Selected Research Bibliography: Evidence-Based Practices in Natural Learning Environments
Bower, E., Mitchell, D., Burnett, M., Campbell, M.J., & McLellan, D.L. (2001). Randomized controlled trial of physiotherapy in 56 children with cerebral palsy followed for 18 months. Developmental Medicine and Child Neurology, 43, 4-15.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bruder, M.B. (2000). Family-centered early intervention: Clarifying our values for the new millenium. Topics in Early Childhood Special Education, 20(2), 105-15, 22.
Bruder, M.B., & Dunst, C.J. (1999). Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. Zero to Three, December 1999/January 2000, 34-36.
Campbell, P.H., & Halbert, J. (2002). Between research and practice: Provider perspectives on early intervention. Topics in Early Childhood Special Education, 22(4), 213-226.
Darrah, J., Law, M., & Pollock, N. (2001). Family-centered functional therapy: A choice for children with motor dysfunction. Infants and Young Children, 13(4), 79-87.
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
Dinnebeil, L.A., McInerney, W.F., Roth, J., & Ramaswamy, V. (2001). Itinerant early childhood special education services: Service delivery in one state. Journal of Early Intervention, 24(1), 35-44.
Dunst, C.J. (2001). Participation of young children with disabilities in community learning activities. In M.J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 307-333). Baltimore: Paul H. Brookes Publishing.
Dunst, C.J. (2000). Revisiting "rethinking early intervention." Topics in Early Childhood Special Education, 20(2), 95-104.
Read: Revisiting "rethinking early intercention."
Dunst, C.J., Brookfield, J., & Epstein, J. (1998). Family-centered early intervention and child, parent and family benefits: Final report. Asheville, NC: Orelena Hawks Puckett Institute.
Dunst, C.J., & Bruder, M.B. (1999). Increasing children's learning opportunities in the context of family and community life. Children's Learning Opportunities Report, Vol. 1, No. 1. Read:Increasing children's learning opportunities in the context of family and community life
Dunst, C.J., Bruder, M.B., Trivette, C.M., & Hamby, D. (in press). Young children's natural learning environments: Contrasting approaches to early childhood intervention result in differential learning opportunities. Psychological Reports.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21, 68-92.
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.
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2002). Young children's participation in everyday family and community activity. Psychological Reports, 9, 875-897).
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early Intervention ,23, 151-164.
Dunst, C. J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion, (pp. 37-48).
Dunst, C.J. & Raab, M. (2004). Parents' and practitioners' perspectives of young children's everyday natural learning environments. Psychological Reports, 93, 251-256.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 315-335). New York: Oxford University Press.
Gelman, R., Massey, C. M., & McManus, M. (1991). Characterizing supporting environments for cognitive development: Lessons from children in a museum. In L.B. Resnick & J.M. Levine (Eds.), Perspectives on socially shared cognition (pp. 226-256). Washington, D.C.: American Psychological Association.
Göncü, A. ( Ed.). (1999). Children's engagement in the world: Sociocultural perspectives. Cambridge, England: Cambridge University Press.
Guberman, S. R. (1999). Supportive environments for cognitive development: Illustrations from children's mathematical activities outside of school. In A. Göncü (Ed.). Children's engagement in the world: Sociocultural perspectives (pp. 202-227). Cambridge, England: Cambridge University Press.
Harris, S. R. (1997). The effectiveness of early intervention for children with cerebral palsy and related motor disabilities. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 327-347). Baltimore: Paul H. Brookes Publishing Co.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
Hebbeler, K.M. & Gerlach-Downie, S.G. (2002). Inside the black box of home visiting: A qualitative analysis of why intended outcomes were not achieved. Early Childhood Research Quarterly, 17, 28-51.
Hemmeter, M.L. (2000). Classroom-based intervention: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56-61.
Hendrickson, J.M., Gardner, N., Kaiser, A., & Riley, A. (1993). Evaluation of a social interaction coaching program in an integrated day-care setting. Journal of Applied Behavior Analysis, 26, 213-225.
Kellegrew, D. H. (1998). Creating opportunities for occupation: An intervention to promote the self-care independence of young children with special needs. American Journal of Occupational Therapy, 52, 457-465.
Kohler, F., Crilley, K., Shearer, D. & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. Journal of Educational Research, 90, 240-250.
