MICHAEL J. GURALNICK, Ph.D.
Years Published: Guralnick, M. J., & Harvey, K. G. (1970). Response requirements and performance in a visual vigilance task. Psychonomic Science, 20, 215–217. Walsh, J. M., & Guralnick, M. J. (1971). The effects of epinephrine and chlorpromazine on visual cliff behavior of albino and hooded rats. Psychonomic Science, 23, 1–3. Guralnick, M. J. (1972). Alphabet discrimination and distinctive features: Research review and educational implications. Journal of Learning Disabilities, 5, 428–434. Guralnick, M. J. (1972). Evaluating programmed instructional materials. Psychological Reports, 31, 482. Guralnick, M. J. (1972). A language development program for severely handicapped children. Exceptional Children, 39, 45–49. Guralnick, M. J. (1972). Observing responses and decision processes in vigilance. Journal of Experimental Psychology, 93, 239–244. Guralnick, M. J. (1973). Behavior therapy with an acrophobic mentally retarded young adult. Journal of Behavior Therapy and Experimental Psychiatry, 4, 263–265. Guralnick, M. J. (1973). The effects of event rate and signal difficulty on observing responses and detection measures in vigilance. Journal of Experimental Psychology, 99, 261–265. Guralnick, M. J. (1973). A research-service model for support of handicapped children. Exceptional Children, 39, 277–282. Guralnick, M. J., & Kravik, M. A. (1973). Reinforcement procedures and social behavior in a group context with severely retarded children. Psychological Reports, 32, 295–301. Devoney, C., Guralnick, M. J., & Rubin, H. (1974). Integrating handicapped and nonhandicapped preschool children: Effects on social play. Childhood Education, 50, 360–364. Click here for reprint Guralnick, M. J. (1975). Early classroom-based intervention and the role of organizational structure. Exceptional Children, 42, 25–31. Guralnick, M. J. (1975). The effects of distinctive feature training and instructional technique on letter and form discrimination. American Journal of Mental Deficiency, 80, 202–207. Back to topGuralnick, M. J. (1976). The acquisition of prepositional motor responses in handicapped children. Journal of Applied Behavior Analysis, 9, 500. Guralnick, M. J. (1976). Solving complex perceptual discrimination problems: Techniques for the development of problem-solving strategies. American Journal of Mental Deficiency, 81, 18–25. Guralnick, M. J. (1976). The value of integrating handicapped and nonhandicapped preschool children. American Journal of Orthopsychiatry, 46, 236–245. Guralnick, M. J., & Mott, D. E. W. (1976). Biofeedback training with a learning disabled child. Perceptual and Motor Skills, 42, 27–30. Guralnick, M. J. (1977). Early childhood intervention: Nonhandicapped peers as educational and therapeutic resources. In P. Mittler (Ed.), Research to practice in mental retardation: Vol. 1. Care and intervention (pp. 165–170). Baltimore: University Park Press. Guralnick, M. J., & Paul-Brown, D. (1977). The nature of verbal interactions among handicapped and nonhandicapped preschool children. Child Development, 48, 254–260. Guralnick, M. J. (1978). The application of single subject research designs to the field of learning disabilities. Journal of Learning Disabilities, 11, 415–421. Guralnick, M. J. (Ed.). (1978). Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press. Guralnick, M. J. (1978). Integrated preschools as educational and therapeutic environments: Concepts, design, and analysis. In M. J. Guralnick (Ed.), Early intervention and the integration of handicapped and nonhandicapped children (pp. 115–145). Baltimore: University Park Press. Richardson, H. B., Jr., & Guralnick, M. J. (1978). Pediatric residents and young handicapped children: Curriculum evaluation. Journal of Medical Education, 53, 487–492. Richardson, H. B., Jr., Guralnick, M. J., & Tupper, D. B. (1978). Training pediatricians for effective involvement with handicapped preschool children and their families. Mental Retardation, 16, 3–7. Cohen, S., Semmes, M., & Guralnick, M. J. (1979). Public Law 94-142 and the education of preschool handicapped children. Exceptional Children, 45, 279–285. Back to topGuralnick, M. J. (1980). Social interactions among preschool children. Exceptional Children, 46, 248–253. Guralnick, M. J., & Paul-Brown, D., (1980). Functional and discourse analyses of nonhandicapped preschool children's speech to handicapped children. American Journal of Mental Deficiency, 84, 444–454. Guralnick, M. J., & Richardson, H. B., Jr. (Eds.). (1980). Pediatric education and the needs of exceptional children. Baltimore: University Park Press. Guralnick, M. J., Richardson, H. B., Jr., & Kutner, D.R. (1980). Pediatric education and the development of exceptional children. In M. J. Guralnick & H. B. Richardson, Jr. (Eds.), Pediatric