BagnatoS. J.McLeanM.MacyM.NeisworthJ.T. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based assessments. Journal of Early Intervention, 33(4), 243–253.
2.
BennerS. M.GrimJ. C. (2013). Assessment of young children with special needs: A context-based approach (2nd ed.). Routledge.
3.
Bradley-JohnsonS.JohnsonC. M.DrevonD. D. (2015). On CALL: One approach to improving services for students with low-incidence disabilities. Canadian Journal of School Psychology, 30(3), 236–245.
4.
BransonD. M.BinghamA. (2009). Using interagency collaboration to support family-centered transition practices. Young Exceptional Children, 12(3), 15–31.
5.
CornishK. M.BrambleD.MunirF.PegramJ. (1999). Cognitive functioning in children with typical cri-du-chat (5p-) syndrome. Developmental Medicine and Child Neurology, 41(4), 263–266.
DunstC. J.BruderM. B.Espe-SherwindtM. (2014). Family-capacity building in early childhood intervention: Do context and setting matter?School Community Journal, 24(1), 37–48.
Early Childhood Technical Assistance Center. (2020). Transition from Part C to Part B, Section 619 services: Review of existing documentation for children. https://ectacenter.org/decrp/topic-transition.asp
HillC. F.ChildressD. C.TerryL. M.BragerA. M. (2020). Implementing recommended assessment practices in early intervention. In McLeanM.BanerjeeR.SquiresJ.HebbelerK. (Eds.), Assessment: Recommended practices for young children and families (DEC Recommended Practices Monograph Series No. 7) (pp. 41–52). Division for Early Childhood.
14.
HojnoskiR.MissallK. N. (2020). Supporting all children in the transition from preschool to kindergarten. In RousB. S.McLaughlinT. W.SandallS. R. (Eds.), Transition: Supporting changes in services and settings (DEC Recommended Practices Monograph Series No. 8) (pp. 49–62). Division for Early Childhood.
15.
Individuals with Disabilities Education Act, 20 U.S.C. §1400 (2004)
16.
KaiserA. P.HamptonL. H. (2017). Enhanced milieu teaching. In McCauleyR.FeyM.GilliamR. (Eds.), Treatment of language disorders in children (2nd ed., pp. 87–120). Brookes.
KristoffersenK. E. (2008). Speech and language development in cri du chat syndrome: A critical review. Clinical Linguistics and Phonetics, 22(6) 443–457.
19.
KurthJ. A.MorningstarM. E.KozleskiE. B. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227–239.
20.
MaloneD. G.GallagherP. A. (2008). Transition to preschool programs for young children with disabilities. Journal of Early Intervention, 30(4), 341–356.
21.
MarturanaE. R.WoodsJ. J. (2012). Technology-supported performance-based feedback for early intervention home visiting. Topics in Early Childhood Special Education, 32(1), 14–23.
22.
MorningstarM. E.KurthJ. A.JohnsonP. E. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3–12.
23.
PodveyM. C.HinojosaJ.KoenigK. P. (2010). The transition experience to pre-school for six families with children with disabilities. Occupational Therapy International, 17(4), 177–187.
24.
PodveyM. C.HinojosaJ.KoenigK. P. (2013). Reconsidering insider status for families during the transition from early intervention to preschool special education. The Journal of Special Education, 46(4), 211–222.
25.
PoolJ. L.HampshireP. (2020). Planning for authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children, 23(3),143–156.
26.
RousB.HallamR.HarbinG.McCormickK.JungL. A. (2007a). The transition process for young children with disabilities: A conceptual framework. Infants and Young Children, 20(2), 135–148.
27.
RousB.HallamR.McCormickK.CoxM. (2010). Practices that support the transition to public preschool programs. Results from a national survey. Early Childhood Research Quarterly, 25, 17–32.
28.
RousB.MyersC. T.StricklinS. B. (2007b). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18.
29.
SalisburyC.WoodsJ.SnyderP.ModdelmogK.MawdsleyH.RomanoM.WindsorK. (2018). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38(1), 17–29.
30.
SarimskiK. (2003). Early play behavior in children with 5p- (cri-du-chat) syndrome. Journal of Intellectual Disability Research, 47(2), 113–120.
31.
SladeczekI. E.FontilL.GittensJ.FernandezM. T. (2020). Making for smoother early school transitions for families and children with ASD. In RousB. S.McLaughlinT. W.SandallS. R. (Eds.), Transition: Supporting changes in services and settings (DEC Recommended Practices Monograph Series No. 8) (pp. 63–82). Division for Early Childhood.
32.
StorieS. O.StegengaS. M.SquiresJ. (2020). Viewing early childhood transitions through an implementation science lens. In RousB. S.McLaughlinT. W.SandallS. R. (Eds.) Transition: Supporting changes in services and settings (DEC Recommended Practices Monograph Series No. 8) (pp. 13–24). Division for Early Childhood.
Zajicek-FarberM.LongT. M.LotrecchianoG. R.FarberJ. M.RodkeyE. (2017). Connections between family centered care and medical homes of children with neurodevelopmental disabilities: Experiences of diverse families. Journal of Child and Family Studies, 26, 1445–1459.