MICHAEL J. GURALNICK, PH.D.

1. Teaching parents new skills to support their young children's development
   Ann P. Kaiser and Terry B. Hancock
   
   
2. Parent-child interaction when babies have down syndrome: Perceptions of Taiwanese mothers
   Jeanette A. McCollum and Yu-Jun Chen
   
   
3. Coaching families and colleagues: A process for collaboration in natural settings
   Dathan D. Rush, M'Lisa L. Shelden, and Barbara E. Hanft
   
   
4. Service integration in early intervention: Determining interpersonal and structural factors for its success
   Jiyeon Park and Ann P. Turnbull
   
   
5. Clinical implications of temperamental characteristics in young children with developmental disabilities
   Susan L. Hepburn
   
   
6. From theory to practice: A contextual framework for understanding self-determination in early childhood environments
   Elizabeth J. Erwin and Fredda Brown
   
   
7. The early interventionist and the medical problems of the child with Down syndrome
   Nancy J. Roizen
   
   
8. Registry to referral:A promising means for identifying and referring infants and toddlers for early intervention services
   Anita Farel, Robert Meyer, Margaret Hicken, and Larry Edmonds
   
   
9. Otitis media in young children with disabilities
   Susan Zeisel and Joanne Roberts
   
   
10. Emotional expressions of young infants and children:A practitioner's primer
    Marge Sullivan and Michael Lewis
    
    
11. Development and standardization of the Harris infant neuromotor test
    Susan Harris, Antoinette Megens, Catherine Backman, and Virginia Hayes
    
    
12. Genetic syndromes of mental retardation: Should they matter for the early interventionist?
    Robert Hodapp, Jean Desjardin, and Leila Ricci
    
    
13. Early identification of children with communication disorders: Concurrent and predictive validity of the csbs developmental profile
    Amy Wetherby, Howard Goldstein, Julie Cleary, Lori Allen, and Kary Kublin
    
    
14. Factors affecting toddler cognitive development in low-income families: Implications for practitioners
    Chintana Wacharasin, Kathryn Barnard, and Susan Spieker
    
    
15. Building new dreams: Supporting parents’ adaptation to their child with special needs
    Douglas Barnett, Melissa Clements, Melissa Kaplan-Estrin, and Janice Fialka
    
    
16. Toddlers with autism: Developmental perspectives
    Linda R. Watson, Grace T. Baranek, and Pamela C. Dilavore
    
    
17. Communication intervention in natural learning environments: Guidelines for practice
    Nicole Roper and Carl J. Dunst
    
    
18. Advocacy for young children under idea: What does it mean for early childhood educators?
    Sharan E. Brown
    
    
19. An international outreach model for preparing early interventionists and early childhood special educators
    Barbara L. Ludlow
    
    
20. Newborn hearing screening: What it means for providers of early intervention services
    Judith E. Widen, R. Warren Bull, and Richard C. Folsom
    
    
21. The dynamics of emotional availability in childcare: How high risk infants involve and respond to their teen mothers and childcare teachers
    Libby Zimmerman and Irene Fassler
    
    
22. Integrating assistive technology into an outcome-driven model of service delivery
    Toby Long, Larke Huang, Michelle Woodbridge, and Maria Woolverton
    
    
23. Using case method of instruction effectively in early intervention personnel preparation
    Patricia Snyder and P. J. McWilliam
    
    
24. The SCERTS model: a transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder
    Barry Prizant, Amy M. Wetherby, Emily Rubin, and Patrick Rydell
    
    
25. Feeding disorders in children with developmental disabilities
    Steven M. Schwarz and Simon Rabinowitzp
    
    
26. Building medical homes for children with special health needs
    Robert E. Nickel
    
    
27. Comprehensive interdisciplinary evaluation as intervention for young children
    Susan Vig and Ruth Kaminer
    
    
28. Twenty-five years after early intervention: A follow up of children with Down syndrome and their families
    Marci Hanson
    
    
29. Family story
    Pam Neuman
    
    
30. Child-care patterns and issues for families of preschool children with disabilities
    Cathryn L. Booth and Jean F. Kelly
    
