BanerjeeR.GuibersonM. (2012). Evaluating young children from culturally and linguistically diverse backgrounds for special education services. Young Exceptional Children, 15(1), 33–45.
2.
ChildressD. C. (2021). Pause and reflect: Your guide to a deeper understanding of early intervention practice. Paul H. Brookes.
3.
CohenS.MillanK.FoxworthyH.NnamO.LittleL. (2023). Implicit bias in early intervention: Influence on intensity & quality of services [Poster session]. The American Journal of Occupational Therapy, 77(Supplement_2), 7711510237p1.
4.
The Council for Exceptional Children and Division for Early Childhood. (2020). Initial practice-based professional preparation standards for Early Interventionists/Early Childhood Special Educators (Initial birth through age 8). https://www.dec-sped.org/ei-ecse-standards
5.
DesbordesG.NegiL. T.PaceT. W.WallaceB. A.RaisonC. L.SchwartzE. L. (2012). Effects of mindful-attention and compassion meditation training on the amygdala response to emotional stimuli in an ordinary, non-meditative state. Frontiers in Human Neuroscience, 6, 292.
6.
DinnebeilL. A.HaleL.RuleS. (1999). Early intervention program practices that support collaboration. Topics in Early Childhood Special Education, 19(4), 225–235.
ErwinE. J.RobinsonK. A.McGrathG. S.HarneyC. J. (2015). “It’s like breathing in blue skies and breathing out stormy clouds”: Mindfulness practices in early childhood. Young Exceptional Children, 20(2), 69–85.
11.
FriendM.CookL. (2016). Interactions: Collaboration skills for school professionals (8th ed.). Longman.
12.
GauvreauA. N.SandallS. R. (2017). Using mobile technologies to communicate with parents and caregivers. Young Exceptional Children, 22(3), 115–126.
13.
HansonM. (2013). Communicating and collaborating with families. In HansonM.LynchE. W. (Eds.), Understanding families: Supportive approaches to diversity, disability, and risk (pp. 233–255). Paul H. Brookes.
14.
Hatton-BowersH.ClarkC.ParraG.CalviJ.BirdM. Y.AvariP.FogedJ.SmithJ. (2023). Promising findings that cultivating healthy intentional mindful educators’ program (CHIME) strengthens early childhood teachers’ emotional resources: An iterative study. Journal of Early Childhood Education, 51, 1291–1304. https://doi.org/10.1007/s10643-022-01386-3
KeiltyB. (2016). The early intervention guidebook for families and professionals: Partnering for success (2nd ed.). Teacher’s College Press.
17.
OttleyJ. R.StorieS. O.CoogleC. G.HartmanS. L. (2023). Practice-based teacher education for the preparation of teacher candidates to use high-leverage practices to promote the inclusion of students with disabilities. In EvansS. W.OwensJ. S.BradshawC. P.WeistM. D. (Eds.), School mental health: Innovations in science and practice (pp. 375–389). https://doi.org/10.1007/978-3-031-20006-9_25
18.
RaverS. A.ChildressD. C. (2015). Collaborating and teamwork with families and professionals. In RaverS. A.ChildressD. C. (Eds.), Family-centered early intervention: Supporting infants and toddlers in natural environments (pp. 31–52). Paul H. Brookes.
19.
SandallS. R.SchwartzI. S.JosephG. E.GruvreauA.HemmeterM. L. (2019). Building blocks for teaching preschoolers with special needs (3rd ed.). Paul H. Brookes.
20.
SheldonM. L.RushD. D. (2013). The early intervention teaming handbook: The primary service provider approach. Paul H. Brookes.
21.
SteedE. A.SteinR. (2021). Initial evaluation practices: A survey of early childhood personnel. Topics in Early Childhood Special Education, 43(1), 30–45.
SummersJ. A.SteeplesT.PetersonC.NaigL.McBride WallS.LiebowH.SwansonM.SlowitscheckJ. (2001). Policy and management supports for effective service integration in early head start and Part C programs. Topics in Early Childhood Special Education, 21(1), 16–30.
24.
Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Agreed upon mission and key principles for providing early intervention services in natural environments.