Early Intervention Materials Bibliography

by on Sep 1, 2009
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This is a partial list of materials on this topic available from NCDB. In most instances, we are able to provide a copy of the complete article. For this and other questions or information that you may need, please contact us by email:

Updated 9/2009

2009-0021 Administration Guide for TPBA2 and TPBI2 --Linder, Toni. Baltimore: Paul H. Brookes Publishing. (2008) Provides instructions on how to use "Transdisciplinary Play-Based Assessment 2" and "Transdisciplinary Play-Based Intervention 2," plus guidance on conducting play sessions, writing reports, and ensuring successful assessment and intervention. Publisher's web

2008-0344 Assessment of Infants and Toddlers With Visual Impairments --Gleason, Deborah. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes assessments of infants and toddlers with visual impairments and that they must include information about how children appear to learn, not just what they are able to do.

2001-0412 'Attachment' : Theory Into Practice --Major, Ann. DEAF-BLIND INTERNATIONAL REVIEW, #26, July-December 2000, pp. 21-23. (2000) This article describes the experiences one mother of a son with deaf-blindness had with social service agencies from his birth until he entered nursery school at age five. Describes her feelings and how she had to learn to trust the professionals to do their part in her son's development.

2005-0405 Babies Can't Wait To Communicate : The importance of communication in the early years and getting started early --Last, Rob. Miami Beach, FL: 7th International CHARGE Syndrome Conference, July 22nd - July 24th, 2005, Miami Beach, Florida. (2005) Although children with CHARGE Syndrome face numerous serious medical interventions, babies still need interactions with their parents. Early communication is defined as that behavior like crying or smiling that parents immediately understand and respond to. Discusses the range of communication options, and the need to try everything.

2008-0305 Babies Can't Wait to Communicate: Communication in the Early Years with a Child with CHARGE Syndrome --Last, Rob; Rich, Madelene. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is brief one page summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation includes strategies for "getting started early" and ensuring children with CHARGE syndrome are immersed in a meaningful environment.

2008-0409 Building the Foundation: How British Columbia Built an Early Intervention Program --Bystedt, Wylie. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes how the CDBRA-BC Chapter developed the Early Intervention Program.

2007-0461 Children with Hearing Loss : Developing Listening and Talking Birth to Six --Cole, Elizabeth; Flexer, Carol. San Diego: Plural Publishing. (2007) This book provides information about hearing, listening, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Numerous illustrations, charts, and graphs illuminate key ideas. The book is intended for graduate level training programs for teachers of children who have hearing loss, audiologists, and speech-language pathologists, but it may also be of interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss.

2008-0065 Choices in Deafness : A Parents' Guide to Communication Options --Schwartz, Sue, Ph.D. (Ed.) Bethesda, MD: Woodbine House. (2007) This book provides comprehensive information about technologies and communication methods to assist parents of children who are deaf to make medical and and educational decisions for their children. There are four parts. Part 1--medical issues--includes chapters on audiological assessment, universal newborn hearing screening, auditory neuropathy/dys-synchrony, genetic causes of deafness, and technology. Part 2--technology--covers amplification options, cochlear implants, and communication technology. Part 3--communication options--has chapters on the following methods: auditory-oral approach, auditory-verbal therapy, ASL and English Bilingual, cued speech, and total communication. Part 4--life stages--includes chapters on going to college and perspectives of adults who are deaf.

2005-0300 Early Brain Development and Its Implications for Working with Young Children with Sensory Loss --Alsop, Linda. Tampa, FL: NTAC. NTAC Topical Workshop, April 27-28th, 2004, Tampa, Florida. (2004) A person's ability to interact, perceive, and learn from the environment comes from the ability to process incoming sensory information and react to the information with a motor response which, in turn, feeds back sensory information. This article explains the two basic functions of the brain, and the three interacting organizations within the brain. It then relates these to learning, anticipation, and attachment in the context of working with children who have experienced significant neurological insults.

2003-0453 Early Focus : Working with Young Children Who Are Blind or Visually Impaired and Their Families --Pogrund, Rona L. (Ed.); Fazzi, Diane L. (Ed.) New York: AFB Press. (2002) This book is written for those working in early intervention with children who are blind or visually impaired, including those with mulitple disabilities. Each chapter provides research, background information, suggestions, and tips for specific focus areas in early intervention services. These focus areas include working with families, understanding vision loss, cognitive development, literacy skills, social skills, promoting independence, behavior, motor development, orientation and mobility, and teamwork. A resource section for those wishing to obtain additional information on children who are visually impaired provides lists of books, periodicals, videos, assessment tools, curricula, organizations, agencies, and sources of products such as publications and adapted products and materials.

