Skip to main content
SpringerLink
Log in

Birth to Three: Early Intervention

  • Chapter
  • First Online:
Handbook of Early Childhood Special Education

Abstract

The formal system of supports for infants and toddlers with disabilities and their families is early intervention under Part C of IDEA. The major activities undertaken in early intervention are home visits, family-centered practices, coaching, responsive teaching, routine-based interventions, service coordination, and transition to preschool. Challenges remaining to be solved are using models for the effective delivery of services, using technology, providing training and supervision, and offering specialized, inclusive classroom options.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Appleton, C. E. (2014). Standard practice in early intervention: Targeted domains within individualized family service plans (Master’s thesis). The Ohio State University, Columbus, OH.

    Google Scholar 

  • Autism matters. (2014). For parents. Retrieved from http://www.autismmatters.net/for_parents.html#intensity.

  • Bailey, D. B., Aytch, L. S., Odom, S. L., Symons, F., & Wolery, M. (1999). Early intervention as we know it. Mental Retardation and Developmental Disabilities Research Reviews, 5, 11–20.

    Article  Google Scholar 

  • Bailey, D. B., Winton, P. J., Rouse, L., & Turnbull, A. P. (1990). Family goals in infant intervention: Analysis and issues. Journal of Early Intervention, 14, 15–26.

    Article  Google Scholar 

  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.

    Article  Google Scholar 

  • Boavida, T., Aguiar, C., & McWilliam, R. A. (2014). A training program to improve IFSP/IEP goals and objectives through the routines-based interview. Topics in Early Childhood Special Education, 20, 200–211. doi:10.1177/0271121413494416.

    Article  Google Scholar 

  • Boud, D., Keogh, R., & Walker, D. (2013). Promoting reflection in learning a model. In R. Edwards, A. Hanson, & P. Raggatt (Eds.), Boundaries of adult learning (Vol. 1, pp. 32–56). New York, NY: Routledge.

    Google Scholar 

  • Boyer, V. E., & Thompson, S. D. (2014). Transdisciplinary model and early intervention: Building collaborative relationships. Young Exceptional Children, 17, 19–32.

    Article  Google Scholar 

  • Bricker, D., & Cripe, J. J. W. (1992). An activity-based approach to early intervention. Baltimore, MD: Paul H. Brookes Publishing.

    Google Scholar 

  • Bruder, M. B., & Dunst, C. J. (2005). Personnel preparation in recommended early intervention practices degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25, 25–33.

    Article  Google Scholar 

  • Bruder, M. B., & Dunst, C. J. (2006). Early intervention service coordination models and service coordination practices. Journal of Early Intervention, 28, 155–166.

    Article  Google Scholar 

  • Bruder, M. B., & Dunst, C. J. (2008). Factors related to the scope of early intervention service coordinator practices. Infants & Young Children, 21, 176–185.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Campbell, P. H., & Sawyer, L. (2009). Changing early intervention providers? Home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28, 219–234.

    Article  Google Scholar 

  • Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers’ use of incidental teaching. Journal of Early Intervention, 30(3), 251–268.

    Article  Google Scholar 

  • Casey, A. M., McWilliam, R. A., & Sims, J. (2012). Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement. Infants & Young Children, 25, 122–135. doi:10.1097/IYC.0b013e31824cbac4.

    Article  Google Scholar 

  • Cason, J. (2011). Telerehabilitation: An adjunct service delivery model for early intervention services. International Journal of Telerehabilitation, 3(1), 19–28.

    Article  PubMed  PubMed Central  Google Scholar 

  • Cason, J., Behl, D., & Ringwalt, S. (2012). Overview of states’ use of telehealth for the delivery of early intervention (IDEA Part C) services. International Journal of Telerehabilitation, 4(2), 39–45.

    Article  PubMed  PubMed Central  Google Scholar 

  • Cripe, J. W., & Venn, M. L. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 1, 18–26.

    Article  Google Scholar 

  • de Kruif, R. E., McWilliam, R., Ridley, S. M., & Wakely, M. B. (2000). Classification of teachers’ interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247–268.

