Implementing the IFSP:
Barrera, I, & Corso, R. (2003). Skilled dialogue: Strategies
for responding to cultural diversity in early childhood (pp.241-244).
Baltimore, MD: Paul H. Brookes Publishing Co
Focused on cross-cultural interactions in early childhood, this book
identifies specific questions and strategies that early intervention
providers can ask to clarify common situations encountered in early
childhood programs. Consideration of these questions can lead to respectful
interactions with family members and colleagues from diverse cultures
by increasing early intervention providers’ awareness of another
person’s boundaries and by identifying information to help
smooth out “cultural bumps.” The text includes numerous
examples and strategies to use when interacting with families and/or
Dunst, C., Trivette, C., Humphries, T., Raab, M. & Roper, N. (2001).
Contrasting approaches to natural learning environment interventions.
Infants and Young Children, 14(2), 48-63.
A three dimensional model of natural environment interventions compares
early childhood practices that are contextually vs. noncontextually
based, adult or child directed, and early intervention provider vs.
non early intervention provider implemented.
Hanft, B., Rush, D., & Shelden, M. (2004). Coaching families
and colleagues in early childhood. Baltimore, MD: Paul H. Brookes
This is a practical guide that illustrates how coaching can help early
intervention providers support families and share knowledge and experience
with colleagues in partnerships which emphasize reflection and interpersonal
communication. Five steps to coaching- initiation, observation, action,
reflection, and evaluation- are discussed and illustrated with family/provider
vignettes and reproducible forms. http://www.brookespublishing.com/store/books/hanft-7225/index.htm
Parlakian, R. (2001). The power of questions: Building quality relationships
with families. Washington, DC: Zero to Three.
This concise guide discusses how to use the three core principles of
reflective supervision- reflection, collaboration and regularity- as
the building blocks of strong parent/provider relationships. Ten specific
guidelines are offered to build reflective relationships with parents
and other caregivers while reinforcing their interactions with their
Edelman, L. (2000). Just being kids. Denver, CO: University
of Colorado Health Sciences Center. (video, distributed by: Western Media
Products, 800-232-8902, www.media-products.com)
This video and facilitators guide highlights how early intervention
was provided within natural environments (i.e., bathing, sliding and
swinging at the playground, shopping at the grocery store, playing in
the kitchen and living room of the family home) for six different children
and their families. The facilitator’s guide offers a wealth of
questions to prompt small group discussion, as well as handouts and
an extensive bibliography.
This website was established by the Orelena Hawks Puckett Institute
in North Carolina to create a bridge between research evidence and early
childhood intervention practices. The information, posted specifically
for parents, therapists, early childhood educators, and early interventionists,
Bridges are practice-centered research syntheses of topics
related to early childhood development.
Bottomlines are one- to two-page summaries of the practice-based
research syntheses. The summaries, written in simple language in a newspaper
article format, are designed for practitioners and parents.
Solutions Practice Guides offer downloadable brochures and
information briefs for families that suggest activities to achieve the
outcomes described in the Bridges research synthesis. Other formats
include video and PowerPoint presentations in which the relationship
between characteristics of the practice and the results that can be
expected is carefully explained.
Website designed and hosted by:
The Center for Technology in Education (CTE)
Johns Hopkins University Copyright 2003