    
31. Self-directed learning of child-care skills by parents with intellectual disabilities
    Maurice A. Feldman
    
    
32. Practices across disciplines in early intervention: The research base
    Mary Jane Rapport, Robin A. McWilliam, Barbara Smith, and Alison Broudy Ramsey
    
    
33. Down syndrome: Genetic insights and thoughts on early intervention
    George T. Capone
    
    
34. Motivating students to learn: The application of solution-focused learning to interdisciplinary training
    Beth Eaton, Deborah Gangluff, and David Deere
    
    
35. Auditory neuropathy: Evaluation and habilitation of a hearing disability
    Barbara Cone-Wesson
    
    
36. Interdisciplinary personnel preparation: Graduates' use of targeted practices
    Elizabeth R. Crais, Harriet Able Boone, Melody Harrison, Peggy Freund, Kelly Downing, and Tracey West
    
    
37. Strengthening social and emotional competence in young children—the foundation for early school readiness and success: incredible years classroom social skills and problem-solving curriculum
    Carolyn Webster-Stratton and M. Jamila Reid
    
    
38. Detecting and managing developmental and behavioral problems in infants and young children: The potential role of the DSM-PC
    Dennis Drotar
    
    
39. Use of the DSM-PC in the primary care setting
    Laura Sices
    
    
40. Mental health screening in young children
    Diane Bricker, Maura Schoen Davis, and Jane Squires
    
    
41. Mother-infant skin-to-skin contact (kangaroo care): Theoretical, clinical, and empirical aspects
    Ruth Feldman
    
    
42. Special instruction and natural environments: Best practices in early intervention
    Dana C. Childress
    
    
43. Training to make and sustain change: The Hilton/Early Head Start program
    Joanne Knapp-Philo, Robert M. Corso, Linda J. Brekken, and Helen Bair Heal
    
    
44. Linking infant/family mental health services: Revisiting Ohio’s experience
    Michael Thomasgard and Kate Merrilees
    
    
45. The mismeasure of young children: The authentic assessment alternative
    John T. Neisworth and Stephen J. Bagnato
    
    
46. Building a system of care for children with special healthcare needs
    Richard N. Roberts, Diane D. Behl, and Adrienne L. Akers
    
    
47. Understanding the emergence of behavior problems in young children with developmental delays
    Keith Crnic, Casey Hoffman, Catherine Gaze, and Craig Edelbrock
    
    
48. Early intervention services assessment scale (EISAS)—conceptualization and development of a program quality self-assessment instrument
    Lynette S. Aytch, Dina C. Castro, and Laurie Selz-Campbell
    
    
49. Early intervention in Spain: Some directions for future development
    Climent Giné, Rosa Vilaseca, Marta Gràcia, and Maria Teresa García-Dié
    
    
50. Early concerns of parents of children with autistic and nonautistic disorders
    Elaine E. Coonrod and Wendy L. Stone
    
    
51. Joint attention skills and language development in special needs populations: Translating research to practice
    Tanya Paparella and Connie Kasari
    
    
52. Early intervention in deafness and autism: one family's experiences, reflections, and recommendations
    Katharine P. Beals
    
    
53. Early motor intervention: The need for new treatment paradigms
    Gerald Mahoney, Cordelia Robinson, and Frida Perales
    
    
54. Developmental healthcare partnerships in inclusive early childhood intervention settings: The healthychild model
    Stephen Bagnato, Barbara Minzenberg, Kim Blair, Julia Slater, and Rhonda McNally
    
    
55. Strategic community and state action to promote the well-being of infants and toddlers: Lessons from the real world
    Jane Knitzer and J. Lee Kreader
    
    
56. Regulatory disorder identification, diagnosis, and intervention planning: Untapped resources for facilitating development
    Caroline Gomez, Samera Baird, and Lee Ann Jung
    
    
57. Interaction-oriented early intervention in ethiopia: The misc approach
    Pnina Klein and Henning Rye
    
    
58. Family-centered and culturally responsive assistive technology decision-making
    Howard Parette and Mary Jane Brotherson
    