    Article  Google Scholar 

  • Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education. Washington, DC: US Department of Education, National Center for Special Education Research, Institute of Education Sciences. Retrieved from http://ies.ed.gov/.

    Google Scholar 

  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Los Angeles, CA: Division for Early Childhood. Retrieved February 25, 2015, from http://www.dec-sped.org/recommendedpractices.

  • Dunst, C. J. (2000). Revisiting “rethinking early intervention”. Topics in Early Childhood Special Education, 20, 95–104.

    Article  Google Scholar 

  • Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In S. L. Odom, R. H. Horner, & M. E. Snell (Eds.), Handbook of developmental disabilities (pp. 161–180). New York, NY: Guilford Press.

    Google Scholar 

  • Dunst, C. J. (2012). Parapatric speciation in the evolution of early intervention for infants and toddlers with disabilities and their families. Topics in Early Childhood Special Education, 31, 208–215.

    Article  Google Scholar 

  • Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21, 68–92.

    Article  Google Scholar 

  • Dunst, C. J., Bruder, M. B., & Espe-Sherwindt, M. (2014). Family capacity-building in early childhood intervention: Do context and setting matter? School Community Journal, 24, 37–48.

    Google Scholar 

  • Dunst, C. J., Gorman, E., & Hamby, D. W. (2010). Effects of adult verbal and vocal contingent responsiveness on increases in infant vocalizations. Center for Early Literacy Learning. Retrieved from http://www.earlyliteracylearning.org/cellreviews/cellreviews_v3_n1.pdf.

  • Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23, 151–164.

    Article  Google Scholar 

  • Dunst, C. J., & Kassow, D. Z. (2008). Caregiver sensitivity, contingent social responsiveness, and secure infant attachment. Journal of Early and Intensive Behavioral Intervention, 5, 40.

    Article  Google Scholar 

  • Dunst, C. J., Raab, M., Hawks, O., Wilson, L. L., & Parkey, C. (2007). Relative efficiency of response-contingent and response—independent stimulation on child learning and concomitant behavior. The Behavior Analyst Today, 8, 226.

    Article  Google Scholar 

  • Dunst, C. J., Raab, M., Trivette, C. M., Parkey, C., Gatens, M., Wilson, L. L., … Hamby, D. W. (2007). Child and adult social-emotional benefits of response-contingent child learning opportunities. Journal of Early and Intensive Behavioral Intervention, 4, 379.

    Google Scholar 

  • Dunst, C. J., Raab, M., Trivette, C., & Swanson, J. (2010). Community-based everyday child learning opportunities. In R. A. McWilliam (Ed.), Working with families of children with special needs (pp. 60–81). New York, NY: Guilford Press.

    Google Scholar 

  • Dunst, C. J., & Trivette, C. M. (1987). Enabling and empowering families: Conceptual and intervention issues. School Psychology Review, 16, 443–456.

    Google Scholar 

  • Dunst, C. J., & Trivette, C. M. (2008). Using research evidence to inform and evaluate early childhood intervention practices. Topics in Early Childhood Special Education, 29, 40–52. doi:10.1177/0271121408329227.

    Article  Google Scholar 

  • Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence‐based approach to professional development. Infants & Young Children, 22, 164–176.

    Article  Google Scholar 

  • Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N. (2001). Contrasting approaches to natural learning environment interventions. Infants & Young Children, 14, 48–63.

    Article  Google Scholar 

  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (1994). Resource-based family-centered intervention practices. In C. J. Dunst, C. M. Trivette, & A. G. Deal (Eds.), Supporting and strengthening families: Methods, strategies and practices (pp. 140–151). Cambridge, MA: Brookline Books.

    Google Scholar 

  • Dykstra, J. R., Sabatos-DeVito, M. G., Irvin, D. W., Boyd, B. A., Hume, K. A., & Odom, S. L. (2013). Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders. Autism, 17, 582–594.

    Article  PubMed  Google Scholar 

  • Espe-Sherwindt, M. (1990). Early intervention with parents with mental retardation: do we empower or impair? Infants & Young Children, 2, 21–28.

    Article  Google Scholar 

  • Fleming, J. L., Sawyer, L. B., & Campbell, P. H. (2011). Early intervention providers’ perspectives about implementing participation-based practices. Topics in Early Childhood Special Education, 30, 233–244.

