Family-friendly communication for early childhood programs


















Bagnato has specialized in authentic assessment, intervention, and program evaluation research for young children at developmental risk and with neurodevelopmental disabilities in early childhood intervention programs. He has published more than research articles, publications, and 10 books in this specialty. Krisztina Weiszhaupt, MS, is the program director at the Conductive Education Center of Orlando and currently a doctoral student in the early childhood doctoral program at the University of Central Florida.

She has more than 20 years of experience as a special education teacher for children with motor disabilities. Weiszhaupt teaches conductive education courses as an adjunct faculty member at Advent Health University. Her research interests include early childhood education, special education, early intervention, and education for children with motor disabilities.

Bagnato, S. The efficacy of diagnostic reports as individualized guides to prescriptive goal planning. Exceptional Children, 46 7 , — Developmental diagnostic reports: Reliable and effective alternatives to guide individualized intervention. The Journal of Special Education, 15 1 , 65— Authentic assessment for early childhood intervention best practices. The Guilford school practitioner series. Topics in Early Childhood Special Education, 34 2 , — National Head Start Association Dialog, 13 1 , 1—4.

Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33 4 , — LINKing authentic assessment and early childhood intervention: Best measures for best practice 2nd ed.

Baltimore, MD: Brookes. Bailey, D. Recommended outcomes for families of young children with disabilities. Journal of Early Intervention, 28 4 , — Family outcomes in early intervention: A framework for program evaluation and efficacy research.

Exceptional Children, 64 3 , — Birbili, M. Brink, M. Involving parents in early childhood assessment: Perspectives from an early intervention instructor. Early Childhood Education Journal, 29 4 , — Caspe, M. Engaging families in the child assessment process. Young Children, 68 3 , 8— Czik, A.

Family involvement in the assessment and instruction of dual language learners. Diamond, K. The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17 2 , — Division for Early Childhood. Dunst, C. Family-centered practices: Birth through high school. The Journal of Special Education, 36 3 , — Family-oriented early intervention policies and practices: Family-centered or not? Exceptional Children, 58 , — Guralnick, M.

Phillips Eds. Malden, MA: Blackwell Publishing. Lee, D. Utility and validity of authentic assessments and conventional tests for international early childhood intervention purposes: Evidence from U. Journal of Intellectual Disability: Diagnosis and Treatment, 3 4 , — Macy, M. Authentic assessment: A venerable idea whose time is now.

Authentic assessment to measure outcomes in creative arts. Maras, E. An observational assessment of parent-teacher cocaring relationships in infant-toddler classrooms. McWilliam, R. Assessing the resource needs of families in the context of early intervention. Guralnick Ed. Miller, L. Comparison of parent report and direct assessment of child skills in toddlers. Research in Autism Spectrum Disorders, 41—42 , 57— Moreno, A. Infant—toddler teachers can successfully employ authentic assessment: The learning through relating system.

Early Childhood Research Quarterly, 26 4 , — Spiker, D. A framework for describing variations in state early intervention systems. Topics in Early Childhood Special Education, 20 4 , — Watson, K. Striving for therapeutic relationships: Parent-provider communication in the developmental treatment setting. Qualitative Health Research, 16 5 , — Wolfe, K. Skip to main content Skip to footer.

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