    
59. Spectrum of early intervention services for children with intrauterine drug exposure
    Harolyn M. E. Belcher, Arlene M. Butz, Pamela Wallace, Alexander H. Hoon, Elsie Reinhardt, Sharon A. Reeves, and Margaret B. Pulsifer
    
    
60. Headstart’s lasting benefits
    W. Steven Barnett and Jason T. Hustedt
    
    
61. Healthcare and early intervention collaborative supports for families and young children
    Peggy J. Freund, Harriet A. Boone, Jane H. Barlow, and Chih Ing Lim
    
    
62. Preschoolers’ ideas about disabilities
    Karen E. Diamond and Hsin-Hui Huang
    
    
63. Indirect genetic effects and the early language development of children with genetic mental retardation syndromes: The role of joint attention
    Melissa M. Murphy and Leonard Abbeduto
    
    
64. A leadership training model to enhance private and public service partnerships for children with special healthcare needs
    Diane L. Magyary and Patricia Brandt
    
    
65. Early intervention in autism
    Christina M. Corsello
    
    
66. The emerging Down syndrome behavioral phenotype in early childhood: Implications for practice
    Deborah J. Fidler
    
    
67. Priorities for a new century of early childhood programs
    Arthur J. Reynolds and Judy A. Temple
    
    
68. Rationale and methodology for developing guidelines for early intervention services for young children with developmental disabilities
    Donna M. Noyes-Grosser, John P. Holland, Demie Lyons, Carole L. Holland, Raymond G. Romanczyk, and Jennifer M. Gillis
    
    
69. Parental beliefs and practices around early self-regulation: The impact of culture and immigration
    Luisiana Meléndez
    
    
70. Young children in foster care: Multiple vulnerabilities and complex service needs
    Susan Vig, Susan Chinitz, and Lisa Shulman
    
    
71. Service coordination for children with complex healthcare needs in an early intervention program
    Karen W. Nolan, Edna Carter Young, Elizabeth Baltus Hebert, and Gregory E. Wilding
    
    
72. Augmentative communication and early intervention: Myths and realities
    MaryAnn Romski and Rose A. Sevcik
    
    
73. Exploring mental health outcomes for low-income mothers of children with special needs: Implications for policy and practice
    Chrishana Lloyd and Elisa Rosman
    
    
74. A model of early detection and diagnosis of autism spectrum disorder in young children
    Suniti Chakrabarti, Christine Haubus, Sally Dugmore, Gill Orgill, and Frank Devine
    
    
75. Clinical clues, developmental milestones, and early identification/assessment of children with disabilities: Practical applications and conceptual considerations
    Raymond G. Romanczyk, Jennifer M. Gillis, Donna M. Noyes-Grosser, John P. Holland, Carole L. Holland, and Demie Lyons
    
    
76. An evaluation of family-centered care in a level III NICU
    Deborah A. Bruns and Sharon Klein
    
    
77. A case study of early development in Williams syndrome: Implications for early intervention
    Susan Hepburn, Amy Philofsky, Angela John, and Deborah J. Fidler
    
    
78. Interdisciplinary preservice specialization project:A model for early intervention personnel preparation
    D. Michael Malone and Elizabeth Straka
    
    
79. Professional training in infant mental health: Introductory overview
    Joy D. Osofsky
    
    
80. Integrating and adapting infant mental health principles in the training of consultants to childcare
    Kadija Johnston and Charles Brinamen
    
    
81. Multiple births: The experience of learning in infant-parent psychotherapy
    Marian Birch, Lisa Mennet, and Quen Zorrah
    
    
82. Training in the 7 languages of infant mental health: The graduate certificate program at Wayne State University's Merrill-Palmer Institute
    Melissa Kaplan-Estrin and Deborah J. Weatherston
    
    
83. Keeping our balance on a slippery slope: Training and supporting infant/family specialists within an organizational context
    Trudi Norman-Murch
    
    
84. Finding an authentic voice-use of self: Essential learning processes for relationship-based work
    Mary Claire Heffron, Barbara Ivins, and Donna R. Weston
    
