| 000 | 03878cam a22003135i 4500 | ||
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| 999 |
_c6724 _d6724 |
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| 001 | 19014183 | ||
| 003 | OSt | ||
| 005 | 20200319151736.0 | ||
| 008 | 160314s2016 nyu 000 0 eng | ||
| 010 | _a 2016935847 | ||
| 020 | _a9783319284903 | ||
| 040 |
_aDLC _beng _cDLC _erda _dDLC |
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| 042 | _apcc | ||
| 082 | _a371 904 72 REI | ||
| 245 | 0 | 0 | _aHandbook of early childhood special education. |
| 263 | _a1604 | ||
| 264 | 1 |
_aNew York, NY : _bSpringer Science+Business Media, _c2016. |
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| 300 | _apages cm | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 505 | _aPART 1: Historical Context and Foundations.- Chapter 1. A History of Early Childhood Education.- Chapter 2. The Role of Theory in Early Childhood Special Education.- Chapter 3. Family-Centered Practices in Early Childhood Special Education.- Chapter 4. Taking Stock and Moving Forward: Implementing Quality Early Childhood Inclusive Practices.- Chapter 5. Birth to Three: Early Intervention.- Chapter 6. Assessment in Early Childhood Special Education.- Chapter 7. Evidence-Based Practice in the Context of Early Childhood Special Education.- PART 2: Evidence-Based Practices in ECSE.- Chapter 8. Developing Literacy and Language Competence: Preschool Children Who are At-Risk or Have Disabilities.- Chapter 9. Understanding Science Technology Engineering Arts and Mathematics (STEAM).- Chapter 10. The Application of Response to Intervention to Young Children with Identified Disabilities.- Chapter 11. A "Consumer Reports" Like Review of the Empirical Literature Specific to Preschool Children's Peer Related Social Skills.- Chapter 12. Promoting Communication Development in Young Children With or At-Risk for Disabilities.- Chapter 13. Motor Skills Acquisition for Young Children with Disabilities.- Chapter 14. Supporting the Implementation of Tiered Models of Behavior Support in Early Childhood Settings.- Chapter 15. Critical Issues and Promising Practices for Teaching Play to Young Children with Disabilities.- PART 3: Maximizing Current and Future Child Outcomes with EBP.- Chapter 16. Personnel Preparation in EC Intervention.- Chapter 17. Implementing Evidence-based Practices in ECSE Classroom Settings.- Chapter 18. Using Modifications and Accommodations to Enhance Learning of Young Children with Disabilities.- Chapter 19. The Role of Speech-Language Pathologists in Providing Early Childhood Special Education.- Chapter 20. Occupational Therapy in Early Intervention and Early Childhood Special Education.- Chapter 21. Role of Physical Therapy Within the Context of Early Childhood Special Education.- Chapter 22. Early Childhood Special Education in Context of Pediatrics and Medical Home.- Chapter 23. Early Childhood Special Education in the Context of School Psychology.- Chapter 24. Culture, Ethnicity, and Linguistic Diversity: Implications for ECSE.- Chapter 25. Inclusive Education and Autism Spectrum Disorders: The Working Practice of Supporting Teachers in Argentina.- Chapter 26. Physical Activity and Preschool Children with and without Developmental Delays.- Chapter 27. Expanding Frontiers in Research Designs, Methods, and Measurement in Support of Evidence-Based Practice in Early Childhood Special Education.- Chapter 28. Role of Research Syntheses for Identifying Evidence-Based Childhood Intervention Practices.- Chapter 29. Accounting for the Developing Brain. | ||
| 856 | 4 | 2 |
_3Contributor biographical information _uhttps://www.loc.gov/catdir/enhancements/fy1615/2016935847-b.html |
| 856 | 4 | 2 |
_3Publisher description _uhttps://www.loc.gov/catdir/enhancements/fy1615/2016935847-d.html |
| 856 | 4 | 1 |
_3Table of contents only _uhttps://www.loc.gov/catdir/enhancements/fy1615/2016935847-t.html |
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