    Article  Google Scholar 

  • Fowler, S. A., Hains, A. H., & Rosenkoetter, S. E. (1990). The transition between early intervention services and preschool services: Administrative and policy issues. Topics in Early Childhood Special Education, 9, 55–65.

    Article  Google Scholar 

  • Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10, 149–157.

    Article  Google Scholar 

  • Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25, 62–82.

    Article  Google Scholar 

  • Hains, A. H., Rosenkoetter, S. E., & Fowler, S. A. (1991). Transition planning with families in early intervention programs. Infants & Young Children, 3, 38–47.

    Article  Google Scholar 

  • Hamren, K., & Quigley, S. (2012). Implementing coaching in a natural environment through distance technologies. Volta Review, 112, 403–407.

    Google Scholar 

  • Hanft, B. E., & Pilkington, K. O. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants & Young Children, 12, 1.

    Article  Google Scholar 

  • Hanft, B., Rush, D. D., & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes Publishing.

    Google Scholar 

  • Harbin, G. L., Bruder, M. B., Adams, C., Mazzarella, C., Whitbread, K., Gabbard, G., & Staff, I. (2004). Early intervention service coordination policies national policy infrastructure. Topics in Early Childhood Special Education, 24, 89–97.

    Google Scholar 

  • Harbin, G. L., Bruder, M., Mazzarella, C., Gabbard, G., & Reynolds, C. (2001). Service coordination policies and models: National status. Chapel Hill, NC: The University of North Carolina at Chapel Hill.

    Google Scholar 

  • Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411–420.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.

    Google Scholar 

  • Hebbeler, K., Spiker, D., Bailey, D., Scarborough, A., Mallik, S., Simeonsson, R. J., … Nelson, L. (2007). Early intervention for infants and toddlers with disabilities and their families: Participants, services, and outcomes. Menlo Park, CA: SRI International.

    Google Scholar 

  • Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1400. Washington, DC.

    Google Scholar 

  • International Telecommunications Union (Geneva). (2013). Percentage of individuals using the internet 2000–2012. Retrieved February 25, 2015, from www.itu.int/en/ITU-D/…/Individuals_Internet_2000-2012.xls.

  • Jung, L. A., & McWilliam, R. A. (2005). Reliability and validity of scores on the IFSP rating scale. Journal of Early Intervention, 27, 125–136.

    Article  Google Scholar 

  • Karaaslan, O., Diken, I. H., & Mahoney, G. (2013). A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, 33, 18–27. doi:10.1177/0271121411429749.

    Article  Google Scholar 

  • Kellar-Guenther, Y., Rosenberg, S. A., Block, S. R., & Robinson, C. C. (2014). Parent involvement in early intervention: What role does setting play? Early Years, 34, 81–93.

    Article  Google Scholar 

  • Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27, 305–324.

    Article  Google Scholar 

  • Le Ager, C., & Shapiro, E. S. (1995). Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Topics in Early Childhood Special Education, 15, 187–218.

    Article  Google Scholar 

  • Ledford, J. R., & Gast, D. L. (2014). Measuring procedural fidelity in behavioural research. Neuropsychological Rehabilitation, 24, 332–348.

    Article  PubMed  Google Scholar 

  • Lovett, D. L., & Haring, K. A. (2003). Family perceptions of transitions in early intervention. Education and Training in Developmental Disabilities, 38, 370–377.

    Google Scholar 

  • Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive teaching: Early intervention for children with Down syndrome and other disabilities. Downs Syndrome, Research and Practice, 11, 18–28.

    Google Scholar 

  • Marturana, E. R., & Woods, J. J. (2012). Technology-supported performance-based feedback for early intervention home visiting. Topics in Early Childhood Special Education, 32, 14–23.

    Article  Google Scholar 

  • Maslow, A. H. (1943). Preface to motivation theory. Psychosomatic Medicine, 5, 85–92.

    Article  Google Scholar 

  • McBride, S. L., & Peterson, C. (1997). Home-based early intervention with families of children with disabilities who is doing what? Topics in Early Childhood Special Education, 17, 209–233.