    
85. Training in infant mental health: Educating the reflective practitioner
    Donna R. Weston
    
    
86. Relationship-based systems change: Illinois' model for promoting social-emotional in part c early intervention
    Linda Gilkerson and Carolyn Cochran Kopel
    
    
87. Children With Disabilities and Supplemental Security Income: Guidelines for Appropriate Access in Early Childhood
    Michael E. Msall, Fernando Bobis, and Shelly Field
    
    
88. Families and Genetic Diagnoses in the Genomic and Internet Age
    Debra Skinner and Rebecca Schaffer
    
    
89. Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers
    Diane Powell, Glen Dunlap, and Lise Fox
    
    
90. Facilitating Language Skills: Inservice Education for Early Childhood Educators and Preschool Teachers
    Luigi Girolametto, Elaine Weitzman, and Janice Greenberg
    
    
91. Early Intervention for Children With Down Syndrome in Southern Italy: The Role of Parent-implemented Developmental Training
    Ennio Del Giudice, Luigi Titomanlio, Giuseppe Brogna, Antonella Bonaccorso, Alfonso Romano, Giuseppina Mansi, Roberto Paludetto, Onorina Di Mita, Ennio Toscano, and Generoso Andria
    
    
92. Universal Newborn Hearing Screening and Intervention: Assessing the Current Collaborative Environment in Service Provision
    Peggy A. Gallagher, Susan Easterbrooks, and Delia G. Malone
    
    
93. Islands With Bridges: Using the Web to Enhance Ongoing Problem Solving Among Educators of Young Children With Special Needs
    Joseph J. Stowitschek and Mako A. Guest
    
    
94. Attention-Deficit/Hyperactivity Disorder: Can It be Recognized and Treated in Children Younger Than 5 Years?
    Mark L. Wolraich
    
    
95. Neurobiology of Attention-Deficit/Hyperactivity Disorder in Preschoolers
    Eve M. Valera and Larry J. Seidman
    
    
96. The Epidemilogy and Diagnostic Issues in Preschool Attention-Deficit/Hyperactivity Disorder: A Review
    Helen Link Egger, Douglas Kondo, and Adrian Angold
    
    
97. Difficult Child Temperament and Attention-Deficit/Hyperactivity Disorder in Preschool Children
    Regina Bussing, Frank Lehninger, and Sheila Eybergt
    
    
98. Evidence Base for the Use of Stimulant Medication in Preschool Children With ADHD
    Scott H. Kollins and Laurence Greenhill
    
    
99. Nonpharmacological Interventions for Preschoolers With ADHD: The Case for Specialized Parent Training
    Edmund J. S. Sonuga-Barke, Margaret Thompson, Howard Abikoff, Rachel Klein, and Laurie Miller Brotman
    
    
100. Actual Psychotropic Medication Use in Preschool Children
     Marsha D. Rappley
     
     
101. The Identification of ADHD
     Elizabeth Rossand E. Clarke Ross
     
     
102. Critical Connections for Children Who are Abused and Neglected: Harnessing the New Federal Referral Provisions for Early Intervention
     Sheryl Dicker, Elysa Gordon
     
     
103. Sound Beginnings: Supporting Families of Young Deaf Children With Cochlear Implants
     Jean L. DesJardin, Laurie S. Eisenberg, and Robert M. Hodapp
     
     
104. Kindering Center: A Comprehensive Early Intervention Community-based Program Model
     Lisa Greenwald, Mimi Siegel, and Ralf Greenwald
     
     
105. Childcare for Children With Disabilities: Families Search for Specialized Care and Cooperative Childcare Partnerships
     Simone DeVore and Barbara Bowers
     
     
106. Issues in the Evaluation of Infants and Young Children Who Are Suspected of or Who Are Deaf-Blind
     Lenore Holte, Jeanne Glidden Prickett, Don C. Van Dyke, Richard J. Olson, Pena Lubrica, Claudia L. Knutson, John F. Knutson, and Susan Brennan
     
