Page 22 - TEST_MONOGRAPH 2018_+cover_Float
P. 22

ed practices  in early  intervention/early  childhood   Springer International.
                   special education. Retrieved from http://www.dec-  Dunst, C. J. (2017a). Procedures for developing  evi-
                   sped.org/recommendedpractices                    dence-informed performance checklists for improv-
               Division for Early Childhood. (2015a). Bridging what   ing early childhood intervention practices. Journal
                   we know works well  in research  to our everyday   of Education and Learning, 6(3), 1-13. Retrieved
                   practice.  In  Division  for  Early  Childhood  (Ed.),   from http://www.ccsenet.org/journal/index.php/jel/
                   DEC recommended practices: Enhancing services    article/view/66005 doi:10.5539/jel.v6n3px
                   for young children with disabilities and their fami-  Dunst, C. J. (2017b). Research foundations for evidence-
                   lies (pp. v-vii). (DEC Recommended Practices     informed early childhood intervention performance
                   Monograph Series). Los Angeles: Division for Early   checklists.  Education  Sciences,  7(4), Number
                   Childhood.                                       78. Retrieved  from  http://www.mdpi.com/2227-
               Division for Early Childhood. (2015b). Contributors to   7102/7/4/78 doi:10.3390/educsci7040078
                   revisions of the 2014 recommended practices. In Di-  Dunst, C. J., Bruder, M. B., Trivette, C. M., & Hamby,
                   vision for Early Childhood (Ed.), DEC recommend-  D.  W.  (2006).  Everyday  activity  settings,  natu-
                   ed practices: Enhancing services for young children   ral learning environments, and early intervention
                   with disabilities and their families (pp. 131-132).   practices. Journal of Policy and Practice in Intel-
                   (DEC Recommended Practices Monograph Series).    lectual  Disabilities,  3, 3-10. doi:10.1111/j.1741-
                   Los Angeles: Division for Early Childhood.       1130.2006.00047.x
               Druckman, D., & Bjork, R. A. (Eds.). (1994). Learning,   Dunst, C. J., & Espe-Sherwindt, M. (2017). Contempo-
                   remembering, believing:  Enhanced  human perfor-  rary early intervention models, research, and prac-
                   mance. Washington, DC: National Academy Press.   tice  for infants  and toddlers  with  disabilities  and
               Dunn,  W.,  Cox,  J.,  Foster,  L.,  Mische-Lawson,  L.,  &   delays. In J. M. Kauffman, D. P. Hallahan, & C. P.
                   Tanquary, J. (2012). Impact  of a contextual  inter-  Pullen (Eds.), Handbook of special education (2nd
                   vention on parental competence and children's par-  ed., pp. 831-849). New York: Routledge.
                   ticipation for children with Autism Spectrum Dis-  Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., &
                   orders (ASD): A pretest posttest repeated measures   Bruder, M. B. (2002). Young children's participa-
                   design. American Journal of Occupational Therapy,   tion  in everyday family  and community  activity.
                   66, 520-528. doi:10.5014/ajot.2012.004119        Psychological  Reports, 91, 875-897. doi:10.2466/
               Dunst, C. J. (2010). Research syntheses of early child-  PR0.91.7.875-897
                   hood intervention  practices: What counts as evi-  Dunst, C. J., Raab, M., & Hamby, D. W. (2016). Interest-
                   dence?. Paper presented at the Presentation made at   based everyday child language learning. Revista de
                   the Victorian Chapter of the Early Childhood Inter-  Logopedia, Foniatria y  Audiologia,  36, 153-161.
                   vention Australia Association Seminar on Evidence-  doi:10.1016/j.rlfa.2016.07.003
                   Based Practices,  Melbourne,  Australia.  Retrieved   Dunst,  C.  J.,  &  Trivette,  C.  M.  (2009).  Using  re-
                   from    http://puckett.org/presentations/Research-  search  evidence  to  inform  and  evaluate  ear-
                   Synth_8_2010.pdf                                 ly childhood intervention  practices.  Topics in
               Dunst, C. J. (2011). Advances in theory, assessment, and   Early  Childhood  Special  Education,  29, 40-52.
                   intervention with infants and toddlers with disabil-  doi:10.1177/0271121408329227
                   ities. In J. M. Kauffman & D. P. Hallahan (Eds.),   Dunst, C. J., & Trivette, C. M. (2012). Implications of
                   Handbook of special education (pp. 687-702). New   practice-based research syntheses for early child-
                   York, NY: Routledge.                             hood intervention practices. Presentation made at
               Dunst, C. J. (2015). Performance checklists for facili-  the Special Education Research Seminar, Blooming-
                   tating practitioner use of DEC recommended prac-  ton, IN. Retrieved from http://www.puckett.org/pre-
                   tices.  Paper presented at the U. S. Department  of   sentations/ImplicaPracBasedResrchSynth_3_2012.
                   Education,  Office  of  Special  Education  Programs   pdf.
                   Leadership Conference, Washington, DC. Retrieved   Dunst, C. J., Trivette, C. M., & Cutspec, P. A. (2007).
                   from http://www.puckett.org/presentations/Perfor-  Toward an operational definition of evidence-based
                   mance-Checklists-Fac-Pract-Use-DEC-Recom-        practices. Asheville, NC: Winterberry Press.
                   mended-Practices.pdf                         Dunst, C. J., Trivette, C. M., & Raab, M. (2015). Util-
               Dunst, C. J. (2016). Role of research syntheses for iden-  ity of implementation and intervention performance
                   tifying evidence-based early childhood intervention   checklists for conducting research in early child-
                   practices. In B. Reichow, B. A. Boyd, E. E. Barton,   hood education. In O. N. Saracho (Ed.), Handbook
                   &  S.  L.  Odom  (Eds.),  Handbook of early  child-  of research methods in early childhood education:
                   hood special education (pp. 541-563). Switzerland:   Vol. 1. Research methodologies  (pp. 247-276).




                                                             14
   17   18   19   20   21   22   23   24   25   26   27