    Article  Google Scholar 

  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–17.

    Article  Google Scholar 

  • McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32, 112–123.

    Article  Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Research and Practice for Persons with Severe Disabilities, 24, 133–146.

    Article  Google Scholar 

  • McKnight, J. (1995). The careless society: Community and its counterfeits. New York, NY: Basic Books.

    Google Scholar 

  • McWilliam, R. A. (2005). Assessing the resource needs of families in the context of early intervention. In M. J. Guralnick (Ed.), A developmental systems approach to early intervention (pp. 215–234). Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • McWilliam, R. A. (2006). What happened to service coordination? Journal of Early Intervention, 28, 166–168.

    Article  Google Scholar 

  • McWilliam, R. A. (2010a). Support-based home visiting. In R. A. McWilliam (Ed.), Working with families of young children with disabilities (pp. 203–236). New York, NY: Guilford Press.

    Google Scholar 

  • McWilliam, R. A. (2010b). Working with families of young children with special needs. New York, NY: Guilford Press.

    Google Scholar 

  • McWilliam, R. A. (2011). The top 10 mistakes in early intervention—and the solutions. Zero to Three, 31, 11.

    Google Scholar 

  • McWilliam, R. A. (2014). Future of early intervention with infants and toddlers for whom typical experiences are not effective. Remedial and Special Education, 36, 33–38. doi:10.1177/0741932514554105.

    Article  Google Scholar 

  • McWilliam, R. A., Scarborough, A. A., & Kim, H. (2003). Adult interactions and child engagement. Early Education and Development, 14, 7–27.

    Article  Google Scholar 

  • McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13, 55–66.

    Article  Google Scholar 

  • McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13, 55–66.

    Article  Google Scholar 

  • McWilliam, R. A., & Younggren, N. (in press). Measure of Engagement, Independence, and Social Relationships. Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • McWilliam, R. A., Tocci, L., & Harbin, G. L. (1998). Family-centered services: Service providers’ discourse and behavior. Topics in Early Childhood Special Education, 18, 206–221.

    Article  Google Scholar 

  • McWilliam, R. A., Young, H., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics in Early Childhood Special Education, 16, 348–374.

    Article  Google Scholar 

  • Myers, C. T. (2007). The role of independent therapy providers in the transition to preschool. Journal of Early Intervention, 29, 173–185.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Olsen, S., Fiechtl, B., & Rule, S. (2012). An evaluation of virtual home visits in early intervention: Feasibility of “virtual intervention”. Volta Review, 112, 267–281.

    Google Scholar 

  • Oono, I. P., Honey, E. J., & McConachie, H. (2013). Parent‐mediated early intervention for young children with autism spectrum disorders (ASD). Cochrane Database Systematic Reviews, 8, 2380–2479.

    Google Scholar 

  • Park, J., & Turnbull, A. P. (2003). Service integration in early intervention: Determining interpersonal and structural factors for its success. Infants & Young Children, 16, 48.

    Article  Google Scholar 

  • Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H., & Kantz, K. R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29, 119–140.

    Article  Google Scholar 

  • Pew Research Center. (2013). Smartphone ownership 2013. Retrieved February 25, 2015, from http://www.pewinternet.org/2013/06/05/smartphone-ownership-2013/.

  • Powell, D. R., & Diamond, K. E. (2013). Implementation fidelity of a coaching-based professional development program for improving Head Start teachers’ literacy and language instruction. Journal of Early Intervention, 35, 102–128.

    Article  Google Scholar 

  • Raab, M., & Dunst, C. J. (2004). Early intervention practitioner approaches to natural environment interventions. Journal of Early Intervention, 27, 15–26.

    Article  Google Scholar 

  • Ringwalt, S. S. (2012). Summary table of states’ and territories’ definitions of/criteria for IDEA Part C eligibility. Chapel Hill, NC: Early Childhood Technical Assistance Center, FPG Child Development Institute.

    Google Scholar 

  • Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., … Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5, 1553–1566.

    Google Scholar 

  • Romer, E. F., & Umbreit, J. (1998). The effects of family-centered service coordination: A social validity study. Journal of Early Intervention, 21, 95–110.