2009-0223 Early Identification of Infants Who Are Deaf-Blind --Malloy, Peggy; Thomas, Kathleen Stremel; Schalock, Mark; Davies, Steven; Purvis, Barbara; Udell, Tom. National Consortium on Deaf-Blindness. (2009) This report summarizes the activities of NCDB's Early Identification Work Group, which was formed in July 2007. The initial goals of the group were to gather information about current needs related to early identification and intervention for infants and young children with deaf-blindness and to identify potential state and national entities interested in forming partnerships with NCDB on early childhood initiatives. Three primary activities were conducted to accomplish these goals: (1) a survey of state deaf-blind project directors, (2) focus group interviews with state deaf-blind project personnel in eight states, and (3) an extensive literature review. This report describes the findings of these activities, which led the work group to narrow its focus to efforts specifically designed to promote early identification and referral. Future directions for NCDB as it forms partnerships to develop and evaluate initiatives to improve early identification of children who are deaf-blind are outlined. Available on the web: Publisher's web site:

2006-0117 Early Intervention for Children Who Are Deafblind --Murdoch, Heather. EDUCATIONAL AND CHILD PSYCHOLOGY, vol. 21, #2, pp. 67-79. (2004) Limited research has been undertaken regarding the benefits of early intervention for children with deaf-blindness. Effective early intervention is needed, especially as the national introduction of newborn hearing screening will lower the average age at diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination. In this paper, the effects of deaf-blindness on development are summarized and the literature on early intervention for children with deaf-blindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programs in other countries (the author of this paper is in the UK) with well-developed services for children with deaf-blindness. The review indicates that the provision of early intervention for children with deaf-blindness should be specialized, coordinated, and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar. The author is at the School of Education, University of Birmingham.

2009-0225 Everyday Activities to Promote Visual Efficiency : A Handbook for Working with Young Children with Visual Impairments --Trief, Ellen; Shaw, Rona. New York: AFB Press. (2009) The purpose of this book is to provide teachers; occupational, physical, and speech therapists; other early interventionists; and parents, with a set of activities to use to encourage young children who have visual impairments to use their residual vision. Chapter 1 provides an overview of early intervention for children with visual impairments by Deborah Chen. Chapter 2 provides an overview of the influence of vision on development, describes types of visual skills (awareness/attending/fixating, tracking, shifting gaze and scanning, visual discrimination and recognition, depth perception, use of distance vision, visual sequencing and memory, and visual closure/part to whole), and includes a list of assessment tools and resources about assessment for this population. Chapter 3 covers adaptations to improve the visual presentation of materials and the use of physical and verbal prompts. The remainder of the book provides detailed descriptions of activities for promoting visual skills arranged by age (birth to 6 weeks, 6 weeks to 4 months, 4 to 8 months, 8 to 12 months, 12 to 18 months, 18 to 24 months, and 2 to 3 years).

2008-0018 The First IEP : Parent Perspectives --Chen, Deborah; Cox, Annie. Baltimore: Paul. H. Brookes Publishing Co. (2005) This DVD provides a guide to professionals and parents as they help young children transition from early intervention to preschool. It answers common questions and concerns about IEPs, gives viewers an accurate picture of the process, and promotes dialogue between families and professionals. Parents share their experiences and a meeting with an early interventionist to prepare for an IEP is shown along with a simulated IEP meeting. Publisher's web site:

2008-0167 From Screening to Early Identification and Intervention: Discovering Predictors to Successful Outcomes for Children With Significant Hearing Loss --Yoshinaga-Itano, Christine. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, Winter 2003, 8:1, pp. 11-30. (2003) This article summarizes the research findings from a longitudinal study of the language, speech, and social-emotional development of children who are deaf and hard of hearing, all of whom have hearing parents. This series of studies, from 1994 to the present, investigated predictors of successful developmental outcomes. The article provides information about how the findings of these studies relate to the existing literature. A description of the Colorado Home Intervention Program (CHIP) in which the participants were enrolled is also provided. During the course of these investigations, universal newborn hearing screening programs were established in Colorado, changing the age of identification of hearing loss and initiation into intervention in this program geared to families with infants and toddlers, birth through three years of age, from an average of 20 months of age to 2 months of age. Language development is positively and significantly affected by the age of identification of the hearing loss and age of initiation into intervention services. Both speech development and social-emotional variables are highly related to language development. Available on the web:

