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References

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Autism Society of America. (2003). ASA news. The Advocate, 36(1), 12.

Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14-19.

Bricker,D.,. Capt, B, & Pretti-Frontczak, K.. ( 2002). Volume 2: AEPS Test for Birth to Three Years and Three to Six Years. Baltimore: Brookes.

Bricker, D., & Cripe, J. (1992). An activity-based approach to early intervention. Baltimore: Brookes.

Bricker, D., Pretti-Frontczak, K, Johnson, J., & Straka, E. (2002). Volume I: AEPS administration guide. Baltimore: Brookes.

Bricker, D., Pretti-Frontczak, K, & McComas, N.. (1998). An activity-based approach to early intervention ( 2nd ed.). Baltimore: Brookes.

Bricker, D., Veltman, P., & Munkres, A. (1995). Activity-based intervention. Baltimore: Brookes.

Bricker, D., & Waddell, M. (2002a). Volume 3: AEPS curriculum for birth to three years. Baltimore: Brookes.

Bricker, D., & Waddell, M. (2002b). Volume 4: AEPS curriculum for three to six years. Baltimore: Brookes.

Brigman, G., Lane, D., Switzer, D., Lane, D., & Lawrence, R. (1999). Teaching children school success skills. The Journal of Educational Research, 92, 323-329.

Carta, J., Atwater, J., Schwartz, I., & McConnell, S. (1991). Developmentally appropriate practice: Appraising its usefulness for young children with disabilities. Topics in Early Childhood Special Education, 11, 1-19.

Chiara, L., Schuster, J., Bell, J., & Wolery, M. (1995) Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203-217.

Cripe, J. (1995). Family-guided activity-based intervention for infants and toddlers. Baltimore: Brookes.

Daughterty, S., Grisham-Brown, J., & Hemmeter, M. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 213-221.

Dunst, C., Bruder, M., Trivette, C., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21(2), 68-92.

Fox, L., & Hanline, M. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.

Grisham-Brown, J.L., Pretti-Frontczak, K.L., Hemmeter, M.L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6, 18-27.

Hemmeter, M.L. (2000). Classroom-based interventions: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20, 56-61.

Horn, E., Leiber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.

Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C S1401.

Johnson, E., & Johnson, K.M. (1992). Clarifying the developmental perspective in response to Carta, Schwartz, Atwater, and McConnell. Topics in Early Childhood Special Education, 12, 439-457.

Koegel, L.K. (1995). Communication and language intervention. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 17-32). Baltimore: Brookes.

Koegel, R.L., Dyer, K., & Bell, L.K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243-252.

Kohler, F., Anthony, L., Steighner, S., & Hoyson, M. (1998). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21, 93-103.

Kohler F.W., Strain, P.S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and behavioral outcomes. Focus on Autism and Other Developmental Disabilities, 12, 196-206.

Losardo, A., & Bricker, D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.

Malmskog, S., & McDonnell, A. (1999) Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.

McBride, B., & Schwartz, I. (2003) Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.

McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18, 17-31.

McLean, L.K., & Woods-Cripe, J.W. (1997). The effectiveness of early intervention for children with communication disorders. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 349-428). Baltimore: Brookes.

Novick, R. (1993). Activity-based intervention and developmentally appropriate practice: Points of convergence. Topics in Early Childhood Special Education, 13, 403-417.

Pretti-Frontczak, K., Barr, D., Macy, M., & Carter, A. (2003) Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education, 23, 29-39.

Pretti-Frontczak, K., & Bricker, D. (2001). Use of embedding strategy by early childhood education and early childhood special education teachers. Infant and Toddler Intervention: the Transdisciplinary Journal, 11, 111-128.

Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998) Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21, 283-293.

Santos, R., & Lignugaris/Kraft, B. (1997). Integrating research on effective instruction with instruction in the natural environment for young children with disabilities. Exceptionality, 7, 97-129.

Sewell, T., Collins, B., Hemmeter, M., & Schuster, J. (1998) Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-145.

Schwartz, I., Carta, J., & Grant, S. (1996). Examining the use of recommended language intervention practices in early childhood special education classrooms. Topics in Early Childhood Special Education, 16, 251-272.

Schwartz, I., Sandall, S., Garfinkle, A., & Bauer, J. (1998). Outcomes for children with autism: Three case studies. Topics in Early Childhood Special Education, 18, 132-143.

Venn, M., Wolery, M., Werts, M., Morris, A., DeCesare, L., & Cuffs, M. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.

Warren, S.F., & Yoder, P.J. (1997) Emerging models of communication and language intervention. Mental Retardation and Developmental Disabilities Research Reviews, 3, 358-362.

Wolery, M., Anthony, L., Caldwell, N., Snyder, E., & Morgante, J. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22, 14-25.

Wolery, M., & Wilbers, J.S. (Eds.). (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.

Additional Resources

Noonan, M.J., & McCormick, L. (1993). Early intervention in natural environments: Methods and procedures. Belmont, CA: Brooks/Cole.

The Center for Persons with Disabilities. (1998). Strategies for preschool intervention in every day settings: A video-assisted program for educators and families--Facilitator manual. Logan: Utah State University, Author. See also http://www.cpd.usu.edu/spies and http://www.spiesforparents.cpd.usu.edu

The Center for Persons with Disabilities. (1999). Strategies for preschool intervention in everyday settings (CD ROM, condensed version of video-assisted curriculum). Logan: Utah State University, Center for Persons with Disabilities.

Sandall, S., & Schwartz, I. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.

Sandall, S., & Ostrosky, M. (2000). Natural environments and inclusion (Young Exceptional Children Monograph Series No. 2, The Division for Early Childhood of the Council for Exceptional Children). Longmont, CO: Sopris West.

Schwartz, I., Billingsley, F., & McBride, B. (1998). Including children with autism in inclusive preschools: Strategies that work. Young Exceptional Children, 1, 19-26.