education and the needs of exceptional children (pp. 3–19). Baltimore: University Park Press. Richardson, H. B., Jr., & Guralnick, M. J. (1980). An evaluation strategy for pediatric rotations on the needs of exceptional children. In M. J. Guralnick & H.B. Richardson, Jr. (Eds.), Pediatric education and the needs of exceptional children (pp. 129–135). Baltimore: University Park Press. Richardson, H. B., Jr., Guralnick, M. J., Taft, L. T., & Levine, M. D. (1980). A comprehensive curriculum in child development and handicapping conditions: Prospects for design, implementation, and evaluation. In M. J. Guralnick & H.B. Richardson, Jr. (Eds.), Pediatric education and the needs of exceptional children (pp. 185–202). Baltimore: University Park Press. Guralnick, M. J. (1981). The development and role of child-child social interactions. In N. Anastasiow (Ed.), New directions for exceptional children: Socioemotional development (pp. 53–80). San Francisco: Jossey-Bass. Guralnick, M. J. (1981). Early intervention and pediatrics: Current status and future directions. Journal of the Division for Early Childhood, 2, 52–60. Guralnick, M. J. (1981). The efficacy of integrating handicapped children in early education settings: Research implications. Topics in Early Childhood Special Education, 1(1), 57–71. Guralnick, M. J. (1981). Peer influences on the development of communicative competence. In P. Strain (Ed.), The utilization of classroom peers as behavior change agents (pp. 31–68). New York: Plenum. Guralnick, M. J. (1981). Programmatic factors affecting child-child social interactions in mainstreamed preschool programs. Exceptional Education Quarterly, 1(4), 71–91. Guralnick, M. J. (1981). The social behavior of preschool children at different developmental levels: Effects of group composition. Journal of Experimental Child Psychology, 31, 115–130. Back to topGuralnick, M. J. (1982). Mainstreaming young handicapped children: A public policy and ecological systems analysis. In B. Spodek (Ed.), Handbook of research on early childhood education (pp. 456–500). New York: The Free Press/MacMillan. Guralnick, M. J. (1982). Pediatrics, special education, and handicapped children: New relationships. Exceptional Children, 48, 294–295. Guralnick, M. J., Richardson, H. B., Jr., & Heiser, K. E. (1982). A curriculum in handicapping conditions for pediatric residents. Exceptional Children, 48, 338–346. Guralnick, M. J. (1983). Vulnerability of developmentally delayed preschool children to deficits in child-child social interactions. In J.M. Berg (Ed.), Perspectives and progress in mental retardation: Vol. 1. Social, psychological, and educational aspects (pp. 53–59). Baltimore: University Park Press. Guralnick, M. J., & Weinhouse, E. M. (1983). Child-child social interactions: An analysis of assessment instruments for young children. Exceptional Children, 50, 268–271. Richardson, H. B., Jr., & Guralnick, M. J. (1983). Physician education in developmental-behavioral pediatrics. In M. D. Levine, W. B. Carey, A. C. Crocker, & R. T. Gross (Eds.), Developmental-behavioral pediatrics (pp. 1210–1219). Philadelphia: W. B. Saunders. Bennett, F. C., Guralnick, M. J., Richardson, H. B., Jr., & Heiser, K. E. (1984). Teaching developmental pediatrics to pediatric residents: The effectiveness of a structured curriculum. Pediatrics, 74, 514–522. Guralnick, M. J. (1984). The peer interactions of young developmentally delayed children in specialized and integrated settings. In T. Field, J. Roopnarine, & M. Segal (Eds.), Friendships in normal and handicapped children (pp. 139–152). Norwood, NJ: Ablex. Guralnick, M. J., & Paul-Brown, D. (1984). Communicative adjustments during behavior request episodes among children at different developmental levels. Child Development, 55, 911–919. Guralnick, M. J., & Weinhouse, E. M. (1984). Peer-related social interactions of developmentally delayed young children: Development and characteristics. Developmental Psychology, 20, 815–827. Guralnick, M. J., & Groom, J. M. (1985). Correlates of peer related social competence in developmentally delayed preschool children. American Journal of Mental Deficiency, 90, 140–150. Back to topGuralnick, M. J. (1986). The application of child development principles and research to preschool mainstreaming. In C. J. Meisel (Ed.), Mainstreaming handicapped children: Outcomes, controversies, and new directions (pp. 21–41). Hillsdale, NJ: Lawrence Erlbaum. Guralnick, M. J., & Paul-Brown, D. (1986). Communicative interactions of mildly delayed and normally developing preschool children: Effects of listener's developmental level. Journal of Speech and Hearing Research, 29, 2–10. Guralnick, M. J. (1986). The peer relations of young handicapped and nonhandicapped children. In