2003-0371 Functional Assessment of Sensory Status in Children who are Deafblind --Petroff, Jerry G.; Ruetsch, Cynthia L.; Scott, Eva. --New Jersey Technical Assistance Project (N.J. TAP) NJ Commission for the Blind and Visually Impaired. NJ: N.J. TAP. (2003) This is revised edition of the assessment guide prepared by the New Jersey Technical Assistance Project in collaboration with the NJ Commission for the Blind and Visually Impaired. It is designed as a tool for assessing sensory status in children who are deafblind. The guide includes: an introduction, a model for the assessment of sensory function; and guidelines on how to complete assessment forms. Forms include: Educationally Oriented Questions to Ask the Audiologist/Ophthalmologist; Sensory System Summary; Expectations and Impressions; Important Considerations for Observing Sensory Behavior of Young Children; Sensory Functioning Observations; Profile of Sensory Functioning; and Education Plan Review.

2008-0297 GAI - Group of Infant Service - A True Partnership Between Parents and Professionals --Maia, Shirley R.; Anccilotto, Laura L.M.; Correa, Roberta F.; Giacomini, Lilia; Ikonomidis, Vula. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the development of a program to provide services for children with deafblindness and multi sensory impairment ranging in age from birth to 6 years old in San Paulo.

2002-0233 Good Start: Suggestions for Visual Conversations with Deaf and Hard of Hearing Babies and Toddlers --Spencer, Patricia Elizabeth, Ph.D. --Gallaudet University Laurent Clerc National Deaf Education Center. KIDS WORLD DEAF NET, January 2001, 17 pp. (2001) Researchers at Gallaudet University at the Center for Studies in Education and Human Development have been studying how babies learn to communicate and how they use language. They studied mothers and found that when mothers notice the things their babies do, this provides good support to the baby for their language development. This article discusses the results of 100 families with babies between the ages of 3 and 28 months, some of the parents were hearing and some were deaf.

2008-0152 If You Think Your Child Has Both A Vision and Hearing Loss --Massachusetts Department of Public Health, Low Incidence Committee. Massachusetts Department of Public Health. (2007) This brochure was developed by the Massachusetts Department of Public Health, Low Incidence Committee. It provides information on the importance of early identification of vision and hearing loss; a section on nornal developmental milestones for vision and hearing from birth to three years of age; signs of vision and hearing problems and a list of high risk conditions associated with deafblindness. It also has a section on where to find and how to find help. There is a definition of early intervention including a list of specialty providers such as teachers of visually impaired, teachers of the Deaf, Deafblind specialists, speech and language pathologists, auditory verbal therapists, orientation and mobility specialists, otolaryngologists, audiologists, ophthalmologists, and optometrists and their job descriptions. Finally, it lists the costs for early intervention.

2002-0235 Importance of Early Diagnosis/Intervention --Beginnings For Parents of Children Who are Deaf or Hard of Hearing, Inc. Website, 2000, 7 pp. (2000) This is a fact sheet on the importance of early identification of deaf and hard of hearing children through hearing screenings. Available on the web:

2001-0047 The Intervener in Early Intervention and Educational Settings for Children and Youth With Deafblindness --Alsop, Linda; Blaha, Robbie; Kloos, Eric. Monmouth, OR: The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind. NTAC BRIEFING PAPER. (2000) This briefing paper provides information about interveners and their role with individuals who are deafblind. It describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) for children and youth who are deaf-blind, birth through 21 years of age. A discussion of issues, concepts, and terminology associated with intervenors and the role they play is provided to increase awareness and understanding about how their services provide a credible service delivery option for children and youth who are deafblind. Available on the web or by contacting DB-LINK. Phone: 800-43-9376. TTY: 800-854-7013. E-mail: Available on the web:

2006-0202 Issues in the Evaluation of Infants and Young Children Who Are Suspected of or Who Are Deaf-Blind --Holte, Lenore; Prickett, Jeanne Glidden; Van Dyke, Don C.; Olson, Richard J.; Lubrica, Pena; Knutson, Claudia L.; Knutson, John F.; Brennan, Susan. INFANTS AND YOUNG CHILDREN, vol. 19, #3, pp. 213-227. (2006) This article provides an overview of the following topics: the effects of deaf-blindness on development, causes of deaf-blindness, and early screening and assessment strategies. It addresses hearing and vision evaluation, developmental and cognitive assessment, educational and communication assessment, and genetic evaluation.

