Single Case Design: Changing Practices of Early Intervention Professionals Serving Children with Visual Impairments
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-021-01222-0.pdf
Reference35 articles.
1. Anthony, T. (2014). Family support and early intervention services for the youngest children with visual impairments. Journal of Visual Impairment & Blindness, 108, 514–519. https://doi.org/10.1177/0145482X1410800612
2. Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35, 183–196. https://doi.org/10.1177/0271121415595550
3. Brown, J. A., & Woods, J. J. (2012). Evaluation of a multicomponent online communication professional development program for early interventionists. Journal of Early Intervention, 34, 222–242. https://doi.org/10.1177/1053815113483316
4. Bruder, M. B., Dunst, C., Wilson, C., & Stayton, V. (2013). Predictors of confidence and competence among early childhood interventionists. Journal of Early Childhood Teacher Education, 34, 249–267. https://doi.org/10.1080/10901027.2013.816806
5. Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235–243. https://doi.org/10.1177/0271121408328173
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1. The Social Validity of Using the Matrix Approach in Early Intervention With Children Who Are Blind or Have Low Vision;Journal of Visual Impairment & Blindness;2022-03
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