IDENTIFIMS - ERIC

ED 343 436 BC 301 197

AUTHOR Decker, Marcia J., Ed.TITLE Directory of Selected Early Childhood Programs,

1991-1992.INSTITUTION North Carolina Univ., Chapel Kill. Frank Porter

Graham Center.SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE Nay 92CONTRACT BS-31-01-1001MOTE 354p.; For the 1990-1991 directory, see ED 333

671.PUB TYPE Reference Naterials - Directories/Catalogs (132) --

Collected Works - General (020)

EDRS PRICE MF01/PC15 Plus Postage.DESCRIPTORS Demonstration Programs; *Disabilities; *Early

Childhood Education; *Early Intervention; EducationalLegislation; Educational Policy; EducationalResearch; Federal Aid; Federal Legislation; *FederalPrograms; Inservice Education; Labor ForceDevelopment; Outreach Programs; ProfessionalEducation; *Program Descriptions; Research Projects;Special Education; Teacher Education; TechnicalAssistance

IDENTIFIMS Individuals with Disabilities Education Act; *Officeof Special Educ Rehabilitative Services

ABSTRACTThis directory of selected early childhood programs

sponsored by the Office of Special Education and RehabilitativeServices (OSERS) includes project grants in the following programcategories administered by the Office of Special Education Programs:the Division of Innovation and Development (DID), the Division ofPersonnel Preparation (DPP), and Early Education Program for Childrenwith Disabilities (EEPCD). The EEPCD projects described includedemonstration projects, information management projects, inservicetraining projects, outreach projects, rasearch and experimentalprojects, research institutes, and the Technical Assistance Center.DID contracts and grants include field-initiated grants, initialcareer award grant, the Policy Research Institute, research contract,research grants, small grants, state agency/federal evaluationstudies grant, and student-initiated grants. The Di2 grants fall intothe following categories: infant/toddler personnel, leadership,low-incidence disabilities, minority institutions, related services,rural special projects, special educators, special populations,special projects, and state education agencies. An introductionprovides an overview of OSERS -sponsored early childhood programs anda discussion of the implications of the Individuals with DisabilitiesEducation Act (IDEA) for federal and state efforts in planning andimplementing early childhocd special education and related services.The Directory section provides a state-by-state listing of theprojects, a list of state personnel administering the PreschoolGrants Programs (Part B--Section 619 of IDEA) and the Program forInfants and Toddlers with Disabilities (Part B of IDEA), and a listof chairs of the state Interagency Coordinating Councils. The ProjectAbstracts section provides a half-page abstract for each project.Project abstracts are organized according.,to program category and

project subcategory and, within subcategory, by state. Abstractsinclwle project title and grant number, director or principalinvestigator, telephone number, funling period, fiscal agency withcity/state location, competition category, and project description.Indexes provide access to the project abstracts by program categoryand by state. (JDD)

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gtoefroottels. 1991-1992'Ple'r DIRECTORY

Nm7*1rivo EDUCAllealMee of EducationatReseerch one tmprovemein

EDUCATIONALcEREANIMINFORMATION

liThss document has teen reproduced asreceived front the person or orgernrahonongsnating 4

C Minta changes have been made to improvereproduction Duality

Poona et view or opinions stated in this docu-ment do not necessary*/ rePreeent **cudOEM position or covey

of

SelectedEarly Childhood

Programs

sponsored by theOffice of Special Education andRehabilitative Services (OSERS),

U.S. Department of Education

produced for OSERS

byNEVUS

The National Early ChildhoodTechnical Assistance System

1991-1992DIRECTORY

ofSelected

Early ChildhoodPrograms

edited by Marcia J. Decker

NEOITAS is a collaborative system comdinated by

Frank Porter Graham Child Development Center, The University of North Carolina at Chapel Irdi

with

Department of Special Education, University of Hawaii at Manoa Federation kr Children with Special Needs

Georgetown Univers* Child Development Center/UAP National Association of State Directors of Special Education (NASDSE) National Center for Clinical Infant Programs (NCCIP)

3112.1920L1XECI=SLIEleZetLEadx.raildhgalltomma was induced bY the National Early Childhood Technical Assistance System (NEC*TAS). pursuant to contract number HS 91-01-1001 frau the Office of Special Educmion Prngrams (OW), U.S. Department of Education. Contractors undertaking such projects under

government sponsorship are encouraged to express freely their jWgnant in profemional and technkal =nen. Points of view and opinions expressed do urn necessarily represent the Department of Education's position or policy. The contents of this document are presented for information purposes only; Kt endorsement is made.

The National Early Childhood Technical Assistance System (NEC*TAS) is a collaborative system, coordinated by the Fmk Porter Graham Child Development Center at the University of North Carolina at Chapel Irdi. The address

of the coordinating office is NEC*TAS, CB# 8040. 500 NationsBank Plaza. Chapel Mil, NC 27599-8040.

Tekphone: (919) 962-2001. FAX: 919-966-7463.

May 1992

Managing Editor: Marcia J. Decker Reservoir Tim Mooney, Trish Isbell, Linda Dunn. & David 'Merton Production/Cover Desigsr Marcia L Decker

lama Director and Principal Investigator: Pascal L. Trohanis

Contracting Officer's Technical Representative (OSEP): Peggy Cvach Contracts Specialist, U.S. Department of Education: Max LeQuang

4

CONTENTS

Paha, and Wets Guide

Introduction xi

Dhectory of Addresses d Key Pasamel and Projects (by statalismmin jurisdicdon) 1

Projea Abstracts (by program asegary and state/governing jurisdiction) 89

Division of Educational Services (DES):

Early Education Program for Children with Disabilides (EEFCD) 89

Demonstration Projects (Nondirected Demonstration) 89

Information Management Projects (Information Systems) .104

In:twice Training Projects (Inservice Training for Related Services 108

Personnel. Model Insmvice Training. Multidisciplinary TrainingPrograms for Child Care Personnel)

Outreach Projects (National/Multirtste) 126

Resaurh and Experimental Projects (Norulkected Experhnental 149

Research Projects on Early Chiklhood Program Features)

Research Institutes 152

Technical Assistance Center 155

Division of Innovation and Development (DID) 157

Held-Initiated Grants 157

Initial Career Award Grant 165

Policy Research Insdtute 166

Research Contract 167

Research Grants on Geneml Education, Social Studies, and Language Mts Curricula 168

Small Grants 169

State Agency/Federal Evaluation Studies Grant 173

Student-Initiated Grants 174

Division of Personnel Preparation (DPP) 179

Infantiroddler Personnel Grams 179

Leadership Grants 210

Low Incidence Grams 225

Minority Institutions Grants 226

Related Services Grants 229

Rural Special Projects Grants 239

Special Educators Grams 243

Special Populatirms Grants 279

Special Projects Grants 287

State Education Agency Grant 295

Index k Index to Project Abstracts by Program Category 297

Index B: Index to Prokct Abswacts by State/Jurisdiction 317

ivi;

;

PREFACE AND USER'S GUIDE

Preface

This document, produced for the U.S. e, I I 0 of Education by the NationalEarly Childhood Technical Msistance System AS), is a directory of selecod earlychildhood sponsored by the Office of Special Education and RehabilitativeServices ( ). Included are project grants in Foram categories administered by theOffice of Special Educatim Programs (OSEP): the Division of Innovation and Develop-ment (DID), the Division of Pummel Preparation (DPP), and Early Education Programfor Children with Disabilities (EEPCD), funded under the Division of Educational Services(DES). The Directory also lists key state personnel who administer the PrescLool GrantsProgram (Ptift BSection 619) and the Program for Infants and Toddlers with Disabilities(Part H), as well as chairs of die state Interagency Coordinating Councils (ICCs), under theIndividuals with Disabilities Education Act EA), formerly the Education of theHandicapped Act.

The Directory is organized into four sections:

* The Introduction provides an overview of OSERS-sponsored early childhoodprograms and a brief discussion of the implications of IDEA for federal and state efforts inplanning and implementing early childhood special education and related services.

The Directory section provides a state-by-state listing of EEPCD, DID, and DPPprojects; state I, administering Part BSection 619 and Part H; and state ICCchairs for the s states and 10 other eons (e.g., Guam, Puerto Rico, District ofColumbia). These listings include telephone number, SpecialNet User Name(where available), and FAX number (where available).

* The Project Abstracts section provides half-page abstracts for each of theEEPCD, DM, and DPP projects. Project detracts ate organized according to programcategory and project subcategory and, within subcategoiy, by state. Abstracts includeproject citle and grant number, director or principal investigator, telephone number,funding period, fiscal agency with city/state location, competition category, and projectdescription.

* The Indexes provide two guides to project abstracts. One index is organized byprogram category, with respective subcategories; the other is arranged by state.

The information contained in this document represents the best informationavailable at press time. Project abstracts for EEPCD prolects were derived from projectproposals, direct contact with the project, and, for continuing projects, the previous year'sproject abstract. Project abstracts for DID and DPP grantees were developed usinginformation provided by OSERS and information provided directly by projects. Contactinformation for projects has been confirmed by phone and revised as necessary.

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1

The 1991-92 Directory o f Selected Early Childhood Programs is a comracmalpublication by NEC*TAS under its fivelur agreement with OSEP. The goal of theannual is to provide broad-based information on federal and state activities inearly and related services unilw IDEA for use by persons directly or indirectlyinvolved in these efforts. Families may use this document to locate prowams that areappropriate for their child's needs. Service providers may find the document useful in

or collaboration with other professional& Lawmakus, administrator& andpolicY may use this document as an overview of the national network of activitiessponsored by OSE,RS.

OSERS and NEC*TAS hope that the 1991-92 Directory will stimulate furtherinterest in tiw special needs of children with or at risk for disabilities and their families,and encourage greater national, state, and local collaboration in meeting these needs.

User's Guide

The 1991-92 Directory provides descriptions of selected OSERS projects and theirprimary activities, and infonnation to assist readers in contacting these projects. Withinthis document, project addresses are listed separately from project alstracts. This structureprovides readers with a quick overview of projects active within a given state, whilereserving maximum space in project abstracts for descriptive information. It also allowsfor the Directory and Project Abstracts sections to be organized in the most useful formatsfor optimal reader use.

The Directory section is organized alphabetically by state or jurisdiction, in orderto provide quick reference to project addresses and telephone numbers. Each state page inthe Directory section is arranged in columns, as follows:

Left column: State personnel (Section 619 coordinators, Part H coordinators,chairs of state Interagency Coordinating Councils).

Center column: EEPCD projects (these may extend to additional columns or pagesfor states with numerous EEPCD listings). EEPCD project listings are subdividedinto seven categories: demonstration, information managenumt, inservice training,outreach, research and experimental. research institute, and technical assistancecenter.

Right column: DID and DPP gantees (where EEPCD listings extend to additionalcolumns, listings for DID and DPP may begin on or extend to another page orcolumn).

Within program categories (and, for EEPCD projects, within subcategories).projects are listed 2Iphabetically by city, and within city, by project name. (See Figure 1for an example of a directory page-)

The Project Abstracts section is organized by program category (EEPCD, DID,DPP) to provide a comprehensive view of project activity within a given program.Pmjects within each program category are organized by project subcategory. Within each

arbcategory, project abstracts are arranged alphabetically by state and, within state, byproject title. Each abstract indicates the project director and telephone number, grantnumber, fund* paiod, fiscal agency with dty/state location, and the competition inwhich the ject was funded. Abstracts are onelf pap in length and are printed two toa page, wi a running foota that indica= both program categay and project subcaterry.(See Figure 2 for sample absttact.) Abstracts are organized as follows (individualcompetitions within a subcategory are indicated parenthetically where relevant):

EEPCD Projects

Demonstration Projects (Nondirected Demongration)Information Management Projects (Information Systans)Inservice Training Projects (Inservice Training for Related Servicts

Pasonael, Model Inservice Training, Multidisciplinary Trainingfor Child Care Personnel)

Outreach Projects (National/Multistate)

Research and Ex . tal Projects (Nondirected Experimental, Research

on Early Y .1. . Program Features)

Research Institutes

Technical Assistance Center

DID Contracts and Grants

Field-Initiated GrantsInitial Career Award GrantPolicy Research InstituteResearch ContractResearch Grants on General Education, Social Studies, and Language Arts

CurriculaSmall GrantsState Agency/Federal Evaluation Studies GrantStudent-Initiated Grants

DPP Grants

Infant/Toddler Personnel GrantsLeadership GrantsLow-Incidence GrantsMinority InstitutionsRelated Services GrantsRural Special Projects GrantsSpecial Educators GrantsSpecial Populations GrantsSpecial Projects GrantsState Education Agency Grunt

Figure 2Sample Project Abstract Page

Technology Inservice Project

Model Inservice Training Project Funding Period: 1991-94Director: Patricia /Ioniser Telephone: (309) 298-1634Fisti Agency: Western Illinois University (Macomb. IL) Grant No,: H024P10077

PURPOSE: To develop. demonsuate. evaluate, and disseminate a competencybued.,. inservice model that is responsive to the staff development needs of laxly

TARGET: Critelitervendcm team memters (educators. families, prop= assisiants. occupa-tonal therapists, physical therapists. speechilanguage therapists. wird workersk and programahninistrators.APPROACH: Trilnin is designed to extend the roles of the urges audience. providing themwith skills in using technology applications with children and for management roductivity.Based on a team amuck cement and procedures will be individualizedscomtling to the role and needs of participants. Modules am organized inlaid two components.Child Applicaiions and Adult Productivity, each comaining a menu of awareness andapplicationmodules. Initial awareness training will be provided on-site or at Macomb. Appbcauonstraining will occur at Macomb. with follow-up at the participant's homr site, by videotapeexchange. and through group meetings. Technology competencies for participants will bedelineated. Direct observation of participants working with children and technology in their ownsites and in camerating practicum sites is planned. Mx project will explore training sud follow-

options via satellite-delivered intenutive video programs. College credit is available.upOUTCOMES The project will increase the number of early intervention and preschoolpersonnel who use WC huology applications in =s addiessing infants. toddlers. andpreschookrs with a variety of and their

The UIC Therapeutic Partnership Project

In.:mice Training/Related Services Project Funding Period: 199)-93Director Mary Lawlor Telephone: (312) 996-6901Fiscal Agency: University of Illinois at Chicago (Chicago. Grant No.: M20000211

PURPOSE: To develop a comprehensive inservix training program that will increase andimpiove early childhood therapy services for children with special needs and their families.TARGET: Occupational and physical _therapists who are nm working. who walk ("inside earlychildhood, or who west in earlychildhood sottinp. but are not mined to plovide comprehensivefarnily.oslentod intervention and highly specialized services for specific risk populations.,OACH: The project's *Ly is thet best therapy practice results when therapists 1)form effecdve with -ft and families 2) recognize. minim. and integrate theperspectives of all intervention tems mends= 3) shale responsibility for sovietdon: and 4) apply their skills in a cost-effeedve manner that maximizes developmental outcome.The project offers multi-level. competency-based. interdisciplinary training dirtaiin=academie learning and clinical practice. Training is offered at three levels: a)offering a lecture series end extensive supervised pacticune b) Enrichment, involving a %in*.ing education program with didactic sessions anti videmape case analysis: and c) Adb wad.addressing specialized competencies with supervised practicum experiences. Follow-up activi-ties include monthly meetinp emphasizing faculty end peer review of assessmem, treatment,and consultation sessions using videotapes of actual intesvendons. Panicipents can customdesign training convenients that most direcdy meet their professionel development needs.Training will be integrated within educational offerings at the University of Illinois atChicago.OUTCOMES: =COMM' include hammed numbers of therapists who provideti.

effective family -oritt intervention services within imerdisciplinary settings in Minois.

109 1:1EFCD Impovict

The Indexes Fovide page references to project abstracts. Index A arrangesProjects by ti category, subcategory, and, what appropriate, individual

competition. these categories, projects are listed alphabetically by proiect title.The city/state location of each roject is indicated parenthetically after the project title.Index B offers a guide to project abstracts by state, with projects listed by program

and ject title within each state. Page references for dm indexes give both pigeand p nt of the abstract on the page (A = upper half, B = lower half).

Readers seeking a quick reference to abstracts for particular categories of federalprograms may consult the Table of Contests to find die appropriate block of projectabstracts to peruse. Alternatively, they may scan program categories in Index A to locate

project titles and ex specific page referenm for abstracts. R-zders who wish toinformation about a given statets projects have two choices also. For an overview of

state iwtivides and contact information, readers may consult the state pages in theDirectory section. For an overview of state activities with a guide to specific projectabstracts, readers may consult Index B.

I t 1 I I

INTRODUCTION

The Office of S ial Education and Rehabilitative Services (OSERS) in the U.S.Department of administers a variety of programs Mated to improving the

ty and quantity of services to young child= with special needs and their families.1991-92 Directos y reflects selected early chiIJhood " 4jects sponsored OSERS and

administued by the Office of Special Education . ( threeprograma: die Early Education program for Children with . (EEpa;),Itrmerlythe Handicapped 01Ww's Early Education Programs (HCEEP), under the Division ofEducational Services (DES); the Division of Innovation and Development (DID); and theDivision of Personnel Preparation (DPP). The directory aim lists key state . whoare responsitAe for administering two state initiatives for children with 4 . 4' ties andtheir families under Public Law 102-119: the Preschool Grants Program (Part BSection619) and the Program for Infants and Toddlers with Disabilities (Part H), iwludingchairpersons of the state Interagency Coordinating Councils (ICCs). Descriptions of theseprograms follow.

OFFICE OF SPECIAL EDUCATION PROGRAMS

Division of Educational Services (DES)

The Division of Educational Services administers a number of discretionary andformula grant progeams. Those pertaining to early childhood initiatives include stateprograms for infants, toddlers, and preschoolers with disabilities; and EEPCD, whichincludes demonstration projects, inservice training projects, outreach projects, researchinstinites, research and experimental projects, and a technical assistance center.

In 1991 through P.L. 102-119, Congress ved amendments to the Individualswith Disabilities Education Act (IDEA), formerly e Education of the Handicapped Act(EHA), which reauthorized existing discretionary programs and federal and state efforts inearly childhood special education and related services. This legislation reflects a greateremphasis on personnel training in special education and on technical assistance anddissemination efforts.

State Initiatives

State grant programs were introduced in 1976 by the former U.S. Office ofEducation, beginning with the State Implementation Grant (SIG) program, which wasdesigned to help state educational agencies plan for the development and expansion ofearly intervention services for children with disabilities. In 1984, P.L. 98-199 institutedthe State Plan Grant program, which provided funds to state educational agencies or otherappropriate state agencies for planning, developing, and implementing a comprehaisiveservice delivery system for the provision of special education and related services to youngchildren, birth through age 5 years, with disabilities.

I :3

The of PL. 99-457 in 1986 changed both the scope and extent of servicesto young ..1 with disabilides. Services for prewhool children, age 3 through 5 years,were -.1' " and a new state formula grant program was introduced to assist states

early intervention servims for infants and toddlers, birth throu.gh age 2 yeaThese programs have been reauthorized and extealed by P.L. 101-476 and P.L. 102-119.

EtzghagiSirantalraramalalimi121 The Preschool Grants program is astate ftxmula vant program authorized under Sectitm 619 of IDEAPart B to encouragestate and local educational armies to expand education and Maud services for

children with disabilities, age 3 to _I 5 years. The fremula grant to a state ison the number of identified children wi t disabilities, age 3 through 5 years, who

receive special education and related services. For fiscal years (FY) 1987, 1988, and1989, * states also received bonus funds based on tlx estimated number of additionalpreschool children with disabilities who were served in the state. Beginning in FY 1988and thatafter, states must allocate at least 75% of the rant to local educational agewiesand/or intermediate educational units for serving preschool children with disabilities. Thestate may retain up to 20% of the grant for &lining and deve ." g a comprehensivestatewide service delivery system and for providing direct t suppon savices topreschoolers, age 3 through 5 years. The state may use 5% of the grant for adminismitiveexpenses. Beginning with the 1991-92 school year, all states must provide a freeappropriate public education (FAPE) to all eligible preschool-age children withdisa 'ties.

ftmia m kr Infants and Toddlers with Disabilities (Part la The Program forInfants and-Toddlers with Disabilities is a formula grant program authaized by Part H ofIDEA. The program is deggned to assist states in planning, developing, and implementingcoordinated, comprehensive, multidisciplinary, interagency statewide systems of earlyintervention services for infants and toddlers with disabilities, birth through age 2 years,and their families.

In states electing to participate in this program, the Governor must appoint a leadagency and designate an Interagency Coordinating Council. Activities during the initialyears of participation must be designed to build a statewide system of tarty interventionservices that, by the fourth year of participation, must include the 14 components defirmlby statute. These components are 1) dermition of developmental delay, 2) timetable forserving all eligible children; 3) timely, comprehensive multidisciplinary evaluation; 4)Individualized family service plans including service coordination; 5) comprehensive childfind system 6) public awareness program; 7) a central directory of services, resources,experts, and research and demonstration projects; 8) comprehensive system of personneldevelopmnt; 9) a single line of authority in a lead agency designated or established by theGovenior, 10) pclicy pertaining to contracting or making arrangements with serviceproviders; 11) procedure for swuring timely reimbursement of 12) proceduralsafeguards; 13) policies and procedures for personnel standards; and 14) a system forco I' Bing data. The system must be implemented fully by the fourth year, and all eligiblec and families must be receiving services by the fifth year and for all succeedingyears of a states participation for the state to continue participating in the program.

0; -'aqt'll

* Fiscal year 1987, 1988, and 1989 funds apply to school years 1986-87, 1987-88, and 198849,

respectively.

'di 14

Funding for ua: Part H Program is based upon cens u. iigtues for the number ofinfants and toddlers in the ...

. -.

. I Allocations for each state are derived from._.. -.

this figure, with tie -; .. . no state will receive less than .5% of the funds

aNatvaltbitner"icantitrntritet' wwhicheviriFtai 7 _!:s., Pea.:.. t.eir. throAdurnalthe Departmealicicaditst ciaredwavailnitaegore fixas

well as fir the other " ,.., ,...,4 ens, such as Palau and the Federated States ofMicronesia. For fiscal years 1 1991, and 1992, states may opt for differential fundingstatus. This status is available to states expaiencing sirificant hardships in meeting therequirements for the fourth and fifth years of participation in Part IL '1.e. are 16 statescurrently in the extended participation category for fiscal years 1990 and 1991.

Early Education Program for Child= with Mabilities (EEPCD)

The Handicapped Children's Early Education Pro (HCEEP)renamed theEarly Education _41 11 for Children with Disabilities V:4 ) in 1990was establishedin 1968 with a te to set up model demonstration projects for the delivery of specialeducation and related services to young children with disabilities, &an birth throutih thethiid In the congressional hearinp that led to passage of the legislation establishingH = , three major needs were identified for early intavention programs: 1) locallydesigned ways to serve infants, young childien, and di* families, 2) more specificinformation on effective programs and techniqms; and 3) distribution of visible, repmockis throughout the country.

Two major assumptions underlie this program: 1) Only through early interventionwith tested and successful program models could best services be provided for childrenwith disabilities; and 2) The program should provide models of services rather than be adirect service delivery program. HCEEP was intended to provide an opportunity for anypublic or private nonprofu organization to develop and demonstrate high-quality servicesfor a selected group of children and their families. It also was intended to provide anopportunity to demonstrate the effecdveness of locally desired approaches anddisseminate those ideas across the nation to other agencies that might choose to use themodel rather than develop their own program.

Activities during the 20 years have been multifaceted. HCEEP began with 24demonstration projects in 11 : and was extended in 1972 to include outreach projectswhich would disseminate proven procedures ami models, or components of models.Research institutes were added in 1977, to develop and analyze new infoimation aboutearly intervaition arul methods for enhancing services. During the 1980s, experinvntalprojects, inservice training projects, research projects on early childhood program featuies,and information management projects were added.

Although wide geographic distribution of these projects has been emphEizedthroughout the program's westence, cohesiveness has been maintained through a growingemphasis on interagency and inteproject netwmting. This cooperative approach,facilitated by national technical assistance, has fostered a cohesive national gram andhas helped to develop knowledge and expertise in early childhood special - :on. Tohelp projects awl states achieve thcir objectives in early childhoto services, HCEEP hasfunded technical assigaive since 1971, through the Technical Assistance DevelopmentSystem (TADS), the Western States Technical Assistance Resource (WESTAR), the StateTechnical Assistance Resource Team (START), and, currently, the National EarlyChildhood Technical Assistance System (NEC*TAS).

The pissage of Pi. 99-457 and itS I " ." anlaidnientS (P.L. 101-476 and Pi.102-119) has had a significant impact upon H j:0 activities, one of which is die changein the name to the EarloyacelnunccarrasedPienzasisin foronfli vildridei471,thi Disabilities

to statesin the development of conviehensive services for infants and toddlers disabilities,

age 2 years, and their families, and in the expinsion of services for childrenage 3 through 5 years, and their families. EEPCD grantees are

to coordinate their project activities with the b.v.t..0 agemby personneli%nespOurnsit for administering these programs.

During 1991-92, EEPCD is suppccting 129 projects, including 45 outreachprojects, 35 inservice training projects, 29 demonstration projects, 7 informationmanagemnt 1j. t 6 research mstnutes, 6 reseamh asul experimental projects, and anadonid - assistance center. Funding periods raage from two years of forthe information systems projects to five years of funding for restaivh institutes h. thenational technical assistance center; the majority of projects are funded fir duce years.Among cunendy funded projects, one research institute is in its fifth year of funding; oneresearch institute is in its fourth year of fundinv 35 projects (6 demonstration, 3experimental, 10 inseivice training, 14 outreach, and 2 research institutes) are in their thirdyear of funding; 44 projects (12 demonstration, 7 information management, 7 inservicetraining, 14 outreach, 3 projects on early childhood program features, and one researchinstitute) are in their second year of funding; and 48 projects (11 demonstnition, 18inservice training, 17 outreach, a research institute, and the national technical assistancecenter) are in their first year of funding.

Rollangratharadiva. Model demonstration projec!s have addressed a range oftopics, including child identification and assessment multidisciplinary intervention ser-vices for child and family; interagency collaboration in the provision of services; familyand professional collaboration; service delivery models; coordination with public schools;curriculum development evaluation of child progress; services for infants with specialhealth needs, such as fetal alcohol syndrome (FAS) or AIDS; and methods of collaborationbetween allied health and special education service provider& Projects are sponsored byprivate, nonprofit agencies and organizations; local schools; universities; and stateeducation agencies.

Iriformation Management Project& In 1990-91, 7 projects were granted twoyears of funding to develop information systems to track early intervention services.These projects are completing their grant period during 1991-92.

Inservice Trajping Projects. Projects in this priority area are developing andevaluating inservice training models that will prepare Fofessionals and paraprofessionalsto gm/W., coordinaie, or enhance early intervention, special education, and relatedservices for infants and toddlers with disabilities and/cc for preschool children withdisabilities. During 1991-92, 10 ongoing projects provide multidisciplinary training forchild care personnel, 7 ongoing projects address training needs of related servicespersonnel, and 18 newly funded projects are testing models of inservice training.

Outreach Projects. The outreach component has two goals: 1) to promote andincrease high-quality services to preschool children with ffisaNlities, birth through age 8years, and their families; and 2) to stimulate replication of innovative modeLs, many ofwhich were developed and refined during EEPCD (formerly WEEP) demonstration

ect funding. Outreach . jects engage in awarenefs activities; stimulation of modelshag training ,, paessiongs, , parents; prraVvoint itosf.t4 II 4 I

state involvement; development and ',I441 I I

only H114:1:4' demonstration projects were eligible to apply for outreachwifh the posse of PL. 98499, eligibility was extended to other programs

with similarly documnted capaiAlities. In 1988, the funding period for outreach projectswas expanded from ow to three years.

Outreach efforts have beat , contributors to the networking of effective4 6 1 t" for young children, providing -' training and services and building con-

. , the USC* ; i and interagencyfmterstate Some pro' have ,, .., .., -4

I iof new technologies, such as video or computa6based ... , III.' I ohms haveemphasized waft' disability areas, such as sensory impairments or learning disabilities.Several projects have served as resources to state education agencies and other stagagencies in their efforts to expand or improve services for infants and preschool children.

All of the 45 jects receiving funding during 1991-92 have a multistate ornational focus and are ded for three years.

Research and Expejimental Prgjects. Then are two competition areas under thisproject category: nondirected experimental projects and research projects on earlychildhood program features.

Nondirected experimental projects design investigations that compare educationalpractices and interventions related to early childhood services. During 1991-92, theseprojects are addressing the use of mastery behaviors, interventions for very low birthweight infants, and procedures that combine family assistance and traditional intervention.

With the passage of F.L 99457, the Division of Educational Services was givenauthority to support raearch projects in the Research on Early Childhood ProgramFeatures competition under the -Division of Innovation and Development (DID). During1989-90, administration of these projects moved from DID to EEPCD. EEFCD is fundingthree nesearch projects durin g 1991-92, two addressing language interventice and one onmotor functioning.

fusguskingligis The early childhood research institutes began in 1977 as ajoint effort between HCEEP and osres Research Projects section. Their goal was todiscover and disseminate information that could be used to improve services and prows=for young children with disabilities and their familia. Since the program began, OSEP hassupported ten institutes in such varied tesearch efforts as assessing family interventionissues, -411, 4 g !he reladonship between environmental characteristics and child develop-ment, Iti assessing the cost and effectiveness of using parents and paraprofessionals todeliver intervention services.

During 1991-92, six raearch institutes are funded. These institutes address costand effectiveness of early intervention; substance abuse; traininf of . nnel to work withinfants with disabilities and their familieg interventions to assist c ti -41 and families inmaking transitions from hospital to home, from home to preschool services, and from

hool to public school; Wriers to mainstreaming in preschools; and behaviorallydevelopmental care and intervention in t"..4 neonatal intensive care unit (N1CU).

[Another research institute, addressing policy issues, is funded and administered by DIDand is discussed in that secticsi.]

IschnI,Lassigaut _Enstkri, The Natimal Early Childhood TechnicalASEAN ce (NECITAS), established in 1987 under RL 57 and reauthonzed in1991 under L. 101476, brings together individmils and I. " whit* representdiverse - . lines and paspectives to adthess the 4, toddler, sod preschoolprovisions IDEA. " "1" that comprise the system, assisted by anadvismy board awl consultants, t- technical assistance and 441I's services to statesand other governing jurisdictions and EEPCD The of NEC*TAS are toassist states in the and expansion services for chilchen, birth through age 8years, with and at risk disaiglitka and their families; to assist EEPCD projects in

and disseminating program models; to link sates and EEPCD projects so as tofacilitate the exchange of informanon about models ci service delivesy and practice; ard todisseminate information about policies and practices nationally.

Technical assistance (TA) is an ongoing, systematic, and nonevaluativethat uses a variety of support strate - to help clients accmnplish targeted goals. Cr.Asapproach designed by zrAs .,4 " the unique needs of each state and jurisdiction,as well as states' collective needs. NEC*TAS has conducted needs assessments andplanning meetings for the 50 states, the Disnict of Columbia, the Bureau of Indian Affairs,and eight other jurisdictions (American Samoa, Federated States of bficronesia, Guam, theNwthern Mariana Islands, Palau, Pismo Rico, the Republic of the Marshall Islands, andthe Virgin Islands). Topical areas identified by Part H grantees for technical assistanceinclude service coordination, finance, interagency issues, procedural safeguards, personnel,data collection, monitoring, child identification, and public awareness. Topical aseasidentified by Section 619 grantees for technical assistance include program standards andmonitoring, least restrictive environment, perionnel, finance, in agreements,child bientification (including eligibility), le on, transition, and public awareness.Technical assistance has been provided to 'II " these identified needs, as well as otherrelevant areas, such as multicultural and health issues.

Services available to states and EEPCD projects include annual meetings, needsassessments, individualized technical assistance and consultations, topical meetings andworkshops, sopical teleconferences, telephone consultation, print materials, informationand refenal, the Early Childhood Bulletin Board, and networking with other professionalsand organizations.

NEC*TAS also provides limited services including resource refaral, selectedprint materials, and the Early Childhood Bulletin Board via SpecialNet to other technicalassistance organizations, resource centers, policy groups, associations of service providers,advocacy ;imps, and parent vwps involved in developing comprehensive services forchildren with special needs aiW their families.

Division of Innovation and Development (DID)

For many years, individual research projects related to young children withdisabilities have been supported in OSEP through the Research in Education of Individualswith Disabilities Program, through the Field-Initiated Research competition, the Student-

.; I S

, dpof andthe

understanding disabling conditions and of teaching, learning, and education-relatedpractices and services for infants, toddlers, children, and youth with

During 1991-92, DID is administering 39 research projects with a focus on earlychildbeod issues. These include 16 field-hdtiated research gra= 10 student-inidatedresearch project grants 2 research grants on mend education, social studies, and

arts cub; 7 small grants; a state /feden1 evaluation studies grant; any 1 , research institute which addresses . develormmt and implementation

related to Part H; a research contract and an initial career award grant.

Division of Personnel Preparation (DPP)

The Division of Personnel Preparation (DPP), through the Trining Personnel forthe Education of Individuals with Disal:dities Program, assists colleges, universities, stateand local armies, and nonprofit organizations in developin4 personnel preparationprograms to improve the quality and increase the quantity of special educators and relatedservices personnel.

In September 1984, DPP announced the availability of funds for a newlyestablished priority: preparing special education and related services personnel to wortwith infants and toddlers with disabilities or at risk for developmental delay. Projectssuppnrted under this priority are intended to prepare personnel to work in rogramscharacteri=d by strong interwtion of the radical, educational, and related servicecommunities, and by involverant of parents and guardians who are primary caregivers forthese children. In almost all of these projects, departmaits within universities collaboratein the program, and in several cases, the training institutions cooperate with radicalfacilides, local edwational or health agencies, or state educational agencies.

During 1991-92, the Division of Personnel Preparation is funding 228 prowtsaddressing various aspects of the preparation of early intervention and early chiMhoodpersonnel. Seventy-one projects are funded to prepare - educators, 62 to preparepersonnel to serve infants and toddlers, 29 to prepare 1- 'p personnel, 20 to preparerelated services personnel, 16 to train personnel to serve special populations, 15 in specialprojects, 7 to address rural special education, 5 in minority institutions, 2 to preparepersonnel to serve low incidence mutations, and 1 in a state education agency. Most ofthese " jects provide training leading to a master's or doctoral degree, although some

training at the undergraduate or associate degree level; many lead to certification.some programs are discipline-specific or disability-specific, most are interdis-

ciplinary, and have a strong family focus and emphasis on field experience.

DIRECTORY OF Ka PERSONNEL AND PROJECTS

2 I

fievesty Waver, 819 Combater

Program tar &cep lend Cabinmil Youth

$SW Department of MotionGordon Parsons Building

50 Nodh Ripley Street

Montgomery, AL 381304901

(206) 2424114Specialtot ALSEFAX: 2082424482

infandaidtaciEsthlrasul

Roan Frederick, Acting Part H

CoordnaiorXim HI, Diane Roberts. & Marione

Smith, Part H Staff

Early Intmention ProgramDivision of Rehabatation/CCS

Sim Department of Erimation2129 East South Blvd.. Box 11586

Montgomer y, AL 38111-0586

(205) 2814790. Ext 390 (Frederick)

Ext. 393 (HIM

EA 398 (Roberts)

ed. 394 (Smith)Speciatiet ALEIFAX: 205-281-1973

f4ancy McDaniel

ICC 134ff

1234 Haley Center

Auburn University, AL 36849

(205) 844-5943

FAX: 205444-5786

SIbtkadamorSanaStemsi

Carol Herrmann, Commissioner

Afebama Medicaid Agency

2500 Faidane Drive

Montgomery, AL 36130

(205) 277-2710

FAX: 205-2' .7.-1878

Aft. AIN.

1

MailattliSifins

Scott Snyder, PiA Plot Application of Ruch Scaling

Procedures

Unimally of Alabema-Sirmbighem

University StidonBirmingham, AL 35294

(206) 934-8344

FAX: 205434-4183

2ELINnowl2manikellias

PAM Mol MOONEady Intervwdion for Infantatioddlers

and Their FamesDepartment at Rehabilitation and

Special Education

234 Haley Center

Auburn UniversityAbu" AL 36849(205) 844-5943

FAX: 205-8444785

Mary Maw, %maxPreparing Personnel for Essfy

Intervenbon in Rival SettivsDepartment of Rehabilitsbon and

Spode( Education

1234 Haley Canter

Auburn University

Auburn, AL 36840(205) 8444943FAX: 2054444785

Rick Shoot Director

School Psychology Specialty in

Early Intervandon

2014 Haley Canter

Auburn University

Auburn, AL 36849-5222

(205) 844-5760

(continued on next page)

ALABAMA (cored)

DEElkosYmnr*

Martha Cook. Director

CIRCLE

Aroa at Special Education

University et Alabama

Box 870231

Timm loom AL 35487-0231(205) 348-7931

Ray ESot, MoorDecimal Training in Ressands and

Early Childhood Special Education

Massey ot AlabamaBox 870231

Tuscaloosa, Al. 354874231

(205) 3484438

a

Wain* Nisml, DIrectoraloof Special Sertios and

Supplernental Programs

SIM Department of ErasionP.O. Box F

Juneau. NC 99811

007) 488-2970

SpeciattietFAX: 907-4684395

inkokkiSKIEN11:112010

Caroline WoU. Part H Coordinator

Debra Vel. Project ManagerUnto SOW. Heath NomEady inlervention PfOrilMSedan of biaismal & Child momDepartment of Health & Social Services

1231 Gembell Street

Anchorage, AK 99501-4627

(907) 272-25422784841 (Wolf)

Speciatiet AKILPFAX: 907477-6814

Mary Divan, Eduorion Specialist

Early Intervention Program

P.O. Box H

Juneau, AK 99811-0612

(907) 465-3100

FAX: 907-596-

gidurataginacenalcaunal

Brenda Thimble. ICC OrbP.O. Box 139

10awock, AK 99925

(907) 755-2279

EgISRinigunskaallemaLltglist

Richard Smiley, Director

Mry Okin. Monier. H MIS

Moe of Special Services andSupplemental Prewar=

Stele Department of Eclucalion

Box F

Juneau. AK 99811-0500

(907) 495-2970

FAX: 907-463-5279

Jill Wheeler, Director

Eagy atildhood Special Education

Certificide Program

School el Education

University of Arida3211 Providence DM,Anchorage. AK 99508

(907) 796-4973

J. Fonds, DirectorLinda I.. Merl le, Preseheel

SNOW Pox 434)Soso lei Meilen DivisionDepertment et &beamPep Pap. AS 967W011 (684) 613-13SG er -4789

FAX: 684-633-4240

InlinttaskimIEKIALCiailEI

Julia Lyons. Pnyleet DirectorDepartment el HestiaGovernment el American SamoaPep Page, AS 96796011 (694) 633-4829 or -2667FAX 684-633-2167

cbalraire2Mot Too& Choirtnisragency Coordeneng CouncilLSI. Tropic& WOW CenterDeportment.' Hunt ServicesGovernment of American Samoa

Paco Per, AS 86709FAX: 694-633-2269

AMERICAN SAMOA

4

ARIZONA

Busanintk. Preschool Cowl.Diviske of Spell MedanStab Dow Iment el EducationMOWN* MarionMoeda, AZ 85007*OM waySpecisiNst: ALSEFAX 8024424404

lelanieratimadiUgaga

Sandra Sutler, Acting CoardinewMune Early blerantion Programinteragency Coordnathg Council br

Infants and UddersDepartment of Economia Security

1717 WeatJeflarsort Room 109Phoenix, AZ 80007psi Address: P.O. Sox 8123 801-A4,

Phoenix, AZ 85005j

pop 5424571SpecialNet AZOES.DDDFAX: 802-5424552

flait.iniffeasnareasLreamd

M. Jeanne Wilcox, PmtessorWant and Child ConommicstionDept of Speech & Hearing ScienceArbrona Sub UniversityTempe, AZ 85287-0102(802) 885431*FAX: 802-9654398

2112.BanatsMant

M. Jeanne Mem P.1.Enhancing Comnornication Slib

rd Young Children with SevinDisabilities through Penner

ProgrammingDept. cd Speed% & Hearing Science

Arizona Stab UniversityTempe, AZ 85287-0102002) 8854398FAX 802485-9398

miga2gaguhulatigargo

PA. Jeanne Mom DirectorInterdisciplinary Dadoral Preparation

ot Speach-Hearbq PathologistsDept at floods & Hearing ScienceArbrona SO& University

Tempe. AZ 852874108pop 085-931111

FAX: 802-9854398

M. Jeanne Wilcox, DbectorTraining Personnel to Serve infanta.

Toddlers, and PreschoolersDeft oi Speech & Hearing ScienceArizona State UniversityTempe. AZ 80287-0102(602) 885-9X18

FM: 6024854398

Lamm Olshie, Directorthivajo Nation Career Ladder

Rehablibelive and Special

Education PMectNavajo Comma* CollegeTads, AZ 8058(602) 724-3311


IMAM Oranrd)

Jame *Awe* DirectorThe Admen Pow and ChUd

Program (A-PACE)

Division d ulel &WNWend Reiwbilitation

Mega of ErhaalionUnitary* of AdornsTucson, AZ 85721(so2)8214248

Shinn Ada, DirectorEarty Childrood Eclucation -

Heering Impaired

College of EducationUniversity of Arizona

Tucson, AZ 85721(602) 6214214

Linda SPAS 1141W, Director

Leadership Trainktg in Preachool

Lingua. ploftment and DisordersChid Languap LaboratoryDept of Speech & Hearing SciencesUnhwsity of kizonaSpeech Building, Room 104

Tucson, AZ 85721(602) 620-0420

Thomas Mixon, DirectorTraining Protect in Speech end

Language Learning DisabilitiesDept of Speech & Hearing SciencesUniversity of Arizona

Tucson, AZ 85721

(602) 621-1844

Dan Head, DkeclorTraining Special Educators for

Visually inquired Preschool Children

College of EducationUniversity of Arizona

Tucson, AZ 85721(602) 621-7822

ARIZONA (conrd)

276

Miry OW Mame% Coombe lorPreschool PavaneSpsakil Mouse Section

Dopmenent of Education

84 Capitol Me 5, Room 105-C

Me Rock, AA 72201(501) 692-4222

Specialist ARSEFAX 501462-4313

laitaractliatteathIgnist

Jackie Barrentine, Part 14 Coordnakw

Division of Ormicipmental

Disabillies ServicesDepartment of Human Services

Donaghey Rua ficarth--56 PoorP.O. Sox 1437, Sot 2520

7th and Main Streets

Ms Rock, AR 72203-1437(501) 68243678 or -8890

FAX: 501-682-8571

SayklakrassiestiodOalger,, ICC Co-Chair

Departure of Teacher Ectucation

University of Moron at Me RockU. Rock, AR 72204(501) 589-8942

FAX: 501-5894864

Karen Beam, ICC Co-Choir1410 Robinhcod Lane

Hope, AR 71801

(501) 777-2800

Baden Sentra% DIMONPawing Pwapmfassionals u Eatty

intamettion Facilitators

Focus, kw.

2917 Xing Sims% Sole C

Jonesboro, AR 72401

(501) 935-V50

Stephen Rock a Mary Pak DimasMutes Dogma in Special Education

with Ealithasb in Early Childmod

Spedid Education

Coleys of EducationUniversity of Menses2901 S. Unbar* AvenueLAU Rock. AR 72204(501) 50-3422

569-3054 (Palt)

Jamas C. Montague, Director

Speech-Lovrago Pathology infant

SpeckingDepartmem of Audiology & Speech

PathologyUniversity of Manses kr Wks!

