Page 21 - TEST_MONOGRAPH 2018_+cover_Float
P. 21
lists and practice guides described in this chapter was velopment: Research models and fugitive findings.
informed by lessons learned from the author’s experi- In R. H. Wozniak & K. W. Fischer (Eds.), Develop-
ences and those of others, research findings amassed ment in context: Acting and thinking in specific envi-
over many years of investigation, and the methods and ronments (pp. 3-44). Hillsdale, NJ: Erlbaum.
procedures for preparing written materials in ways that Cabré, M. T. (1999). Terminology: Theory, methods and
facilitate learner understanding, memory, and ability to applications. Philadelphia: John Benjamin Publish-
use different kinds of early childhood intervention prac- ing Company.
tices. Throughout this chapter, it was noted that the 2014 Caldwell, B. (1970). The rationale for early intervention.
DEC recommended practices fail to adhere to, and there- Exceptional Children, 36, 717-726.
fore, are inconsistent with foundational principles and Caldwell, B. (1971). Impact of interest in early cognitive
evidence for material preparation. The original intent stimulation. In H. Rie (Ed.), Perspectives in child
for using the DEC recommended practices as sources of psychopathology (pp. 293-334). Chicago: Aldine-
checklist indicators and practice guide activities proved Atherton.
futile for more than half of the topic area practices where Case-Smith, J., & Holland, T. (2009). Making decisions
it became increasingly apparent that alternative proce- about service delivery in early childhood programs.
dures were required. This chapter introduced the reader Language, Speech, and Hearing Services in Schools,
to those procedures, whereas the remaining chapters in 40(4), 416-423. doi:10.1044/0161-1461(2009/08-
the monograph include detailed descriptions of how the 0023)
performance checklists and practice guides were devel- Clark, R. C., & Nguyen, F. (2008). Behavioral, cogni-
oped, evaluated, and improved based on systematic feed- tive, and technological approaches to performance
back from practitioners and parents of young children. improvement. In J. M. Spector, M. D. Merrill, J.
Van Merrienboer, & M. P. Driscoll (Eds.), Hand-
References book of research on educational communications
and technology (3rd ed., pp. 507-524). New York:
Asrar-ul-Haq, M., & Anwar, S. (2016). A system- Routledge.
atic review of knowledge management and Colquhoun, H., Leeman, J., Michie, S., Lokker, C., Brag-
knowledge sharing: Trends, issues, and chal- ge, P., Hempel, S., . . . Grimshaw, J. (2014). Towards
lenges. Cogent Business & Management, 3. Re- a common terminology: A simplified framework of
trieved from https://www.cogentoa.com/arti- interventions to promote and integrate evidence into
cle/10.1080/23311975.2015.1127744.pdf doi:10.10 health practices, systems, and policies. Implementa-
80/23311975.2015.1127744 tion Science, 9, 781. doi:10.1186/1748-5908-9-51
Babbie, E. R. (2009). The practice of social research Cook, B. G., Cook, L., & Landrum, T. J. (2013). Mov-
(12th ed.). Belmont, CA: Wadsworth. ing research into practice: Can we make dissemi-
Bailey, D. B., Jr., Hebbeler, K., Scarborough, A., Spiker, nation stick? Exceptional Children, 79(2), 163-180.
D., & Mallik, S. (2004). First experiences with early doi:10.1177/001440291307900203
intervention: A national perspective. Pediatrics, Crowder, R. G. (2015). Principles of learning and mem-
113, 887-896. ory (Classic ed.). New York: Psychology Press.
Banerjee, R., Movahedazarhouligh, S., Millen, K., & Davies, P. (2000). The relevance of systematic reviews
Luckner, J. L. (2018). Building evidence in early to educational policy and practice. Oxford Review
childhood special education: A systematic review of Education, 26, 365-378. doi:10.1080/713688543
of replication intervention studies. Topics in Early DEC Task Force on Recommended Practices. (1993).
Childhood Special Education, 37(4), 246–256. DEC recommended practices: Indicators of qual-
doi:10.1177/0271121417748197 ity in programs for infants and young children with
Beach, F., & Jaynes, J. (1954). Effects of early experi- special needs and their families. Retrieved from
ences upon the behavior of animals. Psychological https://files.eric.ed.gov/fulltext/ED370253.pdf
Bulletin, 51, 239-263. doi:10.1037/h0061176 Denenberg, V. (1964). Critical periods, stimulus in-
Brenes, P. (2017). Terminology for beginners. Retrieved put, and emotional reactivity: A theory of infintile
from http://inmyownterms.com/wp-content/up- stimulation. Psychological Review, 71, 335-351.
loads/2017/06/TERMINOLOGY-eBOOK.pdf doi:10.1037/h0042567
Bronfenbrenner, U. (1992). Ecological systems theory. Densen, P. (2011). Challenges and opportunities facing
In R. Vasta (Ed.), Six theories of child development: medical education. Transactions of the American
Revised formulations and current issues (pp. 187- Clinical and Climatological Association, 122, 48-
248). Philadelphia: Jessica Kingsley. 58.
Bronfenbrenner, U. (1993). The ecology of cognitive de- Division for Early Childhood. (2014). DEC recommend-
13