Abstract
At the University of Oregon, Diane D. Bricker is currently Professor of Special Education, Training Director of the Center on Human Development, and Director of the Early Intervention Program at the Center onHuman Development. Priorto these appointments shewas Associate Professor in the Department of Pediatrics, University of Miami, and for four years was Project Director of the Infant, Toddler, and Preschool Research and Intervention Project, George Peabody College, Nashville, Tennessee.
Her master's degree was earned at the University of Oregon in 1965 and her doctorate at George Peabody College in 1970. Dr. Bricker has conducted extensive research and has authored over 70 publications on such major themes as programmed language trainingfor young handicapped children, early intervention strategies with at-risk infants and young children, self-feeding schedules for the motorically impaired, the integration of handicapped and nonhandicapped preschoolers, and early communication acquisition in developmentally delayed infants.
She participated in CEC's Invisible College on the Severely and Profoundly Retarded and has served on the editorial boards of the Association for Severely Handicapped, Education Unlimited, The American Journal on Mental Deficiency, and Special Education in Transition-a series publication of The Council for Exceptional Children.
In this interview, Dr. Bricker discusses some of thelatest trends and events occurring in early intervention for handicapped children. The parameters of effective curriculum models and primary service delivery systems are described. New information is shared on at-risk populations and parental involvement, and various types of program evaluation are described.
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