Scheme4301 West Markham

Ude Rock AR 72205(501) 5894155

Mani Chum DirectorPromotion of Special Educators -

Ea* ChildiocdDepenment of Special Education &

Communication Disorders

Arkansas State University

P.O. Box 940

SUM University, AR 72467

(501) 972-3061

Goodwin ft Cobb Ma Chief

Brandi d Exception& Educaton

Bums of Mon NM'MS 3530 (MIS Code 523)

1849 C SW* KW.Waslinglem DC M240(202) 2084875 or -3559

apologist BMOCFAX 202.2004993

Card Zas, Ecluadion SpecialistEitufau of Indian AlfasMS 3530 (MIS Coda 523)

1849 C Street, N.W.

Washingtom DC 20240

(202) 2084675 or 4559Speciallist MA=FAX: 202-208-5993

thignEtaltamilbaltrdemt

Gooch* K. Cobb ill, ChiefBrandi at Exceptional Education

Burma of Wan MaksMS 3530 (MS Cods 523)

1849 C Street N.W.

Washington. DC 20240

(202) 208-6875 or -3559

SpecialMat BIA.DCFAX: 202-2084993

Carol MA Education SpecialistBureau of Indian Affairs

MS 3890 (MS Code 523)

1849 C asset kW.Washington.. DC 20240

(202) 2C0-8875 or 4559

apologist BMOCFAX: 202-2084993

Vacant

Betsy Melia CoordinatorSpecial &bodkin ONisionStale Deporbaent cti Edisadion

P.o. Box 944272Seoramenlo, CA 94244-2720(918) 445-5212SpedalNet CASESISCALFAX: 916-327-3953

Undo Bakken, 0-5 TA Staff

COM900 SkeetSacremento, CA 95814(916) 442-4601

Sped. Diet CA.SE.FISCALFAX: 9164274953

InkulawidlitiEsiitiLraataa

Julie Jackson, Asst. Deputy Direetor

Ben Travers% ChiefCheri Schoenborn, Parl H DirectorTorn Balk?, Part H StaffEarly Inteivenlion Program

Deg of Developmental Services16009th Street. Room 310P.O. Box 944202Secremerdo, CA 96814(916) 654-2773 (Jackson)

654-11108 (Traverso & Bakke)

654-2717 (Schoenborn)SpecNet CADDS.EIP3FAX: 9164644255

Undo &olden, 0-5 TA Staff

CEITAN

650 Howe Avenue, $uite 300Secarnanto, CA 95825(916) 6414920Speciatist CA.SE.FISCALFAX: 9164414871

sabklasamogatodrainsi

Markm KarlinExceptional Pments Unlimited

4120 North First StreetFresno, CA 93726(209) 329-2000FAX: 209-2264999

REMEkettmonittaittitoo

Windt Vincent, Directorimplementing Were in a Culturally

Diverse Irdard PrognmCenter for Extrellance in Early

Ireemention

Cdfomie Stale--LA. UnheraityAuxiliary Bervioas, In

5151 Slate University Drive

Los Angeles, CA 90032(213) 3434270FAX: 310-5454167

Shizuku Mauled, DirectorCarol Cole, Project TeacheraDelivering Special Education Services by

Urban Culturally Divers. ChM CarePanelled ProgramsDivision of Special Education450 North Grand Room 0 389Los Angeles, CA 90012(213) 625-4554FAX: 213-617-2088

IZEBiconat LEanamtbasiatna

Doruld Chu, Direckw

Training Adoptive Physical Edmoreto Servs Maim Agos 3-8

Dominant of Physical Moat=Callon* 8tais UniversityChi" CA 95929(916) 898-6373

Diane nein, DirectorUsbeth Vincent, CoadnatorEarly Childhood Special Education

Leadership TrabingDivision of Special Eclucation

California Stais--LA. University5151 Slate University DriveLos Angeles, CA 90032(213) 343-4415

Diane laeln, DirectorTraining Emly Childhood Special

Educators to Work in UrbanMulticultund Environments

Division of Special Education

California Stale - L (Morally5151 State University Drive

Los Angeles, CA 90032(213) 363-4415

Ciake Cavallo°. DirectorAnn Bisno, Co-DirectorTARTSdo Dept. of Special EducationMail Drop EDUC

Califomia State University

Northridge, CA 91330

(818)885-2534FAX: 818485-4737

(cantimod on next page)

IMAM Kionrd)

Claim Cavehro a Schap Haney,Dbechas

Taking cd Echmaional Ambient)for Maktstreeming "Oct TEAR

cis Dept of Spedal EducationMil Drop EDUCCalifornie S. Univers*Northridge, CA 91330pm 895-2534 (Cavellaro)

8115.4979 Ohm)FAX 818-8854737

Thomas Cooke. Dim*Project P.R.E.P. (Porsonnel Readiness

for the Educadon of Pmechoolers)School of EducationSonoma S. Univers*Rolmen Park CA 94928(107) 664-3118

Marcia Roberm-DeDenrom. DinsoorIntordacipiinary Training Program on

Early bdwrention&Mod of Social WorkSan Diop SIv UnhersitySan Diego, CA 92182-0389(819) 5944259

Marti Hamm DhowEa*/ Childhood Spedal EducationDepartment of Special EducationSan Francisco Stale University

1600 Hollow AmmoSon Francisco, CA 94132(415) 338-1630FAX: 415-3384121

Anne Marrow, MeowMina* Recruitment * Trak**

Early Intervantion *WaageDepartmental Spain EducationSan Rondo= State Univers*MO Holloway AnnieSan Francisco, CA 94132(415) 338-1630FAX: 415439412r

CAUFORNIA (=rid)

Anne Widaretram, Olneclor

Remittent and RetentiOn of Wm*Studs* for Trng Early

Childhood Intorverdion amidst,Ortparivant of Spedal EducationSan Amino Sone University1600 Hollow AtomsSon Francisco, CA 94132(415) 338-1630FAX: 415-3384121

t3lbert Maxim OmarBdinguailliddradlusal Exceptional

Want and Eady ChildhoodSpecialist Rowan

Division of Spacial Education

San Jose Sage University1 Washington SquareSan Jose, CA 951924078(408) 9244700

Mahlyn &unmet DirectorEarly Childhood Special Educadon

Masters ProgramOrackate Scloc4 of EducationSpecial Eckwation ProgramUnkoraity of Califmnia

Santa Barbara, CA 93106(805)961-4562 or -4273

Ruth Cook Director

Early Intervention Specialist TrainingDivision of Counseling. Psychology,

and EducationBoman HaiSanta Oita UniversitySante Cloa, CA 95053(400) 5544301 or -4434

103

BEST COPY AVM

Elisabeth Soper-Hopp, Cogan* Mr

Jam Amundson, ConsukantSpadal Educe km DivisionState Daps leant of Echmation

201 East Wks, ROom 301Dom*, CO 80203(303)8584710

8884712 (Anumdsen)SpeciaiNot CO.SEFAX: 303-830-0793

idaniaaskiffiEsthIcsoiez

Diane Gamer. Pan H CoordinatorLouis Landry, ConsultantSpecial &WOW Donbale Depamment cJ Edication201 East Colfax Room 301Demo'. CO 80203i',-7,13) 3584709 (Gamer)

8864557 (Landry)SpecialNet C0.8EFAX: 303-830-0793

smuntatmagssastSalinel

Boyce DrummondP.O. Box 5807

Woodand Fa*. CO 80000(719) 889-2025

COLORADO

ZEIMOsoontludiealbigal

Sue McCord 1 Susan Mom% OmbraEffective Pattnerships far

Intewatad CksamomsDept. of Canmunicalket Murders and

Spaeth Nem (COSS)Campus Boa 409Unimak of Colorado at BoulderBode* CO 803094409(303) 492-3047

1:2212.1nimilkeligmaLltaksi

Cindy Unger, WS Grant CoordnatorVelma Kahn. OAS Computer

PmgrammerCo-TrackFCHS/Medcal MaimColorado Department of Health4210 E. 11th AvenueDenver, CO 80220-3718(303) 3314330

3314274 (Unger)FAX: 303420- 1529

ENSEDinuntalcsinksamini

Hal Lea* Pi.Sandra Paterson. Project DirectorPreparation of Early Childmod Para-

professionals and Related Profs,-sionals

JFK Child Development CenterUniversity of Colorado Health

Sdenoes Center4200 E. 91h Avenue, Box C-234

Denver. CO 80252(303) 2704828FAX: 303-270-8080

DEEbneimalibardcOgina

Susan Mom, MacawReparation of Spaeth-Language

Pathologists for Early Childmod

SettingsCampus Box 409Univwsity of Colonids

Boulder. CO 80309(303) 4924284

Susan Moore, Director

Press** tor Speadt-Languagepapiclogkits for Eedy Intervention

to Infants, Todders, and FamesCampus Box 409University of Colorado

Boulder. CO 80309(303) 4924284

Harriet Able-Booms, Dimclor

Fan* Foamed Training for EarlyChildmod Spedid Educators

Schod of EckmadonUniversity of Colorado1200 Latimer StreetDow. CO 80204(303) 558-4854

Madyn Kra/look, Director

First StartSchool of NursingHealth Stkinces CenterUniversity ot Cobra&4200 East 91h Avenue, Box C287011/MW, CO 80262

(303) 2704734

Harriet Able-Boone, DirectorPreparation of Infant SpecialistsSchool of Education

University of Colorado

1200 Lirrimer

Dorm r CO 80204(303) 558-4854


Tad Wad, DimlyPresandos Training Model ID compare

InlervanionalsEa* Childhood Spada! Educadon

Pfin loomWas* Malththersity of DenverDenver. CO 80208(303) 8714474 or 8714340

Mtn Bath. DirectsPredation of Wadden of Huth

Cam Prooscheas for Some lyMandospped Children

School el NursingMoth So lames ClawUnbars* of Odors*4200 East Oh Amnia. Box C287Dew CO 80282(303) 2704733

Harriet Able-Boone, Director

Stata-wide Training * internSpeda lists

School of EducationUniversity of Colorado

1200 Ladner StreetDenver, CO 80204(303) 558-4854

Jodie Reddlti-Hanzik, DirectorPnipsration of Related Swim

Foremasi in Occupational Therapyof Inlaid' and Young Chid=

200 Occupational TherapyColorado S. Unlvers4Fon Wins, CO 80523(303) 491-7304

Men M. Huang, DkociorEady Chilchood Special Education

Pentland PreperadonDivision of Special Er WNWthiversity of Morton ColoradoOne lay. CO 80839(303) 3514691FAX: 303451-2312

COLORADO (contact)

Men M. Huang a Lyman Hamner,

Directors

Pareprofusional Training in EarlyChildhood Special Edo:400a

Division el Sped& Education

Unimak& Menharn ColoradoCatelay, CO 80e39(303) 3514691FAX: 3033514312

CONNECTICUT

Key Whereon, CoordndorEady Childhood Una

Division d Cleviodum and

Professional Dave lopmont

SIND Dag af EducationP.O. Box 2219Hanford, CT 06148(203) 586-5670Special Net CT.SEFAX: 213-5684823

Mimeo Bo pm CoordnalorEarly Mahood UnitStale Dept. of EducationP.O. Box noHanford CT 06145(203) 886-5858

Spada!? lat CT.SEFAX: 203488-5823

reblicammoutyllatalSanS

Muityn Campbell. Acting DeputyConnoissioner

Early Mahood UnaStale Dept of EducadonP.O. Box 2219Radon* CT 06145(203) MOMSpecialNet OTSEFAX: 203488-5823

2172moutentaisailani

Joan Walton, WNWimardsoldinary Want Specialist

Cettaketion PogromUCONN Walt Canter-Padahic DeptFarm Holm, Sub C200309 Fanning ton Avenue

Fon** On. CT 08030(203) 6794876

Antonia Maxon, Marion Cohen, it

Jacqueline Sarin. Directorsatildhood Head% !maimed ProgramDem of Communication SciencesU-85University of Connecticut

B50 Bolton RoadSem CT 08259(203) 4884 188FAX: 203-488-5422

Harvey Giben, DirectorReauffmant in Pre-Service Preparadon

of Sposch-Languago Pdhalcitista forSwipe to Preschool Children andFamilies in Rural Settings

Dept. of Communication SciencesU-85

University of Connecticut

850 Bolton Roadstorm er 06249(203) 486-3491

FAX: 203-488-5422

Deborah A. Zink", 619 CoordinatorDelaware Early Childhood Dingoes*

and Memento Centerlike Fared South II Elernenhey

WOW & Wed StoodHaninglon, DE 19952Will) 39049.5

7294557Spesialdst DEB:DICFAX: 302,29444M

tatagaggiorifiak&Q29191

Now Winn, Part H CooldnaiorJoin Powell, kat CoordinatorDivision of Pluming, Research, &

Evaluation

Department of Health a Social

SerVielli1901 N. Dupont HI9hw4

Newceste. DE 19720

(302) 577-4647 (Mean)5774646 (Powell)

Speciallot:FAX: 3024214251

chikinxtuirozatstargilmnsit

Chris Long

Disabilities Law Project

144 E. Market Street

Georgetown, DE 19947

(302) 956-0039

Lab Ifanderborat, 610 Coordinator

Mimi of Special EtbostionColumbia Patio Schools

Wa Mier liddingNith and H Streets, KW.

Multdoli OM DO 20001(X12) 7244016SpecisiNet OC.SEMX: M71144094

Robbie King, Coordinabr

Logan CIO Se/slyest:tor3rd and 0 Stmts. KEWashington. DC 20002

(202) 724-4800

intantasida(hilitilanal

Sturman Dennis, Program Manager

DO-IBP Services

Barbera Ferguson Kamm.Executhe Dbscsor

Moe of Eady Childhood DevelopmantDepartment of Human Services

800 H Street, N.E. 4th Floor

Washington, DC 20002

t202) 7224839Specialidot OC.SEFAX: 202-727-1887

glikkivasinareszsiSsuad

Ruth archer, Executive Director

Edward Mokpo PatentiChlid Cora1325 W Street KW.Washington, DC 20009

(202) 482-3375

FAX: 2024394898

DMTRICT OF COLUMBIA

ginitThassaladhatEmilida

Maxine Fround,

Barbara Browne. Director

CAPS Maregiver and Parant

SuPP0I0George Washington University

2201 GSi k KW.Fungar Hal 524

Wastrington. DC 20052

(202) 99441170

FAX: 202494-3385

Donald Katse, Director

Deborah Pony. Coortitator

Project CARE (Coordinate and Access

Resources br Early Intervention)

GoorprOvin Univers*Development Color

2233 Wisconsin An., N.W.Suite 215


(202) 338-1896

SpeciaiNet: DC.GEORGETOWN.CDC

Scan: UARDCFAX: 202438-0880

and

Nancy Scifiler. PA.

Project CARE (Coordinato and Access

Resources for Earty intervention)

Georgetown Unimersity Chid

Developnont Cantor

3800 Roan* Road, N.W.Washintgon, DC 20007

(202) 8874784SpecialNet DC.GEORGETOWN.CDC

Soon: UAF.DCFAX: 202-887-1954

15

111021.1analtalialainithasil

Maxine Freund, PIVictoria Rib, DirecbrBridging the Gap: bunko Training

for Child Care Personnel

George Washington LI/dyers*

2201 0 Brisk KW.Fimger Hal 5:16

ft/111110w DC 20052(202) 9044170

FAX: 202494-3385

IDEERRatesiarSisl

Maxine Freund, PA.

Penny Wald. Pilots Dimon/Project CIPCommunity

Inteemlion PrelsctGeorg* Washirgion University2201 0 Scow, KW.Funger Han 524

%NW/igloos DC 20052

(202) 9944170 (Freund)904-2795 (Widd)

(703) 838-0723 (Wald)

FAX: 202-994-3385

(condnued on next page)

Pet Spencer. P.I.A Dew Iptivs Sem of 'he Development

of Play by Dud and Naming Infantsfisibedat UriversityNO Rod* Awl., !LE., Room 3500Washington. DC 20002(202)651-520BFAX: 2024514458

Dons fd Moms, P.1.Maturity' Rusponsiveness and Child

Comp:fume in Dad and HearingChildren

Center for Studies in Eckscation

and Human Development13a ilaudel University

800 Raids Avenue, N.E.Washington, DC 20002(202) 6514206FAX: 2024514158

DEUEsterallemanknacantt

Keay Kau, DirectorDoctors ',Postdoctoral Trainktg of

Psychologists in Services toAt-Rbk and Hondoopoad infantsand Toddlers

Gimigelown Linkers*/ ChidDevolopment Censer

MOO Reservoir Road, N.W.


(202) 6874635FAX: 202487-1954

WWI* F1SUDd, Director

Encorreging New Trainbtg for Women

in Nontradtional EcircaticnalServices (ENTHINES)

Osage Wasiiingram University22013 Sleet, NW.FunçerH524WasNngion, DC 20052(202) 9944170FAX: 2024944365

DISTRICT OF COLUMBIA (conrd)

Toby Long, Dimclor

Jana 11M1111, Opoupitiond Therapistinfant Specialbation Training for

Rabled SINVICID Prodders

Georgetown University ChidDevelopment Canter

3800 Reservoir RoadWaslingbn, DC 20007(202) 6874635FAX: 202487-1954

Judith Pokorni. Director

An inservice Prognen for intermadiabCare Facility Staff

Georgetorm University Child

Development Cantor3E100 Reservoir 'bad, N.W.Washington, DC 20007(202) 6874635FAX: 202487-1954

Marilyn Sass-Lehrer, DirectorPreparation Pmgram tee ParenVinfant

Edmators of ete ifewbv-impairedDepamnant of EdicationGreaudet UniversityKO Ronda Avenue, N.E.Washington, DC 20002(202) 6514530

Kathy Katz, Director

Preservioe Training Program to

Prepare Spada' Education andRelated Services Personnel

Oaporgatovm University ChM

Development Center3800 Reservoir Road, N.W.Washington, DC 20007(202) 6874635FAX: 202487-1954

Robert Mobley, Director

Tetaher Prop:ration in Educationof Hearing-immdred and min-handicapped Hearing-impaired

School of Education 5 Human Services

Oalimidel University

SOO Raids Avenue, N.E.Wadington, DC 20002(202) 651 -5530

Sharon Director

Training Entry Level Personnel ID Pro-

w* Related Services to Nerabomand Ward Children wi1h Disabilities

Georgelomi Wiwi* ChidDonaopment Carder

Mos Braiding, Room CO 52

3800 Reservoir Road, N.W.Washington, DC 20007(202) 68747134

FAX: 202487-1954

Noma Anderson, Moanlb* Tranederapinary Approach to

Training Spesch-LmiguagePathologists

Douttnien1 of Communication Sciences

and DisordersHowwd UniversityWashington, DC 20059(204) 8064990

*Amigo W. Rat ROW EckmaionForam Specials:

National BrawantmilFed= lid SOW* of Worm*Morrie, Palm* FM 911941011 (691)320.2MMt 691-3204263

Mon KohnReams Room SupentreSpecial

Etemalice CoordinateFang Albert Eady Chitlhood

CoordordorDeportmsnt of Education

Box ED, Kowa SIMLai% tame, FM 96944011 (el) 370.30013FAX: 691-370-2045

*pas EdgarSpecial Education Coordinator

Department of ManionPOMO SateMontt Pohnpai, FM 96941011 (691) 320.2492

Puy Mimes

Special Education Coordinator

Depwtment of &batonBox 691, TM SatoMoen, Truk, FM 96942

014 (691) 321-2202

August* ClammyAmok' Education CoordinatorDepartment of Erigation

Box 20, Yap SaleColonia, Yap, FM 96943

011 (691) 350.2160

FAX: 691.350.2399

FEDERATED STATES OF MICRONESIA

kamaistaanuilawa

Not Eligible to Participate

glatinlimemaiksai21=1

Not Eligible Participato

17

Nancy D. Thomas, Pim= StaedehtPre-lOndergarlen Early inlenenion

PreparesMay Brisk Acing DirectorOlio of Early inisivention a School

ReadinessDivision of Pubic SchoolStale Osmium of Educedion325 W. &Arms Street Suite 754Tel Whom, FL 323990400(8e4) 28841130

*soloist BEESPXFAX: 904-48741946

IniantaildfixiezikaSSEX

Cathy Bishop, Program SpecialistPreArdergarten &arty Intervention

ProgramsMary Bryant, Acting OmarMos of Early Intervention a School

ReadbmseDivftlon at Pubic SchoolState Department rA Ed-cation325 W. Gaines Street, Suit 754Tallahassee, FL 32399-0400(8w) 2884830Specie*: BEESPXFAX: 904487-0946

Carol McNally

Office of Prevention, Early Assistance,

and Chid DevakpmentDept. of Health a Rehabliadhe Srvcs.1323 Winewood Blvd.

Bulking 1, Room 209Tallahassee, FL 32399(904) 488-2781FAX: 904-488-4227

DInkllienstwatateL20221

HeadepPerdueGuinea NilR.R. 15, Box 289Tallahassee, FL 32301(904) 6564464

FLORIDA

EIZZIAmattitatiseeSsaI

Wheal Resnick DirectorMario Adet, Diredor of Salamis

DevelopmentInformation Management of %tykes for

liandomped Mies and ToddlersDepartment a/ Pediatrics, Box 100296University of Florida College of

MaddneGainesvik FL 32610(904) 334-13819 (Resnick)

3924607 (Arist)FAX: 904-334-1361

EEEZLOgnaddraisa

Michael Maris, Admin. 1:4recior

Dianne Smith, Project DimcloxFACTS (Fami)y and Agency Collabora-

tion through Technical Support)

P.O. Box 161143Altamonte Springs, FL 32716-1593

(407) 774-9888

Peter Nainsworth, DirectorBEACON Outreach Project

17444 2nd Street EastRedington Shores, FL 33708(813) 392-8991

!see also Massadniseas address!

Markm KaInsworth, Director

ERIN Mina* Project17444 ind Street, EsstRedinglon Shores, FL 33708(813) 392-8991(see also Massachuseus address!

18

1212.132autgaini

Daphne D. Thomas, PIEducating Yaing Disabled African-

Medan Moan in the *antedof Thek Fames,

Dept. of Spacial Ecticallon--NMS301

ihthneelly of Sou* Maids4202 East Fader AvenueTamps, FL 336204350(913) 974-3410FAX: 8134744542

2ELBassenaLfhangsagitank

Liz Roeileirt, Director

Earty Childlood Special NeedsMasters Degree Program

Linker* of MimiP.O. Box 240065Coral Gat4es, R. 33124(305) 2844826FAX: 305484-3003

Utz Rothisin a Sharon Vaughn,Directors

infant Intervention Masten DegreeUniversily of Miami

912 Mankk BuildngP.O. Box 248065Coral Gables, FL 33124pos) 2844828 (Rothlein)

284-2909 (Vaughn)

FAX: 305284-3003

Liz Rothkfiri, DirecbrMinority Early Childhood Special

Eclucadon MA DegreeUniversity of Miami

P.O. Box 2411085

Coral Gables, FL 39124(305) 284-3826

FAX: 3052844003

(continued an next page)

IMMO (00mid)

Shaw Vaughn, DiradatMinor* Eady Childhood Special

Education Masters DegmeU.S.

Vkgin Islands

University of Miami

312 Mani* WildingCori Gabbs, FL 33124(306) 2844903FAX: 3062644003

Was Comm, Dime*WM Specialist Parsonnel

Propulsion Pmgram: PLUSDimitnent of Special EducationUniversity of Florida

0-316 Hannan Hall

Chinni le, FL 32811(904) 392-0701

Martha Clandenin, Dhector

Pediatric Physical Therapy Multi-

isdpirwy Trak** ModalDepartment of Physiad Therapy

University of Florida, Box J-154

Gainesville, FL 32810

MOO 3964085

Vivian Correa, Director

Preschool Personnel Program: An

Interactional Training Project

Deperanant of Special Education

University of Florida

0415 Norman Hail0aines411e, FL 32611

(904) 392-0701

Mary Frances Hollins, Director (8-172

Loaderidp Training in Early Childhood

Spacial Education

Daps/mem of Special Education

MCH 209

Rada S. UnivarsityTallahassee, FL 323064024

(904) 644-4860

FAX: 9044444377

FLORIDA (confd)

Mary Frances Haiku', Director (8-172)

Prasendoe Graduate Training in

ENV aildhood Special &MotionDaparlment of Special Edwation

MCH 209

Rod& Stale UniversityTallahassee, FL 32306-3024

(904) 644-4600

FAX: 904444-6377

May Frances Hanline. Dilutor 08-172)PnweeMas Graduate Training in

Infant and Toddler inimenVonDepartment of Spedal Education

MCH 209

Florida State University

Tallahassee, FL 323064024(904) 644-4680

FAX: 9044444377

Sem OIL ConsultantPreschool Speold EchmationSlab Departned of Mallon1955 Tab Users East205 Du& Sheet 8.EAla" OA 333344040(404) 655.8619Speolatist 0A.88FAX: 40445144o7

Ildsolaeldiasiltilanal

Windy Sanders, CoordinatorEady bdervertion ProgramsDivision 01 Manta! Wank Menai

Reterdation I Substance AbuseDepertmerd of Human Resources878 Peachtree Stoat, N.E., Suite 310Manta, OA 303094969(404) 894-8940FAX: 404453-9058

Chair_ internam Coord. gouncl

Ma eline &Men3431 Camp CircleDamao. GA 30032(404) 294-2727

GEORGIA

111021 di

Karen Dads, DirectorGinn* Devatopmental Therm

Preschool Wreath Project125 taw StreetAlhens. GA 30606(404) 549-3030

FAX: 404-369-5689

Karen Dads. DirectorRutland Developetentel 'Thempy

Outreach Rope125 War SOWAthens. GA 30606(404) 5494030FAX: 404-369-3689

DILLassislalmustIlawl

Dodd Oast PINem WE Mfg AGMs, for

Future Environments)Departmerd of Spedsi Education521 MAWUnimak of GeorgleAthens, OA zee(404) 5424069

DELEffsiontEmaintkuilkanl

&Arida Stoneman, Directortnierdscnary Doctoral Program to

Prepare Laotian to Serve Infants andYoung Children with Handicaps and

Their FamiliesGeorgia Univers* Mated ProgramDawson HallUnivwslay of Georgie

Athens, OA 30602(4040 5424827

Fops tAsts. EC Cards. lorDivision al Special &WNWDopy Mint of Educe lion

Box DE

Apia oti 961)10011 (071) 4724901Sinologist =AMFAX: 671477-0146

intsgagsdKRELISSiami

Faye Mins. EC CoordnalorSam L Sponow, Anode 10 Supt.Division of Spend EnnstionDsparsusnt of MambaBox PEAorta. GU 96910011 (671) 472-8901 (Mas)

4724901, E. 375 (Spencer)Speciatiat GUAMSEFAX: 671-477-0146

santionggneSdarigaingi

Hosanna Ada, ChairSian intsragancy Coorcl. CowniBox 2950Aims, GU 96910011 (671) 472-8901

GUAM

21IP )i

WOW Donovan, ChadorPim Musick 819 Cocaine torBondi Needs SandiDemi WM of Edsoation, Box 23603430 Usti AvenueNonotukr, NI 98815(8B) 7V-3720 (Donmen)

737-1521 (Musick)

Spools Nat HLSEFA 808-732-1943

808.7324701 (Donovan)

Jean Johnson. ChefSue Scum, Ant Coordinator

fishimolo, Parent involve-ment Coordinator

Zaro-io4 Hawaii PrefectPan Am Ming1600Kapiolard Blvd., Suite 1401

Honolulu, HI 96814

(808) 057-0066SpociaiNet HLZEROTOTHREEFAX: 8084484222

Alan Taniguctd. MelSpacial Health Needs StanchDepvtment of Health741 Sunset AvenueNontedu, HI 98818(808) 732-3197FAX: 808.7324580

212UsloristeamSogreauld

Sew Furuno1460 Kaittnikel PlaceHonoadu. HI 96821

(808)373-1424

HAWAU

EillellabanakaldnaLitisigg

Robett A. %Aden.Bowie She**, CoordinatorEarty Interwnion Triatidng System

(131S)University Mated PrcgrernUnivers**, Hawaii at Minos177$ Univers* Avenue, Wist 211Homier. NI 96822(808) 956-5009FAX: 800448-5222

and

Sue Breen it Therese ArgoudEarly Intervention Tracking System

(ES)Zeroao-rame Hawaii Project1600 Xapiolard 8., 1125Honolulu, HI 96814

(808) 957-0066FAX: 808-9484221

ILINDSIdas

May Jo Noonan, Pi.Lynn Yonashlts, CeordnatorPPT: Preschod Preparation and

Transition Outreach ProjectDepartment of Special EducationUnivers* of Mini at Memo1778 University Avenue, 208 Wist

Honolulu. HI 96822

(808) 958-7956FAX: 808-956-5713

22 43

neekerinassilioarrialko

Unds McConnicit. DirectorInisaleciplinary Infant Specialist

(US) Personnel PreparaticaUniversity Mated ProgramUniversity of Auralns Unhersily Avenue, 211 Mat

Honolulu, NI 96822(SOB) 948.5000

FAX: 808-956-5713

Nolo* !MawSpas Id Motion MO=Stale Dap Aunt of Education

Lan B. Jordon Building

650 Vint SIM Stoat&do, ID 83720(208) 3344040SpacialNat ID.SE or IDANOSE

MX: 2084344228

rdullgiSgagg.111Ssalosi

Paul Shntsanbarg. MelMaw hnes. Profoct ManagerBureau of Dovelopmental Disablidies

Ciapwanont of Health and Welfare

450 Waal SOO *est. 1061 RowBois* ID 83720(208) 3344531

Spodaltiet IDCARESFAX: 208434-0645

Chair. Imenopancri Coot Coun0

Sussn Ohrnan

Human Solna* CenterP.O. Box 3310

Idaho Fab, ID 83403

(206) 526-7155

FAX: 208-525-7085

IDAHO

Jennifer Olson fla 14elan Ingalls, Dirolors

Lamm Ingalls, Outer* ConsultantPro*: VisionDepartment of Consoling and Special

MutationWags of Educationlinhgrafty of Idaho

Moscow, ID 83843

(20E) 8854805FAX: 208-885-7607

DELEastontestatattankna

Jennifer Olson, MotorPreparing kdant and Toddler

Intarvadionhaa

Dapartmont of Comsaling

Spadal Education

Wage of EducationLinker* of IdahoMoscow. ID 831343

(201) 8854605FAX: 208485-7807

Miaow Longhurst, Moab,Training COMMIldelitiDAS Disorders

Speoldista b Sam IdahoInfants and Udders

Deg of Spool' Falhology a AuddogyCampus Box 8118

Idaho Slate Liam*Pocatello, ID 83209

(208) 238-2204

Sandra CM" *add MallonSpecialist

Cindy Wiest Assistant MowerDapament of $ pscisi EdursationStale Bawd of Educe Ion100 North Plrat greetSpringfield. IL 62777(217) 524-4835Soso billet ILSEFAX: 217-52443125

lakmasidi

Audrey Willman, EC SpecialistEady Chi Wood Pmgram Unit, 8-100Stale Board of Ealon100 f4orth First SleetSpdngtield, it 6E177(217) 524-0203

SpeciaiNet LSEFAX: 217-785-7849

giskintranwilealSond

OW LiebermanAssistant SuperintadentSpecial Education ProgramStale Board of EducationMob Code E-216100 Noah First StreetSpringfield, IL 62777-0001

(217) 782-6801

SpeciaiNet ILSEFAX: 217402-0679

MECODSsmontiabolealso

%tido Mutineer. DirectwLeda Robinson. CoordinatorTechnology Team Assessment PROM

MAP)Western Mots Univinity27 Hotrabin HdMacomb. IL 61455(309) 298-1634 or -1014

SpeciaiNet WU/FAX: 309-295-2305

Abigail Baxter & Vitale Frazier,CoP.Ls

Comma') Hintshaus for Study cd Developmental

Disabilties1640 West Roosevek (WC 527)Chiago, IL 60608(312) 413-1567FAX: 3124134634

LEMLInnadaffmk

Mary Lawlor, Director

Scott Azurna. Coordinator

UIC Therapeutic Partnership ProjectDepartment of Occupational Therapy

(WC 811)University of Chicago

1919 W. Taylor StreetChicago. IL 60612(312) 996-6901FAX: 312413-0256

Paella Hutinps, DirectorJoyce Johnsort, CoordinatorTechnology InsarvIce Project

Weinerfe NM& University

27 Horrabin HailMacomb, IL 61465

(309) 290-1634SpecialNet WILUFAX: 309-298-2305

BEST COPY AYAILAEILE

ligE229visigbluing

Merle B. Kama, Co-DinsolorMime Pfau& CoordinalarPisgrammIng for Early Eóai of

eNidran with Hondas s (PEECH)University of Mkt*Coionel Wolfe School

403 E. HealeyChampaign, IL 51820(217) 333-2533

333-4890 (Karnes)FAX: 217-333-8555

arid

Susan Fowler. CoarecoxPEECHDepartment of Spee44 EducabonUniversity of MinaEducation Building

1310 $. 851 SleetChampaign. IL 61820(217) L9*-0260FAX: 217-333-6555

Made El. Karnes, PIBeverly Lamm CoordinatorRAPYHT OutreachUniversity of Illinois

Colonel Wolfe School

403 E. HealeyChemPaion. IL 61820(217) 333-2135

333-4890 (Kama)FAX: 217-333-6555

Patricia Hutinger. MaterLinda Robinson, CoordinatorProject ACTT OutreachCollege of Education

Western Minciis University

27 Horrabin HeRWomb, IL 61455(309) 2984534 cc -1014SpecialNet: WILLI

FAX: 309-298-2305

(continued on next pilge)

Linda Glksison.Wean Wilde26 West Chicago A. 6th RoofChimp, IL 00610

nomoz(716) 5704590FAX: 312-290-9270ism also Massechusetts br otherbalk* addressi

DPP ittemil Imola Qom

MOMS ErAng, MaarPersonnel Preparation for Careers

Specbl Eihwation and EarlyIMenranion Pargrarn

Department of Sped.' EducationCollege of Education

Sotehem Uniwirsity

PuEam HAL Room 124

Carbuncle* IL OM(618) 4634311

Jeanette McCollum, Directorhordiscipliriary Leadership Project

In WangDepartment of Special EducationUniversity of Illinois

1310 South 6th StreetChampaign, 11. 81820

(217) 333-0260FAX: 2174334$55

Jeanette McCollum, DirectorInterdscipanary Specialization kr

PO PlaintDepartment al Special EducationUniversity of Illinois

1310 South 8th StreetChwapsign, IL 61820(217) 333-0260FAX: 217-3334655

ILLINOMI (oonrd)

Jeweils McCollum, DirecttvPersonnel Linder's* for Ewty

Intemettion (PLEI)Deperemeit of Spend EckwationLthiversity of Illinois

1310 South 611, Street

Champaign. IL 61820(217) 333-0260FAX: 217-3364655

Jeweils facCdken, DirectorPreschool Training Grant

Department of spaded EducationUniversity of Minato

1310 South eh SantChanpaign, IL 61820(217) 3334260FAX: 217-333-6555

Kathleen Shank DirectorProject BASESWise of EducationEastern Illinois Linkers*Buzzard Building, Room 112

Charleston, IL 61920(217) 581-5315

Linda Gino:son, DirectorEndear Institute Early intervenbon

Soonest ProgramErketace Institute25 West Chicago Avenue, 8th RoorChicago, IL 60610(312) 290-7302

(106) 570-2880FAX: 312-2804270

Janet Lamer, DkectorPreparation of Personnel to Work

with Young Childron with Special

Needs, 04Depervnem of Special EducationNortheastern Minds thlhersity5500 North St. Louis StreetChicago, It. 60625(312) 583-4050

Riding &Wow, Oka:lotProgram to Train Leaders in Applied

Rosen* for Handicapped Infantsand Young Children

Insftne for the SW* of Develop-merest Disabilkles

1640 W. Roosevelt RoadMae Code 6:0Chicago, It 60605(312) 413-1563

Dean Gerstadd. DirectorPreparation of Leadership Personnel

(Pediatric Habilitsive Audiologists):tharthwestem University

Northwestern University Audiology and

Hearing Science Programnee Sheridan RoadEvanston, IL 60206(706) 491-3184FAX: 708-491-4975

141.129909111.111Soligi

Kathleen Not, Projeol ChadorDivision of Speck! Eska IonSim Degenmsni o( Ed/talon229 Stale Nouse

Indianapolis, 84 462044278(317) 232-0570 et 4500

SpecialNat: INDIANADSE

FAX: 3174324121

Inhaftisklizietatilanagt

Dame Babe& MentorSharon Cochran a Kathy Sailor,

PM ti StaffPiro StepsFan* a Sochi Servicos AdministrationIndus Oovenvnant Center South

402 West Washington Street E-414

P.O. Box 7083

Indianapolis, IN 48207-7083

(317) 2324428 (Bathyal)232-7897 (Cochran)

2324772 (Sailor)

Specialkist IN.FIRSTSTEPSFAX: 317-232-7948

algiadustRogedatireami

James J. Vanto

4740 Kingsemy Drive

Indianapolis, IN 4820$

(317)4884000FAX: 317-488-2000

EgEtitinurdegitgloinagam

Susan Klein, Dimclor

Gam* Swift CoorthatiorBast Practices in Migration

WW1* far the &tidy ofDavalopmaned Disorders

Indiana University

2883 E. 10111 Sliest

Bloomingion, IN 47405

(812) 8554505FAX: 812-8554630

and

Susan Konica, Co-fXrecarr

Best Practices in MigrationDept. olehild a Fan* StudiosPurdue University

West Lafayette. IN 47907

(317) 454-2942

FAX: 317494-0503

Susan Kish, Direcior

Project ENDORSE

Curriculum & Instruction

Wilma UniversitySouth Renard, 1702853 E. 106 ShoatBloomington. IN 47405

(812) 8554508FAX: 812-8554830

Josn Ulmer Clem ECUComa slliod

Burma altlipedel EducationOde Depariment of &MellonOilmes e 011ice Balding

Des Moho, IA 50319-0148

(518) 2914175Erpoolortat IOWANFAX: 515-242-5085

Lksda Dleisow. Acting PM N

Coordnalor133 Education Center

Univers* of Northern IowaCody Fah, IA 50514(319) 2734299FAX: 319-2734997

IihairlacassoreasaSaind

Linda Meissner. Co-Clsair

133 Education Center

University of Northam Iowa

Coder Falai IA 50814(319) 273420FAX: 319273-6997

Richard Nelson, Co-Chair

Child Nadel ape** ClinksHospital School

Univers* of lowsIowa Civ, IA 52242

(319) 356-7243

IOWA

ZelicsonaLEunanikaal

Wary J. Brolherson, Directorbierdsciplawy Early Childhood

*idol Education Training Focuson Inampation. Rund, and Fan*

NadaDepartment of ;tuna Deseloornant and

Fan* Sardis105 Child Develcomant Budding

Iowa Mato When*Mos, IA 50011(515) 2944577FAX: 515294-1705

Kadoon &Warm, DirectorProject CONNECT

Doperomard of Child Dovalopment

Iowa Stale UniversityArms, IA 50011(515) 294-8957

John ROMs, MacawTraining ot Professional Personnel

In Preschool Communication

Disorders

Dept d Speech Pathology & AudolowWendel Johnson SSCUnivers* of IowaIowa Chy, IA 52242

(319) 335-8718

alftssignillamag

Belly Webber& CoordinatorCrud Denver, Speckle for Eary

Ch Mood Hint loppedSaadi Edo. Morin libationStale Depotnerd of Ec WNW

120 East 10Ih SawaTOpeka, KS 66812

(913) 2984859 (Walther')296.7454 Omer)

SpecisiNet KANSASSEFAX: 913018-7933

MonaggslitaxliUmass

Minis Campbell, Pen H CoordinatorSlats Dept. al Health & Environment

Landon State Moe &Ming900 S.W. Jackson

lath Floor (CampbellWir Roar (Molar)

Tapia. KS 66601

(913) 2964135SpeciaiNet ICANSASSE

FAX: 913-2964231

gbalbleaunagalskramail

Nam PearsonDepartment of Special Education

Universityof Kansas3001 Robed Ode Human Davelopment

CenterLemma, KS 66045(913) 8644954FAX: 913-884-4149

EgE2Q2snialudimanissi

Les McLean & Dadd Lindeman,

I:hectorsMiami Cripe, CoonlinalorSoutheast Kansas Region', Sink

to Three PropelBroom of Mid ResearchUniversity of Koons2601 Gabriel

Parsons, KS 67357(316) 4214550

Est 1754 (McLean)

ExL 1769 (Lindeman)

Ext. 1787 (Clips)

Specialfiet UAP.KS.PRFAX: 316-4214550(moved phone; ask for FAX me. 1864)

fleglinseettaitatinersifisl

Juikurn Cdpe & David Undoes%

Co-Directors

Project KITS: Kansas btservice Training

System

University Affilatod Program

University of Kansas

2801 Gabriel

Parsons, KS 67357

(316) 4214550Ext. 1787 (COQ)

Ext. 1769 (Lindeman)

Specialtiet UAP.KS.PRFAX: 316-4214550(manual phone; ask for FAX ort. 1684)

EEPSRSIonskftiosk

Judth Cana, Director

Paulsen Mot, CoordnatorSkits for Promoting iniegrallon:

Outreach Training Model

Juniper Gardens Clilicken's Project

1614 Washington Blvd.


Kansas City, KS 66102(913) 321-3143FAX: 913-371-8522

284:1

Shaw Rosenisomor. I: *eclatCynthia Moles, ()PollinatorBridging Early Services Transition

Project-OutreachAssociated Coleges of Central Kroft

105 E. Koos AvenueMcPherson, KS 67460

(316) 241-7754

FAX: 316441-5153

ZEITAMmuchiramitimulathlag

Judith Cana,

ECUPSE (Effective Chid LanINIcebdoventions in PreSdroolEnvironments)

Juniper Gardens Chetken's Prcact

1814 Washington Blvd.

Unkersity of Kansas

Kansas City, KS 66102(913) 3214143FAX: 913-3714522(see also Washingtcm stew address)

gEneallumblastial

Judith Cana, Co-PJ.

Earty Childhood Research Institute

on Substance Abuse

Juniper Gordon Children's Project

1614 Wasidnglon Blvd.

Uftivarsity of Kansas

Kansas City, KS 66102(913) 3214143FAX: 913-371 -8522

(see idso Minnesota and Sotsh Dakota

for other Ostia* addresses]

Mabel Rice & Marion 05nen, Directors

Carolyn Roy, Dissemination Coort

Kansas Earty ChOdhood Research

Instibite-Transitions

KECRULde Span Indium

4132 Haworth Hall


Lowrance. KS 66045-2930

(913) 664-4201

FAX: 913-8644323 [Mart cover pap:'Notify KECRI, 4-48011

(continued an next pap)

1Ninnie Duro, Dino*,Building Slow Tunis throe. Inter-

disdplinmy Gradeds Mos lion inIhe Reeled Services (TIGERS)

Oomedond Therapy EducationUnites* of Kenai Medical Canter3101 Rainbow OM.Kansas My, KS 851604602omq 58B4195

Nam Paterson. DirectorEarly Chiklhood Special EArcation

Personnel PonawationDeponent al Special Educationtinkers* of Kansas3001 Dole MangLawrence, KB 560415

(913) 8844054

Ann Turnbull I Rod Turnbull, Pls

Shidey Behr, DirectorFamily Leedsrship Training Program

Depetment of Spedal EducationUnbar* of KansasDole Bonding, 3rd FloorLemnos, KS esow(913) 884-4954 or -7609

Earle Knowlton, Director

Field-Centered Pmpamtion ofTeachers in Early CNidhoodEducation of the Handicapped

Department of Special EducationUniversity of Kansas

3001 Dole StrikingLakwenoe. KS 86045(913) 886-4154

Nancy Peterson, DirectorModel br Outreach Training

in infant interventionDepennswit of Special Educationthtiverslly of Kansas3001 Dole BulkingLawrence. KS 68045(913) 8644954

KANSAS (Goad)

Mabel Rios, Director

Preparation of Pinched ClassroomLanguage Intenerton Specialists

Chid Language ProgramUniversiw of Kansas1043 Indiana SOWLawman. KS 68044(913) 884-4570

Purnw Paterson, Db'ectorPreparing Leadership Personnel in

Early ChildhoodDepartment of Special EducationUniversity of Kansas3001 Dole BulkingLawrence, KS 68045(913) 884-4954

Brubara Thompson, Douglas Guess,& Nancy Peterson, Directors

Training Personnel for the Erboationof Young Chlldren with Severe and

Profound Multiple Handicaps

Depamnent of Special EducationUniversity of Kansas

3001 Dole BungLawrenc., KS 88045(913) 8844954

Sharon Rosergeetter, DirectorAssaceted Colleges of Central

Kansas Preservice Early Inter-tendon Project

Associated Collages of Cenral Kansas

105 E. Kallin AvenueMcPherson, KS 87460(318) 241-5150FAX: 318-241-5153

W. Mete H, DimctorStatewide Training Nekvork for

Primer.** Training for Early

Chadhood and Cross-CatagariadSpecial Education Parapselessionals

Kansas Association of Community

Collages700 S.W. Jackson, Sub fitilTopeka. KS 66803(913) 357-5158

Debbie Schasecher, Director

Say Bright Bench ManagerMed lyn Coley, Oonsu reit

Pogrom Seim amokMaggie aim thandi WagerAwning & Intsragency Branch

Milan al Ea* ChildhoodMee Desolated of Eduction1218 COM Plata TowerFrankfort, KY 40601

(502) 564-7055

SpeciaiNat KENTUCKYSEFAX: 5024644M

InlialashistlEsaittransa

Jim Hanson, Part 14 Coordinator

infant-Toddler PropeneMarge AM% Part H 131a1f

Division of Mental Retardation

Departmed of kianiai Healer &

Mental Retardation Services

275 East Main Street

Franidort. KY 40621(502) 564-7700

SpeciaiNet: MARC (Univ. of Kentucky)

FAX: 5024644844

giutintemanzatoztSdanati

Card KeatingSem River District Health Dept

1133 Adams Street

P.O. Box 1157

Bowing Omen, KY 42102-1157(502) 781-1480

FAX: 502-7814400 (ask for Ext. 301)

Vicki goyimDept of Teeter EducationCollege of Education

360 TPH

Western Kenercity Wiwi*/&Whig Green, KY 42102(502) 745-4641

FAX: 502-745-6474

ZEISQ1mnialminimealisi

Rebecca Ham DirectorKaren Middondod,

Project taxingion

inordadpiney Human DevelopmentInallete

114 laurel Indust*, BuildingUnkindly of KentuckyWigton. KY 405064051(606) 2574219FAX: 606-258-1901

ZE/S1/21taithalist

Beth Rous, PrOact MuerProject STEPS ManchChild Development Centers of

the Bluegrass

465 Springhill Drive

Lexington. KY 40503

(606) 278-0549

21alitteambanni

Jackie (tampers, PiThe Beds of Tadao Inianintion

on Pune wadsDapertmant of Pediatrics

Don of Nactratalogi MS-4 12University of Kanto*600 Rose StaidLexington. KY 40596-0084

(606) 2334664

FAX: 606-293-5499

DPP Pamonnal Precaration Grant

Vidd Slayton, Director

Ismject PREPAREDaps:swans of Teacher Eascation

360 TPH

Western Kentucky Unimak!,Bowing Green, KY 42101

(502) 745-4641

FAX: 502-745-6474

Jahn Schuster, Director

Ttaining Rural Ecktcators in

Keno*/ (1MIQDoomed of Special EducationUniversity of Kentucky

229 TaylorLexington. IV 405064001

(606) 2574594

Bawdy Johnson Meg Ilati Rid*,Rogan, Wawa

plind1001 PRIVIIMS

Me of *add Ecticatiatal Svcs.State Weidman! of EchicationP.O. Sox 94064Satin Rouge, LA 708044064(GOO 342.5108

Spacialflat LASEFAX: 504442-7315

Inlantraddifelinarasta

Susan Batson, Athninisoator forPfiliChOd INogranis

Evelyn Johnson. frdwagency CoactOffice of Special Educational Svcs.

Steer Department of EducationP.O. Sox 94054Sawn Roue% LA 70804-0064(504) 342.1937 (Batson)

3424845 (Johnson)Speciattat LABEFAX: 504-342-7315

Eileen Bonnier, ICC Staff

P.O. Sox 3255Baton ROW% LA 70821

(504) 923.1233

ChaitigteragarwmCocld Camel

Rep. Ted flak ICC ClairP.O. Box 11040New lbw* LA 70552(318) 3654488

1Aolie Macon. ICC Vioe.Chair

Chid Devolvement CantorAlton Wisner Hospital1514 Jefferson Highway

fkrw Orleans, LA 70121

(504) 13384000

LOUISIANA

31

1112-eigoatitstaikallates

Jo E. Cowden & Robot Eau"Dimon

Pediatric Adapted Physics! EducationDepartment of Human Perbrmance

and Hasa PmenotionLinking* of New WeansNew Weans. LA 70148(504) 288440FAX: 504.288-6085

David Seaton. DirectorProject 7IEDependant of Spada Education

wd Habilitative SarvicesUnivers* of New OrleansNew Moans, LA 70148(504) a16-5609

Patsy Pods, DiradorTraining Residents Cam for

Minority Chicken Who Are

Mask Delayed or HandicappedLAU. Medical CAM.Human Development Center1100 Florida Ave., Edg. 119

New Odom LA 70119(504) 9424230

Joanna C. Hams, 019 CloortinatorSusan Comm TA an0 Spookg

PROM ConsultutChid Doolopmant SantosV Winthrop SnagSus Nom, Won 0146Augtata, ME 04333(207) 200-3272SpookuNst MAINESEFAX: 2074104300

Irdandstaffibuittlkotra

Sts" McCosiais, Part H CoordinatorktIyedepwIntantsi Coordinating Counoi

on Eady intanonilon (1CCEI)

Child Davabasnant thvicars87 Winthrop SnotStale House, Sudan #148Augusta, ME 04333(207) 2804272Specialkot: MAINESE

FAX: 207-2894000

2biLlnlossms.222L4S220g1

David N. Siocidatd, DilatorDivision al Special &bastionDapanment of &bastion and

Cultural Sylvia'sam Hausa Madan 823Augusts, ME 04333(207) 2204050 or 40416Spadini* MAINESE

EIPSOSidnishrigat

Anne Chaisson, Dim:ftMints la Rs Early intswrition

Outreach ModalProppot Rauh MESafi Childran's Hams103 South StollBath, ME 04530(207) 4434678

Koichi Node. CaordernorSpec lid Education

BoxRepublic at Me Marabell Islands

Mallow Maisball Islands, MH 961100

011 (002) 6254350

FAL 011492-625-31181

Nat Eligible io Participate

chiiraguminsiamiliSsmooil

Hot Eligible ic Participate

REPUBLIC OF THE MARSHALL ISLANDS

3351

Nang *MIN% Ese ChildhoodSped" Weldon 819 Coarrinsior

Sheila Draper, MelProgram Devirbspownt and Aulattna

Elmach

Divbion al Specie, EducationSlab Depsiltient of &Nation200 West Belmont EaredMinima MD 21201(410) 3334188 (*ahoy)

3334485 (Draper)Spealatiet MARViAt4DOSEFAX: 4104334185

lakoklakitEitathrdsout

Cmci Ann asp% MOAN'Debra Von Akimbo,. IOC StaffMaryland Wants & Toddlers Program

One Make* Centor, Box 15300 W. taangIon Street, Suite 304Baltimore, MD 21201

(410) 333-8100Speciatiet: UMWFAX: 410-333-3199

123LtatensaosedarsiSaat

Bender, Moe President

Educationid ProgramsThe Kennedy Matilde end Johns

Hopkins thilvarsity

707 f4. BroadnayBaltimors, MD 21205(410) 5504417FAX: 4104504196

EIERILoweikalmininallfti

Sten Minsk., AdmirdstalorCandle Cake, MickyBuilding Books

Moto Speech-Languip-ilemingAssodalion (ASNA)

10801 Rodman PilmRockville, MD 20852(301) 8974700FAX: 3014714457

EargaBettettfflandroaamildesi

Paula Beckman, DireciorSandra Nowcornb, Cocollinator

Project AssistDepartment ei Spada( EducalonUniversity at Maryland

1308 Benjamin BullingCollege Park, MD 20742(301)4064492

34

illgannambilonl

Louise Appel, PIMaking Administrative Decisions

about Technology bri Examining

Pramising budrucdonal Prat:does

UMW Sysents. Inc.8630 Retest WINK Sub& 300Slim Spring, MD 20810(301) 588-5$84

EtElenonkanualeallona

Lawrence Lamm DirectorMaster's Training for Personnel So

Serve Al-Ridt Wants, Todd"and Preschoolers

Education DivisionViltitehead Hall, Room 100

Johns Hopkins Unbars*grades and 34th StreetsBaltimore, MD 21218

(301)3384273

Paula Birdman & David CooperDirectors

Doctoral Leadership in Ear"),

Childhood Spec:lid Educatkm

Departmant of Special EducationUniversity of Msryland

1308 Benjamin Building

College Park, kW 20742(301) 4054492

Lard Florian, DirectorRve-Yew Premprvice Preparation

Program in Specid EducationDepanment of Special EducationUniversity r0 Maryland

1308 Benjsmin BuDding

Colinas Pak MD 20742-1121(301)405-6486


Paula Beckman, DirectorMasisfs Program ln Eady Midland

tipeold EducationDaaarenant of Special Education

Unliarally of Maryland

1308 esniontin Building

Coleys Park MD 20742(301) 4064402

Joan Lieber, OkricePawing E. Childhood Specialists

Vikidt in the boar CityDepossnent of Special EducationWean* of Marylaid1308 Banisimin Building

College Perk MD 20742poll 4084487

Paula Beckman, DiroctorTraining inlantfamily Sweats

10 Serve Muttl-Riak infants and

Their FamiliesDopartment of Special EducationWeer* of Maryland1308 Benjamin &MingCollege Park MD 20742(301) 4064492

Camila Cato, Directorintardiscipliony insenke Train-

kig Model far Early Intovantion

Amencen Speoch-Langusgo4leruingAssociation

10801 RoclodeRada* MD 20882(301) 8974700FAX201-571-0457

MARYLAND (conrd)

35

Elisabeth Schaefer, DirectsEarty Chi kilned ProgramsState Depeibinent of Eckel lon1365 Hemlock StreetQuint 02169(617) 770-7476SpeolaiNet MASPED

MASSACHUSETTS:3ED

FAX: 617-770-760.

lalanassideltattillranm

Ron Bantu" Acting DirectorAndes Weiss Shunts% Pert H Coml.Rosalie Ede*. CC SWDivision of Early Childhood

Demme:at of Pubic Heath150 Tremont Street. 2nd floorBoston. MA 02111(617) 727-5089 or -5090

SpeciaiNet: MA.PUBUCHEALTHFAX: 617423-1659

SIBBLIMBE5102&22fftSdilL0211

Eunice ShishmenienDevelopmental Evaluation Mk:Children's Hospital Metrical Ct.

