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Showing all 9 results
Direct linkBoavida, Tânia; Aguiar, Cecília; McWilliam, R. A. – Topics in Early Childhood Special Education, 2014
The authors describe a training program designed to improve the knowledge and skills of early childhood interventionists. Within the context of using the Routines-Based Early Intervention approach, this training focused on improving the quality of goals and objectives on individualized plans, through the Routines-Based Interview. We structured the…
Descriptors: Foreign Countries, Early Intervention, Individualized Education Programs, Individualized Family Service Plans
McWilliam, R. A. – Topics in Early Childhood Special Education, 2012
The most common setting for early intervention services for infants and toddlers with disabilities and their families is the home. This article discusses home- and community-based early intervention and how the routines-based interview (RBI) can set the stage for successful home visits. It also addresses what has been learned about home visiting,…
Descriptors: Early Intervention, Home Visits, Toddlers, Infants
Casey, Amy M.; McWilliam, R. A. – Topics in Early Childhood Special Education, 2011
Because research has shown that providing information alone does not have an impact on educators' behavior, supervisors and other individuals interested in personnel preparation are becoming interested in providing early childhood educators with continuous feedback about their classroom performance. Reviews of the literature on performance…
Descriptors: Feedback (Response), Program Effectiveness, Intervention, Educational Practices
Peer reviewedMcWilliam, R. A. – Topics in Early Childhood Special Education, 1999
Identifies characteristics (such as cure claims, practitioner specialization, and questionable research) of controversial practices in early intervention. Evaluates 13 such practices grouped into medical, educational, and therapeutic categories and suggests reasons that professionals and parents adopt such practices. Suggestions for the field…
Descriptors: Comparative Analysis, Disabilities, Early Intervention, Educational Innovation
Peer reviewedMcWilliam, R. A.; Tocci, Lynn; Harbin, Gloria L. – Topics in Early Childhood Special Education, 1998
A study examined family-centered practice in terms of six early-intervention service providers' philosophies and behaviors. Five underlying components of family-centered services were identified: positiveness, responsiveness, orientation to the whole family, friendliness, and sensitivity. Moreover, these service providers displayed skills both…
Descriptors: Attitudes, Disabilities, Early Intervention, Family Involvement
Peer reviewedMcWilliam, R. A.; Ferguson, Ardith; Harbin, Gloria L.; Porter, Patricia; Munn, Duncan; Vandivere, Patricia – Topics in Early Childhood Special Education, 1998
A study found the Individualized Family Service Plan (IFSP) Family-Centeredness Rating Scale was effective in evaluating 100 IFSPs from four different agencies. The highest rated items were identifying the family's role and writing in the active voice. More child-related goals were written compared to family-related goals. (Author/CR)
Descriptors: Disabilities, Early Intervention, Evaluation Methods, Family Needs
Peer reviewedMcWilliam, R. A.; And Others – Topics in Early Childhood Special Education, 1996
Focus groups of early intervention therapists, nontherapist professionals, administrators, and family members were interviewed to determine challenges to providing specialized therapies to young children with disabilities. Results indicated a perception that policy/administrative constraints and a shortage of pediatric therapists caused services…
Descriptors: Attitudes, Delivery Systems, Disabilities, Early Intervention
Peer reviewedMcWilliam, R. A.; Bailey, Donald B., Jr. – Topics in Early Childhood Special Education, 1995
The effects of disability, age grouping, and adult involvement on interactions of preschool children with disabilities (n=16) and children without disabilities (n=32) were studied in sessions of free play or adult involvement. Children with disabilities spent more time passively nonengaged. Even when controlling for developmental age, intergroup…
Descriptors: Age Groups, Child Behavior, Classroom Communication, Classroom Environment
Peer reviewedBailey, Donald B., Jr.; McWilliam, R. A. – Topics in Early Childhood Special Education, 1990
This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (1) the physical environment, (2) teaching and therapeutic strategies, and (3) family-focused services. Examples of normalized practices within each dimension are offered, and issues related to normalization are…
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Environmental Influences
