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