Edited by Michael J. Guralnick, Ph.D.

As communities struggle to address today’s challenges to early intervention — including limited resources, the need for professional development, and the changing role of families — they create programs that vary dramatically in quality, approach, and organization. A more consistent, coherent, and effective early intervention system is the goal of this enlightening book, which describes a state-of-the-art, research-based developmental systems model to guide programs for children from birth to 5 years of age. You’ll examine

• Three core principles of the developmental systems model. You’ll learn the importance of applying a developmental framework to early intervention, integrating the services of various agencies and personnel, and maximizing inclusion in home and community life for children with disabilities.
  
  
• Practices in the United States. Leading experts help guide decision-making with both broad suggestions and specific recommendations for improving practices in key areas (see sidebar) and across diverse communities.
  
  
• Practices in other countries. Experts from other countries — including Austria, Australia, Great Britain, Greece, Israel, Italy, and Sweden — share valuable insights and relate their early intervention approaches to the developmental systems model.

You'll receive expert guidance on improving

• screening and points of access
• interdisciplinary assessment
• assessment of family characteristics and needs
• preventive intervention for children at risk
• early intervention for children with disabilities
• evaluation of program effectiveness
• transitions for children with disabilities

Designed to help administrators, policymakers, and graduate-level students effect change for many years to come, this comprehensive guide will help you create early intervention programs that are based on research but still address the needs of individual children and families.

(A volume in the International Issues in Early Intervention series.)

Series Preface
About the Editor
Contributors
Preface
Acknowledgments

I. Principles

1. An Overview of the Developmental Systems Approach to Early Intervention
   Michael J. Guralnick, Ph.D.
   
   
2. Service Coordination and Integration in a Developmental Systems Approach to Early Intervention
   Mary Beth Bruder, Ph.D.
   
   
3. Inclusion as a Core Principle in the Early Intervention System
   Michael J. Guralnick, Ph.D.

II. Practices: National Perspectives

4. Screening and Surveillance in Early Intervention Systems
   Walter S. Gilliam, Ph.D., Samuel J. Meisels, Ed.D., and Linda C. Mayes, M.D.
   
   
5. Designing an Integrated Point of Access in the Early Intervention System
   Gloria L. Harbin, Ph.D.
   
   
6. The Role of Comprehensive Interdisciplinary Assessments in the Early Intervention System
   Mark L. Wolraich, M.D., Robin H. Gurwitch, Ph.D., Mary Beth Bruder, Ph.D., and Laura A. Knight, M.S.
   
   
7. Assessing the Information Needs of Families in Early Intervention
   Donald B. Bailey, Jr., Ph.D. and Traci Powell, Ph.D.
   
   
8. Assessing Interpersonal and Family Distress and Threats to Confident Parenting in the Context of Early Intervention
   Gael I. Orsmond, Ph.D.
   
   
9. Assessing the Resource Needs of Families in the Context of Early Intervention
   R.A. McWilliam, Ph.D.
   
   
10. Assessing Family Characteristics Relevant to Early Intervention
    Jean F. Kelly, Ph.D., Cathryn Booth-LaForce, Ph.D., and Susan J. Spieker, Ph.D.
    
    
11. Developing and Implementing Preventive Intervention Programs for Children at Risk: Poverty as a Case in Point
    Dale Clark Farran, Ph.D.
    
    
12. Developing and Implementing Early Intervention Programs for Children with Established Disabilities
    Donna Spiker, Ph.D., Kathleen Hebbeler, Ph.D., and Sangeeta Mallik, Ph.D.
    
    
13. Monitoring and Evaluation in the System of Early Intervention Programs
    Marji Erickson Warfield, Ph.D. and Penny Hauser-Cram, Ed.D.
    
    
14. Ensuring Effective Transitions in Early Intervention
    Marci J. Hanson, Ph.D.

III. Practices: International Perspectives

15. Early Intervention in Australia: The Challenge of Systems Implementation
    Coral Kemp, Ph.D. and Alan Hayes
    
    
16. A Developmental Communications Model Within the Early Intervention System in Austria
    Manfred Pretis, Ph.D.
    
    
17. The Infant Development Program’s Early Assessment and Early Intervention Model In British Columbia
    Hillel Goelman, Ph.D., Dana Brynelsen, M.A., Mari Pighini, M.A., and Gerard M. Kysela, Ph.D.
    
    
18. Early Intervention in the United Kingdom: Current Policy and Practice
    Barry Carpenter, Ph.D. and Philippa Russell, Ph.D.
    
    
19. Early Intervention Services in Greece: Present Situation and Future Prospects
    Efthalia N. Kaderoglou, M.A. and Maria Drossinou, Ph.D.
    
    
20. Early Childhood Intervention in Israel
    Michal Al-Yagon, Ph.D. and Malka Margalit, Ph.D.
    
    
21. Early Intervention for Children with Special Needs: The Italian Paradigm
    Ennio Del Giudice, M.D., Michele Bottos, Beatrice Dalla Barba, Lorenzo Pavone, Martino Ruggieri, Salvatore Ottaviano
    
    
22. Early Intervention in Spain: An Overview of Current Practices
    Climent Giné Giné, Ph.D., M. Teresa García-Díe, Marta Gràcia Garcia, and Rosa Vilaseca Momplet
    
    
23. Early Childhood Intervention in Sweden: A Developmental Systems Perspective
    Eva Björck-Åkesson, Ph.D. and Mats Granlund, Ph.D.
    
    
24. Early Intervention and Children with Special Needs in Developing Countries
    Henning Rye, Ph.D. and Karsten Hundeide, Ph.D.
    

Author Index
Subject Index