P.S. Strain, M. J. Guralnick, & H.M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 93–140). New York: Academic Press. Strain, P. S., Guralnick, M. J., & Walker, H. M. (Eds.). (1986). Children's social behavior: Development, assessment, and modification. New York: Academic Press. Guralnick, M. J., & Bennett, F. C. (Eds.). (1987). The effectiveness of early intervention for at-risk and handicapped children. New York: Academic Press. Guralnick, M. J., & Bennett, F. C. (1987). A framework for early intervention. In M. J. Guralnick & F.C. Bennett (Eds.), The effectiveness of early intervention for at-risk and handicapped children (pp. 3–29). New York: Academic Press. Guralnick, M. J., & Bricker, D. (1987). The effectiveness of early intervention for children with cognitive and general developmental delays. In M. J. Guralnick & F.C. Bennett (Eds.), The effectiveness of early intervention for at-risk and handicapped children (pp. 115–173). New York: Academic Press. Guralnick, M. J., & Bennett, F. C. (1987). Early intervention for at-risk and handicapped children: Current and future perspectives. In M. J. Guralnick & F.C. Bennett (Eds.), The effectiveness of early intervention for at-risk and handicapped children (pp. 365–382). New York: Academic Press. Guralnick, M. J., Bennett, F. C., Heiser, K. E., & Richardson, H. B., Jr. (1987). Training future primary care pediatricians to serve handicapped children and their families. Topics in Early Childhood Special Education, 6(4), 1–11. Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58, 1556–1572. Guralnick, M. J., Heiser, K. E., Bennett, F. C., & Richardson, H. B., Jr. (1987). A systems approach to training pediatricians in the field of developmental disabilities. In M.D. Powers (Ed.), Severe developmental disabilities: Expanded systems of interaction (pp. 255–271). Baltimore: Brookes. Guralnick, M. J., Bennett, F. C., Heiser, K. E., Richardson, H. B., Jr., & Shibley, R.E., Jr. (1987). Training residents in developmental pediatrics: Results from a national replication. Journal of Developmental and Behavioral Pediatrics, 8, 260–265. Guralnick, M. J., & Groom, J. M. (1987). Dyadic peer interactions of mildly delayed and nonhandicapped preschool children. American Journal of Mental Deficiency, 92, 178–193. Bennett, F. C., Guralnick, M. J., Heiser, K. E., & Richardson, H. B., Jr. (1987). Training in developmental pediatrics. In M. L. Wolraich & D. K. Routh (Eds), Advances in developmental and behavioral pediatrics (Vol. 8, pp. 99–124). Greenwich, CT: JAI Press. Back to topGuralnick, M. J., & Groom, J. M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54, 415–425. Guralnick, M. J., Heiser, K. E., Eaton, A. P., Bennett, F. C., Richardson, H. B., Jr., & Groom, J. M. (1988). Pediatricians' perceptions of the effectiveness of early intervention for at-risk and handicapped children. Journal of Developmental and Behavioral Pediatrics, 9, 12–18. Guralnick, M. J. (1988). Efficacy research in early childhood intervention programs. In S.L. Odom & M. B. Karnes (Eds.), Early intervention for infants and children with handicaps: An empirical base (pp. 75–88). Baltimore: Brookes. Guralnick, M. J., & Groom, J. M. (1988). Friendships of preschool children in mainstreamed playgroups. Developmental Psychology, 24, 595–604. Guralnick, M. J. (1989). Recent developments in early intervention efficacy research: Implications for family involvement in P.L. 99-457. Topics in Early Childhood Special Education, 9(3), 1–17. Guralnick, M. J. (1989). Social competence as a future direction for early intervention programs. Journal of Mental Deficiency Research, 33, 275–281. Guralnick, M. J., & Paul-Brown, D. (1989). Peer-related communicative competence of preschool children: Developmental and adaptive characteristics. Journal of Speech and Hearing Research, 32, 930–943. Guralnick, M. J., & Groom, J. M. (1990). The relationship between parent-rated behavior problems and peer relations in preschool children. Early Education and Development, 1, 266–278. Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14, 3–14. Guralnick, M. J. (1990). Peer interactions and the development of handicapped children's social and communicative competence. In H. Foot, M. Morgan, & R. Shute (Eds.), Children helping children (pp. 275–305). Sussex, England: John Wiley & Sons. Guralnick, M. J., & Groom, J.M. (1990). The correspondence between temperament and peer interactions for normally developing and mildly delayed preschool children. Child: Care, Health and Development, 16, 165–175. Guralnick, M. J. (1990). Major accomplishments and future directions in early childhood mainstreaming. Topics in Early Childhood Special Education, 10(2), 1–17. Back to topGuralnick, M. J. (1991). The next decade of research on the effectiveness of early intervention. Exceptional Children, 58, 174–183. Bennett, F. C., & Guralnick, M. J. (1991). Effectiveness of developmental intervention in the first five years of life. The Pediatric Clinics of North America, 38, 1513–1528. Guralnick, M. J. (1992). A hierarchical model for understanding children's peer-related social competence. