Early Intervention

Akamoglu, Y., & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20, 41–50. 

American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and teachers of children who are deaf and hard of hearing in the development of communicative and linguistic competence [Guidelines]. Available from www.asha.org/policy/

American Speech-Language-Hearing Association. (2006). Roles, knowledge, and skills: Audiologists providing clinical services to infants and young children birth to 5 years of age [Knowledge and Skills]. Available from www.asha.org/policy/

American Speech-Language-Hearing Association. (2008). Guidelines for audiologists providing informational and adjustment counseling to families of infants and young children with hearing loss birth to 5 years of age [Guidelines]. Available from www.asha.org/policy/

American Speech-Language-Hearing Association. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for early intervention following confirmation that a child is deaf or hard of hearing [Position Statement]. Available from www.asha.org/policy/

American Speech-Language-Hearing Association. (2016a). Code of ethics [Ethics]. Available from www.asha.org/policy/

 American Speech-Language-Hearing Association. (2016b). Scope of practice in speech-language pathology [Scope of practice]. Available from www.asha.org/policy/

Bagnato, S., Suen, H., & Fevola, A. (2011). “Dosage” effects on developmental progress during early childhood intervention: Accessible metrics for real-life research and advocacy. Infants & Young Children, 24, 117–132.

Banajee, M. (2017, July). Funding: So I have to do that too? Poster presentation at the American Speech-Language-Hearing Association Connect Conference, New Orleans, LA.

Bhat, V. (2017). Family centered developmental care as early intervention for children with special needs. International Educational Applied Scientific Research Journal, 2, 26–28.

Boyer, V. E., & Thompson, S. D. (2014). Transdisciplinary model and early intervention: Building collaborative relationships. Young Exceptional Children, 17, 19–32.

Brown, J. A. (2016). Coaching in parent-implemented early communication interventions: Understanding and overcoming individual-level implementation barriers. Perspectives of the ASHA Special Interest Groups, 1(1), 144–153.

Brown, J. A., & Woods, J. J. (2015). Effects of a triadic parent-implemented home-based communication intervention for toddlers. Journal of Early Intervention, 37, 44–68.

Brown, J. A., & Woods, J. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36, 115–124.

Caicedo, C. (2014). Families with special needs children. Journal of the American Psychiatric Nurses Association, 20, 398–407.

Cason, J. (2011). Telerehabilitation: An adjunct service delivery model for early intervention services. International Journal of Telerehabilitation, 3, 19–28.

Cason, J., Behl, D., & Ringwalt, S. (2012). Overview of states' use of telehealth for the delivery of early intervention (IDEA Part C) services. International Journal of Telerehabilitation, 4, 39–45.

Centers for Disease Control and Prevention (CDC). (2017). Hearing loss in children: Information about Early Hearing Detection and Intervention (EHDI) state programs. Retrieved from https://www.cdc.gov/ncbddd/hearingloss/ehdi-programs.html         

Coufal, K. L., & Woods, J. J. (2018). Interprofessional collaborative practice in early intervention. Pediatric Clinics, 65, 143–155.

Crais, E. R. (2011). Testing and beyond: Strategies and tools for evaluating and assessing infants and toddlers. Language, Speech, and Hearing Services in Schools, 42, 341–364.

Crais, E. R. & Woods, J. (2016). The role of speech-language pathologists in providing early childhood special education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of early childhood special education (pp. 363–384). Cham, Switzerland: Springer.

Crawford, M. J. & Weber, B. (2014). Early intervention every day! Embedding activities in daily routines for young children and their families. Baltimore, MD: Brookes.

Cunningham, B. J., Washington, K. N., Binns, A., Rolfe, K., Robertson, B., & Rosenbaum, P. (2017). Current methods of evaluating speech-language outcomes for preschoolers with communication disorders: A scoping review using the ICF-CY. Journal of Speech, Language, and Hearing Research, 60, 447–464.

Division for Early Childhood (DEC). (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Doettl, S. M., & McCaslin, D. L. (2017, July). How young is too young to evaluate children for dizziness? As our knowledge of childhood vestibular disorders grows, so do calls for audiologists to test for dizziness and recommend treatment. The ASHA Leader, 22, 18­–20.

Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36, 139–147.

Dunst, C. J. (2017). Family systems early childhood intervention. In H. Sukkar, J. Kirby, & C. J. Dunst (Eds.), Early childhood intervention: Working with families of young children with special needs (pp. 36–58). Abingdon, Oxfordshire: Routledge.

Dunst, C. J., Bruder, M. B., & Espe-Scherwindt, M. (2014). Family capacity-building in early childhood intervention: Do context and setting matter? School Community Journal, 24, 37–48.

Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family systems intervention practices. Journal of Family Social Work, 12, 119–143.

Dunst, C. J., Raab, M., & Trivette, C. M. (2012). Characteristics of naturalistic language intervention strategies. Journal of Speech-Language Pathology & Applied Behavior Analysis, 5, 8–16.

Early Childhood Personnel Center. (2017). Cross-Disciplinary Personnel Competencies Alignment. Retrieved from https://ecpcta.org/cross-disciplinary-alignment

English, K., Walker, E., Farah, K., Munoz, Scarinci, N., DesGeorges, J., . . . Jones, C. (2017). Implementing family-centered care in early intervention for children with hearing loss: Engaging parents with a Question Prompt List (QPL). Hearing Review, 24, 12–18.  

Florida State University. (n.d.). Family guided routines based intervention. Retrieved from http://fgrbi.fsu.edu/index.html

Florida State University. (2011). Embedding in family guided routines based intervention. Retrieved from http://fgrbi.fsu.edu/handouts/approach4/Tip%20SheetEmbedding.pdf

Florida State University. (2012). 8 concepts from adult learning you can use to support caregivers. Retrieved from http://fgrbi.fsu.edu/handouts/approach1/EightConcepts.pdf

Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants and Young Children, 25, 62–82.

Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24, 6–28.

Hamren, K., & Quigley, S. (2012). Implementing coaching in a natural environment through distance technologies [Monograph]. The Volta Review, 112, 403–407.

Hanft, B., Rush, N. D, & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Brookes.

Hebbeler, K., Greer, M., & Hutton, B. (2011, March). From then to now: The evolution of Part C. Zero to Three Journal, 31, 4–10.

Houston, K. T. (2011). TeleIntervention: Improving service delivery to young children with hearing loss and their families through telepractice. Perspectives on Hearing and Hearing Disorders in Childhood, 21, 66–72.

Houston, K. T. (2013). Telepractice in speech-language pathology. San Diego, CA: Plural.

Individuals with Disabilities Education Improvement Act (IDEA). (2004). Retrieved from http://idea.ed.gov/.

Individuals with Disabilities Education Improvement Act (IDEA). (2011). Part C Final Regulations. 34 C.F.R. §§ 303 (2011). Retrieved from https://www.gpo.gov/fdsys/pkg/FR-2011-09-28/pdf/2011-22783.pdf

Joint Committee on Infant Hearing (JCIH). (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention. Available from https://www.asha.org/policy/ps2007-00281/.

Keilty, B. (2010). The early intervention guidebook for families and professionals: Partnering for success. New York, NY: Teachers College Press.

Kellar-Guenther, Y., Rosenberg, S. A., Block, S. R., & Robinson, C. C. (2014). Parent involvement in early intervention: What role does setting play? Early Years, 34, 81–93.

King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants & Young Children, 22, 211–223.

Kuhn, M., & Marvin, C. A. (2016). “Dosage” decisions for early intervention services. Young Exceptional Children, 19, 20–34.

Marturana, E., McComish, C., Woods, J., & Crais, E. (2011). Early intervention teaming and the primary service provider approach: Who does what, when, why, and how? Perspectives on Language Learning and Education, 18, 47–52.

McCaslin, D. L., Jacobson, G. P., & Gruenwald, J. M. (2011). The predominant forms of vertigo in children and their associated findings on balance function testing. Otolaryngologic Clinics of North America, 44, 291–307.

McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11, 17–28.

McWilliam, R. A. (2010a). Routines-based early intervention: Supporting young children and their families. Baltimore, MD: Brookes.

McWilliam, R. A. (2010b). Assessing families' needs with the routines-based interview. In R. A. McWilliam (Ed.), Working with families of young children with special needs (pp. 27–60). New York, NY: Guilford Press.

McWilliam, R. A. (2016). The routines-based model for supporting speech and language. Revista de Logopedia, Foniatría y Audiología, 36, 178–184.

McWilliam, R. A., Casey, A. M., & Sims, J. (2009). The routines‐based interview: A method for gathering information and assessing needs. Infants & Young Children, 22, 224–233.

Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. The Journal of Deaf Studies and Deaf Education, 18, 429–445.

Olsen, S., Fiechtl, B., & Rule, S. (2012). An evaluation of virtual home visits in early intervention: Feasibility of “virtual intervention” [Monograph]. The Volta Review, 112, 267–281.

Peredo, T. N. (2016). Supporting culturally and linguistically diverse families in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 154–167.

Raver, S. A. & Childress, D. C. (2015). Family-centered early intervention: Supporting infants and toddlers in natural environments. Baltimore, MD: Brookes.