     
107. Preschool and Child Care Expulsion and Suspension: Rates and Predictors in One State
     Walter S. Gilliam and Golan Shahar
     
     
108. Prenatal Exposure to Stress and Stress Hormones Influences Child Development
     Elysia Poggi Davis and Curt A. Sandman
     
     
109. Social-Emotional Development of Infants and Young Children With Orofacial Clefts
     Brent R. Collett and Matthew L. Speltz
     
     
110. Activity-focused Motor Interventions for Infants and Young Children With Neurological Conditions
     Joanne Valvano and Mary Jane Rapport
     
     
111. Promoting Mother-Child Relationships for Incarcerated Women and Their Children Deborah
     A. Bruns
     
     
112. Issues in the Management of Infants and Young Children Who Are Deaf-Blind
     Lenore Holte, Jeanne Glidden Prickett, Don C. Van Dyke, Richard J. Olson, Pena Lubrica, Claudia L. Knutson, John F. Knutson, Susan Brennan, and Wendy Berg
     
     
113. Promoting Self-determination in Young Children With Disabilities: The Critical Role of Families
     Karrie A. Shogren and Ann P. Turnbull
     
     
114. Tourette Syndrome in Infancy and Early Childhood
     Samuel H. Zinner
     
     
115. ChildServ : Lessons Learned From the Design and Implementation of a Community-based Developmental Surveillance Program
     Kathleen McKay, Amy Shannon, Susan Vater, and Paul H. Dworkin
     
     
116. Developmental Outcomes of Children Born After Assisted Reproductive Technologies
     Jane Squires and Paul Kaplan
     
     
117. Providing Web-based Support for Families of Infants and Young Children With Established Disabilities
     Anat Zaidman-Zait and Janet R. Jamieson
     
     
118. Early Intervention for Children Prenatally Exposed to Cocaine
     Katherine E. Bono, Nurit Sheinberg, Keith G. Scott, and Angelika H. Claussen
     
     
119. Replicating a Parent-Child Group Model: Case Analysis of High-and Low-Fidelity Implementers
     J. A. McCollum, T. Yates, B.Laumann, and W. Hsiehn
     
     
120. Restrictive Parenting Buffers HeadStart Students From Stress
     Rashmi P. Bhandari and Douglas Barnett
     
     
121. Caregiver Education as a Prevention Strategy for Communication Disorders in South Africa
     Elsa Popich, Brenda Louw, and Irma Eloff
     
     
122. Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge
     Winnie Dunn
     
     
123. MOVE: Systematic Programming for Early Motor Intervention
     Keith W. Whinnery and Stacie B. Whinnery
     
     
124. The Implications of “Working Alliance” for the Measurement and Evaluation of Family-centered Practice in Childhood Disability Services
     Barry Trute and Diane Hiebert-Murphy
     
     
125. Breastfeeding and Neurodevelopment: A Literature Review
     Andrea Petryk, Susan R. Harris, and Lynette Jongbloed
     
     
126. The Transition Process for Young Children With Disabilities: A Conceptual Framework
     Beth Rous, Rena Hallam, Gloria Harbin, Katherine McCormick, and Lee Ann Jung
     
     
127. Promoting Interactions With Infants Who Have Complex Multiple Disabilities: Development and Field-testing of the PLAI Curriculum
     Deborah Chen, M. Diane Klein, and Michele Haney
     
     
128. Early Intervention in Neonatal Nurseries: The Promising Practice of Developmental Care
     S. Goldberg-Hamblin, J. Singer, G. H. S. Singer, and M. Denney
     
     
129. Responding to the Challenge of Early Intervention for Fetal Alcohol Spectrum Disorders
     Heather Carmichael Olson, Tracy Jirikowic, Deborah Kartin, and Susan Astley
     
     
130. “Let Me Just Tell You What I Do All Day. . . ”: The Family Story at the Center of Intervention Research and Practice
     Lucinda P. Bernheimer and Thomas S. Weisner
     
     
131. Children and Youth With Disabilities and Public Health: A Model Syllabus for Health Professionals
     Donna M. Noyes-Grosser
     
