Handbook of Early Childhood Special Education

Chapter 1 A History of Early Childhood Special Education

Chapter 2 The Role of Theory in Early Childhood Special Education and Early Intervention

Chapter 3 Family-Centered Practices in Early Childhood Intervention

Chapter 4 Taking Stock and Moving Forward: Implementing Quality Early Childhood Inclusive Practices

Chapter 5 Birth to Three: Early Intervention

Chapter 6 Assessment in Early Childhood Special Education

Chapter 7 Evidence-Based Practice in the Context of Early Childhood Special Education

Chapter 8 Developing Literacy and Language Competence: Preschool Children Who Are at Risk or Have Disabilities

Chapter 9 Understanding Science, Technology, Engineering, Arts, and Mathematics (STEAM)

Chapter 10 The Application of Response to Intervention to Young Children with Identified Disabilities

Chapter 11 A Consumer Reports-Like Review of the Empirical Literature Specific to Preschool Children’s Peer-Related Social Skills

Chapter 12 Promoting Communication Development in Young Children with or at Risk for Disabilities

Chapter 13 Motor Skill Acquisition for Young Children with Disabilities

Chapter 14 Supporting the Implementation of Tiered Models of Behavior Support in Early Childhood Settings

Chapter 15 Critical Issues and Promising Practices for Teaching Play to Young Children with Disabilities

Chapter 16 Personnel Development Practices in Early Childhood Intervention

Chapter 17 Implementing Evidence-Based Practices in Early Childhood Classroom Settings

Chapter 18 Using Modifications and Accommodations to Enhance Learning of Young Children with Disabilities: Little Changes That Yield Big Impacts

Chapter 19 The Role of Speech-Language Pathologists in Providing Early Childhood Special Education

Chapter 20 Occupational Therapy in Early Intervention and Early Childhood Special Education

Chapter 21 Role of Physical Therapy Within the Context of Early Childhood Special Education

Chapter 22 Early Childhood Special Education in Context of Pediatrics and Medical Home

Chapter 23 Early Childhood Special Education in the Context of School Psychology

Chapter 24 Culture, Ethnicity, and Linguistic Diversity: Implications for Early Childhood Special Education

Chapter 25 Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina

Chapter 26 Physical Activity and Preschool Children with and Without Developmental Delays: A National Health Challenge

Chapter 27 Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education

Chapter 28 Role of Research Syntheses for Identifying Evidence-Based Early Childhood Intervention Practices

Chapter 29 Accounting for the Developing Brain