Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Social, Policy and Curriculum Studies, Faculty of Education. Includes bibliography. Also available in print form.

Thesis (Ph. D.)--Massey University, Palmerston North, 2007. / Includes bibliographical references (p. 286-317).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.

Undergraduate honors paper--Mount Holyoke College, 2008. Dept. of Psychology and Education. / Includes bibliographical references (leaves 104-111).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.

Thesis (M.A.)--Marshall University, 2004. / Title from document title page. Document formatted into pages; contains viii, 88 p. Includes abstract. Includes bibliographical references (p. 80-85).

Thesis (M.S.)--Central Connecticut State University, 2000. / Thesis advisor: Margaret M. Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 51-52).

The Division for Early Childhood (DEC) Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at risk for, developmental delays or disabilities. Family: Knowing Families, Tailoring Practices, Building Capacity is the third edition of the DEC Recommended Practices Monograph Series, and it offers professionals and families multiple ways to implement the family practices across the settings in which children grow and learn. The articles in this collection provide guidance by illustrating how to implement the Family Recommended Practices with fidelity and flexibility. The monograph offers a unique contribution to the field by including authentic family voices as primary or equal contribution.

No description available.

Early intervention is the area of practice specific to children aged 0–3 years old and is often made up of a team of professionals working towards similar goals for a child alongside the family. Many of these settings use a multidisciplinary approach. This study aims to create a transdisciplinary model for early intervention professionals to follow and implement in their practice settings. The Parent Empowerment Program (PEP) will share evidence that transdisciplinary practice in early intervention leads to better goal outcomes for children and families. The transdisciplinary approach entails that professionals collaborate and communicate to share knowledge within their area of practice and scope with the other members on the treatment team to create a shared knowledge pool. This allows early intervention strategies to be integrated between specialties, leading to a holistic and better supported carry over of home strategies when compared to multidisciplinary practices. Occupational therapists will be able to implement this approach in treatment teams to spread awareness of our scope of practice as well as share and teach occupational therapy strategies to other health care professionals. Transdisciplinary practices lead to better client and family outcomes in the efficiency of goal attainment, family involvement, and carryover of strategies from therapy session to the home environment. This approach to practice will make occupational therapy well known and better understood for both service consumers and other health care professionals.