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Contents

Acknowledgments iii

About the Editor and Contributors v
Preface vii

I. INTRODUCTION 1
1. Foundations for the Need for Evidence-Informed Early Childhood Intervention Performance 3
Checklists and Practice Guides — Carl J. Dunst

II. FRAMEWORK AND EVIDENCE BASE FOR THE PERFORMANCE CHECKLISTS 18

2. Procedures for Developing Evidence-Informed Performance Checklists — Carl J. Dunst 20

3. Research Evidence for the Early Childhood Intervention Checklists — Carl J. Dunst 37

III. EVALUATION OF THE PERFORMANCE CHECKLISTS AND PRACTICE GUIDES 73

4. Predictors of Practitioners’ Social Validity Judgments of Early Childhood Intervention 74
Performance Checklists and Practice Guides — Carl J. Dunst and Deborah W. Hamby
5. Early Childhood Practitioner Judgments of the Social Validity of Performance Checklists 80
and Practice Guides — Carl J. Dunst
6. Practitioner-Informed Improvements to Early Childhood Intervention Performance 92
Checklists and Practice Guides — Carl J. Dunst, Deborah W. Hamby, Linda L. Wilson,
Marilyn Espe-Sherwindt, and Donna E. Nelson
7. Parents’ Social Validity Appraisals of Early Childhood Intervention Family Practice Guides 105
— Carl J. Dunst

IV. IMPLICATIONS FOR MANAGING RESEARCH-TO-PRACTICE TRANSLATION 112

8. Knowledge Management and Sharing in the Age of Exponential Knowledge Growth in Early 114
Childhood Intervention — Carl J. Dunst

V. APPENDICES 123

A. Sources of Evidence for the Early Childhood Intervention Performance Checklists 123

B. Sources of Early Childhood Intervention Performance Checklists 144
C. Sources of Early Childhood Intervention Practice Guides 147

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