     
132. Access to a Medical Home for Infants and Young Children With Special Healthcare Needs
     Savithri Nageswaran and Anita Farel
     
     
133. Designing Effective Prevention Programs: How Good Science Makes Good Art
     John G. Borkowski, Leann E. Smith, and Carol E. Akai
     
     
134. A Functional Approach for Ameliorating Social Skills Deficits in Young Children With Autism Spectrum Disorders
     Maureen A. Conroy, Brian A. Boyd, Jennifer M. Asmus, and Danielle Madera
     
     
135. Building a System of Child Find Through a 3-Tiered Model of Follow-Up
     Barbara J. Jackson and Howard Needelman
     
     
136. Parents’ Perceptions of Intervention Practices in Home Visiting Programs
     Susan F. Allen
     
     
137. Family Routines and Rituals: A Context for Development in the Lives of Young Children
     Mary Spagnola and Barbara H. Fiese
     
     
138. Screening Infant Mental Health Indicators: An Early Head Start Initiative
     Kathleen M. Baggett, Leslie Warlen, Jenny L. Hamilton, Jennifer L. Roberts, and Martha Staker
     
     
139. Pivotal Behavior Model of Developmental Learning
     Gerald Mahoney, Jeong Mee Kim, and ChuSui Lin
     
140. Early Intervention Systems of Care for Latino Families and Their Young Children With Special Needs: Salient Themes and Guiding Implications
     Maria K. Denney, Tiina Itkonen, and Yukari Okamoto
     
     
141. System of Risk Triage: A Conceptual Framework to Guide Referral and Developmental Intervention Decisions in the NICU
     Virginia L. Laadt, Barbara J. Woodward, and Lu-Ann Papile
     
     
142. Establishment of an Interdisciplinary Pediatric Oral-Motor-Sensory Feeding Clinic Team
     Vicki Simonsmeier and Melanie Domenech Rodríguez
     
     
143. Early Intervention for Children With Cleft Palate
     Nancy J. Scherer and Ann P. Kaiser
     
     
144. Head Start’s Evolving Model of Collaboration, Early Education, and Family Support: Comments From the Guest Editor
     Walter S. Gilliam
     
     
145. Issues for the Learning Community
     Martha Zaslow
     
     
146. Giving Infants and Toddlers a Head Start: Getting Policies in Sync With Knowledge
     Jane Knitzer
     
     
147. Head Start, Public School Prekindergarten, and a Collaborative Potential
     Walter S. Gilliam
     
     
148. A Strength-Based, Systemic Mental Health Approach to Support Children’s Social and Emotional Development Faith
     Lamb-Parker, Paul LeBuffe, Gregg Powell, and Ellen Halpern
     
     
149. Head Start and Parent Involvement
     Christopher C. Henrich and Dana M. Gadaire
     
     
150. Crossing Borders With Head Start: Commonalities and Differences Between Head Start and Early Childhood Programs in Developing Countries
     Pia Rebello Britto and Walter S. Gilliam
     
     
151. It’s More Than a Measure: Reflections on a University–Early Head Start Partnership
     Marie-Celeste Condon and Susan Spieker
     
     
152. Adaptation Interventions to Promote Participation in Natural Settings
     Philippa H. Campbell, Suzanne Milbourne, and M. Jeanne Wilcox
     
     
153. The Social Role of Imitation in Autism: Implications for the Treatment of Imitation Deficits
     Brooke Ingersoll
     
     
154. Online Professional Development for Early Interventionists: Learning a Systematic Approach to Promote Caregiver Interactions With Infants Who Have Multiple Disabilities
     Deborah Chen, M. Diane Klein, and Lavada Minor
     
     
155. Paternal Depression and Infant Cognitive Development: Implications for Research and Intervention
     Shannon B. Wanless, Sharon E. Rosenkoetter, and Megan M. McClelland
     
     
156. The Changing Landscape of Early Childhood Intervention in the United Kingdom: Strategy, Policy, and Practice
     Barry Carpenter and Lesley Campbell
     