Fagan 10300 Longmood

Boston. MA 02115(617) 735-6501

FAX: 617-735-7429

MASSACHUSETTS

EIMOSsamaaarmasige

Jainn [Indy, DirectorProject 13AINS (Gaining Acmes!

Integreting Needed Services)&Wail= Desdopment Center, Inc.School wd Society Programs55 Chapel StreetNewton, MA 02160(617) 969-7100

M H

EEPD

we, DtectorFirst CHANCE

Enable, Inc.3 Randolph StreetCanlon, MA 02021(817) 828-7497FAX: 617-575-0078

ggprz Outreach Projecs

Margot Kaplan-Swot DirectorSteps tor KidsDepartment of Pietistic:Boston City Hospital

Talbot Building, lkom 214918 Hwrison AvenueBotdon, MA 02118

(617) 534-4767

FAX: 817-534-7915

Peter Hainsworth, Director

Donna Carrot CoonfnatorBEACON Outreach ProgramEady Recognition Intp, is,-,tion Network

376 Bridge StreetDedham, MA 02026(617) 329-5529Ise. also Ronda address)

Madan Hainsworth, Director

Donna Canill, CoordinatorEMN Mined' ProjectEady Rft,:,111tionirderwntion Network376 New StreetDeets" MA 02026(617) 3294629Wit also Fkvide eddresid

Geneva 1ktiodnin. ObectorPorkies Defeo* CoordinstorProject WIN OutreadiSouth Shore Mental Health Center1800 Columbus MemoAmboy, MA 02119(617) 442-7442FAX: 617-442-1705

EEPCD Research Institute

Heidelise Als.

National Collehorathe Researchinstitute for Early Childhood

interventionThe CNicken'S Hospital300 Longwood Avenue

Boston, MA 02115(617) 73543249

FAX: 817-735-7230(see Illinois for other instkuteaddress)


E. Hods Nobar, DilutorPadaltio-Edwodional Audi:fogy

Training PogromDept of Communication DisordersUniversity of blassachuseltsAmherst. MA 01003(413) 5451636 or -0131

Bony Priam& Director

Docent Training for Speech-LanguagePathologists in Early Child LanguageMud/

Division of Communication Disorders

Emerson Collage169 Beacon StreetBoston, MA 02116(617) 578-8732

Mary Beth Fafard Exeadve DirectorJoni Block, DirectorintoAmproving the /AgnomenMassachusetts Department of alucadon1385 Hancock StreetQuincy, MA 02169(617) 7747290FAX: 617-770-7804

Margaret Lint Directorimply* intertantion Training for

8PROCII-Lenalage PathologistsDivision al Communications Disorders

Emerson College168 Beacon StreetBoston, MA 02118(617) 579-8732

Sharon Cermak, DirectorLeadership Training br Occupational

and Physiosi Tharapists in SdloolBOOMS and Eat irdergmtion

Sargent College of Allied Health

Boston Linhersk1 thugs* RoadBoston. MA 02216(617) 353-2727

MASSACHUSETIS (conrd)

Ens Vaawat-Nuttall I KirinLaw, Dirsolom

Pmasevice PmparaLion of Minor*Persormal to Sane HandicappedPmschod Children Sum WarilyCultures

Dept. of Counselling Psycholow,

Ckhabilitstkm, A *gad Edw.tkollgasbm Unimak203 Ulm Hall380 Himongton AvaruaBoston, MA 02115(617) 437-2485

Margaret Lew, DirectorPanama, Training far /Amts.* Level

Spaech-Language Pathologists loWet in Early intsemnsion Swings

Division of Communications Disorders

Emerson Mega169 Beacon StreetBoston, MA 02116(617) 578-8732

Margot Kaplan-Swot DirectorProject VISIT

Departmont c4 Pediatrics

Bodce City HaspitalTalbot Sliding, Room 214818 Harrison AvenueBoston, MA 02188(617) 534-4787

FAX: 617-534-7915

Patdda Rimming, Directorinteglisciplany Train*" in Special

Needs: A Multicultural Approach

Shrivar Center200 %polo RoadWaltham, MA 02254(817) 642-0M8

21010120,1111220Iiit

Jan Bade, SuperdsorCent Regnier, Consulted

Speed Edge don Services

Stale Dope Went of Educatbn

P.O. Box 30008

Lansing, MI 48909

017) 3734215Speciatiot MBEFAX: 517473-7506

latimia200(281111.210M

Jacquelyn Thomson, Part H

Coon baleENV Chi Idiood Wm donState Depsenent of &halationP.O. Box 30008

Lansing, MI 48909

(517) 373.8483

Speciandet: MI.SE

FAX: 517473-1233

gaitawanagassetramad

Carole Quarter a ICC Chair5031 sandyDetroit, MI 48211

(313) 259-4411

MICHIGAN

11032-Mghillaurda.eigitai

Rita Bann. Director

Karen Miles & Deborah Woathersten,

Conrdnators

Famly-Focused, infait-Toddler,

Transeptal:by Trebling Project

(Project FIT.)Merril Palmer Instiltei71-A Elle Foy SeamDebut MI 48202(313) 5774244

Awns Knol r-vidorinservico Tnkiii and Support ol

Personnel to Sem Young Meanwith Disabilities

Developmental Disabilidoe bisdlute

326 Antal BuildingWayne 81ale University

6001 Cass Avenue

Detroit, MI 48202

(313) 577-2654

Judy Mamie a Carol Swift,

DirectorsProject ENHANCE

Wayne County Regional Educational

Service Agency

33500 Van Born Road

Wayne, MI 48184

(313) 467.1502FAX: 313-326-2610

ELECILSIonsiasta

Amy Powell, Director

Tmnucdonal intervention Program

Outreach

ifighlSoope Educational Research

Foundation

600 Nadi River StmetYpsiland, MI 48198

(313) 485-2000

FAX: 313-4854704

2EeZatunatEsulatigsalkins

Sennett Mesabi, Director

Leadership Training In Ea*Oddhood Spacial Education

Caner for Human Growth and

Development

University of Michigan

300 N. Ingalls. 10Ih Floor

Ann Arbor, MI 48109-0406

(313) 747-1084

Lau Atom, DimclorPrepetv Duallemined Teachers

kw Visually Handicapped Learners

DepL of Counseling. Eduo. Psych.,

& Special &batonWigan Stds Unimak331 Erickson Hall

East Lansing, MI 48824

(517) 355-1871

tri,

Ro 14In Widay, Es* ChB:hood

Spade 61

Uni," Limner Needs SwimDew Modal MadanCapitol S. Ming, Room 812550 Cedw SeedSt. Pout MN 55101

BM) 298-5007SpeNet MN.SEFAX: 612-298-3272

Jan Rubenstein, Comdkvorinteragency Planning Prefect for

Young Children with Hawlicaps

SUM Depanment of EducationCapitol Squire Building, Room 826

650 Cedar SnotSt. Paid, MN 55101

(812) 298-7032

Specialthit MN.SEFAX: 612-2964272

Jan Jameli, Planner

IPPYCHState Department of Health

P.O. Box 9441

Mirmeapolis, MN 55440

(612) 623-5538

Diane Sick, EC intenention Planner

Department of Humeri Benham

444 Lelayelle Road

St. Paid, MN 551554832(612) 29974979

FAX: 6124964244

Oh& Interactencv *sort Pawl

Donna Petersen

Minnesota Department of Health

717 Delaware Street, S.E.

Minneapolis, MN 55440

(612) 623-5165

FAX: 612423-5043

MINNESOTA

ZIEBNLQIMI101132211.1bild

Scott McConnei, Director

Richard Spiouna. CooldilaKwEsobehaviond Pmgranuning

for Individual Children

inset* on Gamow* integrationUniversity of /anemia1E2 Pelee Hal150 RIsbulyminnow* MN 55455(612) 624-6300

FAX: 612424-9344

EIZILInantethsisci

Mary McEvoy, Co-P.I.Developing and Evaluating a Model of

Inset*. and Technical Assistanceinstitute on Consrminity Wert:lionUniversity of fAnnesate

215 Pam Hal150 Pillsbury Drive, S.E.

%Inwood's, MN 55456

(812) 6264819FAX: 812424-9344

and

Joe Reich* Co-P.I.Developing and Evalusding a Modal of

Munk* and Technical Assistance115 Sheviin Hal

University of Minnesota


(812) 6254542

lifacdUsganalLEsien

Uncle 'offend, Diremor

Jean Mendenhall, Coordinator

Project Dakota Outreach

880 O'Neil DiveEagan, MN 55121

(612) 455-2335

FAX: 612-455-8872

1:1STABomietfrandas

Susan C. Hupp, MentorEnhancim the Use of Memel

Behaviors by Young Mid=with Severe Cognitive Delays

Deportment of Educational Pep:balmy


Button HA Room 258178 Pillsbmy Drive, 8.E.

tanneapolis, MN 55455

(812) 624-1003

.INJEGIBuslmblada

Scott McConnell. Co-P.I.

Earty Childhood Research institute

on Subsume Abuseinstitute on Community integnation


102 Passe Hal150 Pillsbury Drive, S.E.

Minneapolis, MN 56455(612) 6244300

FAX: 612-624-9344

and

May McEvoy, Co-12.1.

Early Childhood Resewch institute

on Substance Abuseinstitute on Community integration


215 Pane Hal150 Pillsbury Drive, 8.E

Minneapolis MN 55455

(612) 626-7819

FAX: 612424-9344(see also Kansas and South Dakota

for other insdtute addresses)


Dome MoNser,Development of an Empiric* Based

Sub Cr H. hfulddistiplinary Teams

Dodds tie Appropriatiness of BrainInelnicion

Rum Misr Special Edw. Cooperative

430 NW 851 Menus

CandsIdga, MN 55006

(812) 6834600FAX: 612489-3601

James Weekly** PiOpen Enreilmeni and Students with

Handicaps

Whimsey of Minnesota

350 Boa Hall75 E. Rim RoadMinneapolis. MN 56455

(612) 624-4014

Mary McEvoy, P.I.

Prenatal Cocaine Exposure and

Mother-infant bneractions

huhu* an Community integrationUnivarsity of Minnesota

215 Paean Hadi

150 Pillsbury Drive. E.

thrtnespolls, MN 55455

(612) 625-7819

FAX: 612-624-9344

Solt McConnell & Mary McEvoy,

PisPrenatal Cocaine Exposum and Social

Development of Young Miraninstitute an Community hdegralion


102 Patten Hal (McConnell)

215 Pattie Hal (McEvoy)ISO Pillsbury My, S.E.flinneepoes, MN 55455(612) 6244300 (McConnell)

626-7819 (McEvoy)

FAX: 612424-9344

MINNESOTA (conrd)

1212acianatillusilingank

Paula Ooldbarg. MOWChild Abuse Provention

PACER C1111111W

4826 Chicago Avenue, South

hinnespofis, MN 55417(612) 8V-2966

Scott McConnell, Director

Preparation of Personnel to RaidsSochi Education and RelatedServices to Newborn and Want

Institido on Community integndkm


102 Palos Hal150 Plisbury Drive, S.E.


(612) 624-6300

FAX: 612424-9344

NancY Mame, Coordna torBureau c4 Spedal SwimSte* Deportment of EducationP.O. Box 771

Jackson, MS 392054771(601) 3594498SpoolaINC WISEFAX: 601459-2198

thlisaiddhiEstarams

Hope Bacon, Part It Coordinatorinfant and Toddler ProgramStale Department of HealthP.O. Sox 17002623 North Star Street Room 105AJackson, MS 39216-1700(601) 960.7427FAX 601460-7948

Kathy Odle, ICC StaffMississippi PareittS end Families

Network

425 Louise StreetPost MS 39208(601) 9604280 or 960-7437

932-1118

Iloirigamogoaca21

Kathleen Stanek Senior ResearcherDepartment of Special ShaftUniversity of Southern Mississippi

Southern Station, Box 5115Hattiesburg. MS 39406(601) 268.5136FAX: 601-266-4175

illEganinialakineadES

Estella Feb, Diroolor

Dombprnent of a Womb* CowlingModel to Provide breartio Training

hIssissippi Unimak Mated ProgramUniversity of Southern Misskskol

Southern Station, Box 5163Haviesburg, MS 394064183(601) 26641MFAX: 601-266-5755

ReElognotaxgEstraightlit

Arre Mere, Macawbaerdsciplinety Training of Special

Eckman to PmOcie Firmly-FocusedEarly intervention Sento*

Univondly Mated ProgramUniversity of Southern Mirnissippi

Southern Station, flox 5463Hattiesburg. MS 394064163(601) 2684163

Estella Fair. DinalorTransclisdpliney Training for Direct

Sanitess Pommel in Family-Cantered Essfy intartantion

fassissippi Ward, Mated ProgramUniversity of Soden, MississippiSouthern Station. Sox 6163Hattiosburs MS 3940114163(601) 266.51MFAX: 601-2664755

Valerie Do Coux. DirectorTranedisdpithary Training for Esuty

intervention Personnel to ProvideFamily-Center Transition end Case

Management SwimsMississippi UniversIW Affithited Program

University of Southern MieWelppi

Southsrn Salim Box 663Hattiesburg, kM 394064163(601) 268-51MFAX: 601-2664114

Metall* Radek** Asst DirocewDepartment et Elementary and

iktoonday EducationP.O. Box 480Jelbuson aly. MO 65102(314) M14185Spa:beta MOMFAX: 314751-1179

latwaskimetaillgamia

Wadi, Friedebach, CoordinatorSection of Special EducationDaparinent of Elementary and

Secondary EducationP.O. Box 480Jefforson City. MO 85102(314) 7514188SpeciaiNet MO,SEFAX: 314751-1179

2ligravissatoeamoirdaingi

toms Whom MeowDivision of fdaternal, ChiM, &

Far* HeathDepartment of Health

P.O. Box 570Jefferson City, MO 65102

(314)7514174FAX: 3147514010

Bob Busch & Shirley Patterson,

Directorstamed TWES: Training individuals

to Care for Exceptional StrawsUnivenffy of Uncurl223 Townsend HallColumbia, MO 65211

(314) 882-1386FAX: 314482-5071

Jaen km Summon. grewProject IDEEA (individualized

Development for Early Education

Agencies)University Affiliated Program

Institute for Human DevalopmentUniversity of MissowlKanses ci2220 HolmesKansas City, MO 64108(816) 235-1771

FAX: 816-235-1762

MhariontEmuilinciamis

Harold Meyers, DkoolorDeaf Echwation Early Childhood

SpedalVDept. of Communication Disorder*Southwest fAissouri StMe

University

901 S. Nation",Springlisid, MO 65804(417) 8364968

Made& Hantlidon, DimmorParent-Went Program for

Hewing-Wpaired ChickenDept of Communication OlsonlersSouthwest Mogul State

Whereby901 a NationalSpringfield, MO 65804(417) 8364508

Karen Steckel, MacawTraining Speech-Language Pathologists

for Preschool ChildrenDept. of Communication Disoniers

St Louis University3733 West Pine BlvdSt. Louis, MO 63100(314) 658-2939

Lin Welch & Jim Mak DirectorsEarly hildhood Communication

Special Marko ProgramSpeech Pathology & Audology DeptCentral Mssouri State UnimeityWarrensburg. MO 64093(816) 429-4606

Marilyn Pearson & Dan Mo Carlity.

Coombs ionDeportment of Ma licssal BrevitiesMoe of Public kissuctionSOW Coal tol

Maim MT 56602(404 444-4426 (Pearson)

444-4425 (McCarthy)

Spools Net MT.SEFAX: 406-444-3924 (for McCarthy)

ktoffaikilmiftakil.consi

Richard Van Mande, Pest H

Cooed:sawMike Hanshew, Chief

Msnagernent Operations BunsauDthrelopmental Mad bat DivisionDew:town of Social end

Rehatal Nation Services

P.O. Box 4210Helena, MT 59604(406) 444-2995Special Net MT.SRSODOFAX: 406-444-1970

2biLlalimagmastaelSksind

Rowena FoosE.C.I.

Billings Public Schools

415 N. 30th StreetSlings, MT 591011298(406) 255-3823

IMNTANA

Efillelikamagabolaisi

Ted Moloney. Oinoctor

Dynamic Communication PRIM&

Model

hionlans UAP Setellite

52 Corbin Hall

Unhorsity of Montana

Missoula, MT 59812(406) 243-6467

ifiltRitinuottemaisi

Kathleen Gallagher, Director

Project CLASS

Rural MameUniversity of Montana

52 WW1 HallAlissouls, MT 59812

(406) 243-5467FAX: 406-243-2349

f; 1

BEST COPY MAI

Ted Maloney & South A. Mulligan,

DirectorsEduational Home Model OutreachMontane UAP &Oft62 Corbin HallUnivandly of 14iontaria

lam* MT 59012(406) 243-5467

Word Van den Pot DirectorShelley Nelsen, CoordinatorMontana Eady interantion (0-5)

Outrearli ProlodDiv. of Education Research & Sank.&awl of EducatbnUniversity of Montana

Isthmoid', MT 59812(406) 2434644FAX: 406-243-2797

and

Tony Hecimovic. Eastern MontanaCollega Coordbudor

Montane Eauly Interrenlion (0-5)

Outreach Ruledinstitute for Habilltative SIVCS.

Eastorn Montana CollegeSlims, MT 59101(406) 657-2349

Flichard Van den Poi, DilutorShelby Neilsen, CoordinatorVIDFOSK4RE Modal Oureach ProjectDiv. &bastion Research & SambaSchool of EducationUniversity of Montanakrissoula, MT 59812(406) 243-5344FAX: 4064434797

(=timed on next page)

Ted Moloney, Director

Ea* inlemnion SpeciaityPaint

M. Unbar* Ale ModPacrern &one

Unbar* of Montero32 Corbin 14111

lava* MT 51812(405) 243-5437

Richad Van don Pal, MaloofMontana Esk Childhood Special

&bastion Teacher TrainingDMcion of Eckaostion Rowan*

and &ohoSchool of Education

University of MononaMissoula MT 59312(406) 243-(4144

FAX: 406-243-2797

Jan Thaw. 0eadnalorJohn Cis% Assistant Oka lor

for Special EducationSpecial Edam Ion CaboStab Dew bead of MadanP.0 Box 94937Limb% NE 613509

(402) 471-2471SesolaiNat NESEFAX: 402471-2701

lakniaralka1ealtS2aufs

JutV Caramel. Pot H COOldflidDrSpedil &WOW aftSoo Department of EaroadonP.O. Box 94387Lincoln, NE 611509

(402) 471-2471Speciallat NE.SEFAX: 402-471-2701

rim Jo km, Pan H CoordinatorNebraska Wareham of Social ServicesP.O. Box 95025Lincoln, NE 88500(402) 4714345FAX: 402-471-9458

211111,10measecesicamci

Tom ForamsUnceln Publics Schools

P.O. Box CMLinooln, NE 68501(402) 488-1007FAX: 402438-1820

NEBRASKA

1111baCureesithaies

Barbara Jackson a Judy Minn,CaDirodors

Project Conant*500 S. 42nd SteelOmaha, NE 58196-5450(402) 5513-7353

FAX: 4024504737

45

2ELEffignaillinzattatans

hiladip Stream DirectorInartfaciplinary 'Raining for Spear-

Language Pathologists and EarlyChildrood Teachers (INTERSECT)

University of Nabraska

213 BarkleyLincekr, NE 6051334731

(402) 472442

Susan Epps, DirecorSchool Psychologyfinandisciplinary

infantiTodder 114aeoldeation

Univavity of MOW= MeadCaner

Moyer Rehabilitation institute

42nd a Davey AvenueOmaha, NE 68131(402) 5594762

Shad Stanton, 619 Cuananstor

Spacial &bodice BranchStab Dope Mad of EduationCapitol Complex

400 Wad King SweatCarson Cita% NV 89710

(702) 6074140SpedaiNet NYSE or NVDOEFAX: 702487-5660

IrdantradderaitiMaNg

Marilyn %kers ChiefEarly Childlood ServicesDivision of Child di Family Saivices

Department of Humor Resources

460 Galled Way. Bldg. 1

Spats, NV 89431(702) 688-2284

SpecialNet WALTERFAX: 702488-2558

2wiLlosoonaraastSdand

Arm Mask KV ChairSpaakd Edtaadon Wench

Stab Dominant of EducadonCapitol Complex

400 West King Simet

Carson City. NV 89710

(702) 687-3140

Specia0krt NYSE or NVDOEFAX: 702467-5660

NEVADA

46

G 7

2ffizenualteatalisaasult

Stem Rook & Saraka Doctoroff,Co-Dkealors

Pmpardion of Personnel for Careers

in Spacial Educalion

Dept of Cunt:din and htstrixdonCollege of Educadon1278

Univaratty of Nevada. Reno

Ronk NV 80657(702) 784-4961

ration View*01 km of Special &kiosksMa* Deparemat of EciantionMale Moe Palk Soulh101 Pisammt SameConcord, NH 03301

(603) 2714741SpeolaiNet Nii.SEFAX: 603471-1053

laNnaggilmielatiLcaniaal

Jacquelyn A. Wang. DirectorNew Hampshire Pan H Infant end

Tedder ROOMWiden el Maned Health & Develop-

mental SandalsDept. el Health IL Human ServicesNH Hospital Administration Bulking

105 Pleasant SOWConcord, NH 03301

(603) 271-5143SpecialNat MACFAX: 803-271-5058

iltakiatinaaficeiScarlAstal

Mon Kenna*, DirectorSpecial Eckmation Bureau

Stale Department of EducationStab Office Park South101 Pleased SSWConcord, NH 033014360(303) 271-3741FAX: 603471-1953

EgEr&Annoratirsafloleg

Matte Woo, DimmerWhale Fryls, CaoldnatorSuccessful ininvallen et Muds a

Todems slth Disabillee throughMuNdaciplinety

AGM Modal PrejeceDay Cale

Lancitstw Schoolkerne SweetSalem, NH 03072pm SWIM

47

2:11.0212a 61eikaltd

Adana Roils, ManagerSumo ci Program RaviawDivision a Spacial EthscationStab Depanmerd of Erheallon225 ftst Stab SideaL CN 500Trenton, NJ 09E25(609) 292-4692SpeciaiNet: USEFAX: 6094844622

lalaniastarilhaliedssig

Mane Roth, Managerilium of Pierson ReviewDivision of Spacial EducationStab Dopartnant of Education225 West Stab Street, Cld 500'Donlon, NJ 08625(609) 292-4692SpeolaiNet: NJ.SEFAX: 6094544422

12b8UmgrasmostriamiSamil

Mary E. Lotto, ICC Chair23 Pin Oidt RoadSkillman, NJ 08558(906) 4194080FAX: 14,.. 415-3189

NEW JERSEY

45

121121bmailtem

Judd' L Mounsy,Training Package for Assessing

&red LancPaile AccAddifionhi Deaf Chicken

Masai) 0$41ablation Testing ServicePrimate% NJ 08541(609) 734-1810

734.1019 (TTYITTD)

FAX: 609-734-1090

Lorraine McCune, Direct,interdscbdnary Binh to Five

Personnel Prepamtion ProgramGraduals School of EducadonRuipas University10 Senlinesy PlaceNow Brunswick, NJ 08903

(201) 932-7716

Diane Tumor, Coordinator

Spat& Edication UnitStale Department of Edrosion

NO Don Gaspar AmurSanta Pa WA 87501-2786

(505)827.6541

Special Net NEVAIEXICOSE

FAX: 505-827-6696

IfilanasMitaaillilSaassa

Toby Myna*Early Calldrood CoordnatorDevelopments! Disabilides Division

Department of Health

1190 St. Francis Drive

P.O. Box 26110

Santa Fe, NM 875024110

(505)827-2575FAX: 505-827-2595

Pm McMahon

Ma Min Specialized Family Services

3201 4Ih Street, kW.Albuquerque, NM 87107

(505) 345-6889

NEW MEXICO

gliegkasummitafrakis

Pate Ootter & Carol 'Madly, Dbectom

Project NEW-TeemS (Neurobehavioral.

Ecological& Molts* Team System)

Training and Technical Assistance Unit

University Alfiliated Program

UNM School of Medicine

Albuquerque, PIM 87191

(505) 272-3000

SpeciaiNet NEWMEXICO.UAPFAX: 505.272.5280

EEPCD Inservice TreiritaPitscfs

Ginny Munsick-engto. Director

LuAnn Paolo. Medal MeowCindy Patterson, Coordinator

Fkoberta Krehbiel, Family Specialist

Procluctive Waking Pmject

University of New Mexico Medicai

Center

Neonatal-Pednatal Program

Department of Pediatrics/Neonatology

Dewalopmental Care Proviso

ACC-3 West

Albuquerque, NM 87131

(505) 272-6805

FAX: 505-272-6845

Gail Sewn & Meave Stevens

Dominguez. Directors

Project 11E (Teams in Early

Intervention)Training end Technical Assistance Unit

N.M. University Affiliated Program

UNM School of Medicine

Albucoorque, NM 87131-5020

(505) 843-2794

272-3000

FAX: 505-272-5280

gE02.21amachltdsi

Betty Vac:hes & Uncle Askew,

Co-Directors

Ploied Tis-kaAlta Mira Specialized Family Sconce

3201 481 Street. kW.


(505) 3454888

49 7 t

ite-BasnaLEmataktUans

Glenn VanEtten, Director

infant Interveigkin Specialist

Training Pngect

Famik and Child WOOCollege of Education

University of New Mexico

Mycology*, NM 87131(505) 277-5018

Darlene VanBlen, Director

Training Siftriguablikuttural Teachers

to Work with Culturally and linguis-

tically Diffened Exception!Young Children

Special Education Department

College of Education, Room 216

University of New Mexico


(505) 277-5016

Carol Westby, DirectorProject HITOS (Wiping Infants and

Udders on lo Success)UAPiUNM Medical School

901 Vassar, N.E.Albucpercoe, NM 87131

(505) 843-2929

Sue Kanty, 619 CoortinalorEst Childhood UMOffice for Special Education

SievicesStale Depstenent of &LeboEducation &Mktg Amu, Rm. 1088Albany. NY 12234(518) V44251Special/44 NYSEFAX: 518-473-2917

Wed PottierDepartment of Education

Commerce Pfau, Room 160799 Washingion AvenueAlbany, NY 12234(618) 473-4823

InkatazdaiaattiSaatacl

Frank Zollo. Director

Early Intervimtion Program

Steve &hockey, Public Health Rep.State Deportment of KeithComing Tower, Room 209

Empire State PlataAlbaffy, NY 1=37-0818(518) 473-7016FAX: 518-473-8673

AhaLlattammaragistSaind

Nan Songer, ICC ChairRegional Plamtkp Grant200 HuMingion Nall

Syracuse UniversitySyracuse, NY 13244-2340(315) 443-4513FAX: 315-443-4338

NEW YORK

111221.12managarlfa*G

Mary Bells &lido. Director

Barbera Many, CoardnidorIntegrated Early Intervenion Service

Delhery Pmiject

Fan*/ Support/Early interventionWWCedeneood Hat Room 425New YOlt bladed CollegeValhalla, NY 10585-1689(914) NI5-7052 (Bauder & office)

2854141 (Shiny)FAX: 914-285-1973

EIZOIn'toglegalMary Beth Studer DirectorFrahdre Gokistain. CoordiniaorDay Care inservice Training Modal on

Young Children with Spool& Needs

Family SupporkEady IntenentionMill/Cedameod HA Room 425New York Medical Coliage

Valhalla. NY 10595-1689

(914) 285-7052 (Bluffer & office)

2E15-7357 (Goldstein)

FAX: 914-285-1973

Maly Beth Einsder, Director

Carol Uppman. Coordinator for Faculty

Inset**Mideast Barnes, Coordnator for

RsiMed Services PersonnelInstitute & Fmk( Insovice Trein

Ing for ROaled Services PersonnelFamily SuraaorVEarly Ws/wainMFUrCedwevod Hall, Room 425

Nov York Medoal CollageValhalla, NY 10595-1889

(914) 285-7052 (Omer & office2854177 (Uppman)285-7070 (Barnea)

FAX: 914-285-1973

60 7 1

EEEOSsauch.Euzisa

Mary Beth Snider, DirectorTina tildes, Coon:1=Wartalo-Threts inset** Modei

ClenchFon* SupportEarly InterientionMillieedowood HA Room 425New York Medal CollegeValetta. NY 10596-1689(914) 2854052 (Biucks & office)

286-7368 (NNW)FAX: 9144854973

Mary Beth Bruder, Dkector

f&Acts &pedalos Outreach ProgramFamily SupporcEely interventionWWCardarwood Hal, Room 425

New York Medcal WarpValhalla, NY 10595-1689(914) 295-7052

FAX: 914-285-1973

Carol S. Eagan, DirectorRegional °Mad Program for Pre-

school Handicapped MaherPutrism/Northern Westchester BOCESFinest:ridge RoadYorktown Heights. NY 14598

(914) 962-2377FAX: 914245-4540

(oondnued on next page)

Kay Forst PiA Loop/dad Study of Developmental

Psalms of Milken Who Am Visually

Impaired

Tinders CokesColumbia University

525 W. 120Ih Street Box 223

New Yet, NY 10027(212)678-3882FAX: 212-678-4048

Ksy Ferrell, P.I.

Nature of Easly Social Participsion ofYoung Children with Visual impair-

ments

Teachers College

Columbia UniversW

525 W. 1209i Street Box 223

New York, NY 10027

(212) 6784862FAX: 212-678-4049

DPP Personnal_Preparation Grants

Elizabeth Baltus-Herbert, Director

Early !Moment* Training forOcimpallcmal Theropists and

Physical llwriapistsOccupations! Therapy Department

SUNYfiluffab515 Kimball Tower

Buffalo, NY 1424(716) 931-3141

%kWh Bonchmett-Utt, Director

A Mason Program for Permanent Cer-

tification of Eady Childhood Spada!

Educators vat Minority Populations

State University of Buffalo

Ketchum titil 11001300 Elmwood Menus

Buffalo, NY 14222

(718) 878-5611 or 976-5429

NEW YORK (cora)

Nancy Russell, Director

PoPiltht9 BpeedulanguagePathologists as Specialiati

Case Mamma in TelDept of Speectutsiguar PathologySUNY/BulfaloKetchum Hoff, Room 217

1300 Elmwood Menus

Buffalo, NY 14222(716) 879-5306

M. Virginia Wyly, Director

Preservioe fAdidisdpinasy Modal

for Training Nurses in WUDepattnent of PsydiclogyState Univorsity College at Buffalo

1300 Ebnwood Avenue

Buffeb, NY 142226) 878-6027

Barbara Weilzner-Lin, Diractor

Preparation of Speech-Language

Pathologists to Train At-Risk

Infants and Toddlers

Dept of Spaeth/Language Pathology &

AudiologySlate University College at Buffalo

1300 Elmwood Avenue

Buffalo, NY 14222(716) 878-5316

Kimmel Offanbacher, Director

Training: Occupational 'Therapy

Management in Schools

School of Health-Relatod Professions

SUNY/Bulialo435 Kimball TOWBuffalo, NY 14214

(716) 8314141

Ruth Gokt Diractor

Teacher Training Project for Special

Populations within Early Chilthood

Special Educ:ation

School of Education

Hoists University!Alison Hat Room 110Hampstead, NY 11550

(516) 590-5782

51

Kw Fermi, DilutorInsbuctional Practice in Urban

Settings

D eperlmwd of Special Education

Teaches CollegeColumbia University

525 W. 120dIfitreet, Box 223

New York NY 10027(212) 678-3862

FAX: 2124704048

Kay Feast DirectorMUMS Program in Early Childhood

Special EducationDeparanent of Special Education

Teachers Colley*

Cambia Uninusity525 W. 120th Street, Box 223

New York NY 10027(212) 6784882FAX: 212-678-4048

Kay Fan* DirectorPreparing Parsonnel for Education

of Asually Impaired Children-Infancy to Adult

Department of Special Education

Teachers College

Columbia Urthersity525 W. 120th Street, Box 223

New Yosk, NY 10027

(212) 678-3862

FAX: 212-678.4048

Robed Kretchmer. Direcwr

Proparation of Speciai Educators:

Upgraded MA. in Hewing Impairment

Depanment of Special Education

Teachers College

Columbia University

525 W. 120th Street, Box 229

New Yaks NY 10027(212) 6784880

FAX: 212478-4048

(continued on nese page)

MINA (contd)

Claudine Lefebvre, Dim tor

PRION1dOndlbelipeulico Remotion/ 12ed Lib Specideas

Dept of Roma Lion. Wows, PE.

andSp Now Yost Ushowsity 239 Greene Most. Room 63$ Now Yost, NY 10003

(212)9994605

Syda Rose, Dinar Spacial Eduadon Es* Childhood &

WM Pared Development Programs Bank limn College of Education

610 Woo 1123s Sitmet Nen York, NY 101,25

(212) 2224700

Anna Lou Pickett. Director

Trainktg Model to Prams Pwapro- fessionals to Vkork wIth Infants

Todders & Preschool Children

N.RC. for Paraprofessionals CASE/CUNY

25 West 43rd lillreeL Room 620 New Yost, NY 10036

(212) 6424948

Katharine Odor, Director

Psepwation of Speach-Languaga Pathologists and Audiologists/ Inten5sdpirtmy

Dion of Special Education &

Rehabilitation

Syracuse Whirr* 805 S. Crouse Avenue

Symms, NY 13244-2340

(315) 443-9640

Mary Seth buder, Dimes Intudsciplinmy Masters Program

in Infant InIenfontion

Family Support/Ex* Interiention

MRI/Cadanvood Nd Room 425 Now Yost Mock& College Valhalla, NY 106954689

(914) 286.7062 FAX 914-286-1973

NEW YORK (contd)

Mary Beth 13r uders, Director

The MPH PJUImINWISIkI Early

hstmention

Fondly Support/Eft Inlonoution

MRI/Cedmood Nat Room 425 New Yost *doll College Valhalla. NY 10595-1689

(914) 285-7062 FAX 914-285-1973

W. L Rose. Chief ConstitantKathy Nisbet I baba Hardison,

Coordinators

Melon for Exceptions, ChickenSate Dept of Public Instruction

118 Vast Edenton StreetROI" NC 27511(919) 733-a21 or 4199SpecisiNetFAX: 919433-4792

InIgnIamadiELENIS.00101

Duncan kamn, Chief of Day Services

Developmental Dee SeddonDiv. of Menai Health/Developmental

DIsabillOssiSubstance Abuse Sims.

Department of Human Resources

325 North Sallsbury Street

Raleigh, NC 27811

(919) 7334654SpeciaiNet NC.MR.DD

FAX: 9194334455

KYm LAC Executive DimolorNC Interagency Coact CatmciiDepertmerd of Human ReSIXECOS

Adams Building

101 Blair Ddve

Raleigh, NC 27803

our) 733-5993FAX: 919-7334447

NORTH CAROLINA

ChiLinisinotallarL2Ned

Betsy Dime, ICC ChairWages Head fitMP.O. Box 1639

Giddsbora, KC 27590

(919) 7344946

Nell G. BolesICC Professional Vice Chair a

Director

Learning Togethec

569 E. Lenoir Street

Raleigh, NC 27801

(919) 9564200

Gayle Uriderdown, tCC Parent Vice

Chair4051 4th Seed Ln., N.W.

Hickory, NC 28501

(704) 325-9496

7 .1

ififfalilamongratinfraisat

Kinn O'Donnell. DirecsorLuanne McAdsms. Coordealar

Infant Care Project

Deportment of Pediatrics

Duke Univers* Method Contar

Box 3964Wham, NC 27710(919) 684-5513

FAX: 919484-4564

Cad J. Dunst a Winds Rd),Directors

MED-ED (MEDloal-EDucelon EarV

Intervention Project)

Family, Want I Pmedioal ProgramWestern Cardin& Center

300 Enda RoadMorganan, NC 29955(704) 433-2661

FAX: 704-4314457

Carl J. Dunst,

Carol 'DORM, Direcew

Cindy Parlay, CoordnakirSEARCH4 (Systems Effect of the

Acquon of Response-ContingentHuman Behevior)Teachers

Family, Infant I Preschool Program

Western Carolina Canter

300 Enda Road

Morganton. NC 20855

(704) 4334829433-2E61 (Dunst)

4334949 (Triveae)FAX: 704-4334457

flEgilLsoimmeb &tea

"Mg Lynne Calhoun, Director

Donna Prendergast, Coardnator

Chwidte Circle OutreachDepartment of Teething Specialties

University of North Carolina at

Charlotte

Charlotte, NC 29223

(704) 547-2531

(continued on nod page)

11111=11002112aMs (cOr1 )

Ceti J. Dunat, Exmouth, Director

MOD Deak CoordmaxFan* Enakiement ProjectFamiV, Ward Or Pmechool P101111M

Wedeln Cantina Center300 Ends RoadMorganton, NC 28955(704) 433-2661 (Duna)

438.2877 (Gael a project)FAX: 704-4334457

CM J. Dung, P.1.Kathy Whaley, Coordinator

Project &RASEFamily, Want a Preschool ProgramtAtstern Cecina Center300 Enda RoadMarimba, NC 28655(704) 433-2881 (Dung

433-2885 (Whaley)

FAX: 704-433-6457

Emilanufskinsatt

Don Bailey, P.I.

Sharon RIM& Projed CaudinatorCantina institute for Research on

Irdent Personnel PreparationRank Porter Graham Child Develop-

mmd COITW

CM 8180, 105 Smith Level RoadUniver* of Math CarolinaChapel HE, NC 27599-8180(919) 966-4250FAX: 919-966-7532

liErgIUmb

Pascal L Trohmis., DirectorNational idly CNklhood Technical

Assistance System (NEVUS)Frank Porter Graham Child Develop-

ment CenterCOS 8040, 500 Nations Bank PlazaUniversity of North Carolina

Chapel HE, NC 27596.8040(919) 962-2001

FAX: 919-968-7483

NORTH CAROLINA (conrd)

1112Bonambitnla

Donald Bailey a Rune Simeonsson,

PisThe Abilities Project

Frank Pond Graham CMDevelopment Corder

CBS 6180, 105 Smith Leval Reed

University of North Carolina

Oval Hill, NC 27596.8180(919) 966-4250 (Bailey)

9664104 (Simeonsson)FAX: 919468-7532

James J. Gallagher, PiGods Harbin, Assodate DirectorRichard M. =ford, Patricia Fullagar.

a &ray Ards, InvestigatorsCarolina Policy Studies ProgramFrank Porter Graham Child

Development CenterCU 8040, 300 Mations Bank PlazaUniversity of North Carolina

Chapel Hit NC 27599-8040(919) 962-7374

FAX: 919-962-7328

Rune Sinuronsson, PA.Maternal Perceptions and Want

BehaviorsFrank Porter Graham Child

Development CenterCBS 8180, 105 Smith Lew! Road

thriversily rA North Carolina

Chapel HE. NC 27599-8180(919) 968-6634

FAX: 9194166-7532

Donald Barley, PA.

Robin McWilliam. Director

Treatment in Early Intervention: A

Controlled Longitudnal Comaprison

of Treatment ModelsFmnk Porter Graham Child

Development CenterCB* 8180, 105 Smith Level Road

University of North Camara

Chapel 1411, NC 27599-81110

(919) 968-4250FAX: 919466-7532

54

Carrie Auer, P.L.Caregiving Antecedents of Development

Outcomes in Ong Exposed WensDuke UnNersity Medal Center

Box 3364Durtrom, NC 27710

(919) 884-5513

Card Trivatie IL Cal Dm* PISEffectiveness and Efficacy of

Indvidualized Fam0y SerVoe PlansCenter far Fsmily Strides%astern Camlina Center300 Enda RoadMorganton, NC 28855(704) 433-2849 (Trines)

433-2661 (Ond)FAX: 704-4334457

ilealicanatEautenakaikata

Donald Bailey, DirectorWardiscipirowy Postdcavoral

Training in Early IntervendonFrank Potter Graham Child

Development CanterCB* 8180. 105 Smith Level RoadUniversay of North Canaan.Chapel Nil, NC 275994180(919) 9664250FAX 919-966-7532

Rune Simeonsson, MeadInterdisciplinary Training in &sty

InterventionSchool of Education

CBS 3500University of North Carolina

Chapel Hill, NC 275944500(919) 962-5579 or 966-6634FAX: 919-966-7532


111211101(w0

Joanne Roberts. ModerPersonnel Prepare lien for Speech.

LAMM, Pathols0INE MEarly kitarvanlion Foote

Frank Paler Graham aind

DevaloPmena Conley

C80 8180, 1C15 Emit Levi Road

lkilvaralW al North Carolina

Chapel /EL RC 27508.8180

(919) 908-7184

Toss Gonna MoatEarly Inlanention and Family

Support Training Program

Fan*, Infant a Preschool ProgramKasen Development Research Training

Institute

%gnarl Carolina Corr*300 Enda RoadMorgans% NC 20855

(704) 433.2081

FAX: 7044384591

NORTH CAROUNA (conrd)

68

liamaamilltiamIsi

Man Mad, EC CasidnatxSpook! Etkorion DivisionDoponmant of Pubic Ins bodkin

Stab Caphol

Kaman* ND 595054440(701) 224427791nocia1Nat ND.SE

FAX 701424-2461

kdantagoaczakardma

163W Graham. CooninahnDavaloomenwl Ms& iltios Division

Dammam of Human Santos,9tab CapitolBisrawdt ND 59505(701) 2244768

SPealatNat NO.SEFAX: 701-224-3000

Chair. Inowaganov Coml. Council

Jamas Tronsgaw

3308 N. Ebn Shoat

Fans), ND 59102(701) 241-4979

NORM DAKOTA

56

J212.ftriantanakiglata

David K. Mem DiadorIsrasandoo Tinkling in Speech-

Language Pathology whh an

Enathana on Ewly hoonandon and

Sown* Handicapped ChadianDept. at Conmnilaation MadanMinot Mau Unbent/500 Wiwi* Avon" N.W.Minot, ND 59701

(701)5574030FAX: 701439-6933

Suzanne tiaras. Ms AntCamino kw

Eady Chikhoodtipsolid Education

Programs

0N111 Public School System

P.O. Box 1370 CK

Salm MP 96950011 (670) 322-9956

SpocialNot COMAEFAX: 011470-322-4056

laktegliatibalgartal

SU:WM Want* Acting AsaCotadnotor

Early Childlood/Spedai Education

Programs

CNMI Pubic School System

P.O. Box 1370 CK

Saipan, MP 96950011 0144 3224956SpaciaiNat COhLSE

FAX: 011470-3224056

1221raigESSIBSYS&CELISSMI-

Juan RapsP.O. Box 522 CK

Saipan, MP 96950

011 (670) 322-9722

FAX: 011-670-322-4056

NORTHERN MARIANA ISLANDS

57

E5 LIME1111ftiag

Jane Wink& Assisting MaceyKonen BMW& Consultant

Es* Mcleod SectionSlab Depanmem of Ec Wagon

65 Sault Front &met, Room 202Columbus. 004 43265

(614)468-0224Speolatart 0111003EFAX: 614444-7004

giastaxattlilaates

Cindy Ow, El AdministratorBatty interemtlon UnitState Department of Health

246 N. High Street, Mh Root

P.O. Box 118

Columbus. OH 43266-0118

(614) 644-8389

SpecialNet OHMFAX: 614-644-1759

Kathryn Pepe, AdmMistadive StaffNursing Consultant

Division of Maternal 0 Chikl Health

State Deparlment of Health

246 W. High Street, flat Floor

Columbus, 04 43265-0118(614) 4684932

SpecialNet OHM(814) 644-8389

SpeciaiNet CHEWFAX: 814-7524739

21liCatinstearassiStaint

James Oulity, Chief

Division of Mammal a Child Health

State Deparenent of Health

248 N. High StreetColumbus, OH 43215(614) 468-3263

FAX: 614-644-9650

OHiO

LEE2122E2gasauktahnisa

Mary Beth laws, DirectorKimberly Carlson, Coradnator

Moon City School District Integrated

Preschool Project

65 Stelnw Avenue

Akron, OH 44301

(216) 434-1661. Ext. 3041

FAX: 216-434-9515

Susan talk DinklorLisa tallield, CoordinatorFamily-Centered Project: Services

tor Fos* Cam FamiliesDepartmem al Pediatric Psychology

Children's Hospital Medical Center

of Moo281 Locust Street

Aaron, OH 44308(216) 379-8590 or -8591

FAX: 216-258-3158

Janes McDonald, Pi.Paula Willening CoordinatorVideo Mediated Curriculum for Parent-

Chid Social and CommitativeDevoe:want

The Msonger Center

Ohio Male University

Columbus, OH 43210

(614) 2f2-8365

Mwti Director

Diane &Jose-Luke. Coordinator

A Famity-Centwad Model of

Coordinated Services

Hanle Latham Fr:mutation9772 Diagonal Road

Mantua, OH 44255

(216) 274-2272

FAX: 2162744140

58

7.)

EEEDILinhaanalinhignmLES1221

Cindy Oser, Co-DireMor

Establishing en Eady beenention

infonnadon Management System

Es* insinention UnitSaw Department of Heigh246 N. High Street th FloorP.O. Box 118

Columbus, OH 43266-0118

(614)6448389SoeclolNet OHMFAX: 614-644 1759

and

Sus Benford, Co-Diremor

Establishing an Early Intwvontion

information Management System

Public Heaah Informetion Systems. ill&

6065 Fmntt Road, 6410 205

Dublin, OH 43017(614) 7684242FAX: 614-766-1186

insetvice3mifikv Proima

Cinatie Johnson, Director

Darlene Shrew CocalinatorThe COACT Project tneadisciplinary

Family-Focused Team Trainktg for

Related Services Personnal

Office of Family and Chileen's Srvices

30 E. Broad Street

8.0.1. Room 1250Columbus, OH 43215

(814) 466-7203

Larry Magliocca, Pl

Dennis Sykes. DirectorEarly integration Training Project (EITP)

Center for Special Needs Populations

Ohio Slab University700 Ackermen Road, Suite 440

Columbus. OH 43202

(614) 4474944FAX: 614-447-9043


David Sew, MORI DirectorSheen Ceepenter, Coombe torComprehenehle blegrated Training for

Personnel In Comm* PmchooV.

Chad Care Programs: PreschoolIntepition Nein*

Fondly Laming Center90 W. Clwyd& DriveTalmadge, OH 44278(216) (216) 633-2055FAX: 316-633-2658

Pall Rue. DirectorPreschool Tectmology Training Team

PnalectFamly Lemming Center

90 W. Owardele Menu,Talmadge, OH 44278(218) 6334055FAX: 216-633-2658

JOIEGIUMesibirsisi

David Shearer. Lash Hoiden. & Cindy

Oser, Directors

The Fon* NotsvoikFamily Learning Center

90 W. Ovoid& DrkeTalmadge, OH 44278(216) 633-2055 (project & Shearer)

(614) 644-8389 (Oser)(614) 228-4333 (Hoiden)

FAX: 216-633-2658

lifralkassignorkaintailmisi

Susan Lob, DirectorComparison at Faut interventers

for VLBW infants

Family Lamming Center

90 W. Owed& DdveTalmadge, OH 44278(216) 633-2055 (project office)

3794590 (Lah)FAX: 216-633-2658

ONO (conrd)

Melossmilataimbaninit

Lawrence Johnest, Ohm&Cincinnati Early intavention infant end

Tedder Training ProjectDept. of Eady Childhood & Special

MonicaCollege of EdualionUniversily of Cincinnal

Mail Location 2

Cincinnati, OH 45211

(513) 556-4536FAX: 513-558-1581

Mwilyn Espe-Shonvindt, DirectorProfession& Retain Effusively to

Pawls in AI-Ridt EnvkonmenW(Project PREPARE)

Special Ecktration DeparonentUniversity Afiliated Cincimusi Censer

for Developmental Disorders

Eland & Bethesda AvenuesCincinnail, OH 46229(513) 559-4321

Dadd Meat, DirectorPreparation of Speech-Language Path-

ologists and Audiologists to Provide

Services to Preschod HencicappedCleveland State UniverftEuclid at East 22nd StreetCleveland, OH 44115(216) 6874803FAX : 216487-9366

Helen Grant & Jane Cass-Smith, PisEady Chldhood Training in Occupe-

Vona! Therapy

School of Allied Medical Professions

Ohio State University1583 Pony SowerColumbus, OH 43210

(614) 292-5824

Safford. Director

Iments&linary Early Childhood

Graduate Traidng Project

Colep of Education

Kent Stale University

401 WNW Hal

Kent, OH 44242

(216) 672-2477

Ronald Sommers & Philip Safford.

Cilrectors

imerdsolpfinwy Early ChildhoodLeadership Training Project

A102 Musks and Speeds Okla.

