The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

Campbell P. H. Sawyer L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29(4), 287–305.

Clapham K. Manning C. Williams K. O’Brien G. Sutherland M. (2017). Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs. Evaluation and Program Planning, 61, 96–105.

Cloninger C. (2016). Designing collaborative educational services. In Orelove F. Sobsey D. Silberman R. (Eds.), Educating children with multiple disabilities: A collaborative approach (5th ed., pp. 10–44). Paul Brookes.

Dinnebeil L. Pretti-Frontczak K. McInerney W. (2009). A consultative itinerant approach to service delivery: Considerations for the early childhood community. Language, Speech, and Hearing Services in Schools, 40(4), 435–445.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices

Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families (DEC recommended practices monograph series no. 1).

Dunst C. Trivette C. Raab M. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85–101.

Giangreco M. F. Doyle M. B. Suter J. C. (2014). Teacher assistants in inclusive classrooms. In Florian L. (Ed.), The SAGE handbook of special education (2nd ed., pp. 691–702). SAGE.

Giangreco M. F. Suter J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112–131.

Gischlar K. L. Hojnoski R. L. Missall K. N. (2009). Improving child outcomes with data-based decision making: Interpreting and using data. Young Exceptional Children, 13, 2–20.

Hamilton M. E. Roach M. A. Riley D. A. (2003). Moving toward family-centered early care and education: The past, the present and a glimpse of the future. Early Childhood Education Journal, 30, 225–232.

Horn E. Banerjee R. (2009). Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children’s success. Language, Speech, and Hearing Services in Schools, 40(4), 406–415.

Joseph J. D. Strain P. Olszewski A. Goldstein H. (2016). A consumer reports-like review of the empirical literature specific to preschool children’s peer-related skills. In Reichow B. Boyd B. A. Barton E. E. Odom S. L. (Ed.), Handbook of early childhood special education (pp. 179–197). Springer International.

King G. Strachan D. Tucker M. Duwyn B. Desserud S. Shillington M. (2009). The application of a transdisciplinary model for early intervention services. Infants & Young Children, 22(3), 211–223.

King-Sears M. E. Janney R. Snell M. E. (2015). Collaborative teaming: Teachers’ guide to inclusive practices. Paul H. Brookes.

Knopf H. T. Swick K. J. (2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35, 419–427.

Malone D. M. Gallagher P. A. (2010). Special education teachers’ attitudes and perceptions of teamwork. Remedial and Special Education, 31(5), 330–342.

Miller G. E. Coleman J. Mitchell J. (2018). Towards a model of interprofessional preparation to enhance partnering between educators and families. Journal of Education for Teaching, 44, 353–365.

Odom S. L. Wolery M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164–173.

Sheldon M. L. Rush D. D. (2013). The early intervention teaming handbook: The primary service provider approach. Paul H. Brookes.

Strain P. S. (2018). Personal thoughts on early childhood special education research: An historical perspective, threats to relevance, and call to action. Journal of Early Intervention, 40(2), 107–116.

Strain P. S. Bovey E. H. Wilson K. Roybal R. (2009). LEAP preschool: Lessons learned over 28 years of inclusive services for young children with autism. Young Exceptional Children (Monograph Series), 11, 49–68.

Syme S. L. (2008). The science of team science: Assessing the value of transdisciplinary research. American Journal of Preventative Medicine, 35(2), 94–95.