2006-0291 Issues in the Management of Infants and Young Children Who Are Deaf-Blind --Holte, Lenore; Prickett, Jeanne Glidden; Van Dyke, Don C.; Olson, Richard J.; Lubrica, Pena; Knutson, Claudia L.; Knutson, John F.; Brennan, Susan; Berg, Wendy. INFANTS AND YOUNG CHILDREN, vol. 19, #4, pp. 323-337. (2006) Young children with major auditory and visual impairments are identified as "deaf-blind." They have unique communication, developmental, emotional, and educational needs that require special knowledge, expertise, technology, and assistance. Having a child with this dual sensory impairment can create emotional and financial stress on a family. Programs that provide consultative training and technical assistance for families, education, and service providers are key in meeting the needs of such children and their families. Behavior concerns, circadian rhythm disturbances, amplification, and special education needs all require expert and prompt attention. New research is adding to our knowledge of cochlear implants, cortical stimulators, and augmentative communication, which have the potential to improve the quality of life for the child who is deaf-blind. This article is intended to introduce professionals from a variety of disciplines to current practices and important considerations in intervention with infants and young children who are deaf-blind. It also includes discussion of the crucial role of family support in optimizing outcomes for these children. A companion article on evaluation of infants and young children who are suspected of or who are determined to be deaf-blind previously appeared in Infants & Young Children, vol. 19, #3. (Author Abstract)

2006-0145 Making Sense of Early Intervention : A Guide for Ohio's Families and Early Intervention Specialists of Infants and Toddlers who are Blind, Visually Impaired or Deafblind --Clarke, Kay L. Columbus, OH: Ohio Center for Deafblind Education, University of Dayton. (2006) Making Sense of Early Intervention was written specifically for Ohio's parents and EI specialists of infants and toddlers who are blind, visually impaired or deafblind. It takes readers through the process, paperwork and educational/family support services encountered in EI services that pertain to all infants and toddlers with special needs and their families. It also provides ideas for ensuring a smooth transition, or change in programming, from EI to preschool special education services. Most importantly, this guidebook highlights special considerations, resources, supports, and services for young children who are blind, visually impaired or deafblind, and their families, as they begin their journey through Ohio's education system. Copies may be ordered from the Ohio Center for Deafblind Education (OCDBE), 4795 Evanswood Drive, Suite 300, Columbus, OH 43229. Phone: 614-785-1163. E-mail:

2008-0401 Multi-Sensory Impaired Infant - the Right Support from the Start --Boothroyd, Eileen. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007)This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the Early Support program in England. It is designed to help families access better coordinated services for their children.

2008-0188 Online Professional Development for Early Interventionists : Learning a Systematic Approach to Promote Caregiver Interactions With Infants Who Have Multiple Disabilities --Chen, Deborah; Klein, Diane; Minor, Lavada. INFANTS AND YOUNG CHILDREN, vol. 21, #2, pp. 120-133. (2008)This article describes the development, implementation, and evaluation of an online course designed to train early interventionists to implement strategies with caregivers (parents) that promote interactions with infants who have multiple disabilities. The focus was on supporting caregivers to observe and understand their infants' states and cues, and to develop responsive interaction strategies that encourage their infants' development of intentional communicative behavior. Because infants with multiple disabilities represent a low-incidence and challenging population, there is a significant need for efficient inservice methods, such as online instruction. A total of 86 early interventionists in California completed the online course successfully and used the strategies effectively with caregivers and their infants. An overview of the course content, structure, assignments, and online instruction is provided. A discussion of outcomes includes feedback from students on (a) their perception of changes in their own professional competencies based on pre- and posttest data, (b) their satisfaction with the overall course design, (c) challenges and benefits of online instruction, and (d) the impact of what they learned on their professional practice. Course effectiveness was also measured through informal analyses of online discussions, course assignments, and instructor reflections. Implications for future professional development efforts are identified.

2006-0307 Reaching Austin --Gehrman, Elizabeth. Good Housekeeping, November 2006, pp. 113-117. (2006) Profile of a seven year old boy, Austin Howell, who has been deaf and blind since shortly after birth. He lives with family in Olathe, Kansas. The articles discusses how his premature birth and early medical crises impacted him and his family, the positive impact of early intervention services and his successful school program at the Kansas State School for the Blind.