Kent State UniversityKent, OH 44242(216) 672-2872

Brenda Tonga Directorknerdsciplinary Leadership Train-

ing in Eady Intervention

Speech Pathology & AxiologyA104 Music and Speech 814Kent State UniversityKern, OH 44242(216) 672-2672

Philip Safford, DirectorTraining Personnel to Serve infants,

Toddlers and PreschoolersCollege of Education

Kern State Linkers*401 White HalKent, OH 44242(218) 672-2477

Cavan McLoughlin, Obligator

Eady ChildhoodSpedel NeedsEmphasis Barth-Two Years infenv

Newborn Specildist OptionFamily/child Lumina Center90 W. Ovoidal, DriveTalmadge, OH 44278(216)633-2055FAX: 216-633-2658


3-5 atii201=2022d

A likramighs, Preschool Coord.Section tor Emelt lionsl Chicken

Stgo Department of elm Ion2500 North Woo Bh Id.Mahon* ay, OK 73105(MO 521-3351

Spacial) 1st OWEFAX: 405421-6205

iniesffsfilklEaklulwas

Oft Pani, Acting Earlyinterventon Coordinator

Special Eckaston OfficeSuds Daps:anent of Eckmation

Oliver Hodge Memorial Eckroation

Anti Roar

2500 Noah Uwe In Blvd.

Oldshoma Ci 11f, OK 731054599

(405) 521-4879

Spacial Net MAEFM: 405-521-6205

Patricia Owlet* CoordinatorInieragancy Coardnating Council

Oldahoma Commission on Children

and Youth

4545 North Linooki, Suite A

Oklahoma C. OK 73105(405) 521-4016

FAX: 405-5244417

glr.latmeanoSased

Ann Taylor

1414 Canterbury Place

Nichols Hills, OK 73116

(405) 8434388FAX: 405442-3837

60A

Kathryn Haring. PIImpact of Federal Policy and Resulting

Lagblation on Fently Systems

Department of Eckmalion a Psychology

820 Van VIM Oval, Room 328University of Oklahoma

Norman, OK mimeo(405) 325-5974 or 325-5405

FAX: 405.3254242

RELessontfnualvikans

bone Waren, DirectorPreparation of Physical Therapists

far Public School Early Inter-

vention ProgramsDepartment of Physical Therapy

University of Oklahoma Health

Denims CenterP.O. Box 28901

Oldahoms City, OK 73190

(405) 271-2130

Glenda Ochsner, DimMor

Pm:paling Doctoral Laval Leadership

Personnel ki Carmunicalisns forWalls, Toddlers, a Preschoolers

Department of Communications

Disorders

College of Allied Health

University of Oklahoma

P.O. Box 26901

Oklahoma C. OK 73190(405) 271-4214

We Barker. Dowding lorEsti intsimmion ProgramsSete Departnem of Eden VonICC Psi* Pedant Si.Saki% OR 973011503) 379 ageSpecialNet OREGOKIEFAX: 503473-7968

Mike Beer, Coca MaterValerie filifer-Case. Early

kienenton SpecialistEwbt Inenvention ProgramsSOW Dmartment of Eckroation

700 Pdngle Parkway. Si.Salem, OR 97301(503) 378-3698Special Net OREGONSEFAX: 503-373-7988

SamirattamagassisiSamnd

Kathy Drew. ICC Chair

401 Omentmod StreetBend. OR 97701orica) 3884601

OR:430N

illiffallkmatatagnistinti

Larry hin, DirectorKW Moque& Casaba torCommunity Organization and Wes

Technical Assistance Model

Oregon Resawch Meta149 W. 12111

Eugene, OR 97401(503) 3424445FAX: 5034841108

Char* RcraWird a Dean baron, PisPhSIp Schvreigert CoordinatorAn Active Leaning Approadr lo the

AcmisitIon of Functional PmblemEtching Skills

*egad Research Institute425 S.E. 11th AvenuePortland, OA 97214.1318

(503) 232-9154FAX: 503-232-6423

Diane Bricker, Director

Sherry Norsted, Kristine Floret, E.J.

Bailey, 8 Juliann Cripe, TrainersAcdvity-Based intervention

Center on Human DevelopmeraUniversity of Oregon

901 East 18th SkeetEugene, OR 97403(503) 3484568FAX: 503-346-5639

LEVALInEakaltaininglatima

Lany frv Director

Inset*. Training for inn-TeamCollaboration (Project PPI)

Oregon Fkrseardt Institute149 West 12th

Eugene, OR 97401(503) 342-8445FAX: 503-484-1108

61

Garold Smith. Ott-Diremor (Oregon Me)

Pat He*, Coordinator (Own site)Medically Fragile inswing for Related

Services Teens (M-F1RST)Child Development a Rehatiitation Ctr.Oregon Haab Schemes University3181 901 Jackson Park RoadP.O. Box 574Portland, OR 97207-0574(503) 494.7522FAX 5034944447it le also Washington Slaw address)

811 114aore, P.I.

Mickey Parser, CoordnatorPMect Mkt ihe Related Services

Team in Comm)* SettingsTeaching Resew,' DivisionWestern Oregon Slate College345 North Monmouth AvenueMonmouth, OR 97381

(503) 838-8794FAX: 503-838-8150

figni124nigokEtcleck

Diane Bricker, DirectorAngela Giumenb, Val Taylor. Judy

Newman, a Christine Hekn,Coordination Board

EPS Linked System of AmassmentIntervention, a Evaluation for

Early intervention ProgramsCenter on Human Detainmenttin:nov*11y of Oregon

901 Eset 18th StreetEugene, OR 97403(503) 348-3588

FAX: 5034484639

(continued an nes page)

1220.2fititak 000

Joyce Peters, MadreToffy Plaise-Templemen, Cooed

Teaching Regan* IntegratedPreschod (TIVP) Model

Teschthq Ream* DMslonWesfern Oregon Stab College

345 North Monmouth Avenue

Monmouth, OR 97381(503) 8384812

(FAX) 503438-8150

1111111nimmbilatat

Iftstey Becker, PIPreschool *Wren at Risk for the

Development of Behavior Disorders

School Psychology Program

College of Educadon

Univemity of Oregon

Eugene, OR 97403

(503) 346-2147

FAX: 503448.5618

OREGON (contd)

DITimattamafeacard

Mark Shinn, Raimd Good, Diane

Bricker, MannEarty Childhood Doctoral Training

School Psychobgy Prow,Center on Minim Dew locatentUnimusity of Guyon

901 EW 18th $ imatEugene, OR 97403

(503) 688-2144 (Shinn)

688-2145 (Good)

346-3588 (Bricker)

FAX: 5034465639

Diane Bricker I Jane Squires,

DirectorsInterdsciplinary Eady Interven-

tion TratnimCenter on WM= DevelopmentUniversity of Oregon

901 ENO 18th Street

Eugene, OR 97403

(503) 688-3568

Speciallbt: TRDFAX: 503-346-5639

Diane Maar a JAM Squires,Directors

Leadirship Training in Early

IntwventionCenter on Hurnan Development

University of Oregon

901 East lath Street

Eugenv OR 97403(503) 8884568SpecialNet TROFAX: 503446-5839

Jane Swims, DbectorPmparing Early Intavention Person-

nel to Work in Rural Areas

Cenbr on Human Development

University of Orem901 East 18111 Street

Eugene, OR 97403

(503) 6864588

62Ed 3

Mark Shinn, Rolarid Good, & Diane

&War, DirectorsTrailing al Psychologists 10 Sem

Infants and Young Children

Center on Human Development

Wilms* of Oregon901 Eue181111Saest

Eugene, OR 47403

(503) 888-2144 (Shinn)

686-2145 (Goo*3484588 (Bricker)

FAX: 503-348-5639

Diane &Maar I du Schwan,Directors

Mgela alumina, CoordinMorTraining of Speech-Lwow Interven-

tionists for infantA, Toddlen,

and Preschoolers

Center on Human Development

University of Oregon

901 East 1881 Street

Eugene, OR 97403

(503) 6864568 (Odder)3484591 (Schwan)

FAX: 503446-5639

Joyce Peters, Director

integrating ENV Intervention &motes

into Commix* ProgramsTeaching Research Division

Western Oregon Sate Cdlege

34$ North Monmouth Avenue

Monmouth, OR 97381

(503) 8384812

Tony Piezza-Templeman, Director

Training and Support Model for Com-

munity Based PreschooliChildowe

l'eachktg Research Dit4sion

Western Oregon Stab College

345 North Monmouth Avenue

Monmouth, OR 97361

(503) 8384766

REPUBLIC OF PALAU

Pe* filachuuk CoordnalbrEitibelb WatanabeSpecial &NationDaparinant of Education

Sox VW

Kona, Palm PWbliemationd Operattr.

011 (18O) 489-1588 Machu*011 (MO) 488-2537 (Watanabe)

FAX: 011480-488-2830

IttletTaildnibmUiLrezdagl

Elizabeth Watanabe, Coordnator

Nom Rengtni, Teaching $taffPart M Program

Special abortionDeparonent of Education

Box 189

Xonw, Palau, I3W IMMO

international Operator

011 (68O) 411a3-2537

FAX: 011-880-488-2830

flakilsamaintarasalSalial

Phionana IdiomICC Chair

Box 189

Korot, Pa PW WSWIniernational °potato':

011 (660) 488-2578 or 488.2439

FAX: 011480488.2830

Cheryl Keenan, ENV inamention

Salim Ch lelRick Price. Es liww Beck, a

Speold Education Advisors

Swam of Specisi EducationState Depattnerd of Eckration

333 Modal greatfinishes, PA 17126-0333(717) 71134913

7834889 (Beck)SpeciaiNet MBEFAX: 717-7834139

InknE2der.LEELtitantisl

Ken &Wirt DirectorJana Burdgs, MR Policy Specialist

Chision of Policy Development and

Program Support

Norma Schwa Head of Children'sServices Salim

Division of Community Program

Wakeman*Moe of Mensal RetardationDepartment of Pubic Welfare

P.O. Box 2675

Harrisburg, PA 171054302(717) 7834302 (Burkhart)

783-5M (Burdge)783-5681 (Schoppel)

SpeciaiNet PAOkftFAX: 717-787-8583

agrattausioararalSamel

Jacqueline Dempsey, Director

St POWs Chad Development Center

2500 Baidwidt Road

Pittsburgh, PA 15205

(412) 922-8322

FAX: 412-922-8751

PENNSYLVANIA

Kenneth naanun. Director

Sonia Gonsalves, Coordinslor

Parents and Wants Respond/1g (PAIR)

Special Education Program

Temple University

291 Ritter Annex

Philadelphia, PA 19122

(215) 221-2441 (project

787-6018 (Thurman)

EEEMInandaindainglasa

Louise Kacomarek a Howard Goldstein,

PisCollaborative Consultation: kwaratte

Training for Related Services Person-

nel in Early intervention

Chad Language Istervaneut Program

WP10--Univershy of Pittsburgh

600 Iroquois Bulking

3600 Forbes Avenue

Pittsbingh, PA 16213

(412) 624.0921

FAX: 412424-0672

Unda Co/disco, Director

Project STEEM: Systematic Train-

ing for Early Elementary Main-

streaming

Early Childhood interwintion ProwsAllegheny-Singer Research Institute

320 Esse North Awnue

Piastwgh, PA 15212-9998(412) 359-1800

FAX: 412.231-4620

LEEMIZAmattiattik

Janet Spend-Armstrong, Director

Pm*: nz (Tedlnology-LearningCollaboration) National anreach

United Cerebral Palsy, Inc.

1717 Penn Street

Harrisburg, PA 17102

(717) 236-72713

64

Phillip Strain, Director

Marlyn Wpm% CoordinidorLEAP Outreach

ENV Childhood Intervention ProgramAlleghany-Singer Reseach inseam

320 East North Awroi:o

Pittettugh, PA 15212(412)3594800 (Strain)

462-2903 (tfoyeallFAX: 412-3314320

PhaVpa Campbel,

Comparative Effectiwness of TWo

Interventon Approaches forEnhanckig Motor Functioning

Temple Unhersily9th Floor, Fatter Hall Annex

13th and Cecil B. Moore

Philadelphia. PA 19122

(215) 787-1395

FAX 215-787-6130

flE22.82mastinsitat

Phi* Strain a Wheel Gurek*k. PlcResearch buittute on Preschool

Mainstreaming

ENV Childhood intenrention Program

Alleciumy-Singer Research institute

320 East North Avenue

Pinstwgh, PA 15212(412) 359-1800

FAX: 412.231-4820


Eddrard Stu.% Pi.Use ol Temples Matchkv as a Viable

Slam *Assessinem we!intenention

Collie el EducationLel* Univarafty111 Research Drive, Budding A

Mountainlop CampusBethlehem, PA 18015

(215) 758-3258

Ste Bask P.1.An Andysis of Social Studies Curricula

end Inelmotion* Mainstreamed andMainstreamed Education Students

University of Pittsburgh

5T01 Forbes Quad

PHIsburgh, PA 15260

(412) 648-1774

Mart Wciary, P.1.

Constant Time Delay: Effecto of Vwying

tavola of Procedwal FidelityEarly Childhood intervention Program

AlleghentSinger Research institute

320 East North ManuaPiseturgh, PA 15212

(412)358.1520FAX: 412-231-4820

iicwwd Goldstein, P.1.

Effects of Videotaped Self-Modeling on

Resenting fr. Preschoders with

Developmwsad Dbabeties

University of marburgh

3600 Fates Avenue. Suite 500Pittsburgh, PA 15213

(412) 8240921

FAX: 412424-0928

Howwd Goldstein, PIProgrammerg Stara:ion of Pre-

schoders (Project PIP)

University of Pittsburgh

3600 Forbes Avenue, Suite 500


(412) 624-0921

FAX: 412424-C326

PENNSYLVANIA (carted)

Mark Watery, P.1.

Project LENINEarly Childhood Irdervendon Program

Allegheny-Singer Resawch Seguin

320 East North Avenue


(412) 359-1620

FAX: 418231-4520

Louise Kammer* PITeaching Spontaneous Language to

Preschoolws with Severe Handiness

bVPICUnivers1W et Pittsburgh

500 Weide adding3600 Forbes Avenue


(412) 624-0521

FAX: 412424-0672

12Ersomtettuansimgalull

Diane Kober, Director

Early Interwintion Pwaixofesslonal

Training Program

Keystone Junior Collage

P.O. Box 50

La Plume, PA 18440

(717) 9454141

Susan K. Eggert Director

Doctoral Program in Pedalo

Physical Therapy

Program In Physical Therapy

Hahnemann tkiwnsity

Mad Stop 502

Broad and VinePhiledelphia, PA 19102

(215) 448-4970

Lorraine Russell, Director (26565)

Early Irrtervendon Emphasis Program

for Speach-Language Pathologists

Dept of Speech-Languap & Hearing

Temple University

158 Weiss Had

Cecil a Moore Ave. & 130 Street


(215) 787-1878

FAX: 215-787-8543

55

Kenneth Thurman, Directorinierdsolplimuy Preparation of Infant

Specialists

Special Education Program

291 MOW Annex

Temple UniversityPhiadelphie, PA 19122

(215) 7574018

Kenneth Tleumen, Direclormime. Degree Training in Es*

Childhood Special Education

College of Education

291 Mar ArmeeTemple UniversityPhiladelphia, PA 19122

(215) 7874018

Jenks Butts, DirectorPrepwadon of °caseload Therapists

to Provide Related Services within

Spaniel Education Sethngs

College of Mad Health SeemanThorns Jefferson University130 S. Ifth Street Suite 820Philadelphia, PA 19107

(215) 9284010

Susan K. Engem Director

Pmparadon of Pediatric Physical

Therapies to Serve hdants

and To*** with HandostesProgram in Physical 'Therapy

Hahnemerm University

Med Stop 502

Broad and VinePhiladelphia. PA 19102

(215) 448-4970

Susan K. Engem Dirador

Prepardion of School-Sased

Pediatric Physical Therapists

Prograh, in Physical Therapy

Hahnemann Univemily

IASI Stop 502

lamed and Vino


(215) 448-4970

(continued on nest page)

Mama lcon't)

Verna Hatt Urea"Duty intervenlion Personnel

Preparation kw Services le

infants & Toddlers with Handcaps

4F50 Fates QuidWiwi* el PittsburghPittsburgh, PA 16282

(412) 648-7449

ilack Phisworth, Diu,Lisa Eichnekler. Ocordinator

SNOW ably Inierventleniel

PrelimSpecial Mallen DeoruartentPennsylvania State University

226 Wore &Mix;University Perk PA 16802

(814) 8634290

PENN$YLVANIA (colt)

66

S 7

Robert Ptyhods, Coatinabar

Amy Cohen, Paschool ECSE

Consultant

Bad** Wpm, Pmschool ECSETtainstuConsultanVert H Lon

Speciel Etta. Prorate Swages UnitSIM Department of Elomentoty

and Secondsay AwakeRoger Moms Bulking, Room 20922 Hayes SliestPvIdenco, RI Mro 9011

(401)2774508SpeciaiNst RLSEFAX: 401-2774178

Infant/War Mart HI Coma/

Mom Hollirtshead, CommissionerRon Calderone, Put H Coordinator

Division of Fan* HealthState Department of Health

3 Capitol H. Room 302Prmridence, RI 02908-5097

(401) 2774312Ext. 2313 (Calderone)

FAX: 401-2774442

2bidriestmonaCenssiSdatad

[Position Vacant!

RHODE MAUD

11221221maskilselatira

Thomas Kochanek, Director

MESH Monnation Movementof the &Malkin System forthe Handicapped)

Depenment of Special Education

Rhode blend Collage

800 ML Pleasant Avenue

Pmvidence, RI 02908

(401) 458-8599

FAX: 401458-8379

83

Matineautemagnagagnins

Janet &Barg & Da0d Caruso,

CoaireclorsPreparation of Personnel to Provide

Long-Tema Sowed Education-Ralated

Services to Infant and Preschool

Chain wet DIsatilitiesDammam of PsychologyUniversily of Rhode Island

31 1 Chasse

Kingston, IV 02881-0808

(401) 792-42M

Barbara Culotta MotorPreemie, Preparation of Speech

Pathologists wiet a Soden-don in the Managentont of InfantPreschool, and Severely Hinclicapped

Adams Hall

University of Rhods Island

IGngston, RI 02881

(401) 792-5989

I.

May GM, SIMI Nel ConiiidafttPAM* OW 619 Coordna "orMeal Propane far Exceptteld

ChildrenWs Department of EckwationMate Building1429 Sanaa StreetCokariala, SC 29201(803) 734-6466Specialliet SCAROUNAOPHFAX: 803-734-8624

Nancy Are, CoordnatorDivision of Childnin's HealthDepartinant of Health and Environ-

mental Control2600 Sul StreetColumbia, SC 29201(803) 737.4048FAX: 803-7374078

A C. Barnwel. ICC StaffOffice of the GovernorDivision of Health & Human Svcs.

1205 Pantheon Streets Suite 369Columbia. SC 29201(803) 734-0561

asicaossmoseasukraind

Corcelia Robinscm, Director

Human Development CenterSchool of Education

Winthrop CollegeRock MI, SC 29733(803) 323-2244FAX: 803-329-2855

SOUTH CAROLINA

69

falltrankaina

Gerald Mahoney, PIknestigation of Funk-Focused

Early trdervention ServicesCenter for Excellence In Ewly

Clechced MotionSchool of EdieelionWinthrop CablesRodt MIL SC 29733(303) 3234104FAX: 803423-2494

Gerald Mahoney, P.I.Investigadons al Early Motor

Intsrvenlon ProceduresCanter br Excellence in Earty

Chikhood EducationSchool of EducationWinthrop CollegeRock Hit SC 29733(803) 323-2104FAX: 803423-2494

Dephamelltainteausatt

Hiram McDade, DkadorPreparation of Masters Level Speech-

Language Pathologist' andAudiologists

Dept of Speech-Language Pathology &Audiology

University of South CarolinaCrAumbia, SC 29208

(803) 7774813FAX: 803-7774081

Harokl Powell, DirectorPlan to Achelve Accreditation of a

Training Propos, in Speech Pathology

and AuddogYLot. oi Speed) Pathology & AudologySouth Carolina Stew CtilegeP.O. Box 7096Orangeburg, SC 29117(803) 536-8074FAX: 803-536-8429


Mama (con'0

Confide Atkinson, MotorPapers Son el Sir* Woven lion

Memo* PersonnelRumen Derm looment Center

%%Seep College

Rock Hit SO W33pm 323-2244

Coeds Robinson a Robbie Kendall,

DirectorsPreferaton ci Special fokroadon and

ROM Sem loss Personnel IsWelt wilt Yang Children withHandospe

Hymen Development Center

Vfiehrop College

Rack Htl, SC WU(803) 323-2244

Paulen* LotionGrant Dual School

RE11, Boa*

Rev Mo. SO 57259

(606) 653-4482

7734NOSpec leiNet SOAKOTASSEFAX: 605-7734139

InfartriToddieriPartifi Conial

Pa WithSedan * Special EducationDepanmed of Educetion and

Mail MaksRIO Governors Drive

Ram SO 575014293(605) 773-4329 or -4475

Special§lot SDAKOTASSEFAX: NO5-773-6139

SasLinacesumeasstAatast

Judy Struck

UAP of Smith Dakota

University of Souls Dakota

414 East Clash Street Julian 208

Vermilion, SO 57069(605) 677-5311

FAX: 605477 .5124

SOUTH DAKOTA

glinalinerstthigla

Cecile Rolex* Co-Pi.EMI Childhood Resserdi instftuie

on Substance Abuse

Center for Developmental

School of Medicine

University of South Dakota UAP

Vermilion, SO 57069

(605) 677-5311

FAX: 605477-5124Poe ids° Kansas and Almelo*addresses)

71

DPP Personnel Prepared* Grant

Lena ilvien-Senne, MowPreparation of Personnel lo Work

in Meal AmosSWAP/COOUnbars* of South Dakota School

of Medicine

414 E. Clark SleetVermilion, SO 57069(605) 677-5311

Joseph Reim Anodes Au MintCommissioner

Me Bony, EC ConstdentOnce for Sochi EducationSIM Depadment of Education132 Cade HoN Bitildngfissindle, TN 37219(615) 741-2851

SpeNet TN.SEFAX: 615-741-6235

InfiesardfaciEstlitiSdaalact

Joseph Fisher. Associate Assistant

Commissioner

Sarah WM, Put H CoordinatorMs for Budd EducationStele Department of Education

132 Cordell Null StrikingNashville, TN 37219

(615) 741-2851

741-3537 (Wilk)SpeciaiNet TN.SEFAX: 615-7414236

aguntgasigneedsolidami

Wesley &OMEast Titmouse State University

Box 10,434

Johnson City. TN 37614-0434

(615) 929-41itt or -5849

FAX: 615429-5918

TENNESSEE

gliff2Damsoliticasisi

Samuel Odom, Emil. Nom,Mem H. Bora, Co-P.Ls

Project BLEND

Peabody College, Box 329

Vanderbilt University

kasha'. TN 37203(215) 322-2249

FAX: 615-322-9236

ligEMONEWLEsksta

H. Cad Haywood, P.1./Director

(au 9)Penelope Brooks, Co-Pi. (Box 512)

Susan Warren. Coortkador

Cogniew Education kw You%

Hmclicapped Children

Peabody CollepVanderbilt University

Nashville. IN 37203(615) 3224380

3224384 (Vierren)

FAX: 6153434494

Steven Warren, Director

Dram De Stefano. Coordinator

Magnolia Circle Oureadt

Department of Spedal Education


Vanderbilt Unidvsity

Nashville, TN 37203(615) 322-8277

FAX: 615-=244,16

12

2111132makkanti

Sieve Waren, PIEnhandng Pnithiguistic Development

A Pilot Study

Deportment cif Special Education

Peabody Ode*. Box 328Vanderbilt University

Nashville, TN 37203

(615) zmearrFAA: 615-322-8236

Ann Keiser, PiOenerelded Effects of Ea*y Languep

intammtionDepartment of Special EduceSon


Vamierbilt WWI*Nashville. TN 37203(615)3224186FAX: 615-322-8236

pPPfereonnel Precardon Drente

Lynda Pearl, Director

STEP: Special Training for Early

Programming

Center for Early ChPdhood

Learning

East Tenneuee State University

Box 15520A

Johnson City, TN 37614

(615) 9294614

Mn Campbell, DirectorPreparation of Early Chiktmod

Spada' EducatorsP.O. Box 413

Wile Tennessee State Universityhtsrheesboro6 TN 37432

(615) 898-2680

(crafted on next page)

MUMS lcall)

Fred Sew DaumCommunication gaolers in ON Wren:

Ea* identificalion, Assessmentand briervention

Division of Homing Speech SciencesVanderbilt University

School of MedicineNashville, TN 37212(815)322-4088FAX: 815-3434705

Ann Kelm. MacawLeadership Trelning MI Ey ty

Childhood Special EducationDepartmerd of Special EducationPeabody crew Sox 328Vandedrat MversityNashvi Ile. TN 37203

(815) 322-8188FAX: 815-322-8236

Samuel Odom, DirectorPreparation of Emiy Chi lchood

Special EducatorsPeabody College, Box 328

Vanderbilt University

Nes:wile, TN 37203(615) 322-2248FAX: 815-3224236

Fmd Sess. DirectorPreparation of Leadership Personnel:

Aucticiogy. Hearing imps/mem, and

the High Risk !MintDivision of Hearing a Speech SciencesVanderbilt University

School of Medicine

Nashville, TN 37212(615) 3224099FAX: 815-343-7705

Harold Mitchel DireciorPreparation of Minority Personnel to

Provide Speech. Language. Hearing

ServicesDepartment of Smith rlathology and

Audlolorm

Tennessee Stare Univarsity

3500 Join Merril Md.

Neshvae, TN 37206

(615) 320-3228

FAX: 815-320-3114

AJ Smart, 041011 nItOr

Special Education Programs

Toms Eduotabn Apart1701 North Congress, Room 6-120

Austin, 'TX 78701

(512) 488-9414

SpecialNet TX.SEFAX: 512.4754575

Wankisidemilftlitiraaiest

Mary Elder. Adadrsistrator

Texas Eel ProgramDeparenaM of Health1100 West 49th SeamAustin. IX 78758(512) 468.7879FAX: 512-458-7454

Way Jo MilerTexas E01 ProgramDapittilent Oi 'Amid Healta/Mental

RetardationP.O. Box 12668Austin, 1X 78711

(512) 485-4688

aboiraintatistanSessztlate2

Ernest GM Co-Chair1430 Dumont °theRichardson, TX 75080(214) 235-1329

Zeniths Roseies, Co-Chair2402 Magnolia StreetAmarSo, TX 79107

(806) 354-5550

Wheel Bre*, P1Effects of Ws-Probability Requests an

the Acquisidon end Generalisation of

Social InteractionsCollege of EducationUniversity of Houston

Houston, TX n2044874(713) 7494818FAX 713-70-1119

zehuignalutuffiagnagma

Keith Twner. DirectorBirth-b-TWo fasters Reid

Outreach ProgramDepartment of Special EducadonCollege of Education, EDS 408FUniversity of TexasAustin, TX 78712

(512) 471-4181

Keith Turner, Director

Early Childhood Spedal EducationPersonnel Training Propos

Department of Spada EducationCollege of Educetion, EDS 408FUniversity of Texas

Austin, TX 78712(512) 4714181

Anne van Mesa, DirectorTraining Specialists to Work with

Handcapped infants and Toddersand MeV Families

Department of Speech CommunicationUniversity of Texas

Austin, TX 78712-1089(512) 471-1928

Peter Mugger, DirectorPresinfilla Preparation of Personnel

to Work with Communicatively

impairedUniversity of North Texas

P.O. Bcx 5008Dolton, TX 76203(817) 565-2481


Melees fInsee, Director

ENV inlemention Persomel

Reparation in Communion Sons

Program in Commies:ion Disorders4800 CallowWilms* of HoustonHouston, TX rrau-ssi(713) 749-2547

Virginia $trait MeowTraining of Personnel b Sem

Wants and Young Children with

with Visual and Other Hariloopsin PhialAreas

Office of the ProwTexas Tedinalogical University

P.O. Box 4809

Lubbodt, TX 79409(806) 742-2184 or -2345

Virginia Saaell. MoorTraining Onentation and Mobility

Specialists in Early Childhood

Moe of the ProvostTexas Tochnologiosi Univswilty

P.O. Box 4800

Lubbock TX 79409(SOB) 742-2184 or -2345

TEXAS (confd)

75

John Mono, 619 Coordinator

Special Motion SectionStab Me of EducationKO East 5th South

Sa It like City, UT 84111(801) 538.7M0 or -7708

Special/4a UT.SEFAX: 801438-7991

banfrashaffithligilSgolis

Gawp Delman. DirectorHandicepped Childisn's Bantam

*Ws Kininalci, CoordinatorEady IMentention Ptogyam

Division of Featly Haalth Srvcs.

State Department of Health

P.O. Sox 16950.25 OHM

Salt Lake City, UT 84116-0650

(801) 538-6165 (Deism%)

&3948n (Kwninsky)SpeciaiNot UTHEALTHFAX: 801-5384510

2takinkantaltramiSamil

Marianne AimsEady Intervention Program

Division of Family Health Setvices

Department of Health

288 North 1480 HintP.O. Box 16650

Sart Laiw City, UT 84116.0650

(801) 5384922FAX: 801-538-6510

UTAH

EffSaktmentaliolistes

Thonses Clark, Director

PwOot AHEAD (At HomE and At

Daycare)

sone !neva809 Noah SOO East

Utah Slab Univers*Logan, UT 84322-1900(801) 750-4601

FAX: 801-755.0317

Effeillnimictaingairalabati

Elizabeds Mown. DirectorMica* hnpaired inservice in America

(VilSA)

sxrm Institute

809 North 800 East

Utah Sato Univers*/

Logan. UT 84322-1900

(801) 750-4601

FAX: 801-755-0317

Mark Innocenti & Diane SWCo-Diraccors

The Wasatch Project

Center for Persons with Disabilities

Utah State University, UMC 6580

Logan. UT 843224580(801) 750-2006

FAX: 801-750-2019

ELEGMassibitaisat

Sarah Fkile, Director

Melody *din, CoordinatorMarlene Deer, Trainer

Integrated Ouboach for Utah Project

Center for Persons with DisaesUtah State Unimsity, UMC 6845

Logan, UT 84=24E145(801) 750-1991

FAX: 801-750-2044

BEST CCFY Ge:didE.F.

75

Adrienne Aiwa, Director

Multi-Agency Project tor Preschoolers

(WPM OultwachContor fat Persons with Disabilities

Utah State Urtmolly. UMC 6583

Logs% UT 843224583(801) 7524838FAX: 801-7504819

Don Baningar, DirectorDorothy &Anson, Coordnator

of TA and Training

Project MITE OutntathStrill Melbas809 Nati 800 EastUtah Sties Univers*

Logan. UT 84322-1900(801) 750-4601

FAX: 801-755-0317

Don Baninger, DirectorDorothy Johnson, Coordinator

of TA and Training

OuveachSIO°141 Institut")

809 North 800 East

Utah Staw UnimsityLogan, UT 84322.1900

(801) 750-4601

FAX: 801-755-0317

EEPCD Rgsearch institute

Kati White & Glandon Casio, Directors

Matt innocent Project CooninatorEwly Intenettion Research InstituteCenter for Persons with Disabilities

Ush State University, UMC 6580

Logan, UT 843224580(801) 750-1172

FAX: 801-750-2019

(condnued on next page)

ginistisitikard

Thomas Cbdt, Resswoh on the Bed o( Home

irdemonlion for Families of

Handlospped Chicken

81(1614

KS North SOO East

Utah Stab University

Logan, UT 84322-1900

pot) 750-4801

FAX 801-7554317

EiThaszatittistatignalai

Swift Rub, Manioc

CormkiPtient of a Videodisc-tend

Program to Teach Naturaktic Intsrvention Smisigies

Canter for Persons with Pisbilitisi Utah Stab University, UMC 6805

Logan, UT 843224805

(801) 750-1987

FAX: 801-750.2044

Sarah R. Deur Michelle Ann ROM112011, laCtilfet Ph.D. Emphasis k Spacial Education

Cantor for Parsons with Disabilities

Utah State University, UMC 8805

Logan, UT 843224805

(801) 750-1987

FAX: 801-750-2044

emit Aldo, Mentor

Prepwation of Certified Early Chiktmod Ombra

Center lot Parsons with DisabiSties

Utah Stab Uniusrsity, UMC 8805

Logan. UT 843224805

(801) 750-1987 FAX: 801-750-2044

UTAH (cortd)

Thomas am% Cfrador Roo*. /Mows, Coortlinolor

Salmi* bomb, for Esti kilmonlion Posonnol

implomord P.1.98457 son institute

SOO Noah SOO East

Utah Stab University

Low, UT 84322-1900

(801) 7504801 FAX: 801.7r.40817

Wens Godfrey, Dimmor

Utah Early Intervention Pine* nal Pmpwation Pmjec4

Collage of Nurskig

University of Malt 25 S. Medical Diva Salt Lake City, UT 84112

(801) 581-$274

Kew Andreas, 819 Coordinator$pew Mallon UnitState Deportment of Educetion120 Stale SadMontpelier, VT 05802-2703

(802) 829-3141SpeciaBlet VT.SEFAX 9024214140

thniasedELEssillgamig

lern Keiser, 04 CoordinatorSpecial Education WitStale Department of &Wagon120 Sale SeimMontpelier, VT 06602-2703

(802) 8294141SpeciaBlet VT.SEFAX: 802429-3140

Chair. Inter:moo Coord Council

Angela Capone. ICC CO-Chair

Center for Developmentai Disabilities

University of Vermont

498-0 Weinman MangBuribiglon. VT 05405-0160

(802) 658-4031

Mark Sunk: (co-chair)P.O. Box 163Fable& VT 05454(802) 868-4457

VERIdONT

EgailUsgailtaisisg

Wayne Fox DirectorState-Wreb Replcstion of a Model

for ECSE Prow, Devolopmentin Rural Salting@

Center *Developmental DisabilitiesThe Univers* Mated Rowan

of Vermont498-C Waterman BulgingBurlington, VT 054054160(802) 858-4031FAX: 802456-8429

18

1212ingnaiLltsaaalignainu

Lindb PYnne, DirectorEuemial Early Education Graduate-

tab* Trebling ProgramCenter br Developmentel DisabliSseUniversity of Vermont

498-C Waterman BuildingBudinglon. VT 05405-0160

(802) 656-4031

Wayne Fox. DirectorAngela Capone, CooninalorForay-Centered Early intervention

Pommel Preparation ModelCenter * DevetopmentalThe Unmorally Mated Program

of %mord404 Waterman BuildingBudingdon, VT 05405-0160

(802) 666-4031

FAX: 802-868-8429

Ka& Hut DirectorChid Care and Special Education:

An Approach to Training Related

Sen4cesSchulmeier HallVermont College

Norwich Uniwreity

Mention*, VT 06602(802) 8284765

Dans Redebsugh. ECSE Supsivisor

Division et Special Mad IonDepattnent of Mont*94448 Mogen GadsSI. Thomas, VI 00802

pain 775-5902

Vhinda Hand non, ECSE Coordnator

Division al Specie, EckmanDepoinerd of Eckication921-23 Hospital SleetChristianised, St debt, VI 00802(809) 7734897 or -7997FAX: 809-773-4840

laktilakilatleaaltranles

Wipe Hennessey, Reject MegaOlaf Hendricks, MD.. Assistwd

Commissioner

Division of Maternal and Chid Health/

Crippled CNidren Services

Depertment of Health

Mud Hansen ComplexSt Thomas. VI 00802(809) 774-9000 (Hennessey)

7724895 (Hendricks)FAX: 809-n4-28

fillskJolimensacregoiSond

Poke Has*Box 124

13-AE Enighed

Cruz Bay, St John, VI 00830

(809) 7784843

VIRGIN ISLANDS

79

Jaye Harvey, Anode le Specialist

in EWESusan Crum Prbicipal Spedalist

in lipeciel EducationDivision of Early Chlichood

Stale Deperftent of &bastionP.O. Box 50Richmond, VA 23218-2060

004) 225-2855FAX: 804-371-8798

htaniffgslaffIEsailLasita

Anne Lucas, PM H CominaiorInfant and Toddler Program

Department of Mental Health, Mentai

Retardation and Substance Abuse

Services

P.O. Box 1797

Richmond, VA 23219

(804) 7854710FAX: 804-371-7989

2baiLlataxisteLrasalSeausi

Gerry Dumb" ChairVirginia ICC

Prince Wiliam County Mental

Retardation Services

8007 Ashton Avenue

Minuses, VA 22110(703) 336-7750

FAX: 804-3714351

ifigaZikauntnabli2Mag

Corinne Gastand, Omar

RAM ellodaleamViniemsburg Area Child Development

Resources, Inc.

P.O. Box 299

Lightfoot VA 23090-u299pay 585-0303FAX: 804-584-0144

ELEULtataalalmininalteligt

Mary Ben Hoy, DirectorFm* Clad Can !Migration ProjectDenny CNWrood Early Lamming indium

Min N. Beaumgard SheetAlexendria, VA 22311

(703)8204451

Corinne Gadand. Director

Pail Saidamien & Fran Scot.Caordnators

Caring trx Infants and Tedder,

with Disabireies: New Roles

tor Physicians

Williamsburg Area Child Development

Resources, Inc.

P.O. Box 299

Lightfoot, VA 23090-0299

(804) 585-0303

FAX: 804-584-0144

EEISelnlanatteccisa

Corinne Garland PrOaci DiraclorAdrienne Rank CombatorPrOect TRANS TEAM Outreach

Wilbmsburg Area Chid Development

Resources, Inc.

P.O. Box 299

Lightfoot, W. 23090-0299

(804) 5554303FAX: 804-584-0144

DPP Personoil Preoarafpn ()mita

None Firm. ObeclorTraining Project for Early Irdervention

Parent/Prolessionel Teems

228 South Pill Strut, Suite 300Aloundia, VA 22314(703) 835-2111121

Robert Plants, Directorthiultdisciplinmy Preperaton of

Preamice Mutate Personnelin Intervention wfth Infants

and FamibsCuny Salad of Ed/cationUniversity ol Virginis

Raw Hall405 Emmet StealCiesioltesville, VA 22903

(804) fril4-0792

Maynard D. Filter, Director

U.S. Prepevalion of Speech Pathology

and Audiology Persormel In

Developinerdil Commrmication

Dept. of Speech Pathology

Janes Madson UniversityHarrisonburg, VA 22807

(703) 5884440

Robert Gable a Steven Tonelson,

Directors

Early/Special Teachers Education

Preparatbm Program

Child Studies Center

Old Dominion thtiverelly

Norfolk, VA 23529

(804) 6433-3157


REElbas (wad)

Sernardno Clads, DirectorintardsWinsy Field-Band

*WAS Training Program InWant/Fan* Services

MOWS tor DevelopmentalMans

Virginia Commons* Ith University

Sox 657, MeV SalonFUchroond, VA 232118

(80t) 7884720

Jennifer Kir, MEWImelda* limy Training in Eady

Cliktrood Speciel Education: AnIndividualized Approach to Course-

s:1st end Field-Sued ExperiencesSchool at EducationVhgfria ConelleftWeeith University

P.O. SU 2001015 W. Main StreetRichmond, VA 23284-2020

(804) 387-1305FAX: 804-387-1323

VIRGINIA (oonrd)

81

Wheel Conn-Poem. Cocaina lor01 No of be Suporkdondant al

Mks inelnibionCid (*Ad Bidg.. F0-11Olympia, WA 98504(208) maltSpeclaiNet WA.SEFAX: 205495-0247

Infor

Sandy Low* Acting DinlidorKinn Wootton. Associate for

Consumw PetiolpalionKeegan Gregory, Doug North, &

Teresa Mon, Path EitalfbB,thSPlanIngPmIo ct

Dept of Dodd It Health S.fait 45201A2844POlympia, WA 985044201(208) 5884598 or -8898 (t.inh)

753-1233 (Woodsum)5854692 (Grapy)754-0900 (t4orth)

588-2810 (Riton)

Specie:et WA.BIRINTOSIXFAX: 205-5864874

MairadmineatexcLfted

Tammy WaftWashington PAVE

West 315 MissionSpokane, WA 99201(509) 328-1722FAX: 509483-0345

WASHINGTC44

ilitaikanaitalhaillaig

Malts lbomPoNi & Forbst C. Bennie,Co-P.La

The Communication Model

Ensilmental Edicaffion UnitUniversity of Washington, WJ-10

Sean* WA 98195(208) 543-4011

FAX: 206.548-84E10

110212AbanaliaolitomiZeul

Sum Joito, PIinformation fitimagement of Services

for Infants and Toddlers inWashington Stab

COMICUniversity of Washington. WJ-10&sods, WA 98195(208) 543-0107FAX: 208-543-5771

10911litsaratalcainins.lhiess

CObid Sens, Co-Dimctor(Washington site)

Janet Valkozi. Coordinator

(Wadtington sib)Medic* Fragile Womble for Related

Sen4ces Teems (M.FIRST)

CDMRC/CTU WJ-10

thilversity of Wuhktgtonflealde, WA 98195(208) 5854350 (Salts)

543-7403 or 8854350 (Valluzzi)FAX: 208-543-5571

[see also Oregon address)

EEEMIMmakfraisi

Fonost C. Bennet P.I.Rodd Hedlund, Project Director

NICU Transition Project

Experimental Education Unit

University of Washington, WJ-10

Seattle, WA 98195{200 543-4011

821 3

gliMessimisigrandamathilm

nem Sokwartt.ECUPSE

Experimental Etboatice Unit


Draft WA 98195(206) 543.4011bee also Kansas address)

Joseph Jenkins & Korb Cola 121.8Paulen. &gib, CoodnalorPhik Dal Sway Research(flowage instruction Component

EvabationEtpliMIMill abandon UnitUniversity of Washington, VA1-10

Endo, WA 98195(208) 543-4011FAX: 206-543-8480

(conlinuod on next page)

Wray Sisk% Pi,Improving K4 Lingua, Ms Cw-

dada to Elensit Handicapped%Uhlman fiessarch Wilma189 Matson Strut, Suite 103SD'S le, WA 981011

goo 2854317

Joseph Jenkins, PIKevin Cola, Coorclnaior

A Longltudnal Follow-up of

°reclaim horn TVs° Preschoolinstructional Modals

Earedmenal Education UnilUniversity of Washington. WJ-10

Seam* WA 98195(206) 6434011FAX: 2084434480

Irliziaratiluendirnian=

Marie 'lampoon, Directorfritardscipinary Family Systems

ApproachExperimental Eckrcadon Unit

University of Washington. W.1-10

Seattle, WA 98195(206) 543-4011

FAX: 206-543-8480

Marie Thomson, DirectorAn knorciscipiinary Fan* Systems

Training Program for Service

Providers to Deaf idants/TodciersExperimental Education Unit


Seale, WA 98195(206) 543-4011FAX: 206-5434490

Marie Thompson, MotorPreparation of WardiToddleriramity

imarvendon sr icialists&ma Edroation LinkUnWershy of Washington, WJ-10

Small, WA 98195(206) 543-4011FAX: 2064434480

WASHINGTON (confd)

Jean Deitt, DireciorPreparim Porsonnel to Sem Wants,

Toddlers, and Preschoolers: Occupa-tional Therapy Training in Early

ChictroodUniversity of Washington

CC 902 FHealth Sciences BulkingSeattle, WA 98195(208) 685-7411FAX: 2084854244

Vildd *mud, OkadaEady Childhood Spada Education

Personal Training ProgramSchod of EducabnGonzaga UniversityEast 502 Boone AvenueSpokane, WA 99258(509) 3284220, Ext 3492

Ram avow CoordinatorPars:hoof HandicappedMoe ollipechi Etkication Main.Caphd ComplexBuilding 6, Room 204Charleston. WV 25305

(304) 348-2696SpeolaiNet WVIRGINIAOSEFAX: 304-5564048

Intiongskclaullilleihe

Ginger Huffman, Coordinator

East IntersentionDept ci Haalth and Human Resources1118 Ouarrier StreetCharleston, WV 25301(304) 348.3071

Spectialget: WV0014FAX: 304448-2183

Wanda RadcnifMs of Behavioral Health ServicesDiviskin of Health

Dept of Health and Human Resources1800 Washington Steel, EastBuilding 3, Room 462

Stale Capitol CognatesChwloston, WV 25305(304) 348-0827SpecialNet WVDOHFAX: 304-3480045

SamtinttomoseessaLgated

Ken Price, ICC Chair%Vest Virginia Gradual* Canoga

P.O. Box 1003institie. WV 25112(304) 766-1998t 400-642-3642FAX: 304-766-1942

WEST VIRGINIA

84

DEEhmintliasCher0 Pdtchat OnictorPreparation or Plissonnal In Speech-

Language Pathology to Work wish

Wants, Toddlers, Preechoolera,and School Aged Clacton

Department of Speech Pal:vimand Audiology

805 Alen HalWitit Vkiinia UniversityMargantam, WV 26506(304) 293.4242

gift

Ilrent C. Odell, Chief

Ea* Chiktiood Sinewy and

WM. imPokild Plc PsmilJenny Lange, Rowans Supervisor

fatty Chikhood Handicapped Pgms.Division for Handicapped Mario

and Pupa Services

SIM Dept of Public InstructionP.O. Sox 7841

Madison, WI 53707(606) 296461131 (Odd)

2674172 (Lange)

Speo laINet WISEFAX: 808-267-1052

lokutiatilatiEsalloomta

Susan Robbins, EC Speciabt

Division of Communky Services

Dept of Health & Social &Moos

P.O. Box 7851

fAadison, WI 53707

(60a) 2674270

Sp Matta WISEFAX: 608.2664038

Haglund. El SpedaestEarly Chidhood Handicapped Programa

Division for Handicapped Chadic,

and Pupil SwimsDept of Public !notationP.O. Sox 7841

Madison, WI 53707

(608) 267-9625

FAX: 608-267-1052

Li IMO Te liar, Pad H St id

Division of Heel*MCH Unit

1414 E. Wallington Avs., Room 199

Madsen. WI 53703

(609) 2664822FAX: 608-267-3696

WISCONSIN

faiLInacia

Eloise Mderion, AdministratorDivision d Community Services

1 West Wilson Street, Room 550

Madison, WI 53702

(6091) 2682701

85

ELEINLInuedanointarmima

Unsnap Dolan, P.LGeorge Jes4n, MawPeggy Rosin, Coordinator

Wisconsin Family-Contend Inservios

PfOOPOI (WECIP)

University d VAsoonsin at Madson

Oman Conter, Room 225

1500 Hialdiad AvaruaMadison, WI 107082280(608) 253-7710 or -5906

FAX: 608463-0529

liliVatiManaldtglacl

Julia Howie, DirectorPaid Hwman, CoonibiatorPanay' MAO-Slots Outreach Project

CESA 5

626 Slifer StreetPottage, WI 53901

(608) 742-8811

FAX: 908.742-2384


22.911111ESUM

Thomas

Parem Consuitai lon and Convetency-

Eased Training: Mad long Noncom-

plume in Prosahool Child=Wawa* Canter tor Education

University of Wisconsin-Madson7150 Wilmot* MenusMadison, WI 153700

glom 2s2.es12FAX: 608-282-0843

DiMbraseciftggempolgaml

David 3. Franks. Director

Training Teachers of Infants, Udders

and Preschoolers at High Risk or

Disabled in a Famly-Centsted Inter-

ciscialinary Model

Department of Spode! Education

University of Wisconsin

Eau Claire, WI 54720(715)S38-5740

Ann Paggins-liains, Dinactor

Respecting the Full Range of Diversity

moss Easly Childhood SettingsDeportment of Excepts:cal Education

University of Wisconsin-Madlson

P.O. Box 413

Madison, WI 53201

(414) 22114700

FAX: 4 14-229-4668

WISCONSIN (coard)

se 1 7

Linda Benoit ENV Childhood

CoordinatorSIM Dominant of Edna lionWend Promo Unit2300 Cobol Avsnuo. 2nd Floor

Chrism WY 520024050on 7774235Spodoi hist WY.SEFAX: 3077774257

laturraildlicasitganial

Wayne Johnson, Program Manager

Kathy Emmons, Pon N C000dkwor

Division of Dow topmast DisabilitiesDeponmsnt of WW12020 Caphol Mono*

Cho. ant WY 82002(307) 777-5246 (Emmons)

771-7115 (Johnson)

Spec laiNst WYSDE

FAX: 307-7774047

21111thaesuesassalSzatd

Toni Damon270 Fort WooBuffao. WY 82834

(307) 6844461

WYOMING

87

PROJECT ABSTRACTS

/ 0 ci

Deily SCentel I

DrugsfAlcohol

Education Services in Urban Culturally Diverse Child Careool Age Children with Disabilities Prenatally Expand to

Nondhected Demonstration Project FundingT P(7111 91-94Director: Shizuko Akasaki

Fiscal Aginicy: Los Angeles Unified School District (Los Angeles, CA) ei it No.:H024B10028

PURPOSE: To develop a model for serving children in publicly funded child care settings whodevelopmental &kys in language and/or cognitive

T ET: Preschool-age children who exhibit d ,d* d attd behavioral difficulties aswell as Mays in language andior 64t Al live development. The majority of these children havebeen prenatally exposed to drugs l'4 41 alcohol, are identified as abused or neglected, or weltborn w same mothas. Most are members of racial, ethnic, mi linguistic minorityAPPROACH: The project will envloy a milieu teaching -4- in which to targetchildren will be integrated into their child care program. se " `44 '4 also will receive individualservices if deemed necessary. The interventimi modd will combine knowletlge from childintervention, family systems, and cultural diversity research. The focus will be on examiningchild coping behavior as an outgrowth of biological awl environmental facto& Childnufsbehavior will be viewed first as communication. Strategies to change behavior will involvenonaversive consequoices, as well as modifying the environment and adult behavior. Familieswill be involved in parent-to-parent s ddd activities, in addition to receiving the desiredassistance with child behavior outside the c 44 care setting.OUTCOME: Children will learn ways of coping with stress which will enable them to functionwithin rrainstream educational and social environments. Training materials, including written,audio, and video products, will be developed and disseminated for model replication.

