Zobrazeno 1 - 10
of 118
pro vyhledávání: '"Bonnie Keilty"'
Autor:
Bonnie Keilty, JaneDiane Smith
Publikováno v:
International Journal of Child Care and Education Policy, Vol 12, Iss 1, Pp 1-17 (2018)
Abstract Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are incr
Externí odkaz:
https://doaj.org/article/cf9780b23572419db51eab4374158541
Publikováno v:
Journal of Early Childhood Research. 20:397-412
Identifying family strengths is central to early childhood practices. Moving beyond identification to exploring and explicitly applying those strengths can evolve strengths-based and family capacity-building practices. Assessment and planning process
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6b999377d0a4757bcca561e3860ca2f0
https://doi.org/10.1177/1476718x221083420
https://doi.org/10.1177/1476718x221083420
Autor:
Institute of Medicine, National Research Council, Commission on Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Integrating the Science of Early Childhood Development, Bonnie Keilty, Deborah A. Phillips, Jack P. Shonkoff
On June 24-25, 1999, the Committee on Integrating the Science of Early Childhood Development of the Board on Children, Youth, and Families of the National Research Council/National Academy of Sciences and the Institute of Medicine convened a workshop
Autor:
JaneDiane Smith, Bonnie Keilty
Publikováno v:
Intellectual and Developmental Disabilities. 58:1-18
Increasingly, families know prenatally of certain diagnoses with a high probability of developmental delays. These diagnoses could result in eligibility for Part C early intervention (EI) postnatally. Although prenatal developmental interventions (e.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d5d6b5c077f252e7d0c8151977a221ef
https://doi.org/10.1352/1934-9556-58.1.1
https://doi.org/10.1352/1934-9556-58.1.1
Autor:
Bonnie Keilty
Publikováno v:
Young Exceptional Children. 23:199-211
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d3a0ef3f52ef34b9065cc6ad9d81b513
https://doi.org/10.1177/1096250619864076
https://doi.org/10.1177/1096250619864076
Autor:
Bonnie Keilty, Sagarika Kosaraju
Publikováno v:
Journal of Early Childhood Teacher Education. 39:243-260
Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create e...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51916977551f97f43db253c2e3b74200
https://doi.org/10.1080/10901027.2018.1457579
https://doi.org/10.1080/10901027.2018.1457579
Autor:
Bonnie Keilty
Family–professional partnerships are essential to early intervention practice (birth–age 3). However, building and sustaining these partnerships is complex work. This book is about digging deeper and looking closer at what it takes to have succes
Publikováno v:
Journal of Intellectual Disability - Diagnosis and Treatment. 3:218-229
Contemporary recommended practices in early childhood assessment strive to gain a holistic picture of child learning and development to inform screening, eligibility, and program planning decisions. These practices have traditionally focused on compe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::095e6ac956a9a61f625650303a7b716f
https://doi.org/10.6000/2292-2598.2015.03.04.8
https://doi.org/10.6000/2292-2598.2015.03.04.8
Autor:
Bonnie Keilty
This guidebook on family–professional partnerships has been used as a go-to early intervention resource in university coursework, for inservice professional development, and as a support to families in (or considering) early intervention. This new
Publikováno v:
Topics in Early Childhood Special Education. 28:244-256
Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on auth
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1d4a33cb3fd3f4eb7f06f03ee4e5670f
https://doi.org/10.1177/0271121408327477
https://doi.org/10.1177/0271121408327477