Washington, DC: American Psychological Association.

Weston, D. Ivins, B. Heffron, M. & Sweet, N. (1997). Formulating the Centrality of Relationships in Early Intervention: An Organizational Perspective. Infants and Young Children, (9)3, 1-12.



Session 2

Bailey, D. (1987). Issues and Perspectives on Family Assessment. Infants and Young Children, 491, 27-34.

Bailey, D., McWilliam, R., Darkes, L. , Hebbeler, K., Simmeonsson, R., Spiker, D. & Wagner, M. (1998). Family Outcomes in Early Intervention: A Framework for Program Evaluation and Efficacy Research. Exceptional Children, 64, 313-28.

Barber, P., Turnbull, A., Behr, S., & Kerns, G. (1989). A Family Systems Perspective on Early Childhood Special Education. In S. Odom and M. Karnes (eds), Early intervention for Infants and Children with Handicaps: An Empirical Base. (pp. 179-197).

Cripe, J., Hanline, M., & Daley, S. (1997). Preparing Practitioners for Planning Intervention for Natural Environments. In P. Winton, J. McCollum, & C. Catlett (Eds), Reforming Personnel in Early Intervention (pp.337-362). Baltimore, MD: Brookes Publishing.

Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D. W., Raab, M., & McLean, M. (2001). Characteristics and Consequences of Everyday Natural Learning Opportunities. Topics in Early Childhood Special Education, 68-92.

Fadiman, A. (1997). The Spirit Catches You and You Fall Down. New York: Farrar, Strus and Giroux.

Harry, B. (1992). Developing Cultural Self-awareness: The First Step in Values Clarification for Early Interventionists. Topics in Early Childhood Special Education, 12(3), 333-350.

Johnston, M. (1980). Cultural Variations in Professional and Parenting Patterns. Journal of Gynecological and Neonatal Nursing, 9(1), 9-13.

Kleinman, A. (1988). The Illness Narratives. New York: Basic Books.

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.

Sexton, D., & Snyder, P., Rheams, T., Barron-Sharp, B. & Perez, J. (1991). Considerations in Using Written Surveys to Identify Family Strengths and Needs During the IFSP Process. Topics in Early Childhood Special Education, 11(3), 81-91.




Session 3

Arter, J. & Spandel, V. (1991). Using Portfolios of Student Work in Instruction and Assessment. Portland, OR: Northwest Regional Education Laboratory.

Bailey, D. (1989). Assessment and its Importance in Early Intervention. In D. Bailey & M. Wolery (Eds), Assessing Infants and Preschooler with Handicaps (pp 1-21). Columbus, OH: Charles E. Merrill.

Bricker, D. (1998). An Activity-based Approach to Early Intervention (2nd ed.). Baltimore: Paul H Brookes Publishing.

Bronfenbrenner, U. (1979). Ecology of Human Development. Cambridge, MA: Harvard University Press.

Darling-Hammond, L., Ancess, J. & Falk, B. (1993). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.

Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural Learning Opportunities for Infants, Toddlers, and Preschoolers. Young Exceptional Children, 4(3), 18-25, 4(4).

Forman, G., & Fyfe, B. (1998). Negotiated Learning through Design, Documentation, and Discourse. In C. Edwards, L. Gandini. & G. Forman (eds.), The Hundred Languages of Children: The Reggio Emilia Approach- Advanced Reflections (second edition, pp. 239-260). Stamford, CT: Ablex Publishing Co.

Goodman, J. & Pollack, E. (1993). An Analysis of the Core Cognitive Curriculum in Early Intervention Programs. Early Education and Development, 4, 193-203.

Greenspan, S. & Meisels, S. (1996). Toward a New Vision for the Developmental Assessment of Infants and Young Children. In S. Meisels. & E. Fenichel (Eds), New visions for the developmental assessment of infants and young children, (pp. 11-26). Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families.

Hanft, B., & Pilkington, K. (2000).  Therapy in Natural Environments: The Means or the End? Infants and Young Children, 12(4), 1- 14.

Hanft, B. (1991). Identification of Family Resources, Concerns and priorities within the IFSP process. Baltimore: Maryland Infants and Toddlers Program.

Harry, B., Rueda, R. & Kalyanpur, M. (1999). Cultural Reciprocity in Sociocultural Perspectives: Adapting the Normalization Principle for Family Collaboration. Exceptional Children, 66(1), 123-136.

Klein, P. & Alony, S. (1993). Immediate and Sustained Effects of Maternal Mediating Behaviors on Young Children. Journal of Early Intervention, 12, 177-193.

Leung, B. (1996). Quality Assessment Practices in a Diverse Society. Teaching Exceptional Children, 28(3), 42-45.

Linder, T. (1993). Transdisciplinary Play-based Assessment. Baltimore, MD: Brookes Publishing.
 

Losardo, A. & Notari-Syverson, A. (2001). Alternative Approaches to Assessing Young Children. Baltimore: Brookes Publishing Co.
 
Maryland Infants and Toddlers Program (2001). Maryland individualized Family Service Plan Process and Document. Baltimore: Maryland State Department of Education.

Meisels, S. & Atkins-Burnett, S. (2000). The Elements of Early Childhood Assessment. In J. Shonkoff & S. Meisels (Eds), Handbook of Early Childhood Intervention (second edition), pp.231- 257. New York: Cambridge University Press.

Meisels, S. & Fenichel, E. (1996). New Visions for the Developmental Assessment of Infants and Young Children. Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families

Meisels, S. (1996). Charting the Continuum of Assessment and Intervention. In S. Meisels. & E. Fenichel (Eds), New Visions for the Developmental Assessment of Infants and Young Children, (pp. 27-52). Washington DC: Zero to Three, National Center for Infants, Toddlers, and Families.

Meisels, S. Dichtelmiller, M. & Liaw, F. (1993). A Multidimensional Analysis of Early Childhood Intervention Programs. In C. Zeanah (Ed), Handbook of Infant Mental Health. New York, NY: Guildford Press.

Miller, L., & Hanft, B. (1998). Building Positive Alliances: Partnerships with Families as the Cornerstone of Developmental Assessment.  Infants and Young Children, 11(1), 49-60.

National Research Council and Institute of Medicine (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff and Deborah Phillips, eds. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press.

Rainforth, B. & York-Barr, J. (1997). Collaborative Teams for Students with Severe Disabilities. Baltimore, MD: Paul H. Brookes.

Reschly, Tilly, & Grimes. (1998). Functional Noncategorical Identification and Intervention in Special Education. Des Moines, IA: Iowa State Dept of Education.

Silliman, E., Wilkinson, L., & Hoffman, L. (1993). Documenting Authentic Progress in Language and Literacy Learning: Collaborative Assessment in Classrooms. Topics in Language Disorders, 11(3), 58-71.

Wachs, T. (2000). Necessary but not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development. Washington, DC: American Psychological Association.

Weston, D. Ivins, B. Heffron, M. & Sweet, N. (1997). Formulating the Centrality of Relationships in Early Intervention: An Organizational Perspective. Infants and Young Children, (9)3, 1-12.