Implementing IFSPs in a Culturally Diverse Infant Program

Nondirected Demonstration Project Funding Period: 1990-93Director: Lisbeth Viixent Telephone: (213) 343-5270Fiscal Apncy: California State University (Los Angeles, CA) Grant No.: H024B00063

PURPOSE: To develop a model for implementing the individualized gamily seivice plan(IFSP) with families in a culturally diverse airly intervention program in an urban setting.TARGET: Families of Hispanic or Asian background with limited English picficiency whocome from impoverished backgrounds and who have children, birth to age 3 years, with or atrisk fox disabilnieic some of the mai, ts may also be developmentally disabled.APPROACH: The project will use a six- d process for implementing IFSPs: 1) Philosophy,Values and Operating Principles, in which d team examines its own values about families,child miring, and interdisciplinary team functioning; 2) First Contacts, which focuses onbuilding rapport, explaining the process, and setting the stage for families as activedecisionmakers in their child's interventiom 3) AssessmentFamily and Child Needs andResources, which involves information gathering methodic 4) Working IFSP Developed, duringwhich child and family goals are collaboratively set; 5) Implementation and Monitoring, whichemphasizes co-case management between family members and professionals; mai 6) Evaluation.Families are given choices about the goals and services selected, and how information isgathered. Both professional and paraprofessional staff will implement the 1FSP process andprovide feedback on the model. Parents and other family members will evaluate the processthrouth quelitionnaires, interviews, and focus group discussions.OUTCOME: Project information will be dissemmated at local, state, and national conferences.Video, audio, and written materials describing the model will be produced and disseminated.

1 , EEPCD Nandi:Wed Demonstration

Demonstratism gaily Childhood Project: "iffective Partnerships forIntegrated Classrooms

Nondirected Danonstration Project Funding Period: 1990-93Directorg Sue McCord & Susan Moore Telvhoin: (303) 492-3047Fiscal Agency: University of Co laado at Boulder (Boulder, CO) Grant No.: H0241300045

PURPOSE: To provide an integrated, camirehensive, and developmentally lip, 4 te modelfa inclusive education of preschool and elementary-age childten, including w si at risk oridagified with disthilities.TARGET: Children age 3 to 8 years, with a focus on those who have developmental andeducational chalkages.APPROACH: , tlw first rar, the project designed a classroom to own integration ofyoung chitchat with 'ties, used an advisory board, worked with patents, and observed andassessed peer interaction, classroom managemag, and attitudinal factors. Darin the secondyear, the pro*t will select firg and second grade classrooms to serve as sites for modelimplementation. Model components will include t 4, 1.. integration, family partnershipa,tranglisciplinary team facilitation and interagency t deVelopinnailly t

curricula, and transition planning. These components will be developed and evaluated .. gh aCORE team process that involves parents, classroom teachers, paraprofessionals, adninistratots,specialists, community volunteers, and EPIC personnel. Preservice and inservice training will beprovided for replication through university prwmns.OUTCOMES: Dissemination efforts will include local, state, and national presentations atprofessional conferences, articles for relevant journals, training materials and videotapes, arKIevaluation materials.

CAPS (Caregiver and Parent Support): Hospital-Based Intervention for HighRisk Infants

Nondhected Demonstration ProjectDirector: Barbara BrowneFiscal Agency: George Washington University (Washington, DC)

Funding Period: 1989-92Telephone: (202) 994-6170

Gant No.41024B90032

PURPOSE: To develop and implemait a comprehensive identification, interventim andreferral program for biologically and/or environmentally at risk infants, their families, and childcue twoviders.TARGET: Infants and families from the Intensive Care Nursery at George WashingtonUniversity Hospital. with one or more of the following: abnormal neurological examination,maternal substance abuse, teenage mother, single mother, low socioeconomic status, or infant in

day care (full- or -time).APPROACH: %lea CAPS is established around the principles that the functional andadaptive (as well as dysfunctional and maladaptive) charactenstics of infants can be identified ateach point in the development sequence, thereby providing a basis for planning intervention.Services to infants and families begin in the NICU and contimw through transition from hospitalto home. When tin infant is at home and medically stable, group intervention services areoffered which bridge gaps created by program waiting lists an xdmissions tequitements. Otherservices include high-risk follow-4 clinic, parent support goup., community liaison and case

Omajknt, and home- and center-based =Wag for child care providers.LegeMES: The project assumes that "goodness of fit" of parent, infant, awl environment is

most important to the developmental outcome of the premature/high-risk infant and family.Interventions are sensitive to the behavioral idiosyncracies of each infant

Project CARE (Coordinate and Access Resources for Early Intervention)

Nondirected Danonstration Project Funding Paiock 1991-94Directors: Donald Kates & Nancy Striffler Telephone: (202) 338-1698 or 6874784Fiscal Agency: Georgetown University Child Development Caner Grant No.: 8324B10004

(Washington, DO)

PURPOSE: To demonstrate that infants, toddlers, and preschoolers with disabilities, and theirfamilks, teceive a mcwe agnprehensive array of needed servi ce?. las a result of improved accessto and 0, .1 from a coordinated system of early intervention funding streams.TAR . Young children with special needs and their familiex and sate and communityservice clangs --itAPPROACH: project will develop an interactive process model for planning andimplememing a financin system for early intervention and preschool servkes. The project willresearch existing information on financing coniinunity-based systens of Me for young childien,and will examine the impact of improved financing systems upon gervice delivery. Project staffwill work at the state and community levels to ensure that a mix of funding sources are accessedfor a comprehensive service delivery system. Such ;policies will be sufficiendy flexible to meetchanging needs and priorities. The project will conciiwt on-site workshops and follow-up visitsto train staff in the model and review progiess.OUTCOME: The mockl will help states and coninunities develop a mix of funding sourcesneeded for full invlementation of a comprehensive service delivery system. Ouwomes includea) an increased number of children enrolled in Medicaid, b) an increased number of childienparticipating in EPSDT, c) an increased number of services reimbursed by Medicaid, and d) andan incieased number of funding sources used by families who do not qualify for Medicaid.

Connection Hints: A Model for Implementing 99-457 in a Large Inner City

Nondirected Demonstration ProPrincipal Investigator(s): Abigail Baxter & Wyneua FrazierFiscal Agency: University of Illinois at Chicago (Chicago, IL)


Grant No.: 140241310082

PURPOSE: To ensure participation in early intervention of chronically disadvantaged families.TARGET: Families of infants with or at high risk for developmental disabilities due tocombined biological and environmental factors, who live in the inner city of Chicago.APPROACH: The model will translate revious efforts to enable and empower families so thatthese constnicts are applicable to families who are disenfranchised from public and privateresources. Two problems are addressed: 1) the sense of helplessetss that .-liutes families intheir use of health, educational, housing, and social welfare resources; and 2) the infrastrixtureof health, educational, and social service agencies which efficiently pmvide too few resources toindividuals in need due to heavy caseloads, inflexible policies and regulations, lack of effirWer-ment of agency emloyees, and the anticipation of failure. The model will permalize the

relationship to early intervention through three service delivery process= acdve casecollaboration with families and agencies; responsive effort by early intervention professionalsbased on a continuum of increasingly self-initiated action by familia; and systematic reinforce-ment of professionals in a variety of agencies for provision of resources that empower families.These -6, will occur in the context of weekly home visits or four days per week at acenter- . A nondirective "hinting" process will be used to help families generate

solutions to lb .n they have identified and to assist agencies in meeting families' needs.

OUTCOM : Parents will become increasingly responsible for ickntifying and meeting familyneeds awl reduce their wed for professional assistance. Parental adaptations, paiticipation inearly intervention, network involvement, and developmental status of the child will be evaluated.

1. IT EEPCD Nondirected Demoostration

Technology Team Assessment Process (TTAP)

Nondirected Demonstration ProjectDirector: Patticla HutingerFiscal Agency: Western Illinois University (Maccanb, IL)


Grant No.: H024090038

PURPOSE: To develop a cog-efkctive functional technology assessment model, based onckcision fs , that provides assessment and follow-up fm young child= with disabilities.TARGET: 6, birth to age 8 years, with moderate to severe disabilides that t diemfrom ,.t, _ effectively with the people and objects in their environment; their anddie staff of and armies. Quicken exhibit one or more of the following: physicaldisalklity, sensory deficit, inability to maintain visual contact or grasp of objects, or lack of

to objects or activities in the physical envinyment.OACH: TTAPs goals are 1) to aiabk children to make full use of current technology,

including computer hardware, peripherals, switches, and software; 2) to enhance die knowledgeand skills of families and local education agency and service agency staff so they can function asmembers of the assessment team; and 3) to recommend appropdate technology and activities topromote optimal child development in nouralized settings. Model Development Objectivesmade developing functional assessment measures and materials, st for working withfamilies, a follow-up system, and evaluation. Service Delivery sjecdves incluck conductingassessments, involving families and agency staff, and evaluating service delivery.OUTCOMES: Products to be developed include a tested technology assessment measure, aCD-ROM which will run on a Macintosh LC containing child assessment activities andprocedures for engaging families in the assessment process. A multimedia training packagewhich will run on a Macintosh LC will include the ROM together with a videodisc format,and will be used to train assessment teams at other sites.

Southeast Kansas Regional Birth to Three Project

Nondirected Demonstration Project Funding Period: 1990-93Directors: Lee McLean & David Lindeman Telephone: (316) 421-6550Fiscal Agency: University of Kansas (Parsons, KS) Grant No.: H024B00105

PURPOSE: To develop and implownt a =kJ for delivery of services to at-risk,developmentally delayed, or h - children and dvir families who reside in rural areas.TARGET: Infants and toddlers, to age 3 years, with or at risk for developmental delays,and their families.APPROACH: The project will ckvelop a model which offers varied levels of resources andseivices based on tlw needs of a *yen family. The project has five components: 1) Referral andIdentification, involving distribution of new baby information packets through hospital neonatalunits and area service provickrs, awareness activities for physicians and the general public,medical community liaison, and a gngle point of contact for referrals to service cooidination; 2)Screening/Assessment/Monitoring, provided through regional screening clinics by a transdis-ciplinary team 3) Family Setvices, including informational services and paient-to-patent supportprops= 4) Interantion and Service Delivuy, offering flo-cible home- or center-based serviceoptions, with caw managemen4 and 5) Regional Service Coordination, through establishment ofa Regional Interagency C-ooidinating Council and interagency agreemmts. The project will usea modified transdisciplinary team model with muldple levels of staff, including paraprofes-sionals as well as professionals. Service delivery will be adapted to fit the needs of a rural area.OUTCOMES: The project goals are the establishment of an identification awl refaral networkin southeastern Kansas, ckvelopment of a local)" operated early intervention program, anddevelopment of a replicable model.

EEPCD Nondirected Dement:ration92 1.3

Project GAINS (Gaining Access/Integrating Needed Services)

-ondirected Demonstration Project Funding Period: 1990-93Director: Joanne Brady Telephone; (617) 969-7100Fiscal Agency: Educational Development Center (Newton, MA) Grant No.: H0241300095

puRposig: To alliance the ability °f child cam .11,6 anati°11- regrowdflearrrAdquirY,services for young children with disabilities byTintimadr: children, age 6 weeks thrtnigh 5 years, with who reside inManchester, NH.APPROACH: A . planing process will bring together parents, early interventionproviders, the early 4.11 *11 professional ("immunity, and the vecill education community toestablish a joint decisionmalang process. The Community Team will tailor theprogram model to the straigths and needs of the specific community, conduct a community-wide weds assesunent. A staff development pligram will lair inservice training for child carestaff and community troviders of special services wkh a fomi of expert/team coaching thatprovides a deeper h. - of the issues and accommodations ozeded to mainstream youngchildren with serious 44. 4 #. Training will be designed to brine together parents,administrators, specialists and volunteers whenever possitge. Activides will include inserviceworkshops, training in classroom adaptation to acccunmodate children with SCriOUS disabilities,and creadon of a resolute support network of therapists and specialists to act as coaches toteachers in mainstream settings. A Volunteers in Day Care program will increase staff:childratios essential for mainstreaming individual children without increasing day care provide's' orparents' costs. An Administrative compenena will support Fogram implementation activities.OUTCOMES: Dissemination of project information will include workshops, confetencepresentations, and journal articles.

EPIC: Ecobehavioral Programming for Individual Children

Nondirected Demonstration Project Fuwling Period: 1990-93Director: Scott McConnell Telephone: (612) 624-6300Fiscal Agency: University of Minnesota (Minneapolis, MN) Grant No.: H024800068

PURPOSE: To support the development, implementation, and initial evaluation of twointavonnected systems for early childhood special educadon programs.TARGET: Children, age 2 _4, 5 years, with developmental delays who carently areenrolled in early childhood special =donAPPROACH: The Ecobehavioral System for . lex Asbessment of Preschool Environments(ESCAPE) will be adapted for use by ECSE practitioners for observational assessment ofecobehavioral interactions in classroom settings. This instrument provides for recording threecategories of behavior or classroom activities: eco al variables, teacim variables, andstudent variables. In the adaptation, descriptions of performance will be Clcpanded, and

- will be added to describe more clearly the interactions between child bthavion andthe . of others. The project will develop procedutes and guidelines to help teacherstranslate ecobehavioral data and observational infwmation into classroom programs forindividual children with disabilities. The project also will develop teacher-operatfd systems toa) monitw erogress on educational objectives for iwlividual children, b) summarize ChISNOOMneeds by objective and by student, and c) lan classroom activities for current objec-tives of allstudents. Inservice training materials I,. consultation procedures will be developed to helpteachers consider ecobehavioral interactions in developing classroom programs.OUTCOMES: School districts nationwide will receive information on dm design, operation,and effectiveness of the EPIC model. Assistance in the form of presentations, documentation,and inservice training will be available to potential replication sites.

Dynamic Communication Process Model: For Rural and Remote Regions

Nmidirected Danonstration Project Funding Period: 1990-93Director Ted Ma loamy Telephone: (406) 243-5467Fiscal Agency: University of Montana (Missoula, MT) Grant No.: H024B00036

PURPOSE: To demonstrate a Dynamic Communication Process Model designed to imwovecomnuinication between parans and , f, in the provision of individualbed earlyintervention =vices for infants and -, with or are at risk for disabilities, and their families.TARGET: Infants and toddlers who have or are at risk for disabilities, their families, andprriessionals.APPROACH: The project will implement a dynamic communication process model forfamilks and professionals to in the development, implemanation, and evaluation of thejnjytduaIi family service (IFSP). The modelprofessional-professional interactions related to planning tlw , an IFSP during ameeting, and implementing services specified in the IFSP. The five communication processesaddressed are 1) effective listening, 2) using clear messages, 3) developinf a positivecommunication aivironmnt, 4) resolving conflict, and 5) arranging the environment fordfective communication. The model will reflect a family-focused approach to earldeLeintiyervention

and famil services, and will address the feamres of rural serviceOUTCO : The project will produce five tecN*al reports analyzing key featties andcomponents; six guidelines for implementation of portions of or total components of theDynamic Communication Process; a project manual for model replication ci the DynamicCommunication Process; and journal articles. The model will be implemented in two earlyintervention service programs which are part of Montana's statewide child and family savicesystem for young children with handicaps and their families.

Successful Integration of Infants and Toddlers with Disabilities throughMultidisciplinary Training

Noixlirected Demonstration Project Funding Period: 1990-93Director: Martha Eshoo Telephone: (603) 898-1858Fiscal Agency: Ann G. Haggart Associates, Inc. (Hampton, NH) Grant No.: 9:124B00097

PURPOSE: To develop inservice training materials that will prepare professionals andcaregivers to provide and coordinate child care services for infants and toddlers with disabilities.TARGET: Child care staff, including caregivers, educational ptogram specialists, amladministratorx aixl young children, birth to age 3 years, whose functional achievement incoOtive, social and/or hysical domains places them at risk.APPROACH: All I, will receive on-site training in disability awareness. Other trainingactivities will be designed to address specific skill competencies. For caregivers, ten basiccompetency modules will be enhanced to provide pertinent information on infants and toddlerswith disabilities. Print/video materials that can be used in a workshop format will be developedfor each of the ten modules. Educational program specialists will receive 30 hours of training inexceptionality and early childhood special education through an institute format, with follow-upconsultatkm as needed. A set of printtvirko training modules will be developed for their use.Child care administrators will receive 12 hours of ruining in management procedures that aretask specific to integration. Individual training/demonstration will be provided as needed forparticular children.OUTCOMES: Dissemination activities include an informational brochure, journal articles, andconference presentations. Other products iwlude a guidebook on integrating infants andtoddlers with disabilities, and a set of self-directed training video and print modules.

Project NEW-TeamS (Neurobehavioral, Ecological, Who Hs& Team System)

Nondireeted Demonstration Project Funding Period: 1991-94Director(s): Patti Oetter & Carol Westby Telephone: (505) 272-300eFiscal Agency: KM. University Affiliased Program Grant No.: /1024ii10099

(Albuquerque, 1!!M)

PURPOSE: To develop, evaluate awl replicate a process-oriented observadonal instru.nent thatdescribes awl imerprets behaviors of infants and toddlers with disabilidec and to develop

-based training materials necessary to support use of the instrument by awain.

TAR it tilt and toddlers with cr at risk for disabilitin and their families from variedcultural and socioeconomic 4 and multidisciplinary professionals involved in earlyintervemtice (e.g., ysicans, ph - thaspists).APPROACH: project develop an observadonal process and instrument for use inassessment of and programming for infants and toddles with needs. The approach willidentify treatment objectives, specify stranies for be underlying cal:abilities,address impressions from know - adults, identify s interactions (people,objects, etc.), and npport a match the child's capabildes and tasks. A commonset of competencies needed by early intervomtionists will be identifkd and evaluation mahodsfer each conwetency developed. Attainment of these competencies will provide trainees withdm bads for additional training in transdisciplinary teaming. The project will produce trainingmodules, , . and manuals to support use of the mockiOUTCOMES: . _ outcomes include increased competence of professionals from variousdisciplines through specific uaining on competencies commit to all disciplines and essential totransdisciplinary teamwork.

Integrated Early Intervention Service Delivery Project

Nondirected Denumstration Project Funding Period: 1989-92Direcur: Mary Bah Bruder Telephone: (914) 285-7052Fiscal Agency: New York Medical College (Valhalla, NY) Grant No.: H024B90031

PURPOSE: To demonstrate the feasibility of using existing early childhood program (day careand nursery schools) as early intervention pk=wats for infants and toddlers with

TdeAvleirTET tuns children, birth to age 3 years, with mild to severe disabilities.delays.

APPROACH: The project will assist early intervention prog;rams in utilizing consnunity-basedearly childhood settinp for service m'y purposes. The project has four interrelatedcomponents: 1) training fre early childhood antf special education staff, families of children inearly chiklhood special education, and nondisabled peers; 2) service &livery (e.g., providing thenecessary am, specialized services to enhance the child's participation in routineS andactivities the early childhood setting); 3) evaluation (e.g., child's ckvelopmental status,social and play skills, level of en t with environment, family' perception of the child,family's needs for social support); 4) policy development for local intervention agencies, daycare and nursery schools, awl state agencies responsible for licensing day care providers.OUTCOMES: The project will evaluate delivery of services to chiWen in these settings, andwill develop training manuals for specific audiences.

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SEARCH-Th Systems Effect of the AcquisitionHuman BehaviorEffects on Teachers

Nondirected Demonstration ProjectDirector: Card 'MintsFiscal Apiwy: Western Carolina Center (Morganton, NC)

of Response-Contingent

Funding Period: 1990-93Teleplumn: (704) 433-2849

Grant No.: H024B00015

PURPOSE: To provide 21-quality *ntervention services to severely/profotmdly retarded andmulti* handicapped and their teachers in classroom-based programs, bydemonstrating that, in addition to dte of *go 161 behaviors by children,there am first-, second-, and higher-order ti uences on and teac behaviors.TARGET: Children, birth to age 8 years, with severe/Fofound reardation and multiple

fce whom traditional methods of assessment and intervention am generally ineffective.APPR I ACH: Using a systanatic assessmonfintervention model, SFARCII-II will providecenter-based services three times a week to panicipating children and teachers. Children will beprovided with the opportunity to take an active role in interactions with both social and physicalenvironmmts. Prokct fratures include systematic assessment of the child's msponsecapabilities; identification of appropriate and reinforcing environmental eventt manipdatton ofenvironmental emus and child responses to provide opportunities for active control; carefulmonitoring of child performance; and ongoing revision and updating of response-contingentlearning procedures for individual children. Active teacluer involvement in *gram ddev op-

ment is considered a key factor in consistent implementation and child progress.OUTCOMES: The project will demonstrate that early intervention with severely and profound-ly handicapped children is more efficacious when it is viewed from a systans, rather than from atraditional child development, perspective. The project will develop a manual tiocumenting howthe first-, second-, and higher-order effects of response-contingent learning can be established.

Akron City School District Integrated Preschool Project

Nondirected Demonstration Project Funding Period: 1990-93Director: Mary Beth Kluge Telephone: (216) 434-1661, Ext. 3041Fiscal Agency: Akron City School District (Akron, OH) Grant No.: H024B00064

PURPOSE: To demonstrate a continuum of integrated preschool programs by building on anmodel where children with a variety of disabilities have been integrated into community

Head Start programs.TARGET: Preschool and kindergarten children, ages 3 to 6 years, with disabilities.APPROACH: The project will apply an interagency approach combining expertise from publiceducation, Head Start, early education programs, and consultants. The model stressesdevelwment of 1EPs, implementation of family activities, and staff training and development. Ateam of interdisciplinary professionals will provide the services needed in the integratedpreschool placement Before the child's nansition to ltindergarten, a team consisting of parentsand staff at sending and receiving placements will develop a plan stating any necessary activitiesto be during preschool, at home, or for Fmaradon for kindergarten placement.Project will follow through to ensure that needed equipment or support services areavailable. Staff development and training will be provided fm child care, preschool, Head Start,and kindergarten personnel. Family support and training will include preparadon for IEPmeetings, access to family support groups in the community, and imlividualized training. Projectmanagement will be facilitated by an advisory board working in coordination with interagencyefforts, state and local funding sources, and local school personnel.OUTCOMES: In addition to program implementation throughout the Akron area, dis-semination activities will inzlude journal articles and conference presentations.

971 S MEPCD Nondirected Demonstration

Family-C4mtered Model of Coordinated Swvices for Ymm Children withChronk Muss and Disabilities: Personalized Pediatric Coordination Services

Nondirected Demonstradon Project Funding Palo& 1991-96Director: Mow .1 ; Telephone: (216) 274-2272Fiscal Amer . Larlham Foundation (Mantua. OH) Grant No.: 11024B10079

PURPOSE: To validate and replkate an experimental family-centered model of coordinatedservices for families and their young children who have chronk health caw needs.TARGET: Otildren, birth to age 8 years, with complex health care needs that require nursingcare or medical , 4 througket da . and their families.APPROACH: The will provide .1! pcennued, cost-effective, coordinated novices formedically fragile/teclmologrdepoident child= and their families thmugh (a) developmentaland health intervention in community early intervemion, day can, and Preschool Programs; (b)wan ethwation and support; (c) service coordintuitm, including MOW= and referral savkesand assistance with transitiong (d) iespite services and training and (e) professional trainingopproumkies. Tin PPCS service =del includes the following components: reforal and intake;the IFSP; services for infants and young children and families; case managenem (servicecoonlinadon), imithling coordination of transition; and training of service providers (e.g., earlyintervention, day care, respite care). All services for childien and families will be implementedthrough a hinily-centered approach that promotes - ' puticiption as members of the careteam and facilitates their decision-making role. will receive appmpriate services intheir homes and cornmunity environments sekcted by their families.OUTCOME: Anticipated outcomes include less stress for families, more effective use ofcommunity resources by families, and medical and developmental adjustment and gains forchildren. The project will develop training materials to suppot model replication.

Family-Centered Project: Services for Foster Care Families of Infants andToddWi Exposed Prenatally to Drugs

Nondirected Demonstration Project Funding Period: 1991-94Director: Susan Leib Telephow: (216) 379-8950Fiscal Agency: Children's Hospital Medical Center of Akron Grant No.: H024B10014

(Mann, OH)

PURPOSE: To devel a model of preventative early intervention services for young childrenexposed pm-nattily to el 1gs; and to provide support, information, and training for the fosterprwo who am caring for dxse children, and their natural parents (as appropriate).TARGET: Infants and toddlers, lArth through age 3 years, who have been exposed prenatally to

and who have been placed in a fosta hone.OACH: The model has five : cocidinated referral system, initial home visits,

preventative early intervention services for childra, union' g_ and support for foster care familia,and ongoin training for early intavention and agency staff. Dunng home visits, project staffwill determine family needs, concerns, and priorities and collect baseline data hreAts willestablish desired tlw outcomes for themselves and their chikhen. Children will be incorporatedinto an existing system of early inwrvention services. A pieventative model of sorvices thatpromotes child development will be used with children not at risk for significant developmentaldelays. Foster care families will receive infonnadon and training ou characteristics of drug-exposed children, management of child behavior, pinental stress, and promoting development oflanguage and social skills. The rroject will offer mservke training and staff m don programon drug dfects, intervention strategies, infant-parent interaction, and high-risk dyads forprofesionals who serve these children and their families.OUTCOME: The project is ea-W to decrease the frequency of moving children from onefoster home to another due to children's behavioral problem and to promote child developent.

A Video Mediated Curriculum for Parent-Child Social and CommunicativeDevelopment

Nondirected Demonstration Projyt Funding Period: 1990-93Dizector James MacDonald Telephone: (614) 292-8365Fiscal Agency: 4:Thio State University Research Foundation Grant No.: H024B00100

(Colunthus, OH)

PURPOSE: To and implement an interactive video-mediated curriculum supplementedby specific t .4 and caregiver hawbooks for training parents and other owegivers toassist developmentally delayed children in their social and comnumicative development.TARGET: Children, birth through age 6 years, with developmental delays; their families andother. care vets, including w.achess and day care workers; and Fofessionals in special educationand ieiated service fields.APPROACH: The project will provick a curriculum for atablishing profadmis, perms andother caregivers as partners in assisting child= with develcvnental &Up to become social andcommunicative. The Ecological Conununicaticm (ECO) model will be .'" into an inter-active curriculum which will be implemented with groups of parents child= throughinternal programs, inservice training, and external programs. Sific interactive video-mediated curricula will be developed, along with isofessional aM -1ver handbooks toparallel the video components that address adult interaction styles ( nondirectiveness,emotional attachment, responsiveness); interactive assessment; and inervoition with infantswith or at risk for disabilities (e.g. Down Syndrome, autistic-hie, literacy &lays). Emphasis isplaced on empowering professionals, parents, and otlxr caregivers.OUTCOMES: A network will be established to disseminate the model to parents andprofessionals.

An Active Learning Approach to the Acquisition of Functional Problem-Solving Skills for Young Children with Multiple Disabilities

Nondirected Demonstration Project Funding Period: 1990-93Direct= Charity Rowland & Dean Inman Telephone: (503) 232-9154Fiscal Agency: Oregon Research Institute (Eugene, OR) Grant No.: H024800007

PURPOSE: To design active learning experiences for young children with multiple disabilitiesto teach them to solve problems in the physical environminu.TARGET: Children, age 3 to 8 years, with sevae mental retardation in addition to sensoy ororthopedic impirments, who attend Portland Metropolitan Area Public Schools.APPROACH: The project will condirt a survey of pneric problem-solving skills necessaryfor young children with multiple disabilities to function effectively and independently acrossfunctional life settings. The project will refine existing procedures for assessing functional

ving skills, develop materials highly motivating to children with multiple disabilitiesor incorporation into problem-solving tasks, and design active learning experiences that proviik

practice in solving problems in the physical environment These experiemzs will providechildren with a) gamic *ills that are necessary to solve problems in the physical environment,b) the motivation to attempt to solve problems as they arise, and c) problem-solvingexperiences in a variety of generalized settings. The skills to be I are ones (such asopening containers, searching fix objects, usin simple tools) that will enhance numy areas ofdaily life, including play, personal care, mobility, pre-academic, and feeding skills.OUTCOMES: Proures developed thy. -,gh the pro.Oct will form the Wis of a curriculummanual and an assessment manuaL 'insemination activities will inchuk conferencepresentations and advertisement of products and project results via SpecialNet.

99 1 (i EEPCD Nandirected Demonstration

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Project AHEAD (At Home and At Daycare)

Nondirected Demonstration Project Funding Ftriod: 1991-94Director: Thomas Oark Teleplume: (801) 752-4601Fiscal Agency: =PHI Institute, Utah State University (Logan, ITT) Grant No.: H024B10066

PURPCM: To develop and implement state-of-the art best practices which delivertransdisciplinary services to ncecategortail infants, toddlers, and preschookss with disabilitks,

TARGErtTes of noncategorical child= with disabilities, birth through age 5 years; andand their

=Iin day care, clink or hompital, andfce preschool center-basedCH: The eject will use an early delivery model with e - e owing design: 1)

and , . , , of procedows for workkg with local ealy intervention andetuiy - e eee edwation agencies to p.a. ide day care-based servkeg 2) implementation of afamily-centered needs assessnent and IFSP; 3) development of a noncategorical resouttemanual that includes a description of family-centesed horafday care services, information forPatent Advisors on working with families, materials for prorating child-family interactra,mataials for integrating developmental activities into pmgranuning, and resources for providingtraining, suppon, and wmon of day care services; 4) recruitment, selection, and training ofPatent Advisors in delivery of setvices; 5) implanentadon of regular home-based, day camservices to families of children with disabilities in noncategorical programs; 6) development andimplementation of transdisciplinary supportive service components; and 7) development andin0cmcntation of a transition program from the home to center-based prognmming.OUTWMES: The project will result in a replicable model that can be implemented on a local,regional or statewide basis to provide home-based and day care services to families andcaregivers of children with special needs.

Project SpecialCare

Nondirected Demonstration Project Funding Period: 1990-93Director: Corinne Garland Telephone: (804) 565-0303Fiscal Agency: Williamsburg Area Child Development Grant No.: H024B00113

Resources, Inc. (Lightfoot. VA)

PURPOSE: To expand child care options for families of young children with disabilitiesthrough training of caregivers aut Tidewater, Virginia.TARGET: Families of young ch" e with disabilities; awl centa- and home-bawd caregivers.APPROACH: The project Ms a six-step dab : 1) establishing working relationships withstate and local agencies; 2) kkinification of c e and parents to participate; 3) identifyingcaregivers and screening for health and safety criteria; 4) training of caregivers so that cam canbe extended to children with disabilities; 5) technical assistance for trained caregivers throupinformatics, mataials, and, if necessary, on-site coaching and 6) evaluation. SpecialCare willuse a currk:ulum designed for home- and center-based caregivers who integrate children withdisabilities into their child care setting. The four-level curriculum addresses basic elements ofcare, such as health and safety; information about integrating young children with disabilitiesinto the child cam setting; information specific to the care of the children being served; andcontinuing assistance in meeting the needs of children with disabilities. Training will focus onincreasing the caregivees competence and confidence in carinit for children with disabilities, inorder to expand OTC " ons for families whose children have diuMities.OUTCOMES: e ucts will inchde information packets/brochures for caregivers and acurriculum for home- and center-based caregivers. The project will establish a permanenttechnical assistance system for trained caregivers in the Tidewater area.

The Communication Mocki Demonstration

Nondirected Demonstntion ProkctDirector: Marie ThompsonFiscal Agency: Experimental Educadon Unit,

Univasity of Washinpon (Seattle, WA)


Grant No.: H0241310086

PURPOSE: To develop a model thnt will help young children with or at risk for disabilitiesimprove their communication skills and remediate language deficits.TARGET: Children, birth to age 3 years, who are at risk due to primed exposure to drugs oralcohol, or who have been Identilfed as having Down Syndrcane or developmental delays incommunkation, language, owl speech; and their families.APPROACH: 'The model will address all aspects of skills first, and thenearly pngmatics, inclating the "0*-for-hele technique, will to the developnent ofexpressive lanpage. Focus wifi be placed on turntaking recognition of and appropriateregionse to early communication intentions: building camps and recepdve vocabulary throughexperiential programming; 'moving "listening" skills by teaching children how to focus anddiscriminate sound"; and the use of "vocal p 1' to teach vetch production, first at dm phointiclevel, then at the linguistic level. pi ip . will be presented to children via totalconununication (simultaneous use of sign and voice). Information and models will be providedto parents/caregivers so that they have an understanding of the process and can sure appropriate

with their children. The model includes both home- and center-based features..P , participate as members of the interdisciplinary team and assist in idendfying objectives

and monitoring their child's progress.OUTCOME: The model will result in a replicable communication "package" that will helpchild= irnprove communication skills.

Part H MIS

Informadon Systems Pro*tDirector: Richard SFiscal Agency: Alaslca t of Education (Juneau, AK)

Funding Palo& 1990-92Telephone: (907) 465-2970

Grant No.: H024M00009

PURPOSE: To develop a low-end inftenation system for tracking Part Hclients in rural and low- .'on states andTARGET: Ofildrai, through age 2 years, with special needs, and their famine:1g and staffof early bitervention programs.APPROACH: The project will develop two modular components based on poprietarysoftware. The first t will be an application template to collect electronic data fromfield offices which services to infants and toddlers with handicaps and their families.The second component will be a telational database for integrating data colleaed from multiplepublic and private providers, and is intended for use by Part H central offices (masur &abase).The data collection system and the master &imbue may be used wgether or separately,depending cm the needs of the end uses. The database will be useful for statewide planning and

- Training in use of the system will be provided through one-day seminars.o CO I Di, The project will &monstrate that statewide data management systems can bebuilt piece by piece, rather than requiring one large mrrez :on project. The useof commercial software will allow for operation of a decen d" management informationsystem not dependent on computer programmers for development, implementation, cc main-tenance. Documentation will be desipW to facilimte both operation and dissemination activi-ties Products will include separate rderence manuals and users' guides for the two components,and a &sign handbook that will tie the components together.

Co-Track

Inkamation Sysetin Project Funding Period: 1990-92Director: 404Wy Unger Telephone: (307) 331-8274Fiscal Agency: Colorado Department of Health (Denvez, CO) Grant No.: H024M00012

PURPOSE: To den1 and evaluate an automated information management system fortracking, managing, awl iig services for children with special needs and their familiesTARGET: Infants and toddlers, birth through age 2 years, their families, and service provilers.APPROACH: Co-Track Information Management System is designed to facilitate effectiveservice coordination, mechanize information reporting, analyze resource distribution, and eval-uate the distribudon of services. The software utilizes a mdular approach so that sections of theprogram may be added or deleted, depending on a particular agency's needs. Included within thesaMC are Co-Track Intuagency, a module addressing child fmd and interagency needs,and o- rack Health, a module addressing dm needs of local health departments and nursingsections to allow different agencies involved in Part H to shale information. Co-Track Inter-

addresses Child/Family Data, Scheduling, Resource Direcwry, Reports, and UtilitiesThe king portion records information on screening, evaluation, WSN, staffing, and earlyintervention services and supports. Once results of an event are recorded, options are availableto record data about outcome referrals. The program includes a Tickler System that can be

manually or automatically activated any time a follow-up date is entered on dm system.UTCOMES: Co-Track Interagency is being distibuted to local Child Fiml, Interagency

Coordinating Councils, and Community Center Bmds on request. Since many local agenciesare funded by numinous sources and have concomitant data reporting requirements, data itemshave been specifically incliKled so that most data reporting, formerly done manually, willautomatically run off the Co-Track system.

Information Management of Services for Handicapped Infants and Toddlers

Informatiai S -iesPlicct Ftmding Period: 1990-92Dkector

I Telephone: (904) 334-1M0Fiscal Agency: University of Florida (Gainesville, FL) Grant No.: H02400007

PURPOSE: To ckvelop a , . , , .,,,.., ,. , s infrematiee mammon* to wickmmg child= with special needs , . , , , state, district, and local service delivery netwcsks.TARG: Infants who require neonatal intensive care at bkth and subsequanmedical care and developmental and intervention novices; their familieg and saviceAPPROACH: The system is designed around the technology of kcal area . _ tit 4,: separatemicrocomputers housed at different sites conununicating with a central processor. Tracking willbe achieved through linked records: a birth reconl that is not modifiable, and a three dimensional

record whkh allows for repeated modifications (e.g., changs in last name), noneof are overwritten. The system will include 1) a conmion - $ $ data entry formatfor use at different agency sites, 2) a health care tracking system, 3) a I k system that can beused across agencies, 4) conunon reporting document software for use at comity, district, 'ridstatewide levels, 5) a fiscal numagement *Item that tracks delivery of services__ In fundrigsante, 6) a reporting system for neded service which go unfunded or are unavailable, and 7)fiscal projection software to estimate dollars necessary to provide such services. Tim system willbe able to transfer information electronically to agencies that will serve children at age 3 years.OtTFCOMES: Products will include a users' manual for all wale .),,t. . summary reportdocuments, awl a training manual. Each component will be ,1 t ..t at multiple sites,including hospital, developmental agency, pzimaly care provider, outpatient specialty clinic,local school district, and state agency.

Wt.{

Early Intervention Tracking System (EITS)

Information Systems Project Funding Period: 1990-92Dine= Robert A. Stodden Telephoce: (808) 956-5009Fiscal Agency: University of Hawaii at Manoa (Honolulu, HI) Grant No.: H024M00008

PURPOSE: To develop, implement and evaluate an integrated statewide data system to trackearly intervention services.TARGET: Children, birth through age 8 years who need, or are at risk of needing, earlyintervention services.APPROACH: The project cksign encompasses four phases: 1) Sytnern Planning (formulationof the model, compilation of information about exemplary approaches, and specificatitm ofixtraineters); 2) System Development (development of data forms, system software, and specificprocedures for data collection, analysis, and reporting); 3) System Implanentation (training ofagency staff in use of the syste* awl 4) System Evaluation. The system will be coordinatedwith existing referral sources, early intervention program case managers, and $ ians toensure workability, limit intrusiveness, address agency concerns (e.g., co andcoordinate with existing data collection efforts. The system will modify existing yinstruments to assure thator datawelements areusecoor!ed.., !ylltnemdit:taweillanybe. electro y

01=0 : FITS will track and count children and $ in need of early intaventionservices, irnlicate servkes received, ickntify the types ami locations of services provided,identify $ .,e,4 and their funding sources, and coadkate with $ 'grams saving preackool-age C I Ott rt to ensure that these programs are aware of children $ $ will transition form earlyintervention ServiCCS. Tim project's goal is to monitor those entering the systemuntil age 8.

1 _ fi

infcgmathm Manapment

Establishhig an Early Intervention Information Management System for Ohio

Information Systems Project Funding Period: 1990-92Dinactorr Cindy Ow and Sue 'tenfold Telephone: (614) 6444389Fiscal Apncy: Ohio Departman of Health (Columbus, OH) Grant No.: H024M00004

PURPOSE: To II 69 implement, and evaluate an automated information managanentwont for eadTARGET: birth through age 2 years, with special needs, and their families; andpersonnel in state and local agencies.APPROACH: Using a newly develwed interactive data collection software system at the locallevel and ta on a series of linked state-kvel databases, the informationsystan (MS) male state and local data into an unduplicated data set. The IMS buildon the existing statewide maternal and child lwalth data collectim sysom and on relateddatabases In the Ohio Department of Health. Tin system will enable dm lend agency to collectdata requited for child count i 66 .6 on infants and toddlas elifible for early interventionservkles and to evaluate the aty and effectiveness of the service system. Loc. systandevelopmau will focus on installation of a refaral, tracking, and transitionexisting interagency collaborative groups in each of Ohio's 88 counties. to localinstallation, ckscriptive data on current informatim management capabilities will be collectedand analyzed. TM system will be pilot-tested in Year 1 and implemented statewide in Year 2.OUTCOMES: The goal of the project is to expand and refine the exisi's. .* state agency datasystem to ensure an unduplicated count of infants and toddlers receiving early interventionservices. Products will include a software program, accompanying documentation, user's guklesfor local and statewide implementation, and demonstration diskettes for dissemination purposes.

Project INMESH: Information Management of the Education System for theHandicarped

Information Systems ProjectDirector Thomas KochanekFiscal Agency: Rhode Island College (Providence, RI)

Funding Paiod: 1990-92Telephone: (401) 4654599

Grant No.: H024M00013

PURPOSE: To develop and field-test a prospective, interagency, population-based information0.11 for deventally delayed and tigh-risk infants and toddlers and their families.TARGET: Children, Wth to agc 5 years, who are devel talIy delayed or high rislq theirfamilies; and local and state agencies providing services to a dais.APPROACH: The project will 1) develop a series of as a. J... protocols which recordpertinent demographic, diagnostic, service, and cost data for all handiaipped and high-riskchildren; 2) develop and implement a series of integrated, staiklardized potocols which recordserial screening data for all children, birth to age 5 years; 3) develop an integrated, a a'ble

hardware/software infrastructure which permits data merges across health, education, a socialservice program 4) develop documentation and a usa's guide which pamit either replication ornodification of INMESH by national and regional adoptive sites; 5) develop data confidentialityand protection policies which are sensitive to families, service agencies, and state governmentalmmies and are consonant with prevailing statutes and regulations; and 6) ensure the intepationof INMESH into the statewide plan for infant/toddler services via the Interagency CoordinatingCounciLOUTCOMES: Potential benefits of the project include eliminating gaps in social, education,and health systems; reducing frustration among administrative agencies; and graduatedimprovement in service delivery to children and families.

Information Management of Services for Infants and Toddlers in WashingtonState

Information Systans Project Funding Period: 1990-92Director Susan 'ago Telephone: (206) 543-0107Fiscal Agency: University of Washington (Seatde, WA) Grant No.: H0244100003

PURPOSE: To imlanent, and evaluate a =intrusive, automated informationsyi. ( S) for tracicing, managing, and planning early intervention services,

TillnlititemEr Young chiklresi, birth through 2 years, with or at risk for developmentaldisabilideig their families; service pmviders; "I" policymakers.APPROACH: AIMS operates at four levels: direct services (linking identificadon/trachng andservice delivery systems, and monitoring services and resource* local agencies (pooling of datafor local planning and decisionmaking); regional/state policy (compilation of program andagaicy data for state planning); and federal (meeting Part H data collection requirements). Theproject's approach is based on several ' "111.4"1 1) The system must be easy for families andservice providers to understand and use; 2) system must be able to respond to both currentand fume needs of communitie4; and 3) The system must enhance cocidination and communi-cation among families, agencies, and service systems. Components include software thatcomplements the IFSP process and meets individual, program, and falual regortingrequirements. A central directory of services also is available. Training materials are beingdevelOUTCOMES: The system will produce reliable information addressing the planning needs offamilies, service providers, and policymakers; establish a link with state and local Child Find andcase management efforts to promote early identification and access to continuous, comprehen-sive, and coordinated services; and interface with existing tracking and data collection systems.

1071 S EBPCD Information Management

Ion of Early Childhood Paraprofesslimals and Related Professionals

ver Integrated Developmentally Focused Child Care for MedicallyFragile Infants and Toddbrs

tt 5(4{ 441

Director:Fiscal

Training ProjectPetersen

IFK Develornent Center, University of CokwadoSciences Carter (Dmver, CO)

Funding Period: 1989-92(303) 2704826

No.: IW24P80027

PURPOSE: To _ . . a imervice training program to paraprofeWonalsand trainees in related 1.1 - ..... . .- to deliver developmentally care to medkallyfi*k infants and toddlers in normalized, nonsegregated - . ?TARGET: Child care paraprofessimials, and pmservice . . inservice professionals in infantintervention, early childimod education, b. kW, , .. , . ., and physical therapy, nursing,and and medically 4 4 - infants and . d'-

OACH: Child cate praprofessionals will receive training in the health care of medicallyfragile infants ami toddlers and in a "child cam as early edication" model incorporating specialservkes into daily routines. Training for related services Fofessionals will focus on competen-cies in a team-based appmach to collaboration with gamic child care programs. Specializedtraining will be offered in interdisciplinary assessments with parental collabozatkm, developmentof individualized child care plans and indivklualized family service plans, and developmental

for young children at risk for developmental disabilities. Mining and support will41 6 4%-..4 for parents and volunteers. A Community Integration Team will provide

community-based follow-up and consultation.OUTCONIES: The project will develop print and audiovisual training materials.

I 44 4:"..4 441 !,4

Bridging the Gap: Inservice Training for Child Care Personnel

Multidisciplinary Training Project Fundiog Period: 1989-92Director: Victoria Y. Rab Telephom: (202) 994-6170Fiscal Agency: George Washington University (Washington, DC) Grant No.: /1024P90017

PURPOSE: To develop a replicable inservice model to ttain multidisciplinary child care1 to serve youim children with handicaps in inte community-based .

&IfrAsAllEIT: Multidisciplinary personnel in conummity- - day care and presc I programs,including teachers, adminisustors, aml teaching astastants.APPROACH: Training will be provided over a two-year period to staff of four canmunity-based day care and preschool gograms. Level I training focuses on orientation, awareness, andbasic knowledge of normal development and handkappmg conditions. Level 11 training focusesmr the needs of specific children who have been integrated, with hasis on conummicadonand social interacilon skills. Level III training addresses self- "I ; '4 SO& of child care staff.The prokct will recruit children wlx) are receiving services in early intervmtion and specialeducation programs in Arlington County to be placed part-time or full-drne in integrated,community-based settings, with project staff proviiiing case management, transition planning,and liaison. Orkntation sessions will be ptovided for all families. adldren moiled in theprogram participate ip activities to promote awareness of individual differences and to preparethem for the inte . of chikiren with special needs into their classrooms. Project staff willhelp programs tify staff roles and responsibilities, the chances required in those roles inolder to serve children with special needs, and tin skills needed to implement the new roles.OUTCOMES: A series of two manuals (classroom staff and program directors) will bedeveloped and published for field use.

Technology Inservice Project

Model lase/vice Training Project Funding Period: 1991-94Director Patricia Hutinga T ,, (309) 298-1634Fiscal Agency: Western Illinois University (Macomb, IL) et 11 No.: 11124P10077

PURPOSE: To de "9 dawnstrate, evaluate, and disseminate a competaicy-basedbiservice Oi 4t.', that is responsive to the staff development needs of early

inTARGET: Zmynnigirvention team members (educativs, families, wogram assistants, occupa-tional therapists. physical therapists, speech/language therapists, social workers); and programadministrator&APPROACH: Training is designed to extend the roles of the target audiaice, pieviding du=with skills in using technology applications with children and for manvemait productivity.Based on a tiansdisciplinary team approach, contort and procedures will be individualizedaccording to the rok and weds of participants. Moduks are organized arouit two components,Child Applications sal Adult Productivity, each containing a menu of awareness and licationmodules. Initial awareness training will be provickd on-site or at Macomb,training will occur at Macomb, with follow-up at the participant's homr site, byexchange, and through group meetings. Technology competaicies for participants willdelineated. Dinact obstsvation of participants waking with children and technology in their ownsites and in cooperating practicum sites is planned. The project will explore training and follow-up options via satellite-delivered interactive video programs. College credit is available.OUTCOMES: The project will increase the number of early intervention and preschoolpersonnel who use technology applications in IPTOVarrIS addressing infants, toddlers, andpreschoolers with a variety of disabilities and their families.

The UIC Therapeutic Partnership Project

Inservice Training/Related Services Project Funding Period: 1990-93Director: Mary Lawlor Telephone: (312) 996-6901Fiscal Agency: University of Illinois at Chicago (Chicago, IL) Grant No.: H024P00028

PURPOSE: To develop a comprehensive inservice training program that will increase andimprove early childhood services for children with special needs and their families.TARGET: Occupational . physical therapists who are not woticing, who work outside earlychildhood, or who work in early childhood settings, but are not trained to provide comprehensivefamily-criented inter/cation and highly specialized savices for specific risk populations.AMOACH: The pm' es philosophy is that best therapy practice results when therapists 1)form effective partnerships with children and famine% 2) recognize, respect, and inte theperspectives of all intervention team members; 3) share responsibility for service ta-tion; and 4) their skills in a cost-effective manner that maxiinizes Ckvelopmental out:cane.The project as multi-level, competency-based, interdisciplinary paining that interatesacackmic learning and clinical practica. Training is offered at three levels: a) Foundational,offering a lecture series and extensive supervised pacticum; b) Enrichment, involving a continu-ing education profram with didactic sessions and videotape case analysis; and c) Advanced,addressing specialized competencies with supervised practicurn experiences. Follow-up activi-ties imlude monthly meetings emphasizing faculty and peer review of assessment, treatment,and consultation sessions using videotapes of actual interventions. Participants can customdesign training components that most directly meet their professional development needs.Training will be integrated within educational offerings at the University of Illinois at Chicago.OUTCOMES: Anticipated outcomes include imeased numbers of therapists who provideeffective family-oriented intervention services within interdisciplinary settings in Illinois.