2008-0023 Sensory Integration and Self-Regulation in Infants and Toddlers : Helping Very Young Children Interact With Their Environment --Williamson, G. Gordon; Anzalone, Marie E. Washington, DC: Zero to Three. (2001) This book is written for a multidisciplinary audience of practitioners who support the development of infants and young children in a variety of settings. Knowledge is synthesized to help readers understand the sensory development of infants and young children, learn about assessment and intervention approaches to promote self-regulation and adaptive behavior, and become aware of emerging research issues in this field. Includes chapters on sensory systems (tactile, vestibular, proprioceptive), sensory-based behavior in infants and young children, sensory integration (includes a chapter on praxis and dyspraxia), screening and assessment, play in the context of sensory-based intervention, and strategies to enhance self-initiation and adaptive behavior. Publisher's web

2009-0022 Transdisciplinary Play-Based Assessment 2 (TPBA2) --Linder, Toni. Baltimore: Paul H. Brookes Publishing. (2008) Provides a process for assessing four critical developmental domains--sensorimotor, emotional and social, communication, and cognitive--through observation of a child's play with family members, peers, and professionals. Related volumes are "Transdisciplinary Play-Based Intervention 2 (TBPI2)" and "Administration Guide for TPBA2 and TBPI2." Publisher's web site:

2009-0020 Transdisciplinary Play-Based Intervention 2 (TPBI2) --Linder, Toni. Baltimore: Paul H. Brookes Publishing. (2008) This manual can be used to create customized play-based interventions to help children make progress across four domains--sensorimotor, emotional and social, communication, and cognitive. Related volumes are "Transdisciplinary Play-Based Assessment 2 (TBPA2)" and "Administration Guide for TBPA2 and TBPI2." Publisher's web

2008-0096 Universal Checklist for Identifying Infants and Toddlers Eligible for Early Intervention --Dunst, Carl J.; Trivette, Carol M.; Hill, Glinda. TRACE PRACTICE GUIDE, Volume 2, Number 1, November 2007, pp.1-6. (2007) The TRACE Practice Guide includes a description of the development and use of a universal checklist for identifying infants and toddlers that may be eligible for early intervention. The checklist was developed jointly by the American Academy of Pediatrics (AAP) and the Tracking, Referral and Assessment Center for Excellence (TRACE) at the Orelena Hawks Pucket Institute in collaboration with and input from the University of Wisconsin Waisman Center (MAdison) and the TRACE Project Officer (Gramiak, Trivette, Dunst, & Hill, 2007). The checklist was specifically developed to facilitate and streamline the identification of potentially eligible children without the need to administer screening or developmental tests and was designed to be used by primary referral sources to make referrals to early intervention. Available on the web:

2006-0050 Universal Newborn Hearing Screening and Intervention : Assessing the Current Collaborative Environment in Service Provision --Gallagher, Peggy A.; Easterbrooks, Susan; Malone, Delia G. INFANTS AND YOUNG CHILDREN, vol. 19, #1, January-March 2006 pp. 59-71. (2006) Many states are implementing universal newborn hearing screening and intervention initiatives, also referred to as early hearing detection and intervention. Young children who are identified at birth or soon thereafter as having hearing loss are at a much greater advantage in reaching their full potential when programs and services are implemented during infancy. Most states do not have a full cadre of trained professionals knowledgeable and experienced in working with infants and toddlers with hearing loss and their families. This article provides an overview of the results of a statewide needs assessment to determine program priorities, training needs for personnel who work with young children with hearing loss, and the potential for increasing the level of collaboration among service providers. The needs assessment was conducted through 19 in-depth focus group interviews with 165 persons from a variety of disciplines, including family members. Suggestions are offered for expanding the traditional center-based approach to a collaborative model and for developing training and programming initiatives in other states.

2007-0291 Vision Program: Vision Skills in the Natural Environment : An Intervention Guide for Use with Children Birth to Three with Blindness or Vision Impairment --Petersen, Barbara; Judi Nielsen. Utah Schools for the Deaf and the Blind. (2005) This curriculum provides comprehensive information and lesson plans to guide services for children with visual impairments (age birth to three) and their parents, including children with multiple disabilities. Sections include the following: vision skills introduction, routines in the natural environment, parent lessons (sensory issues, literacy, visual motor, social-emotional, self-help), and a transition checklist to be used during the year prior to transition at age 3.

2004-0504 Watch Me Grow Help Me Learn --West Virginia Early Childhood Transition Steering Committee. --IDEA, WV Department of Health and Human Resources, WV Birth to Three, WV Department of Education Office of Special Education , WV Deafblind Project. WV: Publication, 2002, 1 page. (2002) This "wheel" lists a few activities that infants, toddlers and young children might do around suggested ages of 3,6,9,12 months, 2,3,4,5, years old and ideas of things the family can do to increase the use of vision and hearing with children at those ages. Additional copies are available by calling 1-800-642-9704 within WV.

2006-0248 Working Together : Providing Interdisciplinary Early Intervention to Infants Who Are Deaf-Blind and Their Families --Chen, Deborah, Ph.D. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003)This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes the perspectives of selected disciplines providing early intervention to infants who are deaf-blind and their families.

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