     
157. Health Care Utilization, Access, and Expenditures for Infants and Young Children With Special Health Care Needs
     Amy J. Houtrow, Sue E. Kim, and Paul W. Newacheck
     
     
158. Parent-Screener Discourse in a Newborn Hearing Screening Program: Implications for Professional Preparation and Practice
     Brenda T. Poon, Janet R. Jamieson, Marla Buchanan, and David K. Brown
     
     
159. Factors Related to the Scope of Early Intervention Service Coordinator Practices
     Mary Beth Bruder and Carl J. Dunst
     
     
160. Updating Hearing Screening Practices in Early Childhood Settings
     William D. Eiserman, Lenore Shisler, Terry Foust, Jan Buhrmann, Randi Winston, and Karl White
     
     
161. Measuring Family Outcomes: Considerations for Large-Scale Data Collection in Early Intervention
     Donald B. Bailey, Kathleen Hebbeler, Murrey G. Olmsted, Melissa Raspa, and Mary Beth Bruder
     
     
162. Emerging Social Strengths in Young Children With Down Syndrome
     Deborah J. Fidler, David E. Most, Cathryn Booth-LaForce, and Jean F. Kelly
     
     
163. Literacy-Related Activities Among Children With Special Healthcare Needs
     Tracy Zaslow, Frederick Dorey, and Mary Ann P. Limbos
     
     
164. Development of Everyday Activities: A Model for Occupation-Centered Therapy
     Ruth Humphry and Linn Wakeford
     
     
165. Using Individual Growth and Development Indicators to Measure Early Language and Literacy
     Kristen N. Missall, Judith J. Carta, Scott R. McConnell, Dale Walker, and Charles R. Greenwood
     
     
166. “Let Me Just Tell You What I Do All Day. . . ”: The Family Story at the Center of Intervention Research and Practice
     Lucinda P. Bernheimer and Thomas S. Weisner
     
     
167. Children and Youth With Disabilities and Public Health: A Model Syllabus for Health Professionals
     Donna M. Noyes-Grosser
     
     
168. Access to a Medical Home for Infants and Young Children With Special Healthcare Needs
     Savithri Nageswaran and Anita Farel
     
     
169. Designing Effective Prevention Programs: How Good Science Makes Good Art
     John G. Borkowski, Leann E. Smith, and Carol E. Akai
     
     
170. A Functional Approach for Ameliorating Social Skills Deficits in Young Children With Autism Spectrum Disorders
     Maureen A. Conroy, Brian A. Boyd, Jennifer M. Asmus, and Danielle Madera
     
     
171. Building a System of Child Find Through a 3-Tiered Model of Follow-Up
     Barbara J. Jackson and Howard Needelman
     
     
172. Parents’ Perceptions of Intervention Practices in Home Visiting Programs
     Susan F. Allen
     
     
173. Family Routines and Rituals: A Context for Development in the Lives of Young Children
     Mary Spagnola and Barbara H. Fiese
     
     
174. Screening Infant Mental Health Indicators: An Early Head Start Initiative
     Kathleen M. Baggett, Leslie Warlen, Jenny L. Hamilton, Jennifer L. Roberts, and Martha Staker
     
     
175. Pivotal Behavior Model of Developmental Learning
     Gerald Mahoney, Jeong Mee Kim, and ChuSui Lin
     
     
176. Early Intervention Systems of Care for Latino Families and Their Young Children With Special Needs: Salient Themes and Guiding Implications
     Maria K. Denney, Tiina Itkonen, and Yukari Okamoto
     
     
177. System of Risk Triage: A Conceptual Framework to Guide Referral and Developmental Intervention Decisions in the NICU
     Virginia L. Laadt, Barbara J. Woodward, and Lu-Ann Papile
     
     
178. Establishment of an Interdisciplinary Pediatric Oral-Motor-Sensory Feeding Clinic Team
     Vicki Simonsmeier and Melanie Domenech Rodríguez
     
     
179. Early Intervention for Children With Cleft Palate
     Nancy J. Scherer and Ann P. Kaiser