Related Publications from WestEd Center for Prevention & Early Intervention

Assessment of Family Strengths and Needs
A family’s strengths and needs are the heart of early intervention. Together they form the baseline of a child’s present level of development and the context within which the child will grow–critical data used to develop the individualized family services plan. This excerpt from the Early Start Service Coordination Handbook discusses the service coordinator’s role in assessing family strengths and needs; procedures and tools for gathering information; and quality practices for supporting the family. It also offers case examples and related references and resources. 42 pp. Free.

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Effective Early Childhood Transitions: A Guide for Transition at Age Three — Early Start to Preschool
This guide identifies both required elements for transition and recommended practices to support famlies and their children as they successfully navigate transition from Early Start to other services at age three. It is intended for the Early Start community that includes regional center and LEA service coordinators, service providers, family resource centers, and receiving LEA providers. The document was developed collaboratively by the California Department of Developmental Services, Early Start Section and the California Department of Education, Special Education Division through contracts with Supporting Early Education Delivery Systems (SEEDS), Sacramento County Office of Education and the WestEd Center for Prevention and Early Intervention. 46 pp. Free.

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Autistic Spectrum Disorders: Best Practice Guidelines for Screening, Diagnosis and Assessment
Developed by the California Department of Developmental Services and based on current research and professional consensus, the goal of Autistic Spectrum Disorders: Best Practice Guidelines for Screening, Diagnosis and Assessment is to provide a consistent and comprehensive base of information for screening, evaluation and assessment of persons with autistic spectrum disorders (ASD). The core concepts and best practices were developed through panel consensus, supported by evidence-based findings to assist families, service providers and public officials in making informed decisions regarding early identification and intervention for children with autism. 184 pp. $15

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Transfer of Knowledge Symposium on Child Care for Children with Disabilities and Other Special Needs: Summary of Proceedings
This report captures the events of the first-ever “Transfer of Knowledge Symposium on Child Care for Children with Disabilities and Other Special Needs: Summary of Proceedings” conducted in November 2002. Multidisciplinary teams representing 51 counties partnered to create local action plans that addressed the challenges of locating and maintaining quality child care for this unique population. Includes a synopsis of research and investigation into the issue of quality inclusive child care; key points from prominent presenters including “Who Are the Children With Disabilities?,” What Do the Laws Require?,” and “Seeing the Possibilities: Casting the Vision from a Parent’s Perspective;” outcomes and feedback, including information gleaned from county action plans; and recommended next steps. Also includes Appendices that reflect the contributing organizations, planning team, speaker bibliographies, a summary of resources, and others. 40 pp. $10.95

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Barriers to Inclusive Child Care: Research Study Findings and Recommendations
This year-long study conducted for the California Children and Families Commission identified existing barriers to child care for children with disabilities and other specials needs such as access to high quality programs, insufficient parent and provider information, and lack of advocacy in order to obtain these services. The Executive Summary includes an overview of the findings and a summary of the recommendations. The full 234-page Research Study includes a review of relevant research and current regulations, policy and practice; an in-depth analysis of the study findings; and recommendations for practice and future research. $20

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Funding Inclusive Child Care: Resources to Support Children with Disabilities or Special Needs in Child Care Settings
Information brief describing a variety of resources that support children with disabilities in inclusive child care settings or as part of a larger disabilities service system of which child care is a part. Discusses current funding sources and issues, and provides examples of inclusive child care funding models in California and nationwide. 8 pp. Free.

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Effective Practices in Inclusive Child Care
Information brief summarizing research, references, and resources related to inclusive child care practices. Discusses issues faced by families who have young children with disabilities and other special needs as well as the providers who serve them. 5 pp. Free.

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Technical Assistance Materials for Inclusive Child Care
Set of materials that provide information and guidance on child care for all children, with a special focus on children with disabilities and other special needs. Includes an environmental and curricular checklist, quality indicators for preschool programs, and commonly asked questions about child care as it relates to the Americans with Disabilities Act. 41 pp. Free.

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The Paraprofessional’s Role in Inclusive Classrooms
This two-part staff development training video provides introductory information on the roles and responsibilities of paraprofessionals who are supporting students with disabilities in general education classrooms. An accompanying manual contains sections on “People First” Language; Making Time to Collaborate; Adaptation Ideas; and Curriculum Modifier’s Toolkit. Video: Parts 1 and 2: 30 min. each. (First copy free; duplication permitted)

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Social and Emotional Well-Being: The Foundation for School Readiness
Publication describes the evolution of infant mental health as a critical field of study and practice in California, beginning with the Infant Mental Health Workgroup Recommendations in 1996 to the Infant Mental Health Development Project to the Infant-Family Mental Health Initiative and to the Infant, Preschool and Family Mental Health Initiative in 2004. Although the work continues to expand, the message remains consistent: focusing on early relationships between young children and their caregivers has lifelong implications for achieving healthy social and emotional well-being. 48 pp. $9.95 plus s/h.

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Relationship-Based Support Services for Babies With Special Needs and Their Families
An easy-to-read booklet on the importance of the parent-child relationship and the importance of early social-emotional development. Describes the feeling parents may experience in response to having a baby with special needs and how the parent-child relationship may be affected by these feelings. Also available in Spanish. 16 pp. $1.50/copy or package of 50 for $50 plus s/h.

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Project Relationship: Creating and Sustaining a Nurturing Community
Training tools that promote relationship-based services to children through relationship-based support to staff. A structured problem solving framework entitled “Going Around the Circle” is used to help program staff work together to better meet the special needs of children who may be having difficulty in child care. Video and Companion Training Manual are used in an inservice setting facilitated by a Project Relationship Trainer. Materials are divided into four sections: Introduction: Creating and Sustaining a Nurturing Community; Improving Staff Communication; Enhancing Success for Young Children in Group Settings; and Enriching Program Practices for Children, Staff, and Families. Video: 41 min.; Training Manual: 113 pp.; $70 plus s/h.

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