Best Practice; in Integration (BPI Project)

art. Pmjectusan Klein & Kontos

Institute for the Study ofIndiana Univainty (Bloomington, IN)

!t

Funding Mod: 1989-92(812) 855-6508 or (317) 494-2942

Grant No.: H024P90012

PURPOSE: To design a two-der inservice Inhaling model to ensure inuvision of quality earlyintemeadon, special education, and related SUM= to infants, toddlas, and preschoolers with

in 4 * community-based .

TAR : - day care provider% - care, preschool, and kindagarten teacher% earlyintervention _ early childhood educator% early childhood special educator% and alliedhealth and related services professionals.APPROACH: The BPI Project has five conponents: 1) Conummity and Planning,to pomote integration obtain local agoicy support, aid - ., placement site% 2)Inservkle to collaborative training in effective integration practices; 3).

Impact, to for II" dissemination; 4) Evaluation and 5) Mayaguana and InternaltrRining =del has two tiers: one focusing on the consultation process for early

special caucators, and the other focusing on comnunity-based ditect service

riders.UTCOMES: The project will utilize dictactic and field-based training to prepare profestionals

in the following areas: collaborative problem-solving, knowledge mansion regardingcommunity-based programming, and interactive communication.

Project KITS: Kansas Inservice Training System

Model Inservice Training Project Funding Period: 1991-94

Directors: Julkume Cripe & David Lindeman Telephone: (316) 421-6550

Fiscal Agency: University Affiliated Grant No.: H024P10080

University of Kansas (Parson:1%am'

PURPOSE: To meet tix need in Kansas for insavice training arK1 technical assistance to early

childhood special education programs through development of a collaborative statewide system.

TARGET: Teachers, paraprofessionals, related service .1 kraals, community programpersonnel, parents, and administrators involved in early c 11 ood special education.APPROACH: The =del will address three levels of training (state, regional, and individual)through the identification of statewide pricuides and regional needs auessments, and theimplementation of Iolivklual Development Plans, currently used blf rimy Kansas professionalsfor recertificatkin. MS will emphasize the utilization and coordination of existing structuresand opportunities for staff develoment. Three Educational Service Gutters (ESCs) will serve asregional sites for determining local weeds and delivering training through a variety of methods,including workshops, credit seminars, technical assistance consultations, and visitations. Some

will be delivered through interactive television, a distance learning system av2ilableESCs which comects sites within each region, across re ,;ons, and throughout the state.

will work with institutions of higher education and EEPCD rejects to cbvelopg content. Year 1 statewick training will focus on LRE and transdisci t approaches.

OUTCOMFS: The projject will contribute to the development of a co ;mid, statewideof inserv:...v traimng. The project also will provide die oppotunity of meeting identified

PD objectives for permanent certification of provisionally certified staff and continuingeducation for recertification.

Project Lexington

Training ProjectHowe

A ,gency: Human Development Institute,University of Kentucky (Lexington, KY)


Grant No.: I4024P90020

PURPOSE: To develop a program to child care personnel to facilitate the integration ofchildren with disabilities into generic care settings.TARGET: Teachers, teachinf assigants/aides, and suppcet perscemel (e.g., health consultants,

and administrators) m community child care agencies.ACH: Project objectives address four areas_training for child cge personwl to work

watipncth childreco4ler:;ty srmicialraZatiome"anasnir reosfe;rhigInstar best* for training and-

integration. The project's approach is conununity-based, interafency-focused, and child-centered. Training is tailored to the specific needs and convetenctes of trainees. Followingneeds asseganent, trainees move through a series of training activities, including 1) introductory

competency-based classroom instruction to skills needed to plan environments andself-suxly materials to assure a common tlaan and familiarity with basic information; 2)

implement activitks to assure full participation of child= with special weds; 3) practkumexperiences in a program which provides fully integated child care; and 4) on-site follow-upconsultant:el aml technical assistance. A research and evaluation design is included which willuse pre/post testing and 6- to 12-month follow-up observation procedures to evaluate theeffectiveness of training and the extent of integration.OUTCOMES: Information and materials supporting the model will be disseminated nationally.

Building Blocks: An Early Childhood Inservice Education Program forSpeech4Anguage PathologiAs and Audiologists

Inservim Training/Related Services Project Funding Period: 1990-93Director: Camille Catlett Telephone: (301) 897-5700Fiscal A American Speech-Language-Hearing Association Grant No.: H024PC1052

kville, MD)

PURPOSE: To develop inservice education II Illore I '4 for speech-language pathologists andaudiologists, focusing on service delivery to 11# ts and toddlers, birth through age 2 years, withdisabilities, and their families.TARGET: Speech-language pathologists and audiologists.APPROACH: The project will develop six instructional modules with accompanying printmedals that address family-focused services, team approaches, multicultural perspectives,audiologic assessment and intervention, oral-motor assessm,ent and intervention, and languageassessment and intervention. Training will be provided through one-day inservice workshops,conducted in conjunction with state speech-language-hearing association meetings to allowaccessible, low-cost training events. The project will develop a resource guide for each state,outlining state and local fumling resources, service agencies and providers, family netwcwks, anddisability groups. Each guide will identify service programs to facilitate access to exemplary

sites for project trainees.UTCOMES: Dissemination activities include direct mailings to advocacy groups, profes-

sional groups, and university training programs; electronic bulletin board messages; pressreleases and articles; presentations at national conferemes; and product dissemination.

First CHANCE (Children with Handicaps Assisted and Nurtured inChildcare Environment)

Model Inservice Training Project Funding Period: 1991-94Director: Margaret Ciski O'Haze Telephoix: (617) 828-7497Fiscal Agency: Enable, Inc. (Canton, MA) Grant No.: IM24P10045

PURNME: To develop and implement a transdisciplinaiy training progam to support earlychildhood 4, , in .) appropriate and efltivc education and related services to

, With I ; in in " conununity-based settings.TARGET: Praessionals and - who are already working in child cam, but whohave imt been trained to wait with childzen with disabilities, birth to age 8 years.APPROACH: The inservice training will use a dynamic curriculum which is practical,

and specific to the individual barna. The curriculum has two tracks. Thetrack provides basic information and introduces skills in teaching and caring for

young children with disabilities, including sessions on fostering creativity in children,celebrating differmices in development, understanding difficult bithavior, and developingprofessional partnerships. The specialization track adchesses informatics' and skillsspecific to indivhbal child needs, including sessions on specializing earlyadaping the environment far a nonmobile child, communicating with a nonvaba.1,,,,hikl, Ifireec.behavioral management, and inclusive curriculum for the child with a devel .4 f

Training will involve both module presentations and field experience.OUTCOMES: The project will increase the capacity of community-based early childhoodprograms to integrate and provide services for children with disabilities within existing programstructure&

1! 1-4t 1-4

Family-Focused, Infant-Toddler, Transagency Training Project (ProjectF.I.T.)

Model Inservice Training Project Funding Period: 1991-94Director: Rita Benn Telephone: (313) 577-5244Fiscal Agency: Merrill Palmer Institute (Detroit, MI) Grant No.: H024P10046

PURPOSE: To develop, demonstrate, evaluate, and disseminate a model to "retrain" earlyintervention service providers.TARGET: Early intervention service providers from a variety of disciplines and agenciesthroughout Michigan.APPROACH: The project will develop a three-phase, didactic, case-consultation trainingmodel that is family-focused. Phase 1, Instructional, will consist of lectures, group discussion,and case review. Topics will include normative and atypical development, transitions and tasksof parenthood, family ecology, multicultural diversity, transdisciplinary assessment, medicallyvulnaable populations, parent-professional rermaships, and team building. Phase 2, Case-Consultation, will focus on individual familie& or issues related to tin professional's ongoingwork with families of children with special needs. Group problem-solving will be encouraged inorder to facilitate team cohesion and role expansion. Phase 3, Follow-up, will consist of regionalworkshops addressing issues that arise in implementing family-focused service delivery in localcommunities. Training will be provided to 12 multidisciplinary, multi-agency groups of 10 to 14paraipants, including parents.OUTCOMES: Anticipated outcomes include improvements in the quality of service provisionto families and infants with or at risk for disabilities: awl improvements in working relatimisacross community agencks. Project trainees will train others in family-focused services. Theproject will develop a manual and materials to support training.

Imiervice Training and Support of Personnel to Serve Young Children withDisabilities

Model Insavice Training Project Funding Period: 1991-94Director James Knoll Telephaie: (313) 577-2654Fiscal Agency: Developmental Disabilitks Institute, Grant No.: H0241110029

Wayne State University (Detroit, MI)

PURPOSE: To develop and replicate a model of specialized training and ongoing support forpenonnel in preschool and child care programs to enable them to serve young children withdisabilities and their families.TARGET: Professionals and paraprofessionals wix) provkle services for young children andfamilies in day ave, preschool, and early intervention programs; counselors working with childcare providers and families; and related service pasonnel.APPROACH: TM Community Team Model is designed to build community capacity to trainand support personnel and to facilitate referral and in , of young children withdfsabilitiesinto community programs. The model is based on the pedal Needs Provider Training Program,which addresses multidisciplinary training, development of a b.. netwoik of resources, andenhancement of information and referral networks. The project add training in skills neededto work with preschoolers, a field work componait that focuses on supporting the programs thatserve as trainuig sites, and a component that identifies existing roles and responsibdities and the

lied to serve children with disabilities.The pmject will increase the numben of providers willing and able to serve

children with disabilities; enhance the ability of local agencies to provide information andresources to support these providers; and improve the ability of personnel in early interventionprograms to coordinate services with other community programs.

Project ENHANCE: An Inservice Training Al for Early ChildhoodEducation Serving Students Who Have Autism an or Related Disorders

Model Inservice Traininf Project Funding Period: 1991-94Directors: Judy Alhamisi & Carol Swift Telephone: (313) 467-1502Fiscal Agency: Wayne County Regional Educational Service Agency Grant No.: H024P10011

(Wayne, MI)

PURPOSE: To develop, demonstrate, evaluate, and disseminate an inservice training modelthat will increase the capacity of service providers to meet the needs of infants, toddlers, and

eswith autism and severe conununicationibehaviomlikaming disorders.

AlIctre:ETParents, teachers, paraprofesslonals, related services personnel, administrators, and

university persamel Involved with early intervention, preprimary impaired, and autisticeducational consultants; and Fivate providers of early intervention services.

OACH: The project will develop a multidimensional inservice training model that willprovide training resources that can be used in a variety of settinp (e.g., local education agencies,universities). The training curriculum will be adapted and revised from three national projectswhich have reported positive outcomes fix young children with autism and related disabilities.A minimum of six regional training teams will be trained to provide on-site consultation,training, =I follow-up activities to local district personnel and parents. Training will addressdevelopment of competencies in identification and evaluation; CliffiCtlillm: methods andmaterials; classroom programminx parent training; effective teamwork; behavior management;and effective staff development. The Froject will develop an instrwtional strate,* resourcebank that will correlate with Michigan's Outcome Indicators for preprimary children with autism.OUTCOMES: The project will upgrade she competency level of early interventionprofessionals throughout the state.

113 1 .1 EEPCD Inservice

f

and Evaluating. a MBehimorin

Model Inservice Training ProjectDirectors: Mary McEvoy & Joe ReichleFiscal Agency: Institute on Community

University of Ivfmnesota MN

of Inservice and Technical Assistance toers

Funding Period: 1991-94Telephone: (612) 626-7819 or 625-6542


PURPOSE: To develop a "best practices" technical assistance mockl that will work withteacktrs to provide services in tlw least restrictive environmen for children withemotionalibehavicail disordets.TARGET: Teachers, direct service providers, administrators ci local programs, and facultyfrom Minnesota institutions of high learning, who ebbe tiirectly or indirectly are involved withpreschoolers with emotional/behavioral disorrkrs.APPROACH: The project will establish an innovative inserviceltechnical assistance trainingnxidel that encourages the education of preschoolers with challenging betaviors in the leastrestrictive environment. Inservice training and Iongitudinal technical assistance and consultationwill be provided to teaches, related services persomr.1, and adminitaraton involved in servicedelivery to time children. The model will address the following "best practices": designingenvironments: facilitating social integratiet behavior msnagemsnt; family involvementestablishin functional communication skills; and appreciation of the impact of ongoing healthoroblemL g strategks include workshops and intensive summer courses.

UTCOMES: The project will make public school professionals more self-sufficient in thedelivery of services to young children with behavioral problems, and will improve services forthe children and their families.

Development of a Replicabie Coaching Model to Provide Inservice Training

Multidisciy Training Project Funding Period: 1989-92Director: Estella Fair TekOone: (601) 266-5163Fiscal Agency: University Affiliated Program, University Qui No. H024P90034

of Southern Mississippi (Hattiesburg, MS)

PURPOSE: To develop a flexible inservice training model for day care, nursery, and preschoolpiogram staff serving children, birth through tip 5 years, with disabilities.TARGET: Early childhood program staff in licased day care programs in Hattiesburg,including Head Start, community-based 11 tgrams, and a university-based center.APPROACH: The poject offers on- te training using an individualized cowhing model thatcan be implemented across programs and levels of staff training and experience. Since targetchildren will require different intervention objectives and teaching strategies, depending on thetype and severity of their disability, an individualized training plan will be developed for eachstaff trainee, with family input. Three levels of training are provided. Level I, AwarenessTraining, involves all center staff and families, and it {P.`1. the rationale for integratedservices and characteristics of children with disabilities. I 11, Knowledge-Based Training,involves parents of target children and those staff hicely to encounter the child, and addresseschild-specific developmental and behavioral characteristics, intervention techniques, and supportneeds. Training 'is provided in snuill groups or ow-to-one. Level In, Skill-Based Traininginvolves staff who will work with the child, and consias of classroom implementation. trial andfeedback sessions, and coaching. Intensity of training is determined by needs of child and staff.OUTCOMES: The project will develop and disseminate a replicable model which can be usedin a broad range of early childhood programs.

Missouri TIKES: Training Individuals to Care for Exceptional Students

,, it. Project Funding Palo& 1989-92Directors; : : naoh & patterson T -,111 it (314) 882-1386Fiscal Amer University of t (Columbia, MO) H024P90029

PURPOSE: To develop an interdisciplinary, collaborative, consultative training model toprelate child care personnel to work with young child= with disabilities in an integrated,6.{ 1011 110 -basedTAR POPULATION: Licensed child care providers interested in integrating childrenwith and withal* disalilities.

ides child care with knowledge about preschool-agedPROGRAM: The = - personnelchildren with ." 61M1 .... with an ..4 . . . 1 cal facilitating developmait through the earlyintegration of . , , . , i . t, , , and , .. , , . - i . . - children. A series of eight videotapes, calledThe Learning Together has been created for instructional use during i . i t. meetings. Thetapes present information about preschool , , , . - t, , , cceditions; . , y relationships;

behavicw management; andfacilitating cognitive, language, literacy, and motormeeting health caminutrition needs. The meetings also rrovide a fonim fox information-sharing,problem-soNing, and mutual support for the participants. Activity demonstrations are conductedduring on-site visits after each group meeting.OUTCOMES: The imoject should resuk in an increase in the number of child care facilitieswith trained personnel that will accept children with disabilities.

114'i

Project IDEEA (Individualized Development for Early Education Agencies)

Model Inservice Training Project Furuling Period: 1991-94Director: Jean Ann Summers TelvIww: (816) 235-1771Fiscal Agency: University Affiliated Program, Grant No.: H024P10051

University of MissouriKansas aty (Kansas City, MO)

PURPOSE: To develop an "agency-centered" model of inservice training that responds to the"real world" needs and experiences of professionals serving infants and toddlers with specialneeds and their familie:tTARGET: Professicaol3 from early intervention agencies in the Kansas City metropolitan areaand in rural areas of tht% Liar.APPROACH: Agency staff will identify their own training strengths and needs, and networkwith the community to develop arK1 an Individualized Am cy Training andDevelopment Plan. An Agency Training 'ye will act as traimn* g director and willparticipate in ckveloping the Individualized gency Plan, networking connnunity resources tomeet personnel development needs, delivering training and follow-up supervision of stafflearning activities, and providing academic credit for learning accomplishments. The model willbe developed in four agencies in a metropolitan area, and replicated in a rural service area. Forthose training needs :equiring nore intensive problem-solving, the project will develop a "NextSteps" curriculum to address more challenging impleltentation situations, such as !tryingfamilies with drug-involved childrtn, culturally diverse families, and children with fragilemedical conditions.OUTCOMES: Anticipated outcomes include improvement of staff skills in family-centeredservice delivery; reduction of agency staff tuni-over; increased flexibility in interagencycoordination; and empowerment of agencies to identify and plan for their own training needs.

115 EEPCD laservice

Project CLASS (Cooperative Learning: Acquiring Specialized Skills)

Mockl Inservice Training Project Funding Period: 1991-94Director: Kathleen Oallacher Telephone: (406) 243-5467Fiscal Rural Institue, University of Montana Grant No.: H024P10070

, MT)

PURPOSE: To develop and evaluate an inservice training model for early interventionin rural states who are delivering home- and community-based services.

ARGET: Professionals who provide community- and home-based early intervention servicesin rural statesAPPROACH: The model offen a linked inservice systan anphasizing three projectcomponents: 1) self-paced 6 based training 6 2) coopaative learning, and 3)peer cowhing. Four f ". jons (competencrbased educational principles, adult learningpuidelines, ecological approach to inservice veining, and family-centered savice delivery) areintegrated into all project componaits. These components are designed to enhance theacquisition of competencies by early interventkm professional& as well as the transfer of thesecompetaicies to provision and coordination of early intervention servkes Training is tailored to

ts' nuances and weds During Phase I, a superviscw or an experienced FamilySpecialist from each agency will be trained in ; learn1n4 and peer coachiag

in order to save as a Learning Facilitator. During LI, Learning Facilitatms willestablish Cooperative Learning Teams at their home gawks and guide training in earlyintervention competencies. Similar training will be rov.d to otha community-based earlyinterventioufeuimals during Phase III. IU nw&i is desired to ackkess rural featuresOUTCOMU: The project will increase competency acquisition by early intervention providersand establish a system of staff development support in early intervention agencies in Montan&

Productive Waiting Project

Model Inservice Training Project Funding Period: 1991-94Director: Ginny Munsick-Bruno Telephone: (505) 272-6805Fiscal Agency: Medical Center, University of New Mexico Grant No.: H024P10030

(Albuquerqw, NM)

PURPOSE: To develop a model training program for Primary Health Care Providers that canbe impkinented within the work environment (in-office) in collaboration with families.TARGET: Pediatricians, family practice physicians, nurse practitioners, community-based

specialists who provide primary lwalth care to infants and familiesAPPR ACH: The project offers individualized family-oriented training that encourages earlyidentiftation and support for infants at developmental risk and their families The moject hasthree compomms. Experiential Learning (Level I) addresses developmental issues within theservice environment (office, hospital, clinic). Training is pioblem-based and self-directed, andencourages "productive waiting" using preventive intervention as part of the diagnostic process.If referral is necessary, the model supports early identiftatim smooth transitim and col-laboration within the medical community. Educational Enrichment (Level II) provides in-depthmultidisciplinary study in self-selected modules based on issues identified in Level I (e.g., failureto thrive, chronic conditions, child abuse). Continuing Medical Education credit is available forLevel I and II training. Training Developmental Specialists, the thitti component, preparescoimnunity-based developmental specialists to provide Level I and II training.OUTCOMES: The model is desigiwd to minimize neurodevelopmental problems through earlydevelopnental support, to address problems as they arise, to strengthen ties between providerand family, and to minimize intrusion for families The project offers a convenient trainingmde for rural providers.

Project TIE (Teams in Early Intervention)

Inservice Mining/Related Savices Project Funding Period: 1990-93Director= Gail Beam & Meave S guez Telephone: (505) 843-2794Fiscal Agency: UNM School of Medicine (Albuqinique, NM) Grant No.: H024P00049

PURPOSE: Tocompetencies oziin order to pmrnoteTARGET:speech-lan

and

and implement an inservice training model that increases thedisciplines and early inervention teams (mcluding family members)family-canered services.from multiple disciplines (e.g., occupational and physical therapists,

ts, health care professionals) in training sites and community

OACH: The woject has four cornponents: 1) training in skills for successful teamfuncdoniniR 2) training in critical competencies conmion to all team members; 3) training incritical disciplize-specific competencies; and 4) support and technical auistance on PL. 99457to early intervention peograms. Two training sites will receive both types of training. Individualgoals will be developed for each training site, based on current status and conwetencies neededby team manbers. Training materials will be developed for team training and criticalcomp:stuck': needed by individual disciplines. Mining for individual disciplines(speec motor, rivdical) and families is based on a common conceptual framework,and will assessment, prograrnmingfmtervention, and working with other disciplines.Technical support will be provided to early intervention programs using the Guide to Family-Cenwed Services.OUTCOMES: Products to be developed include a team training curriculum; discipline-specificmodules; and a description of the process to create a conununny map, a visual picture of therelationships among community programs, agencies, and families.

Day Care Inservice Training Model on Young Children with Special Needs

Multidisciplinary _Training Project Funding Period: 1989-92Director: Mary Beth Bruder Telephone: (914) 285-7052Fiscal Agency: New York Medical College (Valhalla, NY) Gant No. 11024P90033

PURPOSE: To develop a model training curriculum for day care center staff on the integrationof young children, birth to age 5 years, with disabilities.TARGET: Day care proyiders, administrators, and teachers.APPROACH: Training is designed to meet state licensing requirements and is offered in three

tE topical workshops, long-term institutes, and individual technical assistance.ics irwlude assessment, individualized education plan development, environmental

adaptations, behavior management, and family partnerships. Institutes offer skill trainingthrough weekly sessions over a 12-week period. Maximum enrollment is ten participants. TheSpecial Education Services institute addresses interagency collaboration, behavior managsment,assessment, child-caregiver interactions, teaming, environments, families, and legal issues.Graduates of the first institute will be eligible to participate in uainer-of-trainas institutes,offered twice a year and addressing such topics as adult learning styles, active listening,consultation, coaching, situational leadership, motivaricm strategies, and overcoming resistanceto change. Participants will offer training to other day care provi4ers umler project supervision.Continuing educauon credit will be offered to all institute participants. The project will offerindividualized technical assistance focusing on pmgram-, family-, or child-specific topics relatedto inte_gration of young children withdisabilities into community day cait programs.OUTCOMES: Project findings will be translated into products, training content, and savicedelivery practices.

1, 111: 1.1..

117 1 `.; S EEPCD Insavice

Institute and Faculty Inservice Training for Related Services Personnel

Inservice TrainingiRelated Services Project Fuzding Period: 1990-93Director: Mary Beth Bruder Telephone: (914) 28S-7052Fiscal Agency: New Yodc Medical College (Valhalla, NY) Grant No.: H024P00024

PURPM: To inwlement inservice coursework and practicum with related services personnelwho provick or coordinate early intervention services to infants, toddlers, an4 their faemigliec andto develop a model inservice program for uni faculty from related services disciplines.TARGET: Early intervention audiology, nutrition, physical therapy,occupational therapy, speech awl therapy, nursin#, psychology, and social work; anduniversity fwuky in:resenting disciplines involved in early intervention.APPROACH: Tram4 is amm-based and intiudisciplinary, and consists of multiple three-hour

IlmuP training sessions (institutes) and individual long-term follow-up. Institute content is pre-detemined P, case coordination, team development, uansdisciplmary curriculum), but willbe modified to meet group needs. annpetency-based tasks ate one measure of inserviceeffectiveness. Other evaluation procedures focus cal child and family impact and proemimpact Training for related services faculty consists of coursework and practical activities.Coursework is provickd over 5 days. Issues addressed include family-centesed servicephilosophy, medical issues, physical management, educational issues, inteidisciplinary teams,service delivery systems, curriculum reform, and systems change. The coursework is followedby six monthly seminars and site visits to translate course content into practical applicationsthrough individually desi .41 compeftncies. Training activities are consistent with adult

=Iprinciples. Indiv' ual technical assistance also will be available.MES: The project will develop and disseminate training materials, including institute

and faculty manuals.

The COACT Project: Interdisciplinary Family-Focused Team Training forRelated Services Personnel

Model Inservice Training ProjectDirector: Cynthie JohnsonFiscal Agency: Office of Family and Children's Services

(Columbus, OH)

PURPOSE: To increase and im interdisciplinary and family collaboration skills in



personnel who provide services wet birth to age 6 years, who are at developmental risk,arKI their families.TARGET: Interdisciplinary early intervention teams that include parent members andrepresentatives from medical and community-based service programs, both public and private.Teams that provide comprehensive services will have priority over teams with a specific focus.APPROACH: Training will provide participants with skills in self analysis and team inter-action evaluation. Sessions emphasize active participation of all members, joint problem-solving, and consensus building. Pracdca will be conducted in tlw participants' home sitesbetween training sessions. Technical assistance, evaluadon, and on-site follow-up will beprovided. Agency teams that complete the training will be encouraged to serve as ckmonstrationsites for future training sessions. Training institutes will be held each summer during the projectto prepare key participants to become instructors for subsequent trainings.OUTCOMES: Members of interdisciplinary teams will demonstrate effective teaming skillswith competencies in conununication, collaboration, group decision-making, and conflictresolution. Teams will establidi partnerships with families, demonstrating communication skillsthat are accepting, supportive, ancl enabling. Interagency collaboration within communities willbe strengthened, and new linkages between medical and community-based teams will develop.

ve Integrated Training for Personnel in Community Preschool/-Care Programs: Preschool Integration Network

Multidisciplinary Training Project Funding Period: 1989-92Director: David Slwarer Telephone: (216) 633-2055FLwal ...$ Chikhen's Hospital Ivkdical Center of Akron Grant No.: H024P90011

( - OH)

PURPOSE: To ., . . a model of competency-based training to prepare personnel to workwith children with ' ', ' ties, age 3 to 5 years, in integrated, -based settinTARGET: Teachers, administrators, and staff from public and private pzeschooVchild careprograms; high school students enrolled in vocational awl career training programs and workingm school-sponsored child care facilitierg and children age 3 to 5 years with disabilities.APPROACH: Training is based on the skills necessary for successful integration. There aretwo major components. 1) Direct inservice training of child care personnel at .. .... plo8ramsites irwludes exeeriential, hands-on learning as well as didactic instruction. ' visions areincluded for individualized implementation directly linked to trainees' existing roles and

bilitie& Technical assistance and follow-up provides IltI' tg support of newly acquiredIs through information-sharing, evaluation, and problem -so A WI 2) Indirect training

consists of the establithment of a Preschool Integration Network, 1 which all cormnunitychild care programs identified as enrolling or willing to enroll children with disabilities willreceive information related to integrautalsgro 8.OUTCOMES: The network will p y newsletter and conduct quarterly networkmeetings on topics related to in programming. During Years 2 and 3, the project willdevelop and disseminate a Presc 1 Integration Manual providing strategies for integratedprogramming.

Early Integration Training Project (EITP)

Multidisciplinary Training ProjectDirector: Dennis SykesFiscal Agency: Ohio State University (Columbus, OH)

Funding Period: 1989-92Teltphone: (614) 447-0844

Grant No. : H024P90004

PURPOSE: To tkvelop a program for training child care, administrative, and s 6q1 servicespersonnel and parents to serve young children with disabilities in integrated ...I. gs; and todevelop a system fix training trainers.TARGET: Child care and administrative staff of home- and center-based child care centers:early childhood special education and regular education teachers in kindergarten and primaryschool grades; support service persomml working in specialty areas such as speech-languagepathology, occupational therapy, and nursing, and children, birth to age 8 years, with din,APPRC1ACH: Training is provided through interactive workshops that allow for practice ofnewly acquired skills. Workshops will include case studies, role playing, small group goblem-solving sessions, and discussion groups, in addition to more formal lecture presentation&Training is individualized to met the needs of the training audiences: child care staff, supportservices staff, administrators, project trainers, and parents. The project is coordinated throughcounty-level collaborative groups and seeks to initiate lasting relationships among various teammembers. Fifteen hours of training will focus on the following ?leas: 1) planning positiveintegrated placements, 2) developing team skills; and 3) preparing child= and adults for

t&The training program was piloted in four counties during the rust project year,

and will be disseminated statewide through a pyramidal training model during Years 2 and 3.Materials developed by the project will be provided to trainers to be used in future training.

The Preschool Technology Team Training Project

Model Inservke Training Project Funding Period: 1991-94

Director Patti Place Telephone: (216) 633-2055

Fiscal Chi Idiot's Hospital Medical Center of Akron Grant No.: H1124P10075

( "I OH)

PURPOSE: To train teachers and related services personnel who work with preschool children

with &liabilities in using technology in the classmom setting to facilitate the integre on of these

children and to assist thtm in performing functional skillsindependouly.

TARGET: Teache s and related services personnel in preschool programs, and parents of

preschool Childs= with disabilities.APPROatsCH: The project offas two types of training. The first training strasegy involves an

intensive graduate-level course using both didactic and surmised field-based uperiences to

provide trainees with Sped& competowies telawd to the application of technology in the

classroom Training focus will =in& the use of computers, switches, toys,

communication devices, and other types of adaptive equipment Teachers who c 114 the 8-

session training course will receive 2 sonata hmrs of graduate credit that meet one

requitement of Ohio's Preschool Handicapped Validation. The second mum% personalized

team waning, is individualized to kip the service team (teachers, whited servkes persennel,

family) select appropriate technology to meet individual child needs.

OUTCOMES: The project will promote awareness of the importance of technology in

enhancing the social andinstructional participation of children with disabilities in preschoolclassrooms. Teams of preschool personnel who have knowledge an I skills concerning the

selection and use of technology with children with disabilities will be created.

Inservice Trainivwfor Intra-Team Collaboration and Effective Interactionwith Parents by Early Intervention Professionals, Paraprofessionals, aadRelated Services Personnel (Project PPI)

Model Inservice Training Project Funding Period: 1991-94Director: Larry Irvin Telephone: (503) 342-8445

Fiscal Agency: Oregon Research Institum (Eug.tne, OR) Grant No.: M2010022

PURPOSE: To develop a training pickage that will improve the skills of service providers in

family-focused service provision, mtitidisciplinary team functioning, and family-service

provider interactions.

TARGET: Early intervention professional& paraprofessionals, and related services Personnel

(e.g., educators, teachers' akks, speech and hearing specialists, child psychologist& social

workers, day _care pommel).APPROACH: The node' will be designed to serve as either a preservice or inservice training

program for early intervention service providers and lFSP team members. Based on interviews

with parents and professional& the project will develop a family-focusod, cultFally sensitiyetraining curriculum comprising three 6-hour training modules. Topics will

functioning awl dynamics, ecol approach to famil rvice provider interactions, and

dynamics of effective multidiscip team functioning. In addition to a curriculum and skill-

building manual, kage will include videotapes and related manuals. Training sessions

will be held at y intervals, allowing time between sessions for assimilation, on-site

practice and coaching, and off-site practice with feedback. A 3-hour "booster" session will be

scheduled at 3 months and again at 6 months after compiWon of the training series.

OUTCOMES: The project will promote positive attitude change leading to more effective

interactions with parents and multidisciplinary team members.

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Collaborative Consultation: Inservice Training for Related ServicesPersonnel in Early Intervention

Inservice ilrahling/Related Services Project Funding Period: 1990-93Direct= Louise Kaczmatek & Howard Goldstein Telephone: (412) 624-0921Fucal Agency: University of Pittsburgh (Pittsburgh, PA) Grant No.: H024P00033

PURPOSE: To teach related services personnel a model of transdisciplinary consultation basedon establishing collaborative teams to save infants, toddles, and preschoolers with disabilities;and to measure the efkcts of uaining on related services pasonnel, teachers, and meats.TARGET: Related services personnel, including occupational theapists, physical therapists,

=rale program has eight .phases, with bmig-term follow-up to demonstrate theand social wtaters.

efficacy of the competency-based inservice training and collaborative consultation models. Inthe first phase, °'t 41 administrators will be trained as co-facilitators of change and willconduct self- 41 -- of their agencies to examim anent team approach. These self-studies will

the basis for individualizing the inservice training effort for each agency. In the nextphases, related services personnel will be taught to implement transdisciplinary consultation

in conjunction with teachers and parents. Participants will identify behaviors that dme primaryservice providers can teach effectively within tin context of their on _441+ naturalisticintervention efforts. The final two phases involve on-site observation exl 414. - to determineshort- and lonf-term impacts. Training strategies will include didactic w4 simulated

Fnractic.e,and direct impl5rnentationsuwith iswroirten andhenom!aildeedbackt.s. Training will conducted

O MES: Training materials (manuals, videotapes, and workbook) will be developed anddisseminated.

Project STEEM: Systematic Training for Early Elementary Mainstreaming

Model Inservice Training Project Funding Period: 199144Director: Linda Cedisco Telephone: (412) 359-16)0Fiscal Agency: Allegheny-Singer Research Institute Giant No.: H024P10040

(Pittsburgh, PA)

PURPOSE: To provide training to direct service providers that will help than facilitate thesuccessful transition of young children with disabilities from integrated preschools into regular

eIrRienigschool classrooms.

: Direct service providers (regular education teachers, special education teachers.lGrelated services I) and administrators (principals, special education supervisors).APPROACH: The project will offer knowledge-based workshops, job-embedded skill training,and ongoing support and consultation related to seven ateas of trainmg: building an integrationplanning team, parent/professional partnerships, indhectimtegrated therapy, transition planning,bthavior mammon, instructional integration, and prcmoting social development. Othercritical components include a) individualization of training so that goals are directly related tothe immediate concerns and needs of school personnel: b) following target children as theytransition from one frade level to the next in elementary school; c) building a gemeralizablemodel that participating schools can continue to use who' external funding has ended; and d)

of credit toward certification, licensure, or academic degree for trainees. Throughn with the Pennsylvania Department of Education, the project will provide regional

"longitudinal" training for the integration of children withdisabilities who are followed from age3 to 8 yOUWOMES: Elementary school personnel will gain the knowledge, attitudes, awl skills theyneed to guarantee the continued success ofchildren with disabilities in integrated settings.

Visually Impaired Inservice in America (VIISA)

holiidel Insavice Training ProjectDirector: ElizabethFiscal Army: SKI*HI mte (Logan, UT)



PURPOSE: To train H klu. to provide appropriate specialized services to youngchildrenwith a low-incidence H such as visual impairment in a nencasegnrical service setting.TARGET: Professionals wlx are or will be serving children, birth to age 5 years, with visualimpairmatts and their families, but who have not been trained to meet the specialized needs ofthis

I ACH: The inject addresses four problems: 1) the effect of visual hnpahment on thedevelopment of the child; 2) how u) provide optimum inauvention to children with visualimairment at the right time and place; 3) how to assist and Fovide optimal psychoernotionalsupport to parents; and 4) how to providf " 1" training to early interventionists to enablethem wo save the specialized needs of .. wkh low hcklemce disabilities. The project willoffer insavice training on serving the specialized iweds of this H to persxmel workingin noncateprica1 programs. Instruction in home-bawd services metkids will be part ofthe insavice training. The two courses comprising training will cifer a comlAnadon of delivaymethods, including home study, on-site classroom experiences, distance education, and follow-up. The project will use a curriculum developed for use with infants, toddlers, and preschoolerswith visual Impairment in the least restrictive environment The model uses a family-focusedteamawoach with the parent as case manager or co-case manager.OUTCOME: The project will result in a replicable model for providing appropriate inservicetraining that_ can be adapted to serve children with other low incidence disabilities in home- andcenter-M . programs.

The Wasatch Project: Transdisdplinary, Consultant-Based Training Prograifor Migrant and/or Rural Head Start Personnel

Multidisciplinary Training Projea Fuixling Period: 1989-92Directors: Mark Innocenti & Diane Behl Telephone: (801) 750-2006Fiscal Agency: Center for Penons with Disabilities, Grant No.: H024P90008

nab state University (Logan, UT)

PURPOSE: To develop a transdisciplinary, consultant-based training model for staff in HeadStart pro II to enable them to work effectively with young children with disabilities ininte settinT 'owls and paraprofessionals working with Head Start programs that provideservices to migrant populations and/or programs in rural/frontier areas, when the majority ofchildren served are environmentally at risk.APPROACH: Assessment is conducted using a transdisciplinary approach that emphasizesawareness of cultural competence. Intervention activities are consultant-based and include allHead Start staff as members of a collaborative team. Intervention for children) is activity-basedarxi makes use of feedback from ecobthavioral observations. Ingrection utilizes rrkedeling andshaping of staff skills.

OMES: Objectives include. invroving knowledge and skills of Head Start staff inworking with children with disabilities; appropriate assessment and programming for identifxtdchildrai, training of the Head Start adminigrative staff to MUM the lead role in modelimplanentation; training teaclurs and wwW servkes workers to develop appropriate childgoals, write and implement individualized service programs, and collect data for assessment; anddeveloping training manuals for specific training audiences.

123 1,441313PCD Immix

Caring for Ini lints and Toddlers with Disabilities: New Roles for Physicians

Model Inservice 'flaining Project Ftmding Period: 1991-94Director: Corinne Garland Telephone: (804) 565-0303Fiscal A,goicy: Williamsburg Area Child Development Grant No.: H024P10041

Resources, Inc. (Lightfoot, VA)

PURPOSE: To provide inservice training to =sure that pediatricians and family physicianshave dm biformation and skills to be full participants in early intervention service delivery.TARGET: Pediatricians and family physicians.APPROACH: The pro' will develop a model of thservice training to be wed with practicing

ysicians. Traininf is on a set of competencies devethped by the American Academy ofThe sect vrill use a four-level mtining design a "trainer of anthers"

model. Level 1, t I t,t I provides a brief information session on find, assessment, theIFSP, and transition. Level 2, Self-Study and Technical Suppwt, involves chitaikd audy on eachof the competency areas over a period of approximately 3 months. Materials, incl manualsand audiotapes, are &signed to make learning as individualized, self-directed, and -paced aspossible. Level 3, Clinical AWiatiai with Crmtinuing Technical S t allows participantsto incorporate information ath skills into clinical practice over a of 3 to 6 months. Level4, Communication and Follow-up, brings physicians together with families and other teammembers to exchange information and increase communication skills that cannot be adequatelytaupht through self-study. CDR is operating tim project in collaboration with colleagues at theUmversky of Virginia l*W. School.OUTCOMES: The project will increase the participation of physicians in early interventionservice delivery, and promote more timely referral for children with or at risk for disabilities,resulting in services that integrate health care and other early intervention services.

Family.Child Care Integration Project

Mockl 1nservice Training Project Funding Period: 1991-94Direct= Mary Ellen Hoy Telephone: (703) 820-6461Fiscal Agency: Danny Chitwood Early Learning Institute Grant No.: H024P10039

(Alexandria, VA)

PURPOSE: To develop a replicable inservice trainin* mockl to improve the quality of familychikl care for young children with or at risk for disabilities.TARGET: Family child care providers hem urban and rural areas. The majority of panicipantswill be Hispanic cc African American provklers serving environmentally at-risk children.APPROACH: The project will develop a collaborative inservice training =del to preparefamily child care providers to integrate children with disabilities and their families into home-based care. The project will conduct a training sequence that includes 1) introductory worksluipsaddlessiall develoPmentally apProPriate practice, typical and atypical child development, and

for integrating children with special needs; 2) a center-based practicum involvingg and hands-on practice and 3) home-based consultations, concurrent with the

practicum, which involve planning activities with poems, implementing developmentallyappropriate practice, and reinfcccing skills learned during the practicum. Ongoing support willbe available via a hotline, a mentor system, and the creation of a community support network

will receive college credit toward a degree in only childhoodeducation.0 t MES: Family child care viders will acquire enhanced skills in caring for childrenwith special needs. The strategies facilitate integration of children with dinbilities into theirhomes will be readily transferable to typically developing children. The project will result inincreased integrated child care options for families of children with special needs.

:1, :t I

Wisconsin Fmk-Centered Inservice Project (WFCIP)

Insert/ice TralathiglRelated Services Project Funding Period: 1990-93Director George " _ . , , : (6011) 263-7710

FiscalWeisman Caner, University of Wisconsin No.: I024P00023

PURPOSE: To develop, implement, and evaluate a continuing edwation inswvice course for=.4 intaventionists.TARGET: Social service, education, and allied health professionals who me, or may be,

in the provision of services for infants and toddlers with disabilities, and their families.OACH: Training will focus on knowledge and skills in family-centered care,

interagency/imerdisciplinary teaming, "mice comdination, and ineblem-so Tim coursewill be offend for credit, in additiim to several modular learning optices, incl workshops,on-the- coaching, applied home work assignments, and the use of distance kerning

Traimng will be individualized based on self-assessment surveys and pasonalizedlearning plans. A network of parents and professionals, in conjunction with statewide fieldtesting, will_pfovide feedback for finalizing course contentOUTCOMES: Implementation of the project will build Wisconsin's overall capacity to provideinformed and appropriate services to infants and toddlers with special needs and their fainilies.The project will develop aml disseminate training materials to facilitate replication.

Project CIP: Community Integration Project

Outreach ProjectNational/Multistate Funding Perio& 1991-94Director: Penny Wald Telephone: (202) 994-2795 or (703) 836-0723Fiscal Agency: George Washington Univasity (Washington, DC) Grant No.: H024D10019

PURPOSE: To incicase the opportunities fir integration of young children with disabilities incommunity early childhood programs by providing support to regular and special education staffin their integration efforts.TARGET: Children, age 2 to 5 years, with disabilities and their families; and professionals,

awl athninisuators from school and community proazns.OACH: Project CIP is designd to build the - I ***ty o -* 111*t -based preschools

and da care centers to serve preschoolers with " I" Tim rep on model Was asystem for implementing integration derived from three prior EEPCD projects.

Tin . jut nom throe grate (1) eonununity Resource emanation, an toswan and resources community collaboratim (2) Process Consultation g,to provide early childhood special educators with consultation, coaching, and training

skills; and (3) Pre-Integration Training, designed to prepare early childhood and child carepersonnel with necessary competencies to teach and care for child= with disabilities in

settings.OIftCOMES: Through the coordination of human, fiscal, training, and technolog. y resourcon,the community will be empowered in their shift from public school segregated placements tocommunity-based integrated services.

FACTS (Family and Agency Collaboration through Technical Support)

Outreach ProjectNational/Multistate Funding Perio& 1989-92Director: Dianne Smith Telephotz: (407) 774-9888Fiscal Agency: United Cerebral Palsy Association (DC) Grant No.: H024D90038

[Pmject location: Altamonte Springs, FL]

PURPOSE: In conjunction with project sites, to facilitate the changes necessary fordevelopment and implementation of family-focused services.TARGET: Parents and early intervention personnel at UCPA affiliate agencies and selectednon-UCPA affiliates in Alabama and Florida.APPROACH: Project sites will establish a team consisting of a parent, a direct serviceprofessional, and an administrator who rate their agency's perceptions about early interventionservices. Site goals will be set based on agency ratings. These goals help establish the topicalsequenced activities, technical assistance, and woitshop content offered by the project The siteagency and team will collect informational data on children and families, and on servicesprovide& The project director will make three site visits to each site to assure agreement

liance and to provide technical suppoit Project activities will be designed to enhance,and expand state and local collaborative efforts. The "Fromm Orientation in Early

Intervention" scale will be used. This scale was &signed to determine current and desiredperceptions of program philosophy and services within the Nationally Organized CollaborativeProject, and for use by service delivery providers in determining ways in which SerViCeS may bealtered to better address family and infant needs.OUTCOMES: The protiect will develop and disseminate a set of monographs and audiovisualmaterials on selected topics relevant to outreach training.

Georgia Developmental Therapy Preschool Outreach Project

Outreach ProjectNational/Multistate Funding Period: 1990-93Director: Karen Davis Telephone: (404) 549-3030Fiscal Agency: Calicos of Ethwation, Grant No.: H024D00027

University of Georgia (Athens, GA)

PURPOSE: To assist state and local agencies in expanding or improving programs andservices to toddlers and preschoolers with disateides, and their families; and to assist in the

of a by.tW systan for early intervention services.TAR . Childrat, age 2 to 8 years, who have problems in overall development due to social-emotional delays or who are seriously emotional?, disturbed; their families; and personnel infamily service - preschool programs (e.g., Head Start, day care), and *metes.APPROACH: project will offer outreach training to early intervention programs for modelreplkation. Services include print and audiovisual material% pmgram planning assistance (e.g.,weds assessment, case management, interagency collaboration); training and technical assis-tance (e.g., child find, curriculum, familyhesraer;yices); aiul evaluation assistance. The project isbased on the Rutland-Developmental model, a team-based intervention system ofcomprehensive services to children and families. Developmental sequences in behavior, socialcommunication, socialization, and cognition provide the framework fox the curriculum, whichhas nornuil social-emotional development as its goal. The model can be implemented in anyeducational setdng. The model offers a range of family services.OUTCOMES: The project will expand and improve early intervention services by coordinatingoutreach services with the Georgia Department of Education and Department of HumanResources, providing training and techrucal assistance to early intervention programs, andevaluating outreach services to determine effectiveness.

Rutland-Developmental Therapy Outreach Project

Outreach ProjectNational/Multistate Funding Period: 1989-92Director Karen Davis Telephone: (404) 549-3030Fiscal Agency: College of Education, Grant No.: H024D90014

University of Georgia (Athens, GA)

PURPOSE: To provide technical assistance and outreach services to agencies serving childrenwith disalilities, particularly those with social, emotional, and behavioral delays, and theirfamilies; and to povide training for service moviders in these agencies.TARGET: FArly intervention teams and service providers from state and local agencies (e.g.,school districts. Head Start, child care agewies); and parents.APPROACH: Tim project is based on the Rutland-Developmental Therapy model, a team-based intervention system offering a range of family services. Developmental sequences inbehavior, social communication, socialization, and cognition provide dm framework for thecurriculum. Three areas are emphasized: 1) coordination of activities (e.g., awareness actividentification of training sites, workshops) with state lead afencies for infant and preschoolprograms; 2) training and technical assistance in model replicanon; and 3) evaluation of outreachservices. Services include information dissemination through print and audiovisual materials;program planning assistance (e.g., needs assessment, case management, selection of modelcomponents, interagency collaboration): training and technical assistance on such topics as theidentifration and referral process (child find), team-based intake and diagnostics, curriculum,program liaison, and family services; and evaluation assistance. The model can be implementedin any educatknal settings,OUTCOMES: The projtct will help states and local agencies improve and expand services tochildren with special needs, age 2 to 8 years, and their families.

127 .** EEPCD Outreach

ITT: Preschool Prewation and Transition Outreach Project

Outreach ProjectNational/Multistate Funding Paiod: 1990-93Director Mary Jo Noonan Telephone: (808) 956-7956Fiscal Amer University of Hawaii (Honolulu, HI) Grant No.: 14024D00030

PURPOSE: To increase the effectiveness of early intervaition propams in preparing infantsand their families for transition to least restrictive preschool envimaments.TARGET: Staff of programs serving infants and toddlers, birth to age 3 years, with specialneeds, and their families.APPROACH: Three staff from each aplication site will attend a statewide workshop tointroduce the model. Each site will conduct a needs assessment to determine orities (parentawareness and involvement activities, preparatory curricula, preschool consul and sysemscooperation) Implementation guidelum will distinguish essential characteristics of model

from flexible features which may be modified to meet unique program needs.support activias will be .provided at each site, including video aixl live

demonstration, consultation, hands-on experiences, and materials. Through quarterly meetings,PPT staff will assist in establishing collaborative efforts among key agencies and programs. Themodel has three levels of inect: 1) Child Changefacilitating transition to least restrictiveenvironment throne ecological and future-focused assessment and curricular strategies; 2)Program Changeproviding assistance in incorporating transition-focused practices in servicedelivery models throutgh staff development, parent involvement, transition opport activities, andtransdisciplinary teaming; and 3) Societal Changefosterina community - of preschoolintegration and facilitating smooth transitions across agencies and programs 4 gh communityawareness, consultation, and systems change activities.OUTCOMES: Products to support model replication will be developed and disseminated.

