000			07802cam a2200625Ii 4500
001			ocn953142700
003			OCoLC
005			20240726104736.0
008			160621s2016 sz a obf 001 0 eng d
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015			_aGBB949004 _2bnb
016	7		_a019287631 _2Uk
020			_a331968020X
020			_a3319284916
043			_an-us---
050	0	4	_aLC4704 _b.H363 2016
050	0	4	_aBF721-723
049			_aMAIN
245	1	0	_aHandbook of early childhood special education /Brian Reichow, Brian A. Boyd, Erin Barton, Samuel L. Odom, editors.
260			_aSwitzerland : _bSpringer International Publishing, _c(c)2016.
300			_a1 online resource (xvi, 594 pages) : _billustrations (some color)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
520	0		_aThis handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.
505	0	0	_aPart 1. Historical Context and Foundations. Historical Context and Orientations. A history of early childhood special education / _rMary McLean, Susan R. Sandall, and Barbara J. Smith ; The role of theory in early childhood special education and early intervention / _rSamuel L. Odom -- _tFoundations. Family-centered practices in early childhood intervention / _rCarl J. Dunst and Marilyn Espe-Sherwindt ; Taking stock and moving forward: implementing quality early childhood inclusive practices / _rPamela J. Winton ; Birth to three: early intervention / _rR.A. McWilliam ; Assessment in early childhood special education / _rScott R. McConnell and Naomi L. Rahn ; Evidence-based practice in the context of early childhood special education / _rBrian Reichow -- _tpart 2. EBP Evidence-Based Practice in ECSE Early Childhood Special Education. Academic Interventions for Early Childhood Special Education. Developing literacy and language competence: preschool children who are at-risk or have disabilities / _rKaren E. Diamond and Douglas R. Powell ; Understanding science, technology, engineering, arts, and mathematics (STEAM) / _rGretchen Butera [and 4 others] ; The application of response to intervention to young children with identified disabilities / _rJudith J. Carta, Tracy E. McElhattan, and Gabriela Guerrero ; Skill Acquisition. A Consumer Reports- like review of the empirical literature specific to preschool children's peer-related social skills / _rJaclyn D. Joseph [and 3 others] ; Promoting communication development in young children with or at-risk for disabilities / _rJustin D. Lane and Jennifer A. Brown ; Motor skills acquisition for young children with disabilities / _rPaddy C. Favazza and Gary N. Siperstein ; Supporting the implementation of tiered models of behavior support in early childhood settings / _rMary Louise Hemmeter, Lise Fox, and Jessica K. Hardy ; Critical issues and promising practices for teaching play to young children with disabilities / _rErin E. Barton -- _tpart 3. Maximizing Current and Future Child Outcomes with Evidence-Based Practice. Utilizing Evidence-Based Practices and Planning for Intervention. Personnel development practices in early childhood intervention / _rMary Beth Bruder ; Implementing evidence-based practices in early childhood classroom settings / _rBrian A. Boyd, Suzanne Kucharczyk, and Connie Wong ; Using modifications and accommodations to enhance learning of young children with disabilities: little changes that yield big impacts / _rSusan R. Sandall, Ilene S. Schwartz, and Ariane Gauvreau -- _tPerspectives on Early Childhood Special Education. The role of speech-language pathologists in providing early childhood special education / _rElizabeth R. Crais and Juliann Woods ; Occupational therapy in early intervention and early childhood special education / _rLinn Wakeford ; Role of physical therapy within the context of early childhood special education / _rElizabeth T. Kennedy and Susan K. Effgen ; Early childhood special education in context of pediatrics and medical home / _rBetty Geer and Cordelia Robinson Rosenberg ; Early childhood special education in the context of school psychology / _rLaura Lee McIntyre and S. Andrew Garbacz ; Culture, ethnicity, and linguistic diversity: implications for early childhood special education / _rMarci Hanson and Linda Espinosa ; Inclusive education and autism spectrum disorders: the working practice of supporting teachers in Argentina / _rDaniel Valdez, Liliana Gómez, and José Luis Cuesta -- _tFuture Frontiers in Early Childhood Special Education. Physical activity and preschool children with and without developmental delays: a national health challenge / _rWilliam H. Brown [and 9 others] ; Expanding frontiers in research designs, methods, and measurement in support of evidence-based practice in early childhood special education / _rCrystal D. Bishop [and 3 others] ; Role of research syntheses for identifying evidence-based early childhood intervention practices / _rCarl J. Dunst ; Accounting for the developing brain / _rJason Wolff.
530			_a2 _ub
650		0	_aEarly childhood special education _vHandbooks, manuals, etc.
650		0	_aChild development _vHandbooks, manuals, etc.
650		0	_aPsychology.
650		0	_aBehavior therapy.
650		0	_aSpeech disorders.
650		0	_aChild development.
650		0	_aSocial service.
650		0	_aChild psychology.
650		0	_aSchool psychology.
650		0	_aDevelopmental psychology.
650	1	4	_aChild and School Psychology.
650	2	4	_aEarly Childhood Education.
650	2	4	_aSocial Work.
650	2	4	_aSpeech Pathology.
650	2	4	_aDevelopmental Psychology.
650	2	4	_aBehavioral Therapy.
655		1	_aElectronic Books.
700	1		_aReichow, Brian, _e5
700	1		_aBoyd, Brian A. _c(Ph.D.), _e5
700	1		_aBarton, Erin Elizabeth, _e5
700	1		_aOdom, Samuel L., _e5
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1175891&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hLC _m2016 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c76780 _d76780
902			_a1 _bCynthia Snell _c1 _dCynthia Snell