    Article  Google Scholar 

  • Rosenkoetter, S. E., Whaley, K. T., & Hains, A. H. (2001). The evolution of transition policy for young children with special needs and their families: Past, present and future. Topics in Early Childhood Special Education, 21, 3–15.

    Article  Google Scholar 

  • Rush, D. D., & Shelden, M. L. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1, 1–6.

    Google Scholar 

  • Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: A parent-mediated developmental model. Journal of Autism and Developmental Disorders, 37, 1562–1575.

    Article  PubMed  Google Scholar 

  • Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing early intervention services in natural environments. Infants & Young Children, 14, 1–13.

    Article  Google Scholar 

  • Shelden, M. L., & Rush, D. D. (2010). A primary-coach approach to teaming and supports in early childhood intervention. In R. A. McWilliam (Ed.), Working with families of young children with special needs (pp. 175–202). New York, NY: Guilford Press.

    Google Scholar 

  • Sheridan, S. M., Kratochwill, T. R., & Bergen, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York, NY: Plenum.

    Book  Google Scholar 

  • Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43, 540–555.

    Article  PubMed  PubMed Central  Google Scholar 

  • Smith, B. J., Strain, P. S., Snyder, P., Sandall, S. R., McLean, M. E., Broudy-Ramsey, A., & Sumi, W. C. (2002). DEC recommended practices: A review of 9 Years of EI/ECSE research literature. Journal of Early Intervention, 25, 108–119.

    Google Scholar 

  • Stowe, M. J., & Turnbull, H. R. (2001). Legal consideration of inclusion for infants and toddlers and preschool age children. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 69–100). Baltimore, MD: Paul H. Brookes Publishing.

    Google Scholar 

  • Strauss, K., Vicari, S., Valeri, G., D’Elia, L., Arima, S., & Fava, L. (2012). Parent inclusion in early intensive behavioral intervention: The influence of parental stress, parent treatment fidelity and parent-mediated generalization of behavior targets on child outcomes. Research in Developmental Disabilities, 33, 688–703.

    Article  PubMed  Google Scholar 

  • Turnbull, A. P., Summers, J., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., … Stroup Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 29, 187–206.

    Google Scholar 

  • U.S. Census Bureau. (2012). Countries and areas ranked by population: 2012. Retrieved February 25, 2015, from http://www.census.gov/population/international/data/idb/rank.php.

  • US Department of Education. (2014). 36th annual report to congress on the implementation of the Individuals with Disabilities Education Act, 2014. Washington, DC: Office of Special Education and Rehabilitative Services.

    Google Scholar 

  • Venkatesh, S., Phung, D., Duong, T., Greenhill, S., & Adams, B. (2013). TOBY: early intervention in autism through technology. Paper presented at the Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Florence, Italy.

    Google Scholar 

  • Wilson, J. R., Allen, J., & Pfalzer, S. M. (1996). Providing a seamless service system from hospital to home: The NICU training project. Infants & Young Children, 8, 77–84.

    Article  Google Scholar 

  • Woods, J. J., & Brown, J. A. (2011). Integrating family capacity-building and child outcomes to support social communication development in young children with autism spectrum disorder. Topics in Language Disorders, 31, 235–246.

    Article  Google Scholar 

  • Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26, 175–193.

    Article  Google Scholar 

  • Woods, J. J., & Wetherby, A. M. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 180–193.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education and Multiple Disabilities, University of Alabama, Tuscaloosa, AL, USA

    Robin A. McWilliam

Authors
  1. Robin A. McWilliam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robin A. McWilliam .

Editor information

Editors and Affiliations

  1. University of Florida, Newberry, Florida, USA

    Brian Reichow

  2. Dept Allied Health Sciences, UNC, Chapel Hill, North Carolina, USA

    Brian A. Boyd

  3. Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA

    Erin E. Barton

  4. Frank Porter Graham Child Development In, Univ of N. Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    Samuel L. Odom

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

McWilliam, R.A. (2016). Birth to Three: Early Intervention. In: Reichow, B., Boyd, B., Barton, E., Odom, S. (eds) Handbook of Early Childhood Special Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28492-7_5

Download citation

Publish with us

Policies and ethics

Search

Navigation