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.

Roberts, M. Y., Kaiser, A. P., Wolfe, C. E., Bryant, J. D., & Spidalieri, A. M. (2014). Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills. Journal of Speech, Language, and Hearing Research, 57, 1851–1869.

Roberts, M. Y., Hensle, T., & Brooks, M. K. (2016). More than “Try this at home”—Including parents in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 130–143.

Ross, K. D. (2018). Speech-language pathologists in early childhood intervention: Working with infants, toddlers, families, and other care providers. San Diego, CA: Plural.

Rush, D. D., & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Brookes.

Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, K. (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38, 17–29.

Searcy, K. L. (2018). Funding and documentation for early intervention (0 to 3 Years). In N. Swigert (Ed.), Documentation and reimbursement for speech-language pathologists: Principles and practice (pp. 251–291). Thorofare, NJ: Slack Incorporated.

Searcy, K. L. (2011). Here's how to do early intervention for speech and language: Empowering parents. San Diego, CA: Plural.

Searcy, K. L. & Hughes, D. M. (2015, November). A collaborative framework for early intervention services: Redefining natural environments. Presentation at the American Speech-Language-Hearing Association Annual Convention. Denver, CO.

Segal, R., & Beyer, C. (2006). Integration and application of a home treatment program: A study of parents and occupational therapists. American Journal of Occupational Therapy, 60, 500–510.

Shelden, M. L., & Rush, D. D. (2010). A primary-coach approach to teaming and supporting families in early childhood intervention. In R. McWilliam (Ed.), Working with families of young children with special needs (pp. 175–202). New York, NY: Guilford Press.

Shelden, M. L., & Rush, D. D. (2013). The early intervention teaming handbook: The primary service provider approach. Baltimore, MD: Brookes.

Smith, A. L., Barton-Hulsey, A., & Nwosu, N. (2016). AAC and families: Dispelling myths and empowering parents. Perspectives of the ASHA Special Interest Groups, 1(12), 10–20.

Stredler-Brown, A. (2017). Examination of coaching behaviors used by providers when delivering early intervention via telehealth to families of children who are deaf or hard of hearing. Perspectives of the ASHA Special Interest Groups, 2(9), 25–42.

Swanson, J., Raab, M., & Dunst, C. J. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research, 9, 66–80.

Tomasello, N. M., Manning, A. R., & Dulmus, C. N. (2010). Family-centered early intervention for infants and toddlers with disabilities. Journal of Family Social Work, 13, 163–172.

Trivette, C. M., & Dunst, C. J. (2007). Capacity-building family-centered help-giving practices. Winterberry Research Reports, 1, 1–10.

Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Tots-n-Tech Research Institute: Research Brief, 3, 1–33.

U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2017). 39th Annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2017. Washington, DC: U.S. Government Printing Office.

Vail, C. O., Lieberman-Betz, R. G., & McCorkle, L. S. (2018). The impact of funding on Part C systems: Is the tail wagging the dog? Journal of Early Intervention, 40, 229–245.

Westby, C. (2009). Considerations in working successfully with culturally/linguistically diverse families in assessment and intervention of communication disorders. Seminars In Speech and Language, 30, 279–289.

Wiener-Vacher, S. R. (2008). Vestibular disorders in children. International Journal of Audiology, 47, 578–583.

Wolery, M. (2004). Monitoring child's progress and intervention implementation. In M. McLean, M. Wolery, & D. B. Bailey (Eds.), Assessing infants and preschoolers with special needs (pp. 545–584). Englewood Cliffs, NJ: Prentice-Hall.

Woods, J. J. (2008, March). Providing early intervention services in natural environments. The ASHA Leader, 13, 14–23.

Woods, J. J., & Brown, J. A. (2011). Integrating family capacity-building and child outcomes to support social communication development in young children with autism spectrum disorder. Topics in Language Disorders, 31, 235–246.

Woods, J. J., & Lindeman, D. P. (2008). Gathering and giving information with families. Infants & Young Children, 21, 272–284.

Woods, J. J., Wilcox, M. J., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42, 379–392.

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Seven key principles: Looks like/doesn't look like. Retrieved from http://www.ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

World Health Organization (WHO). (2007). International Classification of Functioning, Disability and Health—Children and Youth Version. Geneva, Switzerland: Author.

Wright, C. A., & Quinn, E. D. (2016). Family-centered implementation of augmentative and alternative communication systems in early interventionPerspectives of the ASHA Special Interest Groups, 1(1), 168–174.  

Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Chung, W. (2017). Early hearing detection and vocabulary of children with hearing loss. Pediatrics, 140, 1–10.

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