Project Vision

Outreach ProjectNational/MultistateDirectors: Jennifer Olson & Helen Ingalls

iscal Agerwy: College of Education, University of Idaho(Moscow, ID)

PURPOSE: To provide training in a =del that inteptes family systems, cultural sensitivitymethods, and systematic instruction approaches to serving young children with disabilities.TARGET: Children with disabilities, birth to age 8 years, and their families; and earlyintervtationispecial education professionals.APPROACH: Training is offered in three model components: (1) Family Involvement,incl 4" training in accessinf resources, knowledge of le0 rights, understanding dm system,and instandin die disability; (2) Least Restrictive Erwirmimit, addressing screening,referral, transition, and rasing:ram and gaieralization; and (3) Team Development, offeringmethods for cooperative interaction among service providers. Each of tin training componentsincorporates strategies and techniques for service delivery with cultimilly varied pvups. Thetraininp setjuence is long-term (approximately 18 months), with assi." -44 and evaluationstrategies during each pM.w. A pre-training profile is 164 s.leted or each site to manindividualization to program needs and concerns. Training ons provide basic information,opportunities to learn new strategies and concepts through vitieotaped examples, andopportunities to practice gdlls, with follow-up. Participants who will train others will beprovided with inservice packages on model components containing specific training materialsand strategies, competencies, and evaluation methods.OUTCOMES: Anticipated outcomes include an increase in family involvement andimprovement in family-focused orientation among professionals.


Grant No.: H024D10008

ACTT Outreach (Activating Children Through Technology)

Outreach ProjectNational/Multistate Funding Period: 1989-92Director Patricia Hallam* Telephone: (309) 298-1014Fiscal Agency: Western Illinois University (Macomb, IL) Grant No.: IM24D90019

PURPOSE: To integrate technology into services for young children with special seeds.TARGET: Pasonnel who are employed in public and private agencies that save children,birthto age 8 years, who have or are at risk for disabilities, aix1 their families.AMOACH: Acrr Outreach has developed a set of written materials and videotape modulesto teach program personnel and families to use microcomputer applicadons with children withspecial needs. Training is geared to adult learners and includes assessing= of the weds of thereplication site, training, follow-up consultation, technical support, critique of videotapes,analysis of data, and materials. Participants also will be trained to train other staff in their homeagency. Most of the training will take place at the ACTT site in Maconth. Project staff maintaincommunication through electronic mail with sites that have access to SpecialNet. The modelinttgates a microcomputer curriculum into programs for children with moderate to severestructural and functional disabilities which revent interaction with their environment. Thecurriculum is designed to foster expectation of control over the environment; encourageautonomy; provide communication I"' ;tanks; and fosta development of problem-solving,general thinking, and related skills. " ures are included for use of hardware, software, andadaptive paiphauls (e.g., speech synthesizers, adaptive keyboards, switches). The cuniculumcan be used in individual or group settings in home or classroom. Families participate at threelevels: awareness, assistance hi intervention, or conducting intervention.OUTCOMES: Products include training modules; software programs supporting curricular ob-jectives; equipment modification schema; curriculum guides; and Building ACITive Futures.

PEECH: Programming for Early Education of Children with Handicaps

Outreach ProjectNational/Multistate Funding Period: 1990-93Directors: Merle B. Karnes & Susan Fowler Telephone: (217) 333-2533 or 333-0260Fiscal Agency: University of Illinois (Litampaign/Urbana, IL) Grant No.: H024D00017

PURPOSE: To increase the number of preschool children with disabilities and their familieswho receive high-quality, specialized educationalfikvelopmental services.TARGET: Agencies and school districts serving children, age 3 to 5 years, with mild tomoderate disabilities, and their families in least restrictive environments.APPROACH: PEECH is a center-based program that combines child-initiated and teacher-directed activities ainaxl at enhancing language development and increasing social interactionwith peers. An ongoing assessment instrument is used to determine each child's developmaitalstrengths and wealmesses, form IEPs, chart child progress, and link assessment to curriculum forcenter and home activities. Additional curriculum components are available in the creative arts.Model components include: 1) Screening, Diagnosis, and the IEP; 2) Systems Approach toInvolving Familieg 3) Integration/Least Restrictive Environment; 4) Ongoing Assessment andProgramming; 5) Environment Conducive to Learning; 6) Transition; 7) Smff Development 8)Teaming; 9) Interagency Collaboration; and 10) Program Evaluation. Outreach attivitnes focuson model replication. Replication specialists receive four days of intensive training on modelcomponents, including observation of classrooms implementing the model, and provide trainingfor replication site staff. Individualized training plans are developed !used on site and staffneeds assessments. The project provides engoing technical assistance through site visits duringthe inithl replication year and subsequently by telephone and correspondence.OUTCOMES: Dissemination strategies include conference presentations, products, trainingmaterials, journal articles, and awareness and demonstration activities.

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Skills for Promoting Integration in Preschool, Kindergarten, and First GradeClassrooms

Outreach PalmsNational/Multistate Funding Period: 1991-94Director: Judith Carta Telephone: (913) 321-3143Fiscal Agency: Juniper Gankns Chiklren's Project, Gram No.: H024D10009

University of Kansas (Kansas City, KS)

PURPOSE: To Fovi& training in a model for promoting successful integration of youngchildren with &a Wties into regular education settings; and to improve transitions of thesechildren across setdnp.TAAGET: Children, age 4 and 5 years, with disabilities and their families; Feschool and

teachers from special or regular education; and schod district personnel.APPlit ACH: The project offers a child-centaed approach to integration =I transitionplanning. The model has three components. (1) Core ot, are strategies needed withinsites (sclwol districts or LEAs) to facilitate integration. include classroom interventionstrategies, assessment strategies that highlight areas of discrepancy between sending andreceiving classooms, strategies for promoting interagency collaboration, and strategies forenhancing parental involvement. (2) Support Cmponents are activities required to maintainhi/lb-quality tation at replication sites, including training, technical assistance, programmonitoring. coordination with dm CSPD. (3) Replication, Components are activities thatpromo?! dissemination of the model. The project will package print and video materials to assistin Fplication, tram site coordinators to provide insmiction and monitoring, and offer leadership

for university personnel who will provide technical assistance and act as site evaluators.0 MEI: Anticipated outcomes include improved short- and long-term child outcomes,and decreases in subsequent needs for special education services.

Project STEPS (Sequenced Transition to Education in the Public Schools)Outreach Project

Outreach Project--National/MultistateDirector: Beth RousFiscal Agency: Child Development Centers of the Bluegrass

(Lexington, Kr

PURPOSE: To disseminate and replicate the STEPS model throughout Kentucky.TARGET: Personnel in state, rerional, and local programs throughout Kentucky, inchulingstaft department of education, technical assistance resource centers, local school districts, HeadStart, mental health/rrental retardation programs, and early childhood intervention/preschool

and children, birth to age 5 years, with disabilities, and their families.AP OACH: Project STEPS is a process-oriented, community interagency model for thetransition of children with disabilities between service setting& Model components include 1)adminigration (establishing interagency groups, setting timelines, developing ures); 2)staff involvement (training in administrative procedures, worldng with families, instructingchildren in skills for next placemaits); 3) family involvement (training parents to work withinteragency teams); and 4) child participation (assessment and insmiction strategies develop-mentally appropriate and functionally relevant to placement in integrated settings). Outreachservices include tnininf in establishing an interagency regional network of training teams;devel g replication sites and providing training in model components; and developing awlex g products, such as a Core Facilitator Package.0 The project will build a statewide interagency training and technical assistance(TA) network for the transition of young children with special needs from early intervention topreschool programs, and from preschool to school-age programs.



Project Reach MEMaine's Birth to Five Early Intervention Outreach Model

Outreach ProjectNational/Multistate Funding Period: 1989-92Dhector: Anta thaisson Teleithone: (207) 443-9575Fiscal Agency: Dqartment of Mental Health and Mental Retardation Grant No.: H024D90029

(Auguga, ME)

PURPOSE: To disseminate infamtion from successful models of early intervention so thatinnovative pumices can be replicated by program..TARGET: Parents and swim providers (private practitioners, public and private apncy staff).APPROACH: Each component of the "best pracdce" areas (progranuning strategies, family-focused intervention, team assessmmt) will be addressed through a two-day institute using theUniversity of Maine's intetactive TV system, to promoft widespread Foundadonsfor best practice areas will be provided by nationally recognized k$ training willbe provided to target sites after each institute. A fourth institute will integrate week fiomeach best practice area. Models to be replicated imlude the following: 1) Project Interact's HighScope Program for Infants and Toddlers with Special NeedsTransactiml Intervaition Pro-gram, which offers prograrruning strategies to create an intaactive notch between parent orInterventionist and c 2) the Family Enablement Pro,Oct's Family-Centered Assessmem andIntervention Model, designed to support family functioning throu0 family support networks,parent-professional partnerships, and effective case management; and 3) Project KArs inservicetraining model, which emphasizes developing policies and procedures at a systems level to

tation of family-focused, community-based transdisciplinary assessmentThe project will create a statewkle outreach mechanism to provide information,

inservice uaining and technical assistance. Products include monographs and videos from eachof the institutes, a training workbook on follow-up training, and brief training videos.

BEACON Outreach Project

Outreach ProjectNational/Multistate Funding Period: 1990-93Direcur: Peter Hainsworth Telephone: (617) 329-5529Fiscal A :"" Early Recognition Intervention Network Grant No.: H024D00005

.. MA)

PURPOSE: To increase the quantity and quality of services for young, bilingual children withhandicaps, through screening of children in their native language and follow-up curriculum

l'onshensitivities.T GET: Bilingual children at the preschool or primary level with handicaps; their families;teachers in mainstream/special bilingual proL is; Head Start aml day can agencies.APPROACH: The ject offers training and materials to screen young children in mote than30 lan s and t regular classroom materials and strategies in English and the child'snative s). On-site workshops of 1 to 2 days are available for screening only; 3- to 5-day u IL 11 add the complete child curriculum and home adaptations. Participants administerscreening tests, write IEPs and 1FSPs, construct curriculum materials, and study parentinvolvement tools. A local coordinator provides follow-up with print and audiovisual materials.Project activities may be piggy-backed with the ERIN Outreach Program (see ERIN abstract)through dual-track workshops. Within the model, children are screened in their native languageand tested with a criterion-referenced test of educational skills. An individual educational

is written for each child. Children and families receive follow-up classroom and/orprogramming with BEACON materials adapted for bilingual children. Family

involvement is encouraged through a range of options for home/school coordination.OUTCOMES: The project will develop and disseminate print and audiovisual products toguide screening, curriculum application, and service delivery systems.

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Steps for Kids: A Family Recovery Outreach Training Project

Outreach ProjectNational/Multistate Funding Period: 1991-94Director Margot Kaplan-Sanoff Telephone: (617) 534-4767Fiscal Agency: Boston City Hovital (Boston, MA) Grant No.: H024010027

PURPOSE: To wovide a range of training and consultation activities to help professionalsimprove the quality of life for women who abuse drugs and fix their children.TARGET: Service providers from a variety of disciplines (e.g., early inieiventionists,occupational therapists, nurses, social workers) and settings (e.g., child care waiters, drugcounselor& foster parents, shelter staff) who work with infants and young children at risk due toprenatal drug expcoure and parental drug abuse, and their mother&APPROACH. The service model provides .-:atric and child developminit services for theinfant along with drus treatment aixi fan, p _ services for the mother in a single settingwhich is nim-stigmanzing and env:Maize; °the mother's =cern for her ch.ds well-being. Theoutreach project will offer transdisciplinary training geared to the specific needs of eachidentified group of provider& Training will focus around five skill areas: (1) knowledge oncauses and consequences of addiction. and Mania; for wmidng with addicted and reccinii=inmothers; (2) knowledge about the medical, developmental, awl behavimal invacts ofdrug use on children; (3) knowledge in the ecological model of family-focused intervention foraddicted and recovering families; (4) information exchange among providers; awl (5) knowledgeawl skills in early intervention strategic& Training methods include workshops, inservicecourses, clinical supervision and focus groups within agencies, observation and puveum.OUTCOMES: The project will improve the outcomes for children and faifies, and increasethe skills in transdisciplinary service pros 'Won of providers who serve this population.

ilk Transactional Intervention Program: A Nadonal Outreach TrainingProjtct

Outreach ProjectNational/Multistate Funding Period: 1989-92Director Amy Powell Telephone: (313) 485-2000Fiscal Agawy: High/Scope Educational Research Foundation Grant No.: H024D90021

(Ypsilanti, MI)

PURPOSE: To train service providers to implement the Transactional Intervention Program.TARGET: Early intervention professionals and program administrators in 15 states who workin programs provkling a full range of educatkenal and therapeutic services for children withhaixlicaps, birth to age 5 years, and their families. Professionals working with preschool-agechildren may receive training if their services include a commitment to parent involvement.APPROACH: The project provides training and technical assistance in replication of the TRIPmodel, using a trainer-of-trainers approach. Training is provided over four one-week sessions to

ffarparticipants to train co-workers in the TRW model and in developing prop= policiesalninistrative procedures. At each regional site, training will be provided for 20

ts, representing 6 to 10 programs. Tim pro,Oct will conduct a regional intaitute forocal inteivention teams prior to model implementation, with follow-up technical assistance.

TRIP is a family-focused early intervention model designed to promote child development byfocusing on the quality of interaction between child and family. Intervention strategies includeturn-taking (to increase parental responsiveness and decrease directiveness), and interactivematch (to modify parental behavior to match the child's behavioral style, current interests,developmental level, and information-processing capacity).OUTCOMES: Approximately 375 professionals and 60 administrators and supervisors will betrained to monitor and carry out the High/Scope TRIP model.

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Montana Early Intervention (0-5) Outreach Project

Outreach Pro - - National/MultistateDirector . Van den PolFiscal Agency: School of Education, University of Montana

(Mssoula, MT)

PURPOSE: To mvide technical assistance to eady intervention service woviders for. of the MTEACH Preschool =del.

T GET: State and local education agencies, early intervention programs, and semi=provickes.APPROACH: A rural outreach consortium approach is used by the statewide projectConsortium participants will assist in identifying potential sites, disseminatingmaterials, hosting site visits, providing technical assistance, and tkv - . a statewide resourceaccess systm ce local expertise in early intavendcm methods. . _ initially involvesmailing of replication materials, followed by visits to model sites and to adoption sites. 'The CO-TEACH Preschool model has three corrponents: Special Preschool, utilizing dm MERITCurriculum Transition, to facilitate transition from specialized preschool into regular

assl Family Support, including training, referrals, support, and advocacy.OUT(öMES: The project's consortium approach will build on existing reladonships amongstate and local agencies. Local schools will be able to better provide Feschool services.Consortium participants will work to enhance Montana's services for young children withdisabilities and their families.

Fumling Period: 1990-93Telephtme: (406) 243-5344

Grant No.: 11024D00029

VIDEOSHARE Model Outreach Project

Outreach ProjectNationalMultistate Funding Period: 1991-94Director: R bd van den Pol Telephone: (406) 243-5344Fiscal Agency: School of Education, University of Montana Grant No.: H024D10024

(Missoula, MT)

PURPOSE: To provide training in a model that uses videorecording to supplement traditionalnormative am, criterion-referenced measures to document the accomplWinwnts of youngchildren with disabilities.TARGET: Young children, birth through age 8 years, with disabilities, awl their families; andagencies that provide or are ckveloping special Feschool programs to serve this population.APPROACH: The model has thiee components: (1) Daily Activity Videotapes for Parents, toencourage imiy-over of the child's abilities at school to the home (2) Pre and PostVickotapes of MiW Performance to Encourage Transition to the Least R ve Setting, whichprovide the receiving school's Child Stmly Team with efficacy data on child perfismance andreadiness for mainstreaming and (3) - . I. - of 'Therapeutic Interventions to Support ChildSkill Maintenance and Generalization after . 'don. Adoption sites will complete a self-assessment of needs and will receive component or model replication training, consisting ofdescri ve video, self-instruction materials, telephone consultations, and other support activities.

site personnel may be invited to visit a demonstration site for "hands-on" training. Theproject will produce and disseminate instructional videotapes that describe the prokct, the vitko-.WW assessment system, data collection, videotape editing procedures, and data analysis.OUTCOMES: Anticipated outcomes include improvement and expansion of early interventiontransition services through augmented assessment; promotion of optimal functioning of childrenwith disabilities; and demonstration of an effective, w-cost approwh to delivery of stavices.

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Birth to Three Inservice Model Outreach

Outreach ProlectNational/Muldstate Funding Period 1990-93Director Mary Beth Bruder Telephone: (914) 285-7052Fiscal Agency: New York Medical College (Valhalla, NY)) Grant No.: H024D00007

PURPOSE: To provide training to early intaventionists who work in programs that serveislants and toddlers, birth to age 3 yeats, with &abilities.TARGET: Infant specialists employed within state early intervention programs throughoutNew York State.APPROACH: Training will consist of multiple training sessions called institutes, with amaximum of ten participants in each institute. An institute will address a single insuventiontopic and will consist of approximately six to ten 3-hour sessions, combininp lectures,discussion, videos, practical acsvities, and feedback. Institute topics include the individualizedfamily savice plan (IFSP), infant curricula, case ccudination, and transdisciplinary teamwork.Participants will y the training content through implementatim of convetency tasks in afollow-up phase training. The irogram will focus on the acquisition of skills necessary toprovide services =ler P.L. 99-457. Training is organized to reflect adult learning principles asfty relate to staff devel t.OMMMES: The m I is a prototype for replication MOSS service settings, consumers, andadministrative arrangements. The project will reflect state-of-the-art training content for infant

specialists.

Nifios Especiales Outreach Project

Outreach ProjectNational/Multistate Funding Period: 1990-93Director: Mary Beth Brudcr Telephone: (914) 285-7052Fiscal Agency: New York Medical College (Valhalla, NY)) Grant No.: H024D00010

PURPOSE: To provide outreach training to early interventionists based on a model ofculturally sensitive, family-focused early intervention services for infants and families of Puerto

Rican heritage.TARGET: Families of Puerto Rican heritage, and their infants and young children with

disabilities; and early interventionists within the staw of Connecticut and the New YorkMetropolitan areaAPPROACH: Training will be provided in three separate components, each designed to match

interventionist's or el e 's needs. 1) Workshops targeted at providing inf"mationraising awareness of ad t sensitive, family-directed servica will be offered monthly

for groups of up to 50 participants. 2) Long-term training will be provided to groups of up to

eight participants through topic-specific, competency-based institutes. Each institute will consist

of four to seven sessions which include didactic and practicuin components. Follow-upThe s .

will be provided for one year. Four institutes be conducted each year. 3)

component is model replication training, which will be provided to programs throup on-sitetechnical assistance. Project elements include family orientation, cultural sensitivity, trans-

services, interagency collaboration, and transition to preschool.The project will develop and disseminate materials for use during training,

including manuals and a replication checklist.

The Regional Program for Preschool Handicapped Children Outreach

Outreach ProjectNational/Multistate Funding Period: 1989-92Director: Carol Batten Tekphonc (914) 962-2377Fiscal Agency: Annam/Northern Westchester BOCES Grant No.: H024D90039

(Yorktown Heights, NY)

PURPOSE: To a model service delivery system for young children with disabilities.TARGET: T - . I administrators, and clinical personnel from localeduattim agencies, in " "I. education units, Head Start programs, and private agencies.Affencles that serve ethnic and/or linguistic minorities, and/or economically disadvantagedchildren will be targeted.APPROACH: Outreach services indigo awareness activities, pre-outreach Wrung survey,orientation conferaice, on-site denionstration of model components, training workshops, follow-up visits, materials disseminadon, and the RP Hotline. Training will be 1 to 3 days in

and will combine lecture, discussion, and active participation. direct service modelskills - to function in integrated educatimal environments (Intaactive Teach-

ing Process), team- . - . programming ('fransdisciplinary Team Approach), effective involve-ment of families (Parent Involvement Model), and interapncy coordination (A Guide forCreating Community Awareness and Developing Intenigency Cooperation). Although designedprimarily for use with moderately handicapped children (language-impaired, mildly mentallyretarded, emotionally handicapped, etc.), the model is adaptable for programs serving physicallyor multiply handica children.OUTCOMES: will make educationally significant gains in verbal, perceptual, andcognitive skills. Workshop participants will learn to use a transdisicplinary approach and toprovide effective and collaborative activities for families and communities.

Charlotte Circle Outreach

Outreach ProjectNational/Multistate Funding Period: 1991-94Director Mary Lynne Calhoun Telephone: (704) 547-2531Fiscal Agency: University of North Carolina at Charlotte Grant No.: H024D10006

(Charlotte, NC)

PURPOSE: To provide technical assistarce to states on the development of early interventionservkes, aixl to early intervention programs in replication of the service cklivay model.TARGET: Infants and young chirm., birth through atm 2 years, with severe disabilities, awltheir families; state Pan H cooidinators; and early intmention program staff.APPROACH: The preect offas training in a 12-month classroom- and home-based model ofservice delivery. The clas&oom component provides intensive early education services whileserving as a laboratory on the development of effective social reciprocity interventions. Sparent-child days in die classroom and ongoing opportunities fcc parent involvement make themodel family-centered. During monthly home visits, child goals are planned, and information,instruction, and support ant provickd in areas of need identified by parents. The project willestablish model replication sites in each participating state which, in turn, will host regionalconferences and serve as resources for other early intervention programs. Training efforts willfocus on appropriate awl effective field-tested social reciprocity interventions, and thefacilitation of flexible, responsive, community-Wed =vice delivery. Training is based on adultlearning principles. Other outreach activities include information dissemination, internships, anddevelopment of networking and social support among early interventionists.OUTCOMES: Anticipated outcomes include increased opportunities for children withdisabilities to interact with their nondisabled peers, and increased confidence of earlyinterventionists to meet the needs of children with challenging conditions.

Family Enablement Project

Outreach ProjectNational/MultistaftDirectors: Cal Thmst and An -, DealFiscal Agency: Wotan Caner Fountbition

(Morganton, NC)



PURPOSE: To "" and enhance the ability of early interventim practitioners to identifyand meet the - of infants and toddlers with disabilities and their families through the 1FSP

rAcReGLET: Young children with disabilities, birth through age 2 years, and tiveir families; andearly interventionAPPROACH: , - model views family needs and aspirations, family siren 4. and(family functioning style), and social support and resources as separate but t pansof dul assessment and intervention process, and views the !nip-giving behaviors of professimialsas a means to appower and to amble families to and use resources. The project willfocus on promoting competencies that will pamit inurvention practitioners to assume thetypes of roles needed to be responsive to dm indi needs of families. t*, , activitieswill include 3 to 5 days of on-site training involving workshops, training the four modelcomponents, and training on dn IFSP; follow-up technical assistance and consultadon;based traininx and a project newsletter. Otlwr project activities include nationaluniversity-based traininti, an annual forum on early intervention issues, conference presentations,consultations, and technical assistance.OUTCOMES: Anticipated outcomes include improveme!it of the ability of early interventionpractitioners to meet child awl family weds and to identify and promote child competenciesneeded to function in least restrictive educational and community environments.

Project SUNRISE (Systematic Use of Newly Raearched Interventions bySpecial Educators)

Outreach ProjectNational/Multistate Funding Period: 1991-94Director Melinda Raab Telephow: (704) 433-2865Fiscal Agency: Western Carolina Center Foundation Grant No.: H024D10004

(Morganton, NC)

PURPOSE; To 13 4 training to center-based programs in a classroom-based model thats optimal I oning of young children with &abilities in least restrictive settings.

rAillteET: Infants, mM -Ws, and preschoolers with disabilities and dwir families; andprofessionals, including early interventionists, classrocan personnel, program administrators,related services personnel, and lead agency personnel.APPROACH: The classroom model is based on evidence that dimensions of classroomprograms influence child behavior and development, and that higher levels of en create

for otha child outcomes. Model I. I I nts are Program arxi

y, Management and Training, Environmental I 't ." ,,Cons Instsuctional Techniques,Instructional Content, Staffing Patterns, and Program Evaluation. The project offas on-sitereplication training, including needs assessment, orientation workshop, intensive trainingactivities that are "job-embedded" and allow for practice in the workplace, the use of

checklists, and follow-up visits. The project will establish replication sites that mayas training resource sites demonstrating model components. Other outreach activities

include group training (e.g., workshops, conference presentations), product development anddissemination, and state-level collaboration and coordination activides.OUTCOMES: Anticipated outcomes include enhancement of l" ver skills, and promotionof high-quality center-based programs, and promotion of optimal chi functioning.

The Family Network

Outreach ProjectNational/Multistate Funding Period: 1989-92Direct= David Shearer, Leah Holden, & Cindy Oser Teltiahone: (216) 633-2055Fiscal Agency: Otildren's Hospital hikdical Center, Grant No.: H024D90024

Family Child Learning Cotter (Akron, OH)

PURPOSE: To address tlw weds of families of young children with disabilities by rwlicatingtwo valklated edwation and information programs (Family Fuss awl Building Family Strengths).TARGET: Parents of child= with disabilities throughout Ohio.APPROACH: The project will establish a statewide regional network of parent education andsupport programs for families of infants and young children with disabilities. Parent consultantsempl in each ci Ohio's six painatal legions will recruit and train parents to provide

and parent-to-parent support in local communities. Parent traintus will work under thecoordinatim of parent consultants and will be respondble for education and 4... in theirregims. Services inchide one-to-one parent support, small gaup discussion, . poupsessions, and workshops. Building Family Strengths is designed to increase family nce indecision-making. The model has eight training modules which address program philosophy,

with emotions, effective communication skills, decision-making, understanding thefamily service plan (IFSP), Penicipating in the 1FSP process, transition, and

coordination of services. Family First is a training model for parents and professionals that isdesigned to empower parents.OUTCOMES: The project will develop a se: of videotapes that can be used by families forself-instruction.

EPS Linked System of Assessment, Intervention, and Evaluation for EarlyIntavention Programs

Outreach Pro*tNational/Multistate Funding Period: 1991-94Director: Diane Bricker Telephone: (503) 346-3568Fiscal Ageny: Center on Human Development University of Oregon Grant No.: H024D10011

(Eugene, OR)

PURPOSE: To provide training in a linked syswm of assessment-intervention-evaluation.TARGET: Children, birth to age 6 years, with ix at risk for disabilities, and their families; andprofesidwals from a variety of agencies and service deliveq models.APPROACH: The Evaluation awl Programming System (EPS) is a criterion-referencedinstrument for assessing the skills and abilities of infants and young children who are at risk orhave disabilities. The system provides for initial assessment of developmental level, IEP/lFSPdevelopment, hxiividual program monitoring, and evaluation of service impact Emphasis isplaced on functional skills, observation in familiar and usual environments, adaptability ofassessment items, and generAizability of skills. A parallel welt assessment evaluaticci form forcaregivers is included. 'Thump in use of the EPS will be provided through two-day workshopsthat combine didactic awl applied content in large and small group ?essions. Attention will begiven to individual agency or participant weaknesses and strengths in such areas as assessmentof child functioning, identification of family au= and interests, integmtion of goals andobjectives into functional daily activities, and incl of parents. Participants will be preparedto provide training to colleagues in their home army. Technical assistance in the follow-upphase will address issues in actual implementation of the system in service settings.OUTCOMES: The model is appropriate for a variety of service setthigs and can beimplemented at no additional cost to programs.

Teaching Research Integrated Preschool (TRIP) Model

Outreach PrujectNational/MultistateDirecttirs: Joyce PetersFiscal Agency: Teaching Research Division,

Western Oregon State College (Maimouth, OR)


Grant No.:* H024D10033

PURPOSE: To increase quality services in 0, 2 .4 neuinp for young children withdisabilities and their families, through specialized development training.TARGET: Childrai birth to age 6 years, with or at risk for disabilities, and their families; andearly childhood educators (teachas and paraprofessionals) and family intervendonAMOACH: The TRIP nuidel has seven components: integration, activity-based instruction,individualized progrannning, family involvement, environmentally refuenced assessmentprocess, regular data collection and analysis, and staff manaitemait. Children birth to age 30months aie served in a luime-based format in combinaticni with an optional parent/toddla two-day-per-week program. Children over age 30 months are served in an integrated classroomsetdng. The outreach project will address dissemination activities, training, establishing satellitetraining sites, and evaluation. The project has developed a nationwick network of satellitetraining centers that will serve as regional training sites. The competency-based trainingincludes a five-day session which provides structured practicum merlon= supplemented bysmall group seminars, and two follow-up/technical assistance visits to each trainee's work site.The specialized training package for family intervention specialists will include core modelcomponents, as well as family/honx-focused components.0 MES: The project will improve services for target children and families. Trainingefforts -will be designed to address the needs of children from culturally, linguistically, andracially diverse backgrounds and those residing in rural areas.

LEAP Outreach

Outreach Pro*iNational/Multistate Funding Period: 1991-94Director: Miffip Strain Telephone: (412) 359-1600Fiscal Agemy: Allegheny-Singer Research Institute (Pittsburgh. PA) Grant No.:

PURPOSE: To provide training in an integrated service delivery model that meets theeducational needs of both typical preschool children and chikkai with autism.TARGET: Young children, age 2 to 5 years, with autism, and their families; and agency staff.APPROACH: Leazning Experiences . . . An Alternative Program for Preschoolers and Parents(LEAP) serves children with autism and typkal children, age 2 to 5 years. The model has fourcomponaits: referral and screening classroom instruction, parent involvement and education,and future educational placement *ming. The model offers individualized programming for24-hour intervention, and a variety of strategies to encourage positive social interaction,including peer-mediated social interaction training. The project will develop replication sites totrain participants in implementation of the LEAP model, initiate developmentally integrawdservices for children with disabilities, and coordinate local involvement with state earlychildhood plans. A two-week intensive training experience addresses classroom organizationand management, curriculum, integration, volunteer utilization, evaluation, supervision, andparent participation. Tbe scope and sequence of outreach activities (e.g., awareness, buildingcoalitions, etc.) are matched to the political, economic, and logistical realities at specific sites.OUTCOMES: Anticipated outcomes include increases in positive peer interactions, decreases

in di i've behaviors, and deferral of residential placement for target children. At least 50% ofthese cl'i.t are expected to be placed in regular educational settings and to display age-appropriate developmental functioning as a result of the model.

Project TLC: Technology-Learning.Collaboration National Outreach Project

Outreach hojectNational/Multistate Funding Period: 1991-94Director: Janet Sloand-Armstiong Telephone; (717) 236-7278Fiscal United Cffebral Palsy Associadon, Inc. Grant No.: H024D10048

PA)

PURPOSE: To build a . .1 network for the Technology-based Environmental ImpactModel, a set of service . t practices misting of the careful integration of available

Into educational therapeutic for children with disabilities.TAR Childten, birth to age 3 years, with . - and their . and early interven-don t staff and administrators representing a variety of . tt .41" " "` (e.g.. physical tkrapy,

anal therapy, education), with on rural, economically thsadvantaged areas.OACH: For children with needs, admdve switch-activated toy play and com-

puters offrr an alternative learning modality, as well as a strategy for controlling their worlds.For children without disabilities, technology can motivate learning and expand play options. Forthe two poupa together, technology equalizes differences and provides opportunides forinteractim The outreach project will train four-member Parent-aml-Practitionff Teams andthree-member Management Teams, each representing various service disciplines involved inearly intervention program Training is competencybased, and consists of centralized trainingsessWns, with hands-on experience and application to real-life case studies; follow-upteleconferences; interim "homework" (direct application); awl technical assistance. Specializedtraining will be provided to selected . ; 'pants in training others to use technology. The

go' also will conduct training . 4 I 11 1, at state ccememes.MES: Parents and professionals will gain knowledge aixl skill in the uses of assistive

technology devices and services to enhance the indmendence of children with disabilities.

Cognitive Education for Young Handicapped Children: National Outreachthrough Regional Centers

Outreach ProjectNational/Multistate Funding Period: 1990-93Directonn H. Carl Haywood & Penelope Brooks Telephone: (615) 322-8380Fiscal Agency: Vanderbilt University (Nashville, TN) Grant No.: H024D00008

PURPOSE: To ckvelop a nuilti-state program that will assist regional centas in delivering41*five early education for children with 'disabilities.

T GET: Children, ar 3 to 6 years, with disabilitia, and their families; and educators,including teachers, administrators, psychologists, and specialized therapists.APPROACH: The project offers a limited, 'Aimed-reduction program to assist six existingregional centers in the delivery of cognitive early education to preschool children with

Outreach through the regional centers will consist of both iirect outreach services(teacher training, consultation, teaching materials) to individual program and indiiect servicesto six regional mars. Services to regional centers include advanced training, provision ofteacher training guides and materials, consultatice, and evaluation. The regicmal centtus willserve local implementation sites by providing awareness workshops, basic-level teacher training,mutual 4 '4 I '114' 11 support, classroom consukadon and monitoring, in-region

liaiscn with state and local educational agencies, and assistance in programevaluadon. The direct cognitive curriculum provides appropriate training to enable children with

t.. tojoiflznaiflslIe am educatim Focess.0 The outreach structure will increase strength in regional centers and local

grams. These centers are in the best position to teach the curriculum because of theirledge of state laws and certification requirements.

Magnolia Circle Outreach

Outreach ProjectNational/Multistate Funding Period: 1991-94Director: Steve Warren Telephone: (615) 322-8277Fiscal Agency: Vanderbilt University (Nashville, TN) Grant No.: H024D10014

PURPOSE: To provide training in the TOT (Tennessee Outreach Training) mdel of "best" in six southeast= states.

ARGET: Personnel in programs providing center-based and/or home-based services forchildren from identification to age 5 years.APPROACH: The TOT m&I ilmludes six components: 1) developmem of a functional curri-culum that is both develoPmemally and age apprwriat% . _of,

=ma swine; 3) promotion of opportunities for and of ainteraction skills across current and fume environments; 4) effective intra- intuageiwy useof related support genic= 5) effective ongoing involvemon of families in planning anddelivery of services; and 6) coordinated efkats to ficilitate uansition of children and familres asthey encounter changes in services over the early childhood paiod. Each of these components is

by conqietency-based training modules. The tiwdel will be implemented at theidual gogram level based on an uvelerating levels of involvement" model. The project

will provide consultation, inservice training, and technical anima on a regional and statewidebasis. The pivject will assist programs in establisliMg or naintaining a Reciprocal TechnicalAssistance Training Network within their geographic locale.OUTCOMES: 'The project should directly impact on the ability of early interventionists toevaluate their strengths and needs relative to "best practices", the need for inservice training, thequality and range of services offered by programs, and the policies and practices that fostereffective parent-proferional parmerships.

Integrated Outreach Project

Outreach PiojectNational/Multistate Funding Period: 1991-94Director Sarah Rule Telephone: (801) 750-1991Fiscal Agency: Center for Persons with Disabilities Grant No.: H024D10034

(Logan, U1)

PURPOSE: To provide training and technical assistance to erly intervention personnel so thattiny nayprovide services to young children with disabilities in the least restrictive environment.TARG : Early childhood special educators, paraprofessionals, and related services personnelin rural Arizona, Idaho, Nevada, Utah, and WyomingAPPROACH: Training will be Kovided in compownts of four models that acklress service&livery to preschoolers with disabilities in the letst restrictive environment the SocialIntegratitm Project, the Functional Mainstreaming for Success Pro*t, the Proschool TransitionProject, and the Multi-Agency Prolect for Preschoolers. The components are organized into fivecontent seas: assessment, irganization of services in a variety of settings, service delivery,parent involveman, and transition. Project staff will neigotiate with local education agencies tosietermine which project compownts the district will implement, and then will negotiate anindividual training and assistance plan with each early intervention team member. Training willinclutk didactic information 'resented through workshops or alternative formats, and follow-upon-site technical assistance and monitoring to enable participants to implement appropriatepractices in their own service settings. Training will be coordinated with state educationagencies and Utah State University.OUTCOMES: The combined models allow agencies to choose from a continuum ofcomponents that best suit dm needs of local populations and community resources. Trainingmay help participants meet certification standards for serving preschoolers with disabilities.

Multi-Agency Project for Preschoolers (MAPPS) Outreach

Outretch ProjectNational/Multistaw Funding Period: 1990-93Director: Adrienne Akers Telephone: (801) 752-3838Fiscal Center for Persons with Disabilities Grant No.: H024D00014

trn

PURPOSE: To provide training awl technical assistance to agencies to assist them innew services ami imidoving *Kissing services for young children with special needs.

TAR Infants and $ Chddrai with special needs and their fmailies; and serviceproviders , for (. educadon.APPROA The proj:ct will develop technical assistance (TA) agreements with Idaho, Utah,aidl Wyoming to determine their trainmg and TA needs and priorities. MAPPS staff act asfacilitator% teadters are viewed as tlw local experts, capabk of solving their own problems when

L=dwith the requested training and TA. Training workshops are conductvi for staff andwith follow-up TA to ensure that all intervendtm programs are running smoothly. Eval-

uation of project effectiveness will be conducted at each of the 12 sites. The MAPPS model is ahome- and/or center-based method that uses a team-based approach, with a

curriculum that allows the child to progress at his/her own rate and mataials that areconsisted with the child's immediate enviionment and culture. Compcmads include adminisua-don, dhect sezvices, and monitoring and support. The model has been implemented in a varietyof settings, including Head Start programs, regular day care and preschool, and ruralOUTCOMES: MS awareness presentations are made to other states through tp11:114raaftinital

Diffusion Network. Program results and product information will be disseminated nationally.The project has developed a slide-sound presentation to facilitate training. An implementationand training guide describing use of matenals in various teaching situations will be produced.

Project INSITE Outreach

Outreach Proj:e--National/Multistate Funding Period: 1989-92Director: Don Barringer Telephone: (801) 752-4601Fiscal Agency: Utali State University (Logan, U'T) Grant No.: H024D90022

PURPOSE: To provide outreach services to prospective and ongoing adopting agencies thatdeliver home-based early intavention services.TARGET: State, local, and other agepcies that provide services to infants, toddlers, andproschool_ate children vihn are ; . impaiied, and their families.APPROACH: Project INSITE is a home- . y-centered early childhood model thatfrovides for early klentifwation, assessment of family needs, child assessment, intervention, and

it $ 1 . weddy home visits by a Parent Advisor. Parent involvement andinterdisciplinary 11.t s II I Ion are emphasized in all phases of programming and in transition tocenter-based settings. The curriculum addresses communication, hearing, vision, motor develop-mad, and cognition, as well as social-emotiomil and self-help skills. The project will helpfamilies to facilitate development of these sldlls and to function as effective members of theirchild's team. Outreach activities include dissemination and awareness activities; identificationand sekction of replication sites, including needs assessment training in implemadation of1NSITE curriculum and procedures; technical assistance and provision of start-up materials; andevaluation. Parent Advisor Basic Training consists of two on-site workshops to train localproviders to incorporate the model and curriculum into existing programs. Continuation

replic?tion sites with consultation, workshops, site vizs, and informatim.INS receive intensive instruction for local or national certification.OUTCOMES: The project will work with replicating agencies nationwide to develop ways ofsharing expertise, resources, and understanding to strengthen and maintain effective programs.

SKI*111 Outreach

Outreach ProjectNational/Multistate Funding Period; 1989-92Director: Don Barringer Telephone: (801) 752-4601Fiscal Agency: Utah State Univasity (Logan, UT) Grant No.: H024D90004

PURPOSE: To provide outreach services to agencies 6alivering direct and support sovices tofamilies of young children with hearing impaimients through a home-based service model.TARGET: Agencks serving young r1M -= with _ impairments and their families.APPROACH: SICPHI is a hone-based model for - birth to age 5 years, withimpairments and their families. Components are Administrative Services (identification,and family assessment, propam management, transiticm); Direct Services to Familiesreadiness assessment, emotional support, skills training); and Suppcative Services (medical, logistical, psychological). Parent Advisors make twekly hone visits toprovide "" and suppon to families and other caregivers, and help coordinate serviceswith other . :onals. The curriculum addresses hearing and speech; language co 41 tion;social , and self-help skills; communication; and motor skills. Emphasis is on gfamily members to facilitate their child's skill development and to function as effective teammembers. The outreach project offm awareness activities, training, start-up maiesials, and on-site consultation. Parent Advisor Training, emphasizing direct services, is offered entirely on-site or a combination of short on-site sessions and home study. Continuation Training,addressing administrative and support service comments, is provided through on-site topicalworkshops. Trainers' Training workshops offer certification at the local or national leveLAssistance is offered in monitoring. record-keeping, evaluation, aol product developmentOUTCOMES: The project will work with replicating agowies natimwide to develop waysofsharing expertise, resources, and understanding to strengthen and maintain effective programs.

Statewide Replication of a Model for Early Childhood Special EducationProgram Development in Rural Settings

Outreach ProjectNational/Multistate Funding Period: 1990-93Director: Wayne Fox Telephone: (802) 6564031Fiscal Agency: Center for Developmental Disabilities, Grant No.: H024D00018

University of Vennont (Burlington, VT)

PURPOSE: To enable local school districts to establish new or improve existing earlychildhood special edwation (ECSE) programs by providing a process to incorporate "best

" into their service deliver y model.rAcItit caT: Children, age 3 to 6 years, with special needs, and their families; educationalpersonnel; and community agency service providers in 24 rural Vamont counties.APPROACH: On-site technical assistance will be offered to each site to prepare planning teammembers to complete model components through training on collaborative teaming, goal-setting,and group problem-solving. Five or six day-long training sessions will be conducted in each offour regions, with follow-up on-site technical assistance. Statewide training will be offered todevelop or improve program components (e.g., child find, least restrictive environment,transition planning, family-centered services) through itmlementation of exemplary practices.Components of the model include 1) formation of a planning team representing familks,schools, and agency and private providers; 2) self-auessnent of current ECSE practices; 3) adiscrepancy analysis comparing current and "best practices:" 4) identification of available andneeded nnources, and of barriers; 5) development of a long-range plan for improving services;6) deve t and implementation of short-range action plans; and 7) evaluation.OUTCO : The project will develop materials describing the program development model,including an ECSE program assessment instrument and "best practices" guidelines.

Project Trans/ Team Outreach

Outreach ProiectNational/Multistate Fumling Period: 1989-92Direct= Connne Garland Telephone: (804) 565-0303Fiscal Amoy: Willianrsburg Area Child Development Grant No.: 11024D90030

Resources, Inc. (Lightfoot, VA)

PURPOSE: To disseminate and replicate a model of transdisciplinary inservize training.TARGET: Early intervention teams in piblk and agencies in statesincluding Texas,

land, and Vh*kthat provide miy interven services fix young children with specialand their families.

APPROACH: Training is designed to give teams of families awl gaff dm inhumation andskins moded to wink in a family Dana t. p. approach. Assign= is offered inthree phases: 1) training in both information and development; 2) technical assistame indeveloping plans for progam change; and 3) inservice training to support change. Trans/TeamOutreach provides early intervention teams with an inservice training model that supports afamily-centered, transdisciplinary approach to early intervention service delivery. The nrodel isbased on principles of organizational change and on adult learning principles. The insavicetraining haa five modules: Transdisciplinary Model of Service Delivery, IndividualizedFamily Plan, Case Management Service Coordination, Bringing a Family Focus to EarlyIntavention, and Building Successful Early Intervention Teams.OUTCOMES: The project will refine the inservice curriculum and devel additional materialsto assist replication sites with orientation and inservice training for new and families.

NICU Transition ProJect

Outreach ProjectNational/MultistateDirectors: Fwest C Bennett & Rodd HedlundFiscal A Experimental Education Unit,

University of Washington (Seattle, WA)



PURPOSE: To replicate the Transactional Family Systems Model Project (T1-sm) in hospitalneonatal intensive care units (NICUs) and community developmental centers.TARGET: Personnel in hospital NICUs, community devel tal centers, school districts,anblic health apncies in Alaska, Idaho, Montana, and W gton.

OACH: The project has two components: 1) assisting hospital NICUs and communitysem= providers in collaboration on the development and implementation of a comprehensivetransition plan for multiply handicapped/medically fragile infants and their families; and 2)assisting community developmental centers in developing awl implementing an array of servicesfor these children. Training addresses development of the Home Transition Plan, developmentand management of the Individualized Family Service Plan, case management, assessmenttechniques, and evaluation of child and family provess. The model offers anintelvenliontlransitkm approach focusing on family interactions across time. Setvices emphasizefacilitating positive parent-infant interactions and encouraging interactions that foster the child'sdevelopmental growth. The transition process begins 3 to 4 weeks prior to NICU discharge toallow time for parent training in medical and caregiving procedures. Weekly home visits atescheduled so that both parents can partst=. The mode provides a transagency approach tocase t and coordination ofOUTCO : The goal is to establish a comprehensive, hospital-based transition plan for acontinuum of unintemipted services for family and infant.

147 i; sEEPCD Outreach

Portage Multi.State Outreach Project

Outreach ProjectNationalMultistate Funding Period: 1990-93Director: Julia Herwig Telephone: (608) 742-8811Fiscal Ogerative Educational Service Agency #5 Grant No.: H024D00031

bi

PURPOSE: To assist state and local agencies in voviding savices for children with disabilitiesand their families across a variety of satings and program options.TARGET: Early chiklhood teachers, .1 t- - and other service providers who work with

dieir families, y from typically undaserved grows, such as migrant and Nativechildren, birth to age 6 who have li " 'ties or are at risk for developmental delays and

American fainilies.APPROACH: The project works with state education agencies in ten states to determine train-ing needs and select agencies to partici ' . in ' " 4 activities. Training is based on agencyneeds assessmaits and applies alb& .... % , , .., . , %. h - Sessions incorporate discussion,demonstration, practice, and feedback. A variety of follow-up and support suategies are offered,including on-site visits, additional mining, video exchange, ,_ .... consultatices, andmonitoring program lesson plans. Prof= review takes place 9 to 1 months after initial train-ing to assess the extent to which objectives have been achieved. The Portage Project is a family-focused, individualized early intervention system designed to work in partnership with parents tomediate instructional programs that meet the developmental, functional, and education needs oftheir young children with disabilities and that support family functioning. The =del provides

e savices to children and families in a variety of least restrictive awironments.0 MES: A family-focused assessment and curriculum planning tool will be developed.Project data and materials will be disseminated.

ECLIPSE (Effective Child Language Intervention in Pre SchoolEnvirmments)

Research on Early Chi IdIxtod Program Features Funding Period: 1990-93Prinipal Investigators: Judith Carta & Ilene Sdtwartz Telephone: (913) 321-3143Fiscal Ageicy: University of Kansas (Kansas City, KS) Grant No.: 11)24V00008

PURPOSE: To analyze and validate effective components for prmoting acquisition andof langualp for , . children with disabilities.

ARGET: Children, age 3 . 5 years, with mikl to severe delays, who art enrolled inexisting pieschool programs in the metropolitan Kansas aty area.APPROACH: The eject will conduct four interrelated studies. SI 04 1, a :ve studyof the cunant state language intervention practice, will examine language , , aremist likely to co-occur in language program components and describe ecobehavioral contextsthat support those features. Study 2, a process-product study, will examine the reladonshipbetween the identified components and student ... tomes as indexed by vivious child language,social, and deveknimental measures. Study 3, a series of single-subject studies, will compare theeffectiveness of components identified in Study 2 as most effective, nost fiNuently occurring,and most acceptable. Stiviy 4 will employ an experimental-control group design to determinewhether components shown to be most effective condnue to maintain their edge when they areimplemented via a consultant-based model.0 INES: The project will provide information on the cormarative effectiveness oflanguage program components; the contextual variables that support implementation of languageprogram conrnents; the comparative cost-effectiveness of langiage program components; thethe acceptability of various features of language components; and the replicability of findings.

Project Assist

Nondirected/Ex= Project Funding Period: 1989-92Director: Paula Telephone: (301) 405-6492Fiscal Agency: Department of Special Education, Grant No.: H024H90009

University of Matyland (College Park, MD)

PURPOSE: To examine the effectiveness of an intervention program combining familyassign= and traditional infant intervention; and to examine the long-term effects of tim projectTARGET: Infants and toddlers with mild to severe 4 1".1.1 conditirms, such as sensory

ts, speech and language disorders, and developmental I, ys; and their families.OACH: A pretest/posttest control will be used. Families will be ramktmly assigned to

du: -41 tal or comparistm group. Both groups will receive ongoing services, includinghome-4 -4 child-focused intervention. The experimental group also will receive familyassistaite services addressing the hierarchy of family gftls proposed by Beickman and Bristol.These inclutk child-related child goals, family-red child goals (changes in the child thatimprove some aspect of family functioning), child-relate family goals (family needs in relationto the 4..44'14.6..1V child), anti family-related family goats (family needs not necessarily relatedto the child). eekly structured group sessions will address such topics as self-monitoring andrelaxation training, cognitive restructuring, time management, sibling adjustment, and strategiesfor coping with the reactions of others. After four months, both groups will be post-ftsted todetermine program impact, and the comparison 4400. of infants will receive family assistance.OUTCO : Inservice training will be ,," The project will be integrated into theongoing Infant/Toddler program in Prince George's County.

149 EEPCD Research and Expetimental

EnhanciVeaysUse of Mastery Behaviors by Young Children with Severe

Atiti Project Funding Period: 1989-92Director: Susan Phone: (612) 624-1003Fiscal Agony: Dvartment of Educational Psychology, Grant No.: H024H90013

University of Minnesota (Minneapolis, MN)

PURPOSE: To determine effective methods of facilitating the use of mastery behaviors byyoung children with severe cognitiveklevelopmental delays.

