This topical guide on everyday interactions was developed in partnership with the Early Intervention Training Program to be used by professionals practicing in the Early Intervention program.

Books

Contact us via online form or by phone (1-877-275-3227) to request a resource listed below (or ask your local public librarian).


Activity Kit for Babies and Toddlers at Risk
Deborah Fein, Molly Helt, Lynn Brennan, and Marianne Barton
Guilford Press, 2016
Your child’s daily routines are transformed into learning opportunities that promote crucial abilities, such as how to imitate others or use simple hand gestures to convey wants and needs.
HV 888.5 .F3271 2016 913470006

Early Intervention Every Day! : Embedding Activities in Daily Routines for Young Children and Their Families
Merle J. Crawford and Barbara Weber
Brookes Publishing, 2014
Targeting 80 skills in six key developmental domains for children birth to age 3, this reader-friendly guide gives families and professionals dozens of ready-to-use ideas for embedding learning opportunities in everyday routines.
HV 888.5 .C73 2013 847985635

Early Intervention Guidebook for Families and Professionals : Partnering for Success, Second edition
Bonnie Keilty
Teachers College Press, 2016
With a focus on how families and professionals can collaborate effectively so that infants and toddlers learn, grow, and thrive, this newly revised guidebook reflects recent research and best-practices in the field of early intervention.
WS 350.6 .K27 2016 937999299

Early Intervention Workbook : Essential Practices for Quality Services
Lynda C. Pletcher and Naomi Younggren.
Brookes Publishing, 2013.
This comprehensive resource walks readers through every key step of the early intervention journey with children birth to 3, from the crucial first meeting with a family to the child’s transition out of intervention.
HV 713 .P566 2013 842323206

Videos

Contact us to request a resource listed below (or ask your local public librarian). Some videos may be viewed online.


Early Intervention: A Routines Based Approach from VEIPD
Created by the Virginia Early Intervention Professional Development Center (VEIPD) This three part series of short videos featuring three current early intervention service providers sharing their insights into providing supports and services using a routines-based approach.

  • Part 1 features an experienced interventionist sharing her personal journey from a clinical approach to one focusing on family routines and activities as the context for effective early intervention.
  • Part 2 features three early interventionists discussing and demonstrating what intervention looks like when it is provided by collaborating with families during their natural routines and activities.
  • Part 3 features three early interventionists sharing their insights about how they evolved their practices towards a more effective, routines-based intervention approach.

Organizations

Alexander Graham Bell Association for the Deaf and Hard of Hearing
This agency helps families, health care providers and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention.

Division for Early Childhood of the Council for Exceptional Children (DEC)
Professional association for those who work with or on behalf of young children with developmental delays or disabilities. Multiple resources for professionals.
310-428-7209
3415 S Sepulveda Blvd., Suite 1100
Los Angeles, CA, 90034

Articles

The journal titles linked below will take you to the publisher's homepage. You can ask your local public librarian how to obtain these articles or contact us for more information.


CASEinPoint, 1(2), 1-5
Interest-Based Child Participation in Everyday Learning Activities
M. Raab. (2005)
This article describes the characteristics of interest-based participation in everyday family and community activities promoting child learning and development.  Also available as a downloadable PDF.

Dimensions of Early Childhood, 40(2), 13-23
Using Routines-Based Interventions in Early Childhood Special Education
Danielle Jennings, Mary Frances Hanline, and Juliann Woods. (2012)
This article describes how families and teachers can partner to promote the development of young children with special needs.  Also available as a downloadable PDF.

Journal of Early Intervention, 23(3), 151-164
Everyday Family and Community Life and Children’s Naturally Occurring Learning Opportunities
C.J. Dunst, D. Hamby, C. Trivette, M. Raab, & M.B. Bruder. (2000).
This article describes a study that focused on activity settings and learning opportunities that make up family and community life among children participating in several early childhood programs.

Remedial and Special Education, 36(1), 33-38
Future of Early Intervention With Infants and Toddlers for Whom Typical Experiences Are Not Effective
R.A. McWilliam, (2015)
This article describes two advances in the field of early intervention and addresses future directions for the field.

Topics in Early Childhood Special Education, 33(1), 4– 17
Responsive Interaction Interventions for Children With or at Risk for Developmental Delays: A Research Synthesis
Na Young Kong and Judith J. Carta (2011)
This article synthesizes the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays. The results of the reviewed studies indicated that implementation of RII resulted in significant positive changes in adults’ responsive behaviors and children’s emotional and social-communicative outcomes.

Young Exceptional Children, 6(3), 21-26
More is better: Maximizing natural learning opportunities
L.A. Jung. (2003).
Families and caregivers are their children’s first teachers, and even if early interventionists visited children every day, families and other caregivers still have more opportunities to impact their children’s development. The most efficient way to do this is to support the family’s ability to maximize natural learning opportunities and embed intervention into their own activities and routines.

Web Resources

The web resources listed below provide quick and easy access to evidence-based online information.


Center on the Developing Child at Harvard University
This research-based program believes that advances in science provide a powerful source of new ideas focused on the early years of life. Founded in 2006, The Center on the Developing Child offers a variety of high-quality information on early childhood policy and practice.

Coaching Facilitation Guide – VA’s New Tool for Early Intervention Coaching
This incredible resource guide from Virginia’s Early Intervention program is intended to be used by leaders to facilitate discussion at regular meetings about the use of coaching during EI visits. These could be staff meetings, regional provider meetings, or even at a local community of practice.

How I Communicate (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

How I Understand (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

Moments That Matter: Talking with Your Baby (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

Separation Anxiety and Children with Special Needs (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

Daily Routines Are Learning Times (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

Embedding Strategies into Family Routines: One PT’s Perspective, 2012
This article is designed to assist the early intervention provider and the families they serve to learn how to embed strategies into a family’s natural routines.

Family Guided Routines Based Intervention (FGRBI) and Caregiver Coaching
Florida State University supports this ongoing research endeavor that focuses on developing and validating an early intervention approach that incorporates the Part C of IDEA mandates and the recommended evidence-based practices for supports and services for young children with special needs and their families.

Outcomes Measurement: Child Outcomes Summary Process
The Child Outcomes Summary Process (COSP) is a way for states to summarize data on children for federal reporting purposes. States use the Child Outcomes Summary Form (COSF) to document children’s functioning in three outcome areas. This website offers a variety of tools and resources on the COSP and COSF.

Your Child’s Development: Age-Based Tips From Birth to 36 Months
This set of age-based handouts include a “what to expect” chart for each age range, frequently asked questions, a research summary, and information about common parenting challenges for each age and stage.