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Evaluating Implementation of Infant/Toddler IGDIs for Progress Monitoring by Practitioners in Part C Programs

Child & youth care forum, 2021-02, Vol.50 (1), p.77-97

2021

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Using Early Indicators of Academic Risk to Predict Academic Skills and Socioemotional Functioning at Age 10

Journal of educational psychology, 2018-05, Vol.110 (4), p.483-501

2018

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Convergent Validity of Infant/Toddler Developmental Progress Monitoring Tools

Child & youth care forum, 2019-08, Vol.48 (4), p.493-511

2019

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Enhancing Parent- Child Interactions through Home Visiting: Promising Practice or Unfulfilled Promise?

Journal of early intervention, 2007, Vol.29 (2), p.119-140

2007

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Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness

Early education and development, 2010-11, Vol.21 (6), p.912-939

2010

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Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

The Journal of special education, 2013-05, Vol.47 (1), p.28-40

2013

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Adolescent and adult low-income mothers: How do needs and resources differ?

Journal of community psychology, 2007-11, Vol.35 (8), p.1037-1052

2007

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Objective and Self-Perceived Resources as Predictors of Depression among Urban and Non-Urban Adolescent Mothers

Journal of youth and adolescence, 2006-10, Vol.35 (5), p.833-847

2006

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Meeting Needs of Young Children at Risk for or Having a Disability

Early childhood education journal, 2010-04, Vol.37 (6), p.509-517

2010

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Parents’ Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments

Journal of visual impairment & blindness, 2009-10, Vol.103 (10), p.694-704

2009

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Differences in parental perceptions of the socio-emotional development of underweight, overweight, and typically weighted children in a low-income sample

Journal of child health care, 2010-09, Vol.14 (3), p.250-260

2010

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Using Individual Growth and Development Indicators to Assess Child and Program Outcomes

Young exceptional children, 2008-12, Vol.12 (1), p.31-41

2008

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Developing a General Outcome Measure of Growth in the Expressive Communication of Infants and Toddlers

School psychology review, 2001-09, Vol.30 (3), p.383-406

2001

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Comparing Service Use of Early Head Start Families of Children With and Without Disabilities

Journal of family social work, 2011-03, Vol.14 (2), p.159-178

2011

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Developing a General Outcome Measure of Growth in Social Skills for Infants and Toddlers

Journal of early intervention, 2004, Vol.26 (2), p.91-114

2004

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Developing a General Outcome Measure of Growth in Movement for Infants and Toddlers

Topics in early childhood special education, 2002-10, Vol.22 (3), p.143-157

2002

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Improving Outcomes for Young Children by Assessing Intervention Integrity and Monitoring Progress: "Am I Doing it Right and Is it Working?"

Young exceptional children, 2004-01, Vol.7 (2), p.20-29

2004

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The Good Student Game: Behavior Management for Diverse Classrooms

Intervention in school and clinic, 2000-03, Vol.35 (4), p.216-223

2000

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THE EARLY COMMUNICATION INDICATOR (ECI) FOR INFANTS AND TODDLERS: WHAT IT IS, WHERE IT'S BEEN, AND WHERE IT NEEDS TO GO

The behavior analyst today, 2003, Vol.3 (4), p.383-388

2003

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Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs

Children and youth services review, 2020-11, Vol.118, p.105353, Article 105353

2020

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Predicting School Readiness for Low-Income Children with Disability Risks Identified Early

Exceptional children, 2011-06, Vol.77 (4), p.435-452

2011

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Low-income parents' warmth and parent-child activities for children with disabilities, suspected delays and biological risks

Infant and child development, 2011-09, Vol.20 (5), p.509-524

2011

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Evaluating Implementation of Infant/Toddler IGDIs for Progress Monitoring by Practitioners in Part C Programs

Using Early Indicators of Academic Risk to Predict Academic Skills and Socioemotional Functioning at Age 10

Convergent Validity of Infant/Toddler Developmental Progress Monitoring Tools

Enhancing Parent- Child Interactions through Home Visiting: Promising Practice or Unfulfilled Promise?

Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness

Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

Adolescent and adult low-income mothers: How do needs and resources differ?

Objective and Self-Perceived Resources as Predictors of Depression among Urban and Non-Urban Adolescent Mothers

Meeting Needs of Young Children at Risk for or Having a Disability

Parents’ Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments

Differences in parental perceptions of the socio-emotional development of underweight, overweight, and typically weighted children in a low-income sample

Using Individual Growth and Development Indicators to Assess Child and Program Outcomes

Developing a General Outcome Measure of Growth in the Expressive Communication of Infants and Toddlers

Comparing Service Use of Early Head Start Families of Children With and Without Disabilities

Developing a General Outcome Measure of Growth in Social Skills for Infants and Toddlers

Developing a General Outcome Measure of Growth in Movement for Infants and Toddlers

Improving Outcomes for Young Children by Assessing Intervention Integrity and Monitoring Progress: "Am I Doing it Right and Is it Working?"

The Good Student Game: Behavior Management for Diverse Classrooms

THE EARLY COMMUNICATION INDICATOR (ECI) FOR INFANTS AND TODDLERS: WHAT IT IS, WHERE IT'S BEEN, AND WHERE IT NEEDS TO GO

Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs

Predicting School Readiness for Low-Income Children with Disability Risks Identified Early

Low-income parents' warmth and parent-child activities for children with disabilities, suspected delays and biological risks

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