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 37–64). Baltimore: Brookes. Bennett, F. C., & Guralnick, M. J. (1992). Promoting development and integration of infants experiencing neonatal intensive care. In K. A. Haring, D. L. Lovett, & N. J. Haring (Eds.), Integrated life cycle services for persons with disabilities: A theoretical and empirical perspective (pp. 198–219). New York: Springer-Verlag. Guralnick, M. J. (1993). Developmentally appropriate practice in the assessment and intervention of children's peer relations. Topics in Early Childhood Special Education, 13(3), 344–371. Guralnick, M. J. (1993). Second generation research on the effectiveness of early intervention. Early Education and Development, 4, 366–378. Guralnick, M. J. (1994). Social competence with peers: Outcome and process in early childhood special education. In P.L. Safford (Ed.), Yearbook in early childhood education: Early childhood special education (Vol. 5, pp. 45–71). New York: Teacher's College Press. Guralnick, M. J. (1994). Mothers' perceptions of the benefits and drawbacks of early childhood mainstreaming. Journal of Early Intervention, 18, 168–183. Guralnick, M. J. (1995). Peer-related social competence and inclusion of young children. In L. Nadel & D. Rosenthal (Eds.), Down syndrome: Living and learning in the community (pp. 147–153). New York: Wiley-Liss. Guralnick, M. J., Connor, R., & Hammond, M. (1995). Parent perspectives of peer relations and friendships in integrated and specialized programs. American Journal on Mental Retardation, 99, 457–476. Click here for reprint Guralnick, M. J., Connor, R., Hammond, M., Gottman, J. M., & Kinnish, K. (1996). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation, 100, 359–377. Click here for reprint Guralnick, M. J., Connor, R., Hammond, M., Gottman, J. M., & Kinnish K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67, 471–489. Click here for reprint Guralnick, M. J. (1996). Future directions in early intervention for children with Down syndrome. In J. A. Rondal, J. Perera, L. Nadel, & A. Comblain (Eds.), Down syndrome: Psychological, psychobiological and socio-educational perspectives (pp.147–162). London: Colin Whurr. Guralnick, M. J., Gottman, J. M., & Hammond, M. A. (1996). Effects of social setting on the friendship formation of young children differing in developmental status. Journal of Applied Developmental Psychology, 17, 625–651. Click here for reprint Back to topGuralnick, M. J. (Ed.). (1997). The effectiveness of early intervention. Baltimore: Brookes. Guralnick, M. J., & Neville, B. (1997). Designing early intervention programs to promote children's social competence. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 579–610). Baltimore: Brookes. Guralnick, M. J. (1997). Second generation research in the field of early intervention. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 3–22). Baltimore: Brookes. Guralnick, M. J. (1997). The peer social networks of young boys with developmental delays. American Journal on Mental Retardation, 101, 595–612. Click here for reprint Gottman, J. M., Guralnick, M. J., Wilson, B., Swanson, C. C., & Murray, J. D. (1997). What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups. Development and Psychopathology, 9, 421–452. Guralnick, M. J. (1997). Organizing themes in early intervention [Perspective]. Infants and Young Children, 10(2), v–vii. Guralnick, M. J., Paul-Brown, D., Groom, J. M., Booth, C. L., Hammond, M. A., Tupper, D. B., Gelenter, A. (1998). Conflict resolution patterns of preschool children with and without developmental delays in heterogeneous playgroups. Early Education and Development, 9, 49–77. Guralnick, M. J. (1998). The effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal on Mental Retardation, 102, 319–345. Click here for reprint Guralnick, M. J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22, 70–86. Click here for reprint Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5, 21–29. Click here for reprint Guralnick, M. J., & Hammond, M. A. (1999). Sequential analysis of the social play of young children with mild developmental delays. Journal of Early Intervention, 22, 243–256. Click here for reprint Guralnick, M. J. (1999). Developmental and systems linkages in early intervention for children with Down syndrome. In J. A. Rondal, J. Perera, & L. Nadel (Eds.), Down syndrome: A review of current knowledge (pp. 51–63). London: C. Whurr. Guralnick, M. J. (2000).
