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Inclusive Early Childhood Education: Merging Positive Behavioral Supports, Activity-Based Intervention, and Developmentally Appropriate Practice » (1st Edition)

Book cover image of Inclusive Early Childhood Education: Merging Positive Behavioral Supports, Activity-Based Intervention, and Developmentally Appropriate Practice by David Dean Richey

Authors: David Dean Richey, John J. Wheeler
ISBN-13: 9780766802735, ISBN-10: 0766802736
Format: Paperback
Publisher: Cengage Learning
Date Published: December 1999
Edition: 1st Edition

Author Biography: David Dean Richey

David Dean Richey, Ph.D. is an Associate Dean, at College of Education and a Professor of Special Education. He is a Member of National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC), and the Division for Early Childhood (DEC).

John J. Wheeler, Ph.D. is an Associate Professor of Special Education at Tennessee Technological University

Book Synopsis

Written in an easy-to-understand style, this new book discusses how to merge early childhood and early childhood special education disciplines. The book focuses on the most effective practices in positive behavioral support, activities-based intervention, and developmentally appropriate practice for educating all children, including those with disabilities, in inclusive settings. It's an up-to-date combination of theory and practice in an important area in education.

Booknews

Discusses how to merge early childhood and early childhood special education disciplines. Focuses on the most effective practices in positive behavioral support, activities-based intervention, and developmentally appropriate practice for educating all children, including those with disabilities, in inclusive settings. Features vignettes illustrating practices, and consistent emphasis on team work and partnership with families. Includes b&w photos and sample plans. The authors are affiliated with Tennessee Technological University. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Section 1	Principles	1
Chapter 1	Introduction	3
	Introduction	3
	Key Terms and Concepts	3
	Inclusion	4
	Positive Behavioral Supports	5
	Activity-Based Early Intervention	5
	Developmentally Appropriate Practice	5
	Collaboration	6
	Partnerships with Families	7
	Family-Centered Services	8
	Transdisciplinary Teaming	8
	Self-Determination	9
	Ecological Approach	10
	Transitions	10
	Person and Family-First Language	11
	Why Inclusion?	12
	Ethical and Commonsense Arguments	14
	Positions Taken by Advocacy Groups and Professional Organizations	14
	Legal Mandates	16
	Research Support for Early Inclusion	19
	Merging Disciplines	21
	Summary	23
	Chapter 1 Suggested Activities and Resources	25
	References	26
Chapter 2	Family/Professional Collaboration: A Parent's Perspective	31
	Introduction	31
	Impact of a Child with a Disability on the Family and Need for Professional Partnership and Support	32
	Stages toward Adjustment	32
	Bewildering Times	32
	Artistic Avenues for Expression	36
	Impact on Siblings	37
	Grandparents and Extended Family	46
	The Family as a System	49
	Sandler's Three R's: Roles, Relationships, and Responsibility	50
	Utilizing a Family-Centered Approach	50
	Characterizing and Defining Family-Centeredness	51
	Collaboration for Successfully Working with Young Children with Special Needs and Their Families	51
	Effective Communication	54
	Negotiation and Conflict Resolution	54
	Mediation	55
	Due Process	56
	Implementing Effective Collaborative Practices	57
	The Importance of Empowering Families to Assist Them in Making Informed Decisions	60
	Recognizing Family-Centered Support/Services and Collaboration as a Foundation for Positive Behavioral Supports and Activity-Based Intervention	65
	Summary	65
	Chapter 2 Suggested Activities and Resources	66
	References	68
Chapter 3	Principles of Positive Behavioral Supports (PBS)	72
	Introduction	72
	Ecological Influences on Behavioral Development	74
	Parental Influences	76
	Sociocultural Influences	78
	Developing Age and Behavior	80
	Principles of Positive Behavioral Supports	82
	Functional Assessment and Positive Behavioral Supports	83
	Methods of Recording Behavior	87
	Merging PBS, ABI, and DAP	96
	Summary	97
	Chapter 3 Suggested Activities and Resources	97
	References	99
Chapter 4	Principles of Activity-Based Intervention (ABI)	103
	Introduction	103
	Theoretical Foundations of Activity-Based Intervention	103
	Defining Activity-Based Intervention	104
	Considerations for Activity-Based Intervention in Various Early Childhood Settings	109
	Some Concerns Regarding Activity-Based Intervention	121
	Summary	123
	Chapter 4 Suggested Activities and Resources	124
	References	124
Chapter 5	Principles of Developmentally Appropriate Practice (DAP)	127
	Introduction	127
	Developmentally Appropriate Practice	128
	Developmentally Appropriate Programs	139
	A Shared Philosophy Results in Similar Recommended Practices	139
	Environment and Experiences	141
	Summary	141
	Chapter 5 Suggested Activities and Resources	141
	Selected Resources	142
	References	144
Section II	Procedures	145
Chapter 6	Assessment	148
	Introduction	148
	The Diagnosis of a Developmental Disability	148
	Importance of the Assessment Process	153
	Models of Assessment	155
	Family Participation in the Assessment Process	167
	Translating Assessment Information into Meaningful Educational and Intervention Programs	168
	Summary	169
	Chapter 6 Suggested Activities and Resources	170
	References	171
Chapter 7	Effective Teaching and Intervention Practices	174
	Introduction	174
	Selection of Socially Valid Goals and Objectives	175
	Analysis and Summary	178
	Longitudinal Educational Planning	180
	PBS, ABI, and DAP Teaching and Intervention Methods	181
	Developing Goals and Objectives	189
	Designing Child-Centered Learning Environments	193
	Promoting Successful Inclusion	195
	Methods of Evaluating Intervention Effectiveness and Outcomes	198
	Summary	199
	Chapter 7 Suggested Activities and Resources	200
	References	201
Section III	Issues	205
Chapter 8	Respecting Cultural Diversity	207
	Introduction	207
	What is Cultural Diversity?	208
	Cultural Diversity: In Schools and in Early Childhood Education	209
	Cultural Diversity and Contemporary Issues	212
	Meeting the Challenges of Diversity in Inclusive Early Childhood Education	217
	Summary	219
	Chapter 8 Suggested Activities and Resources	219
	References	220
Chapter 9	Future Directions in Inclusive Early Childhood Education	224
	Introduction	224
	Foundations for Future Directions	224
	Research	227
	Public Policy	229
	Future Directions in Service Delivery Practices	231
	Families	236
	Personnel Preparation	238
	Summary	242
	Chapter 9 Suggested Activities and Resources	242
	References	243
Section IV	Applications	247
Chapter 10	Applying PBS, ABI, and DAP in Inclusive Infant/Toddler Settings	249
	Introduction	249
	Summary History of and Legislative Basis for Early Intervention	249
	Introduction to the Five Vignettes	251
	Summary	271
	Chapter 10 Suggested Activities and Resources	272
	References	274
Chapter 11	Applying PBS, ABI, and DAP in Inclusive Preschool and Kindergarten Settings	276
	Introduction	276
	Summary	293
	Chapter 11 Selected Activities	294
	References	296
Chapter 12	Applying PBS, ABI, and DAP in Inclusive Early Elementary Grades	297
	Introduction	297
	Summary	327
	References	329
	Appendix A	331
	Appendix B	339
	Index	354