Kohler, F.W., McCullough, K.M., & Buchan, K. A. (1995). Using peer coaching to enhance preschool teachers' development and refinement of classroom activities. Early Education & Development, 6, 215-239.
Lee, T.D., Swanson, L.R., & Hall A.L. (1991) What is repeated in a repetition? Effects of practice conditions on motor skill acquisition. In J.H. Carr, R.B. Shepherd, & J. Gordon (Eds.), Movement science: Foundations for physical therapy in rehabilitation (pp. 191-197). Rockville, MD: Aspen Publishers Inc.
McBride, S. L., & Peterson, C. (1997). Home-based early intervention with families of children with disabilities: Who is doing what? Topics in Early Childhood Special Education, 17(2), 209-233.
McLean, L.K., & Cripe, J.W. (1997). The effectiveness of early intervention for children with communication disorders. In M.J. Guralnick (Ed.), The effectiveness of early intervention. Baltimore, MD: Paul Brookes Publishing.
McWilliam, R.A., Young, H.J., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics in Early Childhood Special Education, 16(3), 348-374.
Miller, S. (1994). Peer coaching within an early childhood interdisciplinary setting. Intervention in School and Clinic, 30, 109-113.
Munro, P., & Elliott, J. (1987). Instructional growth through peer coaching. Journal of Staff Development, 8(1), 25-28.
Nelson, K. (1999, Winter). Making sense: Language and thought in development. Developmental Psychologist, 1-10.
New York State Department of Health. (1999). Clinical practice guidelines: The guideline technical report. Communication disorders, assessment and intervention for young children (age 0-3 years). (NYSDH Publication No. 4220). Albany, NY.
Odom, S. L., Favazza, P. C., Brown, W. H., & Horn, E. M. (2000). Approaches to understanding the ecology of early childhood environments for children with disabilities. In T. Thompson, D. Felce, & F. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 193- 214).
Palisano, R.J., Snider, L.M., & Orlin, M.N. (2004). Recent advances in physical and occupational therapy for children with cerebral palsy. Seminars in Pediatric Neurology, 11(1), 66-77.
Phillips, M.D. & Glickman, C.D. (1991). Peer coaching: Developmental approach to enhancing teacher thinking. Journal of Staff Development, 12(2), 20-25.
Raab, M., & Dunst, C.J. (2004). Early intervention practitioner approaches to natural environment intervention. Journal of Early Intervention , 27, 15-26.
Rainforth, B. (1997). Analysis of physical therapy practice acts: Implication for role release in educational environments. Pediatric Physical Therapy, 9(2), 54-61.
Rapport, M.J., McWilliam, R.A., & Smith, B.J. (2004). Practices across disciplines in early intervention: The research base. Infants and Young Children, 17(1), 32-44.
Riksen-Walraven, J. M. (1978). Effects of caregiver behavior on habituation rate and self-efficacy in infants. International Journal of Behavioral Development, 1, 105- 130.
Rush, D.D. (in preparation). Effectiveness of coaching on adult learning. http://www.researchtopractice.info
Rush, D.D., & Shelden, M.L. (in press). An evidence-based definition of coaching practices. http://www.fippcase.org
Santos, R. M., & Lignugaris/Kraft, B. (1997). Integrating research on effective instruction with instruction in the natural environment for young children with disabilities. Exceptionality, 7, 97-129.
Sheinkopf, S.J., & Seigel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28(1), 15- 23.
Shelden, M.L., & Rush, D.D. (2001). The ten myths about providing early intervention services in natural environments. Infants and Young Children, 14(1), 1-3.
Shonkoff, J.P. & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press.
Strain, P.S. (1990). Least restrictive environment for preschool children with disabilities: What we know and what we should be doing. Journal of Early Intervention, 14(4).
Stremel, K., Matthews, P., Wilson, R., Molden, R., Yates, C., Busbea, B., & Holston, J. (1992, December). Facilitating infant-toddler skills in family-child routines. Paper presented at the Council for Exceptional Children/Division of Early Childhood International Conference on Children with Special Needs, Washington, DC.
Stokes, T.F., & Baer, D.L. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
Trivette, C.M., Dunst, C.J., & Hamby, D. (2004). Sources of variation in and consequences of everyday activity settings on child and parent functioning. Perspectives in Education, 22(2), 17-35.
Wesley, P., Buysse, V., & Skinner, D. (2001). Early interventionists' perspectives on professional comfort as consultants. Journal of Early Intervention, 24(2), 112- 128.