AcarS.AkamoğluY. (2014). Practices for parent participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education, 6(1), 80–101.
2.
AlspachJ. G. (2017). The checklist: Recognize limits, but harness its power. Critical Care Nurse, 37(5), 12–18.
3.
BaileyD. B.Jr.McWilliamP. J.WintonP. J. (1992). Building family-centered practices in early intervention: A team-based model for change. Infants & Young Children, 5(1), 73–82.
4.
BartonE. E.FettigA. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35(2), 194–219.
5.
BruderM. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20(2), 105–115.
6.
BruderM. B.DunstC. J. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25(1), 25–33.
7.
BruderM. B.Mogro-WilsonC.StaytonV. D.DietrichS. L. (2009). The national status of in-service professional development systems for early intervention and early childhood special education practitioners. Infants & Young Children, 22(1), 13–20.
DouglasS. N.MeadanH.KammesR. (2020). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education, 40(2), 84–96. https://doi.org/10.1177/0271121419829899
DunstC. J. (2017). Procedures for developing evidence-informed performance checklists for improving early childhood intervention practices. Journal of Education and Learning, 6(3), 1–13.
14.
DunstC. J.BruderM. B.HambyD. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731–1744.
15.
DunstC. J.BruderM. B.TrivetteC. M.HambyD.RaabM.McLeanM. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21(2), 68–92.
16.
DunstC. J.BruderM. B.TrivetteC. M.HambyD. W. (2006). Everyday activity settings, natural learning environments, and early intervention practices. Journal of Policy and Practice in Intellectual Disabilities, 3(1), 3–10.
17.
DunstC. J.TrivetteC. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants & Young Children, 22(3), 164–176.
18.
DunstC. J.TrivetteC. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8(2), 143–148.
19.
EasterlingD.MetzA. (2016). Getting real with strategy: Insights from implementation science. The Foundation Review, 8(2), 97–115.
FixsenD.BlaseK.NaoomS.DudaM. (2013). Implementation drivers: Assessing best practices. University of North Carolina at Chapel Hill.
22.
FriedmanM.WoodsJ.SalisburyC. (2021). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants and Young Children, 25(1), 62–82. https://doi.org/10.1097/IYC.0b013e31823d8f12
23.
GrosskinskyD. K.JørgensenK.úr SkúoyK. H. (2019). A flowchart as a tool to support student learning in a laboratory exercise. Dansk Universitetspædagogisk Tidsskrift, 14(26), 23–35.
LandryS. H.TaylorH. B.GuttentagC.SmithK. E. (2008). Responsive parenting: Closing the learning gap for children with early developmental problems. International Review of Research in Mental Retardation, 36, 27–60.
26.
MahoneyG.NamS. (2011). The parenting model of developmental intervention. International Review of Research in Developmental Disabilities, 41, 47–118.
27.
MasJ. M.DunstC. J.Balcells-BalcellsA.Garcia-VenturaS.GinéC.CañadasM. (2019). Family-centered practices and the parental well-being of young children with disabilities and developmental delay. Research in Developmental Disabilities, 94, Article 103495.
28.
McWilliamR. A. (2010). Routines-based early intervention: Supporting young children and their families. Brookes.
29.
MeadanH.SnodgrassM. R.PalomoI.AmentaC. G.HalleJ. W. (2016). A framework for defining contexts for training and coaching practices. Exceptionality, 25, 253–269.
30.
MetzA.AlbersB. (2014). What does it take? How federal initiatives can support the implementation of evidence-based programs to improve outcomes for adolescents. Journal of Adolescent Health, 54(3), S92–S96.
31.
NaoomS. F.BlaseK.FixsenD. L.Van DykeM.BaileyF. W. (2010). Implementing evidence-based programs in the real world: Lessons learned from model program developers and purveyors. National Implementation Research Network, FPG Child Development Institute, UNC.
32.
National Research Council. (2001). Educating children with autism. National Academy Press.
33.
ParnellA. M.LorahE. R.KarnesA.Schaefer-WhitbyP. (2017). Effectiveness of job aids and post performance review on staff implementation of discrete trial instruction. Journal of Organizational Behavior Management, 37(2), 207–220. https://doi.org/10.1080/01608061.2017.1309333
34.
PellecchiaM.BeidasR. S.MandellD. S.CannuscioC. C.DunstC. J.StahmerA. C. (2020). Parent empowerment and coaching in early intervention: Study protocol for a feasibility study. Pilot Feasibility Study, 6, Article 22. https://doi.org/10.1186/s40814-020-00568-3
35.
PowellD.DunlapG. (2010). Family-focused interventions for promoting social-emotional development in infants and toddlers with or at risk for disabilities. Roadmap to effective intervention practices #5. University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.
36.
RushD. D.SheldenM. L. (2008). Common misperceptions about coaching in early intervention. CASEinPoint, 4(1), 1–4.
37.
RushD. D.SheldenM. L. (2020). The early childhood coaching handbook. Brookes.
38.
SextonS. J.RushD. D. (2021). Roadmaps for reflection: Implementation drivers to bridge the research-to-practice gap in early childhood intervention. International Journal of Early Childhood Special Education, 13(2), 15–22. https://doi.org/10.9756/INT-JECSE/V13I2.211034
39.
SpagnolaM.FieseB. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299.
40.
SugaiG. (1997). Using flowcharts to plan teaching strategies. Teaching Exceptional Children, 29(3), 37–42.
41.
TullyL. A.PiotrowskaP. J.CollinsD. A.MairetK. S.BlackN.KimonisE. R.HawesD. J.MoulC.LenrootR. K.FrickP. J. (2017). Optimising child outcomes from parenting interventions: Fathers’ experiences, preferences and barriers to participation. BMC Public Health, 17(1), 1–14.
42.
WandersmanA.ChienV.KatzJ. (2012). Toward an evidence-based system for innovation support for implementing innovations with quality: Tools, training, technical Assistance, and quality assurance/quality improvement. American Journal of Community Psychology, 50(3/4), 445–459.