New Library Resources

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Changing Face of the United States, The: The Influence of Culture on Early Child Development (2008)
Summarizes key findings from literature search focusing on the influence of culture on child development from birth to age three and offers resources for practitioners as they address the needs of infants and toddlers. Includes matrices with summaries of studies referenced and key findings. Provides list of all references used. 47 pp.

Easter Seals’ Living with Autism Study (2008)
Printout of power-point presentation giving study of parents of children with autism and typically-developing children -- about daily life, relationships, independence, education, housing, employment, finances and healthcare. Results paint a startling picture of the life-long fears and anxieties people with autism and their families face and the disparities among parents of children with autism as compared to parents of typically developing children. 69 pp.

Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think (2006)
Presents the Floortime approach to autism to guide the efforts of speech pathologists, occupational therapists, and educators to work with the family. Builds on the latest research on the development of the mind and brain. This approach can be applied at a very early stage, when signs of autism first appear, with the hope of preventing the full onset of autism. 448 pp.

Feeding Practices That Foster Emotional Health: Infants and Toddlers in Group Care (2008)
Focuses on research-based best practices for feeding babies and toddlers in group care and how these daily routines are opportunities for caregivers to promote healthy emotional development. 9 pp.

Guide to Resources for Creating, Locating, and Using Child and Youth Indicator Data (2008)
Provides brief descriptions of a number of data and information resources available to workers in the child and youth indicators field and those who work in governance, advocacy, research, and the media. Includes books, journals, and other publications related to the identification, measurement, development and use of child indicators; professional newsletters focused on child indicator issues and products; web sites offering data at the national, state, and local levels; research centers focusing on child and youth well-being; and technical resources. 27 pp.

Mental Health in Early Intervention (2006)
Discusses effective assessment and intervention with infants and young children, and the need to incorporate psychological, medical, and family factors— including infant mental health and early intervention. Integration of these two fields introduces mental health concepts to supervisors and students in early intervention and teaches mental health professionals more about early intervention. 482 pp.

Recommended Transition Practices for Young Children: National Validation Study (2008)
Identifies 21 key practices through a series of studies of early childhood and early childhood special education professionals, that support the transition process as children leave early intervention and enter preschool and as they leave preschool and enter kindergarten. Describes early practice and gives specific examples of how the practice could be implemented across program types. 15 pp.

Tools for Transition in Early Childhood: A Step-by-Step Guide for Agencies, Teachers, and Families (2006)
Gives how-to-guide to help programs coordinate their services and plan transitions that ensure young children's school readiness. 216 pp.

Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention (2006)
Highlights connections between ASD and specific early social-communication impairments, including problems with joint attention, imitation, and play, with a focus on what clinicians can do to help. Reviews innovative screening and assessment practices and evidence-based intervention and prevention strategies. 367 pp.
Young Children with Disabilities in Natural Environments: Methods and Procedures (2006)
Focusing on children from birth to age 5, gives specific practical knowledge on a range of critical procedures for working with children effectively. Includes guidelines on how to use naturalistic and systematic instruction together, a focus on cultural competence and an integrated, non-categorical approach that weaves together information across disabilities, developmental domains, and ages. 392 pp.