Early childhood intervention: Evolution of a system. In M. Wehmeyer & J.
R. Patton (Eds.), Mental retardation in the 21st century (pp.
37–58). Austin, TX: PRO-ED Guralnick, M. J. (Ed.). (2000). Interdisciplinary clinical assessment for young children with developmental disabilities. Baltimore: Brookes. Guralnick, M. J. (2000). Interdisciplinary team assessment for young children: Purposes and processes. In M. J. Guralnick (Ed.), Interdisciplinary clinical assessment for young children with developmental disabilities (pp. 3–15). Baltimore: Brookes. Guralnick, M. J. (2000). The early intervention system and out-of-home child care. In D. Cryer & T. Harms (Eds.), Infants and toddlers in out-of-home care (pp. 207–234). Baltimore: Brookes. Back to topGuralnick, M. J. (Ed.). (2001). Early childhood inclusion: Focus on change. Baltimore: Brookes. Guralnick, M. J. (2001). A framework for change in early childhood inclusion. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 3–35). Baltimore: Brookes. Guralnick, M. J. (2001). Social competence with peers and early childhood inclusion: Need for alternative approaches. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 481–502). Baltimore: Brookes. Guralnick, M. J. (2001).
An agenda for change in early childhood inclusion. In M. J. Guralnick
(Ed.), Early childhood inclusion: Focus on change (pp. 531–541).
Baltimore: Brookes. Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1–18. Click here for reprint Guralnick, M. J. (2001). Connections between developmental science and intervention science. Zero-to-Three, 21(5), 24–29. Guralnick, M. J. , Connor, R. T., Neville, B., & Hammond M. A. (2002). Mothers' perspectives of the peer-related social development of young children with developmental delays and communication disorders. Early Education and Development, 13, 59–80. Guralnick, M. J. (2002). Les jeunes enfants trisomiques 21 dans leurs relations avec des pairs: Caractéristiques de développement et interventions envisageables [The peer relations of young children with Down syndrome: Developmental characteristics and intervention approaches]. Journal de la Trisomie 21, No. 4, 18–27. Guralnick, M. J. (2002). Involvement with peers: Comparisons between young children with and without Down syndrome. Journal of Intellectual Disability Research, 46, 379–393. Guralnick, M. J. (2002). Model service systems as research priorities in early intervention. Journal of Early Intervention, 25, 100–101. Back to topGuralnick, M. J., Neville, B., Connor, R. T., & Hammond, M. A. (2003). Family factors associated with the peer social competence of young mildly delayed children. American Journal on Mental Retardation, 108, 272–287. Click here for reprint Guralnick, M. J., Hammond, M. A., & Connor, R. T. (2003). Subtypes of nonsocial play: Comparisons between young children with and without developmental delays. American Journal on Mental Retardation, 108, 347–362. Click here for reprint Guralnick, M. J. (2004). Family investments in response to the developmental challenges of young children with disabilities. In A. Kalil and T. Deleire (Eds.), Family investments in children's potential: Resources and parenting behaviors that promote success (pp. 119–137). Mahwah, NJ: Lawrence Erlbaum. Click here for reprint Guralnick, M. J. (2005). Promoting young children's peer relations: Comments on Odom, Manz and McWayne, and Bierman and Erath. In R. E. Tremblay, R. G. Barr & R. D. Peters (Eds.), Encyclopedia on early childhood development (pp. 1-4). Montreal: Centre of Excellence for Early Childhood Development. Guralnick, M. J. (Ed.). (2005). The developmental systems approach to early intervention. Baltimore: Brookes. Guralnick, M. J. (2005). Inclusion as a core principle in the early intervention system. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 59–69). Baltimore: Brookes. Click here for reprint Guralnick, M. J. (2005).An overview of the developmental systems model for early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 3-28). Baltimore: Brookes. Click here for reprint Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18, 313-324. Click here for reprint Guralnick, M. J. (2005). Peer relationships and the mental health of young children with intellectual delays. Journal of Policy and Practice in Intellectual Disabilities, 3, 49-56. Click here for reprint Guralnick, M. J. & Albertini, G. (2005). Early intervention in international perspective. Journal of Policy and Practice in Intellectual Disabilities, 3, 1-2. Click here for reprint Guralnick, M. J. (2006). The system of early intervention for children with developmental disabilities: Current status and challenges for the future. In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.). Handbook of mental retardation and developmental disabilities (pp. 465-480). New York: Plenum. Guralnick, M.J. (2006). Family influences on early development: Integrating the science of normative development, risk and disability, and intervention. In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 44-61). Oxford, UK: Blackwell Publishers. Click here for reprint Guralnick, M. J., Hammond, M. A., Connor, R. T., & Neville, B. (2006). Stability, change, and correlates of the peer relationships of young children with mild developmental delays. Child Development, 77, 312-324. Click here for reprint Guralnick, M. J., Hammond, M. A., & Connor. R. T. (2006). Nonsocial play patterns of young children with communication disorders: Implications for behavioral adaptation. Early Education and Development, 17, 203-228. Click here for reprint Guralnick, M. J., Connor, R. T., Neville, B., and Hammond, M. A. (2006). Promoting the peer-related social development of young children with mild developmental delays: Effectiveness of a comprehensive intervention. American Journal on Mental Retardation, 111, 336-356. Click here for reprint Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The friendships of young children with developmental delays: A longitudinal analysis. Journal of Applied Developmental Psychology, 28, 64-79. Click here for reprint Smith, B. J., & Guralnick, M. J. (2007). Definition of early intervention. In R. S. New & M. Cochran (Eds.), Early childhood education: An international encyclopedia (pp. 329-332). Westport, CT: Greenwood Publishing Group. Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). Linkages between delayed children's social interactions with mothers and peers. Child Development, 78, 459-473. Click here for reprint Guralnick, M.J., & Conlon, C. (2007). Early intervention. In M. Batshaw, L. Pelligrino, & N. Roizen (Eds.), Children with Disabilities (6th ed., pp. 511-521). Baltimore: Paul H. Brookes. Click here for reprint Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2008). Mothers' social communicative adjustments to young children with mild developmental delays. American Journal on Mental Retardation, 113, 1-18. Click here for reprint Guralnick, M. J., Connor, R. T., Neville, B., & Hammond, M. A. (2008). Developmentally delayed children's influence attempts with mothers predict interactions with peers over time. Journal of Applied Developmental Psychology, 29, 238-248. Click here for reprint Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2008). Continuity and change from full inclusion early childhood programs through the early elementary period. Journal of Early Intervention, 30, 237-250. Click here for reprint Guralnick, M. J., Hammond, M. A., Neville, B., & Connor, R. T. (2008). The relationship between sources and functions of social support and dimensions of child- and parent-related stress. Journal of Intellectual Disability Research, 1138-1154. Click here for reprint Guralnick, M. J. (2009). Qualitätsbeurteilung bei der inclusion in der frühen kindheit [Quality assessment in early childhood inclusion]. In U.H eimlich & I. Behr (Eds.), Inklusion in der frühen kindheit: Internationale perspecktiven (pp. 13-22). Berlin: Verlag. Guralnick, M.J., Connor, R.T., & Johnson, L.C. (2009). Home-based peer social networks of young children with Down syndrome: a developmental perspective. American Journal on Intellectual and Developmental Disabilities. Vol.114, 340–355 .Click here for reprint Guralnick, M. J., Connor, R. T., & Johnson, L.C. (in press). The peer social networks of young children with Down syndrome in classroom programs.Journal of Applied Research in Intellectual Disabilities Greiss-Hess, L., Lemons-Chitwood, K., Harris, S., Borodyanskaya, M., Bodine, C., Meyer, L., Guralnick, M., & Hagerman, R. (in press). Assistive technology use by individuals with Fragile X syndrome: A review. Technology Special Interest Section Quarterly / American Occupational Therapy Association. |