AR : Preschool children, age 3104 years, with sevue cognitive/developmental delays.Chronological ar spn in any study will be limited to six months. Children function at

a 2-month level.0A01: Ten studies are planned The first six studies will use a single subject design,

based on use of ABA(B) and alternating treat:neat procedures, and will address the effects ofpositive social referencing, different levels of relationships, level of difficulty ofmaterials as related to mastety, and ncessibility of in relation to the degree of childinto:intim The remthning studies will examine interaction among these variables, using group

Four pairings of variables wall be studied: croingency/social referencing,of mm1:flab/social refetencing, level of difficulty of materialalcontingercy,

and accesslbilityllevel of difficulty of materials. Seven types of behaviors will be used to codechild involvement during play: off-task (e.g., looking around the room); look (looking at, but nottouching, the toy); general explore, both wave (e.g., touching the toy) and active (e.g., bangingthe toy); goal4irwW persistence (active enpgement relevqnt to the desired effect); success(intethed response of the toy); and social (any child-initiated ial interaction).OUTCO : The project will develop a training booklet for parents and teaches.

Co cations and Developmental DisabilitiesA Com of Four Interventions for VLBW Infants at Risk for Medical

Nondirected/Experimental Project Funding Period: 1989-92Director: Susan Leib Phone: (216) 633-2055 or 379-8590Fiscal Agency: Family Child Learning Center (Akron, OH) Grant No.: H024H90005

PURPOSE: To compare immediate and long-term efkcts of intervention carlitions thatcomline experimental and starulard practice interventions for hospitalized, at-risk preterminfants; and to examine effects of medical and other environmental factors (e.g., length of stay inNICU, number of hospitalizations,) on outcome measures.TARGET: Retain infants who are significantly at risk for chronic health problems anddelayed development, and their families. All infants meet the following criteria: bisthweightless than 1250 gran* gestational age at birth less than 34 weeks; mechanical ventilation;absence of chromosomal or genetic anomalies; and absence of congenital infection.APPROACH: Investigation will be conducted during NICU hospitalizaticar and after discharge.Infants are randomly assigned to we of four treaunent a:editions: A) NICU NeonatalIndivklualized Developmental Care and Assessment Progranuning (NIDCAP) and experimentalhome-based supportive intervention; b) NICU N1DCAP intervention and standard practicecommunity intervention; c) standard practice NICU care and experimental home-basedintervention; and d) standard practice NICU care and standard practice community intervention.A mixed model repeated meastues design will compare immediate and long-term effects of eachtreatment condition on medical factors, infant behavioral outcome measures and family outcome.OUTCOMES: The project will cordite a one-day workshop on selection and use of assessmentprocedures, and will develop two procedural manuals, one forpractitionrs and one for families.

Comparative Effectivenes of Two Intervention Approaches for EnhanMotor Functioning of Infants with or at Risk for Significantly DelayDevelopment

Research mi Early Childhood Program Features Funding Period: 1990-93Principal Investigator: Philippa Cambell Telephone: (215) 787-1395Fiscal Agency: Temple University (Philadelphia, PA) Grant No.: H024V00003

PURPOSE: To compare the relative effectiveness of two motor program components which arcused in early intervention programs to influence posture and nmement skills.TARGET: Infants, birth to age 18 months, with or at risk for ckvelopmental delays.APPROACH: The project will conduct a series of studies comparing two motor programcompmentsNeurodevelopniental 'nutmeat (NDT) and Developmental Programmingwithintwo types of early intervention program approaches (team-directed and parent-directed). Studysubjects initially will be grouped on the basis of risk (established or biological), awl datasubsequently will be regrouped for analysis aml further testing on the basis of categories ofposture and movement dysfunction. Studies will 1) compare immediate and lowtenn effectsof the components on periodic infant developmental-functional-ph - and family measures; 2)compare inunediate and longer term effects of do components , delivered within differenttypo of early intervention programs; 3) examine the influences of posture and rtsivementcategory on immediate infant developmental-functional-physic& and family measures; 4)examine the influences of specific intervention techniques on immediate outcome for infantswithin each posture and movement category groupinF and 5) examine the influences of clinicaljudgnent and decision-making factors on immediate infant outcome measures.OUTCOMES: A series of procedural guideline manuals will be developed and disseminated.

Language Instruction Component Evaluation

Research on Early Childhood Program Features Funding Period: 1990-93Principal Investi : Joseph Jenkins & Kevin Cole Telephow: (206) 543-4011Fiscal Agencr Experimental Education Unit, Grant No.: H024V00002


PURPOSE: To evaluate the relafive effectiveness of language instruction components and

ftA(RetureE111: aiildren, age 3 to 6 years, with language delays.used in early childhood special education.

APPROACH: The project will examine the effects of language stimulation from the primarysources available to preschool children: teachers, language intervention specialists, peers,computer instruction, and parents. Research will be conducted across five strands. Strand 1examines the relative effectiveness of directed language instnxtion, intaactive languageinstruction, and a combination of the two. Strand 2 examists the relative effectiveness ofIan imervention for child= with equally delayed 4'4 .1 .dve and language skills, and

, with language development below their cognitive 4 elopment Strand 3 tests thehypothesis that peer groups can facilitate children's languao, development. This strand has twostages: 1) exanuning the effects of such factors as group composition, play activities, and goalstructures on the production and complexity of language during play; aiW 2) comparing thesefindings with an expaimental peer language ciffrk%dum. Strand 4 evaluates the appropriatenessand telative effectiveness of COMMO'Cial software 4, designed to facilitate languagedevelopment. Strand 5 examines home-school co .4 4,40 testing the relative effects onchildren's language development of training parents on geraal language facilitation teeaniques,versus training parents to read picture books in a manner th facilitates language developmentOUTCOMES: Components and procedures can be incorum, sily into existing programs.

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National CWIalxtrative Research Institute for Early Childhood Intervention

Reseatch Institute Funding Period: 1989-94Princ4e1 In -,- Heidelise Als & Linda Gi&enon T .4, ,, (617) 735-8249Fiscal Agency: Children's Hospital Corporation (Boston, MA) ri , No.: 1M24S9C003

PURPOSE: To investigate the impact and efkctiveness of an individualized, behaviorallybased developmattal cue and inn:mention approach beginning in the Newborn Intensive Care

pretenn infants at high risk for severe medicaland their futile&

feasibility, and efficacy of family-long-tenn outcomes for

viclualizal Care

Umt (NICU) for very lownwmlications and developmental

AMVITMS: The Institute examines thefocused 4 " tal " 41 and intaventioninfant and Service is based on the Newbornand Assessment Program (NIDCAP). The Institute's program of researchof a continuum of support and intavention for infants old families hospitalizatio'for tiw stn1,1d;discharge, and upon integration into die a:Immunity. Intavention is family- 4 annlive, and is geared to infants at biological risk for developmental delay and/or otherdila=Mut organizational structures within the NICU and communhy medical "." necessary for thesuccessful hnplementation of family-focused develornental care ate 1111.. Instruments, aswell as a for crganizational self-assessmem and for of change, aie beingdeveI4 and field-testal. The Institute also pmvides - .1- ', regionally based nainilgcenters fir graduate students and practicing professimals on implementation of and training indevelopmentally appropriate y-focused ialividualized care in the hospital setting. Projectstaff include parents and professionals from the disciplines of developmental and clinicalpsych neonatalogy, nursing early and special education, social work, neurology,ne logy, rehabffitation medicine, and pediatrics.

Olt Ot :Oi

Carolina Institute for Research on Infant Personnel Preparation (CIRIPP)

Research Institu* Funding Period: 1987-92Priwipal Investi tr. Donald Bailey Telephone: (919) 966-2932Fiscal Agmy: k Porter Graham Child Development Center, Grant No.: G0087C3064

University of North Carolina (Chapel Hill, NC)

PURPOSE: To examine the personnel implications of P.L. 99-457, chvelop training materialsand curricula for work with infants and families, and study tlw process by which professionalsreceiye preservice and insavice education.

The Inuit= focuses mi the unique issues associated with preparingprofessionals from multiple disciplines to work with infants and toddlers with handicaps, andtheir families. A faimary thane of the Institute is preparation of professionals to work withfamilies. Training materials and strategies for achieving this goal have beta developed and arecunently being field-tested in both inservice and pieservice studies. Other major activitiesinclude 1) developing case studies and the case method of instruction fa training; 2) field-testingtwo sections (lecture and discussion method vs. case method); and 3) a collaborative project withthe American Occupational ta Association to study the effectiveness of follow-up totraining. The Institute also is g training modules in the areas of family-centered caw,case management, and infant assessment and intavention.

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National Early Childhood Technical Assistance System (NEC*TAS)

Technical Assistance Centa Funding Period: 1991-96Principal . Pascal Trohanis Telephone: (919) 962-2001Fiscal Agency: Porter Graham Child Center, Contract No.: HS-91-01-1001

University of North Carolina (Chmel Hill,

PURPOSE: To assist states and miter designated governing jurisdictions in developing multi-disciplinary, comprehensive, coordinated services for young children cifidi special needs, birththrough age 8 years, and their families nudes Part H and Part B-Section 619 of IDEA; and toassist pnjects in the Early Education Program for Children with Disabilities (EEPCD).ACFIVITIE& NEC*TAS has four 1) to assist states and other desginated govaningjurisdictions in developing and 4thl services for run childien with - needs andtheir families in order to .1 optimal . potential of these .4. -4, and fostertheir fun on In, y and community 2) to assist ma) projects in developingmodels direct services to these children, inseevice training, research, informationamanagement, and otnreach to local _4 'It that help connnunides implanent IDEA; 3) to linkstates and EEPCD projects so as to -1'tate the exchange of infonnation about models ofservices delively and practice; and 4) to disseminate information about policies and practicesnationally. Technical assistance is provided through meedngs and waikshops, mi-site andtelephone consultations, topical teleconferences, falm products, information referral, SpecialNet,and netwating opportunities. The NEC.TAS collaborative system consists of the coordinatingoffice at the Univasity of North Carolina, Department of Spel Education of the Universiy ofHawaii at Manoa, Federation for Children with Special Needs, Georgetown UniversityDevelopment Center, National Association of State Ditectors of Special Education (NA.SDSE),and National Center fix Clinical Infant Programs (NCCIP). NECTAS draws on the expertise ofits advisory board and consultants (pmfessionals and parents) in providing technical assistance.

Enhancim Communkation Skills of Young Children with Severe Disabilitiesthrough rafter Programming

Fiekl-Initiated Resouth Grant Funding Period: 1990-95Principal Investigator: Jana Wilcox Telephone: (602) 965-9396Fiscal Agency: Department of Speech and Hearing Science, Grant No.: H023C00126

University of Arizona (Tucson, AZ)

PURPOSE: To examine the immediate and longer-term effects of early communication andlanguage intervention procedures that are provided to interactive partnersof young children withsevere or ties.METHOD: project will address such issues as the use and effectiveness of the proceduresfor children with varying baseline conununication abilities; the use and effectiveness of theprocedures across nnhip1e integrated preschool educaticnal and generalization andlonger-term gains and/or maintenance of the interactiv e beViallorrof partners who receive

01,1IttiMES: Anticipated products of the project include a series of manuals, journal articles,and professional training workshops. These products will facilitate the translation of projectfindings into practice.

Maternal Responsiveness and Child Competency in Deaf and HearingChildren

Field-Initiated Research Grant Funding Period: 1991-94Principal Investifrator: Donald Moores Telephone: (202) 651-5206Fiscal Agency: Gallaudet University (Washington. DC) Grant No.: H023C10077

PURPOSE: To provide detailed, descriptive analysis of the ways in which deaf and hearingpatents respond to their infants' intaactive behavion and signals; and to examine relationshipsbetween these and later developnwntal outcomes fce the child.METHOD: The project will analyze data from die folkiwingt 1) fate-to-face interactionsbetween 6- and 9-month-old infants and their mothers; 2) communication/joint attentionstrategies observed during free play situations at 9, 12. and 18 months; 3) maternal instructionalstyle and responsiverms to infant attention during a structured teaching task at 18 months; and4) assessments of infant communicative, social, and cognitive performances at 3 years. Particu-lar emphasis will be placed on delineatin4 characteristics of effective interactions with deafinfants (behaviors which may be most readily °bowed in deaf parents), aid comparisons overtime of the infant's devekopmental 4.4 11" "I in various domains. Comparisons will be madeamong four combinations of hearing deaf mothers with either hearing or deaf infants. Theseccenparisons will be based on videotapes and coding systems reviously developed for alonptudinal study of the development of deaf infants.OLWOMESt Tk project will provide a description of the dynamics of parental interactionwith deaf and bearing infants that can be used in developing guidelines for early interventionprofessionals and parents of deaf infants. Products will include a research monograph; a bookmiW toward a non-research oriented population; book chapters; journal articles; and con-ference presentations. The project also will provide direct inservice training to service providers.

Project SAFE (Safe Activities for Future Environments)

Field-Initiated Research Grant Funding Period: 1989-92Principal - . David Gast Tebwhone: (404) 542-5069Fiscal Agency: niversity of Georgia (Athens, GA) Grant No.: }1023C00124

PURPOSE: To develop a program for teaching safety skills to students with moderate to severehandicaps within the context of an activity training model in which exemplars are selected

a) Subjrsectsbe studans with moderate to severe mental retardation who are being

served in integrated public schools. The project will conduct six audits (two ach year) thatteach =lents to identify potendally dangerous social encoumers and respond appropriately; andsix studies (two each year) that teach students to identify potentially dangerous situations andtespond to emergencies while performing functional, chronologically age-apiftvriate activities.Smdents' familia will assist in identifying dangecous situations that are of concern to than andin evaluating the outcome. To minimize the potential for harm during teaching, errorlesslearning procedures (e.g., time delay) and simulations will be used. Generalization of skills willbe assessed regularly, and these results will be used to determine the effecdveness of theinstnwtion.OUTCOMES: The project will develop two manuals for families and professionals on teachingstudents to respond safely to dangerous situations cr emergencies; and an instructional todulesfor preservice and inservice trainers on ways to structure irstruction of safety skill acquisitionsand genaalization.

Open Enrollment and Students with Handicaps: Issues, Implementation, andPolicy

Field-Initiated Research Grant Funding Period: 1990-95Principal Investigator: James Ysseldyke Telephone: (612) 624-4014Fiscal Agency: University of Minnesota (Minneapolis, MN) Grant No.: H023C80004

PURPOSE: To conduct a five-year naturalistic investigation in Minnesota on the effects ofopen enrollment, in order to understand the benefits aixl problems that result from itsunolcntentatioi .

COD: In order to develop a set of guidelines, the project has designed thirteen studies toexplore the issues and to arrive at implications for policy, research, and practice. Tim studieswill use eight primary methodologies to address specific research questions. Thesemethodologies are tracking, school district surveys, school interviews, parent/student surveys,parent interviews, obsavations, checklist completion, and school record review....OUIVOMES: Anticipated outcomes include a knowledge and data base, technical reports, andspecific usable documents for policy makers.

DID Feld-InitiatedI 7 S

58

Prenatal Cocaine Exposure and Social Development of Young Children

Fiekl-Initiated Research GrantPrincipal Investigatorc Scott McConwl & Mazy McEvoyFiscal Agency: Inssituft on Community Interation,


Funding Period: 1991-96Telephone: (612) 624.6300

Grant No.: H023C10092

PURPOIE: To conduct -. tive and interventian-based research that will increaseknowledge regarding social and . 4. devel outcomes for young children who havebeen exposed prenatally to cocaine, and re 4 I II our resources for providing early intervuntionto this

0 A kmgitudinal study will be conducted of the social developmental outcomes inhome, day care, and classroom settings for prenatally drug-exposed children, age 6 mwths to 6years. The pri*ct will ckve and evaluate empirically four individual intervention proceduresdesigned to increase c or child-adult interactions and social competnice in home, daycare, ce classroom settings. The combined effects of these four inftrvention procedures on child-child and adult-child interacdon awl social competence will be evaluated through extensive field

0 OMES: The project will disseminate training manuals and research reports.

A Longitudinal Study of thvelopmental Patterns of Children Who AreThually Impaired

Field-Initiated Research Grant Funding Period: 1991-96Principal inves0,gator: Kay Ferrell Telephone: (212) 678-3862Fiscal Agency . Teachers College, Columbia University Grant No.: H023C10079

.3v York, NY)

PURPOSE: To examine the sequentt., tut rate of development of children, birth through age 6ye" .;rito are blind or vtsuolly impaired.METHOD: The project will normative data on the ckvelopment of young children whoare Wad or visually - analyzed by mamas of central tendency, factor analysis, anddiscriminant analysts. visual acuity, behavior, temperament, and environment will beascatairwd to determine if there are any differemes between the development of blind andsighted children, and, if there are differences, to identify variables that may serve as predictors orcorrelates of development. A pilot study of children in the New York metropolitan area suggeststhat children with visual disabilities may be mom vulnerable to ckvelopmental morbidity thanprevious generations. The database of over 100 subjects indicates that (a) one-ftfth of the samplewere classified as very low birthweight; (b) ow-fourth were bom at a gestational age of 28weeks or kss; (c) one-sixth were howatalized for 180 or more days afftr birth; (d) one-half havealready been classified as multiply handicapped; (e) txte-fiffi were diagnosed as visuallyhandicapped doe to retinopathy of prematurity (ROP); and (f) neither the rate nor the sequenceof acquisition of developmental milestones has beat the same for either visually handicapped ormultiply subroups as is typically experienced by children withoutdisabilities.OUTCOMES: propct will provide original data on the visually - that will beuseful to parents and service providers in making educational decisions .4: programming.

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Programming Integration of Preschoolers (Project PIP): Deig_ _Peer

RelatIondlips between Children with and without Developnwntal DitiabifitW

Pia-Initiated Research Grant Funding Period: 1991-96 Principal Investigator: Howard Goldstein Telephone: (412) 624-0921 Fiscal Agency: University of Pittsbigh (Pittsburgh, PA) Grant No.: H023C10167

PURPOSE,: To investigne the effects of interventions designed to enhance social- conununicative intesacdon among pieschoolers with developmtsztal disabilites. METHOD: Three interventions will be studied: 1) teaching conmtunicadon peas for interacting with their classmates with disabilities; 2) teaching social -totl)c " .. with disabilities; and 3) a treatment package based cm these interventions. The effects of inter-

.

version will be assessed with observational, sociometric, and teacher and parent rating measures. These measures were selected to detect peer reladonship development and changes in social dynamics in die classroom and at home, thus augmendng the more typical observational measures. In addidon to analyses of changes in mtes of social behavicr demonstrated by target childrea, conditional probability analyses of sequential data will be used to continue the process of sLi strategies that provaparncularly effecdve in g sustained hiteraction. OUT CO : The research will provide insight into .. viability of applying an exchange theory framework to the prevention and remediadon of social-conmiunicatwe skill deficierwies. The pcpaimental procedures developed and validated in the study will foim the basis of two

training manuals on (a) across-the-day intervaition to promote constructive social- communicative interaction in integrated prexhools, and (b) facilitadnf social adaptation of children with disabilities during transitions from preschool. The project also will conduct training workshops for practitioners.

Project LEARN (Learning Efficiently: Acquisition of Related Non-Target Behaviors)

Field-Initiated Research Grant Funding Period: 1989-94 Principal Investigator Mark Wolery Telephone: (412) 359-3596 Fiscal Agency: Allegheny-Singer Research Institute (Pittsburgh, PA) Grant No.: H023C90120

PURPOSE; To evaluate acquisition and generalization of non-tarpt behaviors presented during attentional/orientational cues piof to presenting a learning trial, and those presented

feedback afta correct and imorrect responses. ME OD: Subjects are students with mild er moderate 11 II° " in public school classrooms or conununity-based settings. Research will single su - designs, specifically the

multiple probe desip and the parallel treatments .."; it The behaviors taught will come from the objectives identified on the students' Indi Educatirmal Programs. Four studies will focus on attending cues/responses (e.g., when students are learning to read si t words and are asked to name die letters in the word prior to reading it to demonstrate that .. are attemling, will ., learn to spell the word without specific veiling instructions?). Four studies will focus on - k for responding (e.g., when students are learning to name objects, will information presented in the feedback statement allow them to classify these objects by their function or some other relevant varirble?). These two manipulations will be compared in four studies

during Year 3 of the Foject. OUTCOMFS: The project will develop two manuals and an instructional module that describe how to use (a) antecedent events to facilitate acquisition of ielated, non-target behaviors, and (b) consequent events to facilitate acquisition of related, non-target behaviors.

Teaching Spontaneous Language to Preschoolers with Severe Handicaps

Field-Inidated Research Grant Funding Period: 1990-93Principal Investigator: Louise Kaczmarek Telephone: (412) 624-0921Fiscal Agency: University of Fittsburgh (Pittsburgh, PA) Grant No.: H023C00053

PURPOSE: To examine strategies for the establishment of spontaneous language as a functionof listener ei behaviors and other contemn variables.METRO - project will conduct a desaiptive study and four experimental studies. Thedescriptive study will examine the spontaneous language behaviors of severely hawlicappedchildren who are indepaulently mobile vs. those who are not within their classroomenvircannents. The experimental focus is on various aspects of listener reparatory behaviors.An assessment tool and a training manual for practitioners will be ckveloped.OUTCOMES: The proiect is expected to exiand the existing data base on the nature ofcontextual variables and listener preparatory Wavier in spontaneous languagelconununication,and the effects of milieu training methods for facilitating spontaneous communication.

Investigation of Family-Focused Early Intervention Services

Field-Initiated Research Grant Funding Period: 1990-93Principal Investi : Gerald Mahoney Telephone: (803) 323-2104Fiscal Agency: $ of Education, Winthrop College Grant No.: H023C00071

(Rock Hill, SC)

PURPOSE: To investigate two issues that are central to the family-focused agenda of P.L. 99-457: the factors that contribute to family-focused orientation of service programs, and the impartof family-focused services on waits ami children.METHOD: The project will conduct two studies. The first study will focus on identifyingfactors that contribute to the family-focused orientation of existing intervention programs forchildren, TAM to age 3 years, with handicaps. This stmly will address how the paw= andintensity of family service activities provided in early intervention vary as a function of thecharacteristics of local intervention programs and the families that are served. The second =4will claennim the impact that family-focused services have on parents and their children. Asample of 100 children representing at least 30 different intervention programs will be followed

A. the course of 12 months of intervention.Co MES: Data obtained will be an important resource in helpinf programs identify factorsthat either mitigate or accentuate the family service components of their programs.

DID Field-Initlawd

Investigations of Early Motor Intervention Procedures

Field-Initiated Research Grant Funding Period: 1991-96Principal Gerald Mahoney Telephone: (803) 323-2104Fiscal of Education, Winthrop College Grant No.: H023C10119

Hill, SC)

PURPOSE: To investigate the relative effectiveness of the Neurodevelopmental ilwrapy(ND'I) to motor inteivention and the Peabody Developmental Motor Program (PDM).METH The project will investigate the effects of the two programs (NeurodevelopmentalTherapy approach to motor intervention and the Peabody Developmental Motor Program) with

of children, birth through age 3 years, who typkally have very different patterns of motorchildren with Down Syndrcene and children with cerebral palsy. Effects will be

from the perspective of family-focused intervention. The project will examine how the

cmotorpropums influence the behavior of parents their child's motor behavior,

and witliere the manner in which parents implement these programs in their routine interactionsinfluences the types of developmental outcomes their children attain.OUTCOMES: The project will produce findings relevant to the effectiveness of two popularapproaches to motor intervention in the context of family-focused intervention.

The Generalized Effects of Early Language Intervention

Field-Initiated Research Grant Funding Period: 1991-94Principal Investigator: Ann Kaiser Telephone: (615) 322-8186Fisail Agency: Peabody College, Vanderbilt University Grant No.: H023C10031

(Nashville, TN)

PURPOSE: To analyze the generalized effects of milieu teaching on preschool children'sconummication skills; and to determine if secondary risks can be ameliorated through

ons of milieu teaching.OD: The project will provick critical information about the efficacy of naturalistic

language intervention for youn children with I 1, . The pmject will conduct a series ofstudies analyzing the generalized effects of milieu teacl on children's communication skills.The studies will provide a multi-component analysis of the changes in linguistic and pragmaticaspects of conununication by young chikken during intensive early language intervention. Bothintensity and duration of treatment will be examined in relation to generalization outcomes. Theproject also will examine the impact of early naturalistic language interventions on children'sinteractions in critical social-communicative environments. This study is designed as anexploratory analysis of seconlary risks associated with communicative skill deficits and how

can be ameliorated.0 MES: The project will provide a comprehensive analysis of generalization that willinform both theory and practice strategies for generalizing newly learned language skills acrosscommunication contexts. It also will offer an analysis of a new milieu intervention that haspotential for reducing the secondary risks associated with early language deficiencies.

S' DID Pield-Initiated

Research on the Effect of Home Intervention for Families of HandicappedChildren

Field-Initiated Research Grant Funding Period: 1989-92Prineipal Investigator: Thomas Oark Telephone: (801) 752-4601Fiscal Agency: Utah State University (Low, UT) Grant No.: H023C90117

PURPOSE: To investigate tin effects of home-based intervention on hearing-impaired child=and their families.METHOD: The pro:Ili:et has three research objective% 1) to inves the effects of variousaspects of tteatmentmcluding amount, direction, and intensityon II development of infantsand childten with hearing impairment% 2) to ,1, the relationship of specific,- . s, to age at which hearing VAS iS 4 " time interval between

suspicion of - and confirmation, and time interval between confirmation of loss andeducatioml plstcement; and 3) to describe the demographic features (e.g., deaf parent, nwal vs.urban setting, existence of otiwr handicaps) of hearing-unpaired young child= receiving homeintervention and to study the relationship of drse features to child langr e achieveman.Subjects will be drawn from 400 hearing-impaired infants and young children who are includedin the SICI-H1 database network.OUTCOMES: The project will expand the research base on the effects of home-basedintervention for hearing-impaired children.

A Longitudinal Follow-Up of Graduates from Two Preschool InstructionalModels

Field-Initiated Research Grant Funding Period: 1988-93Principti Investi Joseph Jenkins Telephone: (206) 543-4011Fiscal A tal Education Unit, Grant No.: H023C80024

niversity of Washington (Seattle, WA)

PURPOSE: To rktermine whetim the initial differmtial effects of two preschool instructionalmodels are maintained beyothi preschool; whether these differences taxi to increase or decrease;and which ckvelopmental areas tut differentially affected.METHOD: The project is a 5-year prospective follow-up study of mildly to moderately handi-capped elemcmary school children who participated in a 4-year efficacy-of-intervention studycomparing two preschool instruction models: a) an acackmically based dnect instruction model,and ) a cognidvely based mediated learning model. Subjects will be administeted stamlardizedachievement tests and scales. Scores on these measures will be analyzed using repeatedmeasures analyds of variance, multiple regression analysis, and chi square analysis.OUTCOMM: The study will contribute to tlw knowledge base regarding programeffectiveness over time; interaction of pwam model with child characteristic% specifictransition poins in the long-range educational progress of snider 4s with handicaps; number ofyears of preschool that are necessary; and special vs. regular education placement.

DID Piekt-lnittakd 161 E

, 4'1-

Educating Young Disabled African-American Children in the Context ofTheir Families: A Search for Variability

Initial Career Award Gram Funding Period: 1991-94Principal - . Thiphin Thomas Telephone: (813) 974-3410Fiscal A',., v. II ,.. I t f 1 of Special Education, Grant No.: /1023C10022

Ornivirsity of South Florida (Tampa, FL)

PURPOSE: To carry out a systematic, compiehensive analysis of characteristics of African-American families, with particular refuence to the caregiving and inhervention needs of childrenwith or at risk for educational disabilities.METHOD: Tkou0 a series of related research questions, the project will explore thevarialility across M. . a -American fanilies in older to the unique charactaistksinhaent within the culture. The project has four es: 1) to document three keydimensions of within-cultural vuUNlity of African- families in the areas of edmicidentity, social class, and family structure; 2) to document tlw nature of African-Americanfamilies' beliefs concerning parenting, family characteristics, disability, and expectation forinvolvement in early intervention programs; 3) to identify fackas that may account forvariability of perceived intervention need for children and familiex and 4) to identifyimplications of- research findings for service delivery, preservice and inservke training, andfuture research. In-person interviews will be conducted to obtain contextual and behavioral data.At 6- and 12-month intervals, follow-up "caregiving" interviews will be conducted to provide thelongitudinal data. The analytical approach will be descriptive and exploratory (correlational).OUTCOMES: The project will enhance the concept of cultural sensitivity as it relates toAfrican-American families with disabled and at-risk chidien. Proposed products irwlude reviewsof litaature, research monographs, articles, protocols, and workshops.

Carolina Policy Studies Program

Research Institute Funding Period: 1987-92. James Gallagher Telephone: (919) 962-7374Porter Graham Child Development Center, Grant No.: 00087C3605

nivasity of North Cardina (Chapel Hill,

PURPOSE: To exa nine the process of policy development and implementation of P.L. 99-457through descriptive and explanatmy research studies; and to document successful01 of specific areas of the legislation.

OD: The institute uses a multi-method approach to study the progress of implementationin individual gates and factors within particular states that inhibit cr enhance that effort.Activities include studies of definition and eligibility requirements adopted by statex ethicalissues; staffing patterns and sudden in infant/toddler prove= intempacy comdination; statepolicies for carrying out the Individualized Family Service Plan requirement 0 safe-guards and case management; sour= of financial ..,0. 0 and mechanisms for I - utilization;and comdination between private health services I, . the public human services system. Theinstitute is =ducting case studies on implementation in states, and is . 0 g a series ofworking conferences on &finition, finance, and personnel. States are , - on a develop-mental implementatio.. scale with multiple elements, so as to provide a measure of states'progress in implementing this law over time. The institute trams graduate students from avithety of disciplines in the research techniques of policy analysis and provides opportunities forthese studaus to participate in and conduct research.OUTCOMES: The institute will disseminate findings through publications and conferences.

Makft Ad _ministradve Decisions about Technology by Examining Promisinglistrufflwal Pracdas

Research Contact Funding Pala 1990-92principal , . ,. , ,, ., . Louise Appell T -4. , . , : (301) 588-5484Fiscal Army: CRO System, Inc. (Silver Spring, MD) , , t No.: HS90009001

PURPOSE: To identify and ittaalutret,I III ! I instruction' practices using tedmology with

Infant"ddiers' cididrens and y diss.,ilities.., will be based on a model being developedMEMOD: The conceptual appmach to tinby dus contractor for the Office of Special . tlo 40 I US. Department of Education.The model is designed to integrate technology into the insmiction of =dams with disabilities.A panel of experts will provide consultation to the project. Important consideration will be givento factors of human and material resources needed to implement any promising practice.OUTCOMES: Andcipated products incluck a videotape, an audiotape, and print materials. Avideoconference also is planned.

1S7

167 DID Reseath Contract

An Analysis of Social Studies Curriculum and Instruction for Mainstreamedand Mainstreamed Education Students

Research on amend Education, Social Smiles,and _I Arts Curricula Funding Perko& 1990-93

Principal 00. Rita Bean Telephone: (412) 648-1774Fiscal Army: niversity of Fittshirgh (Pittsburgh, PA) Grant No.: H023D00003

PURPOSE: To analyze the gesual education currkula in social studies for kindergartentivough 8th igrade in order to gain a clearer understanding of the scope, sequeme, and

t content that produce effective learning in mainstreamed students.OD: Implementation of tin progmm will include identification, collection, and analysis

of commonly used imiinstream social snKlies mricula, and analysis of a variety of teachers'beli#s and ti - concerning social studies instriwtion in a number of K-8 classrooms. TMproject will 14 '" characteristics of students with learning disabilities that facilitate or impedetheir successful integration into rmiinstream social studies classes at the elementary and middleschool levels and their successful mastery of the social studies contentyiefented in these classes,OUTCOMES: The woject will develop and field-test a set of guiclehnes/prototype units ofinstruction fax social studies content The fmal set of guidelines/prototype units related to

education social studies in grades K-8 will be disseminated to textbook publishers,1 district textbook adoption committees, and teachers.

Improving IcS Language Arts Curricula to Benefit Handicapped Students

Research on General Education, Social Studies,and Lanriage Arts Curricula

Principal Investigator Marcy SteinFiscal Agency: Washington Research Institute (Seattle, WA)



PURPOSE: To &sign effective and efficient means of adapting general education languagearts curricula to meet the needs of mainstreamed, mildly handicapped students, kindergartent_hrouit the 8th grade.METLIOD: Activities will be designed in three major areas: Curriculum Analysis andModification. Research, and Dissemination. The project will assess state-of-the-art curricularapproaches to language arts and will develop guidelines for analyzing and modifying curricula.The usefulness and technical rigor of these guidelines will be tested with the three major user

moteachers, adoption committees, and publishers.MES: Anticipated products include the curriculum guidelines; reviews of major

language art approaches; wlications of instructional design in language arts; research on thecharacteristics and weds of handicapped learners in language arts; fmdings on the usefulness ofthe pidelines; a format for an inservice workshop for teaching training; and fmdings on cross-cumcular applications derived from the four cooperative agreements expected to be funded ongeneral education research.

A Pilot Application of Rasch Scaling Procedures to the Development ofScreening Forms of the Bayley Scales

Snail GrantPrincipalFiscal

Funding Paiod: 1991-93Scott Telephaie: (205) 934-8344

niVinity of , Birmingham Grant No:H023A10094AL)

PURPOSE: To y Rawb scaling; procedures to existing item-response data for the BayleyScales of Infant

for theOD: The a preliminary evaluation of the application of Rasch scaling

procedures to pnerate screening forms for developmaital measures. Tin project willconduct Rasch calilNations of the full-scale Bayley in order to basal item and person

within and across age 4roups for each sample of One or mom sibsets ofyky kens which yield scote estimates that are statistically equivalait and 4' 4 el a good fit

with long form Bayley items will be isdate& Two or more equivalent short that share aminimum number of conmion items to allow serial comparisons will be developed. The pleawill develop screening instruments diat have high predictive validity and risk-discriminationp.m.for infants with very low birthweight and infants with disabilities. A brief pre-screeningfam will be developed that will have utility for two-phase screening models.OUTCOMES: Information and wodiwu concerning the rationale, theory, methods, and resultsof the project will be disseminated to assessment practitioners, program administrators, and earlyintervention researchers. In addition to various screening applications that may follow theproject also will have relevance to applying the Rasch model to generating and evaluatingdevelopmental measures for diagnostic, program evaluation, and child development purposes.

A Descriptive Study of the Development of Play by Deaf and Hearing Infants

Small Grant Funding Period: 1991-93Principal Investigators: Pat Spencer Teleithone: (202) 651-5206Fiscal Agency: Gallaudet University (Washington, DC) Grant No.: H023A10005

PURPOSE: To provide currently unavailabk information about the rate and pattern of deafinfants' developing play skills.METHOD: Using an extant data base of vidempn from which longitudinal data can be drawn,the study will describe play behaviors of infants at age 9, 12, and 18 maiths as they interact withtheir mothers in a stanrbird free play context Three .1.. of infant-motha dyads will beinclude& deaf infants with hearing mothers, deaf infants wi deaf mixhers, and hearing infantswith hearing mothers. Including two groups of deaf infants allows for identification of potentialeffects of deafness on the development of play, with and without the effects of language delaysand relatively non-reciprocal social interactions which are frequent in dyads of deafinfants withhearing mothers. Including the group of Waring infants with hearing mothers allows for direct

between play behaviors of deaf and hearing infants under identical condidons.p will guide expmations for the rate and pattern of uevelopment of play by deaf infants

to aid in interpretation of developmental assessments of deaf infants based on observations ofplay behaviors, and will alluw analysis of relationships between communicado3 development,infant-mother interaction characteristics, and development of ielational and symbolic playbehaviors.OUTCOMES: Results will provide addition91 support for interpretation of play-basedassessment for deaf infants and will identify early interaction patterns which signal the need forincreased intervention efforts to facilitate the infants' development ofsymbolic and social skills.

t as a means of pm:rating psychometrically sound screening

The DevelTeams inVisually

Small GrantPrincipal Investiptor: Donna Mc NearFiscal Agaicy: Independent School District #9 (Camividge, MN)

t of an Empirically Based Scale to Assig Multidisciplinarythe Appropriateness of Braille Instruction for Blind and

Funding Period: 1991-93Telephone (612) 689-3600

Grant No.: H023A10071

PURPOSE: To pilot test the normative standardization of an empirically based assessmentinstrument to determine whether a child should . or continue to receive &silk instruction.METHOD: The Braille Assenment Inventory AI) is an assessment instrument that can beused multklisciplinary teams as a means of documenting the educational decisions made in

the most appopiate reading wade for visually impaired childnui. The insmunentcontains 4 indicators athi - five scales. The project will pilot test the instrument'snormative standardization, . will develop the instnunent's administration and sawing

Results and findings will be disseminate, to otiter vision-impairment professionals.INCOMES: Products to be developed by the project include a man to accompany the BAI

and an executive summary highlighting the results of the study.

A TrainingCh

Package for Assessing Signed Language Acquisition in Deafildren

Small Grant Funding Period: 1991-92Principal Investigator Judith Mounty Telephone: (609) 734-1810Fiscal Agency: Education Testing Service (Princeton, NJ) Grant No.: H023A10035

PURPOSE: To ckvelop and pilot-test materitis to train professionals in the use of aninstrument designed to chart deaf children's signed language development.METHOD: The instniment, developed during a recent feasibility study, draws upon research inthe acquisition of American Sign Lan (ASL) by deaf children of deaf and hearing parents.The project will develop training materials in both videotape and Fint formats that will isscludetin following: 1) an introduction and rationale for the development and use of the instrument 2)a framework for studying and assessing deaf childrtm's lanpage acquisition; 3) basic priwiplesof American Sign Language structure; 4) definitions and discussion of terminology used in theinstrument; 5) aby-step instruction in the use of thc instrument; 6) videotaped demonstrationof each of the &velopmental targets charted in the instrument (illustrated by samples ofchildren's signed communication from the earlier study and/or by examples signed by adult deafactors); and 7) videotapted examples of chilchen's signed conununication for training andreliability testi% The training materials will be field-tested with up to five individuals in eachof duce sites- with each individual using the checklist to evaluate signed language competencyof thiee to five students.OUTCOMES: Products include the training materials and the checklist for charting children'sprogress in acquisition of signed language.

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Enhancing Prelinguidic Development: A Pilot Study

Small Grog Funding Period: 1992-93Principal Investigator: Steve Warren Telephone: (615) 322-8277Fiscal Agency: Peabody College, Vanderbm University Grant No.: 14023A10009

(Nashville, TN)

PURPOSE: To provide information necessary to systematically develop and evaluatepielinguistic intervention approaches appropriate for child= under age 3 years who are not yett: si

OD: The project has fotu. objectives: 1) to modify and operationalin zeveral wellresearched early language inkrvention techniques for use as prelinguistic interventions; 2) tooperationalize other tec I'lues that have poumtial as prelaipplpstriciatientfirmiont 3)11,oefinest:iblinstsitthe reliability of ,. ,(-. -4" . t and .; 4 '`I 4t'lintermtion effects; and 4) to c , I il a +i I of the shon-term -, - - - . effects of aprelinguistic intervention. The inital investi :4, 4 4 I will provide the targets, tools, and initialvalidation procedures required to gain a greater understanding of the relationship betweenprdlinguistic and linguistic development

MES: The outcome of the project will be the beginning of the development ofeffective prelinguistic intervention procedures that are validated with developmentally delayedchild:tn. Research results will be disseminated through research manuscripts and conferencepresentations.

The Abilities Project: Developing Descriptors for Characterizing Infants andPreschoolers with Handicaps

State Arley/I:Waal Evaluation Study Funding Ferio& 1990-92Donald Bailey & Rune Simeasson Telephone: (919) 966-4250

Fiscal Carolina Department of Human Resources Grant No.: H159A00008NC)

PURPOSE: To develop and evaluate the usefulness of alternative means of characterizinginfants and preschoolers with haigicaps, using a functional appratch designed to characterizechildren aim common dimensions of abilities and disabilities, indpewlait of etiological basisandlor manifestations of handicapping conditions.METHOD: The project will condim a series of studies to test the utility of the ABILITIESIndex, a profile designed to describe the functional abilities and limitations of children in nineareas: audition, behavior, intelligence, limbs, intentional communication, tonicity, intefrity ofphysical status, eyes, and =wawa status. Four types of studies we propose& reliability,criterion, consumer validation, and descriptive.OUTCOMES: The studies will provide information about the usefulness of an alternativesystem for characterizing infants and preschoolers with handicaps.

The Effects d Tactile Intervention on Preterni Infants Who Are Less than 38Weeks Conceptional Age and Still Residing in a Hospital Neonatal IntendveCare Unit

Stuck:lit-Initiated Grant Funding Period: 1991-92Principal Investiptor Jadde Sampers Telephone: (606) 233-8994Fiscal Agency: University of Kentucky (Lexington, KY) Grant No.: H023B10057

PURPOSE: To examine the effects of tactile intervention on healthy, preterm infants who areless than 37 weeks gestational age and are hospitalized in a neonatal intensive care unit (NICU).APPROACH: For purposes of this study, tactile intervaition is hands-on containment and

the interventitmust to place hisilwr hands on the infant's trunk and extremities. Theis firmly ii441"1 with tonic input, and extremides are maintained in the flexed

To examine the - 4, of containment, tlus study will use a within-subject, countexdesign which repeats the tactile intervention and a control phase at 28, 30, and 32 weeks

111V-4 jonal age. During these interventions, behavioral and physiological - will beMANOVA will be the primary analysis used to examine thc results in 44 univariate

and mulitvariate ways.OUTCOMES: Study results will add to the existing literature and have potential to changeNICU practices.

Prenatal Cocaine Exposure and Mother-Infant Interactions

Student-Initiated Grant Funding Period: 1991-93Principal Investigator Mary McEvoy Telephone: (612) 626-7819Fiscal Agency: Institute on Community Inteption, Grant No.: H023B 10017


PURPOSE: To develop and implement a systematic and reliable observation system to describethe early intermions between a group of prenatally cocaine-exposed infants and their mothers.APPROACH: The early mother-child relationship can be condsidered founiational andthaefore critical to the child's social development Thus, there is a clear need for a systematicobservational system that can empirically document tlw nature of the early interactions of thishigh-risk group. The project will implement an observational system that compares theinteractions of prenatally cocaine-exposed infants and their mothers with a matched sample ofnormally developing infants and their mothers. Observational assessments will be conducted forall subjects (infants) at age 6 and 12 months. Other developmaital information will be collectedfor each subject as welL The infamation provided by the observational measures will assistspecial educators in the development of sound, research-based interventions for infantsprenatally eve to cocaine and for dwir families.OUTCOIMS: The research will contribute to the knowledge base on social and developmentaloutcomes for children prenatally exposed to cocaine. The study also will provide the foundationfor development of a research-based early intervention modeL Dissemination activities willtarget two groups: early intervention personnel (special educators and related services personnel)and 4' researchers.

DID Student-Initiated 174

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Maternal Perceptions and Infant Behaviors

Snidest-Initiated Ckant Fury:ling Period; 1991-93Princird . Rune J. Simeonsson Telephone: (919) 966-6634Fiscal Apncy: Porter Graham Child Development Center, Grant No.: H023B10021

University of North Carolina (Chapel Hill,

PURPOSE: To identify important factors that predict optimal socio-behavioral and cognitiveoutcome by longinxlinally documenting inter-individual diffenmces among infants exposedprenatally to cocaine; and to document the dynamks of the mother-infant relationship and&nand= its relationship to child development otacomes.APPROACH: The project will cminct an 18-menith follow-up study of infants identified ascocaine-exposed in utero. The stixiy will consider the child charactaistics as resulting from aseries of dynamic and reciprocal interactions between the child and the environment created bythe family. Variables to be =deleted imlude maternal locus of crawl, maternal perceptions ofand expectations for child behavicas, child deve tal progress, family demographicvariables, medical lecords, r.nd timing and toxicity . use. The . . le will in( lude 50mother-infant dyads, primarily African-American, recrui from a clinic . k cocaine-exposedinfants. The experimente puo. ures will be incorporated into families' regular visits to theclinic. The study will include interviews and a parent rating of child behavior. Infants' cognitivedevelopment will be measured. A multiple regression Kocedure will be used to determine thetotal and individual contributions of the variables on dev tal outcomes.OUTCOMES: Project results will be disseminated throu inservice training in workshops forregional medical personnel and early interventionists, and conference presentations. The projectwill nxidel an assessment-as-intervention approach which could be applied to other preschoolpopulations.

Preschool Children at Risk for the Development of Behavior Disorders

Student-Initiated Grant Funding Period: 1991-92Principal Inveni .r: Wesley Becker Telephone.. (503) 346-2147Fiscal Agency: liege of Education, University of Oregon Grant No.: H023B10004

(Eugene, OR)

PURPOSE: To develop an instrument that will permit earlier identification of =I interventionjib 1 children with behavior disorders.

OACH: The project will 11 I. the Walker/Severson Systematic Screening for BehavioralDisorders (SSBD) for use with 1* age 3 through 5 years. The Walker SSBDdiffers from traditional behavior checklists in that et incorporates three inzmasinglydiscriminative "gates" or stages of increasingly costly methodology, frcxn teacher ranking andrating to direct behavior observations. These procedures should provide cost-effecdve methodsfor screening childnm with behavior disorders and make possible early remediation for behaviordisorders in Fmhool children.OUTCORM: The adaptation will have the potential for predictive and prevention capabilities.With such idaitification and remediation, it is probable that later proNems, such as academicfailure, crime, and substance abuse, can be reduced.

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The Effects of High-Probability Requests on the Acquisition andGeneralizaiion of Social Interactions of Young Children with SevereHandicaps

Student-Initiated Grant Funding Period: 1991-92Principal mkhael Brady Teleithone: (713) 749-1616Fiscal Agency: niversity of Houston (Houston, TX) Grant No.: H023810069

PURPOSE: To investigate the effects of behavioral unman= intervention cai the socialinitiations, responses, and interactions of young childnui with severe disabilities.APPROACH: The Andy will expind previous work In behavkwal momentum (limited thus farto the response class of compliance) by adaping the high- . 4 sequence to the rerponseclass of social inkractions. Social inssractions have =di y been a problem for chiklrenwith substantial disabilities. Thae children ofm avoid social situations; when they do initiatesocial interactions, they frequently go =noticed peers and therefore never experience thereciprocal interactions whieh become reinforcing. in the study will be three youngchildren with severe disabilities who have been 14 s'4 as socially withdrawn or isolate.Observatimal research methods consistent with a rmatiple baseline design across trainers will beutilized to examine and evaluate the effects of momentum intervention. Specifically, the study isdesigned to determine the effects of the use of a high probability sequence to imrease the socialinteractions (low-probability behaviors) and to examine issues of the feneralization (across timeand persons) of social behavior acquired mkr the momentum training procedine. Outcomesmeanies will include each participanes (a) social initiations, (b) social responses, (c) continuedinteraction, and (d) performance of high- and low-probability requests.OUTCOMES: The ject will demonstrate the application of 'behavioral momentum theory tothe development of tive social behavior by young children with disabilities.

Parent Consultation and Competency-Based Training: ModifyingNoncompliance in Preschool Children

Student-Initiated Grant Funding Period: 1991-93Principal Investigator: Thomas Kratochwill Telephone: (608) 262-5912Fiscal Agency: Wisconsin Center for Education Resetueh, Grant No.: H023B10023

University of Wisconsin-Madison (Madison, WI)

PURPOSE: To examine the efficacy of a parent consultation and competency-based trainingprocedure, and to investigate the effects of this treatment paradigm on patent skill acquisitionand the noncompliant behavior of pmhool children.APPROACH: The project will test an intervention model that integrates the process ofbehavic=1 case consultation with the content of competency-based parent training (i.e.,behavioral technology consultrition). This competency-based treatment approach is designal to

child noncompliance for a target group of preschool children with specific difficulties inor completing requests made by parents ard following rules in the home. The project

will conduct observations of child behavior, and will collect parent reports of child complianceand parent !stip of vestment acceptability and satisfaction. A nailtiple baseline researchdesign and multipk outcome measures will be used to corroborate expected improvements inparent skills and child behavior following treatment. An 8-week follow-up assessment of parentskill maintenance and child behavior will be completed.OUTCOMES: The sWy will lead to the refinement of several data collection devices or tools,including a tleatment packw, treatment integrity checklists and rating scales, and a prototype ofa pieschool intervention and consultation moeel. Structured interview scripts, basic treatmentdesigns, and decisions about treatments will be synthesized in research reports designed foreducational and psychological practitioners.

DID Stadent-Initiated 1781: S

Earl Intervention for Infants/Toddlers andMary Professhmal Training Program

Infantfrodd'er Persoimel GrantDirector: Mary McLeanFiscal Agency: Auburn University (Auburn, AL)

Their Families: A Crow-


Grant No.: 11029Q90042

TARGET OF TRAINING: Stink= from the fields of musing, social work, schoolprychology, commnication dismders, psychology, audiology, child development, and marriagealintufarildigiegyz.GRAK

The program will offer pumice training for students from eightdisciplines who are interested in serving infants and toddlers with or at risk for developmentaldelay, and their familks. Goals ci the Rrogram Mclude trainingsegue= to prepare stucbmts for work in early intervention se and infusingspecific training proams with information related to die provision of early interventionservices. Raining will consist of information and sidll development in the competimcies neededby a member of any discipline who may become the service provider fix an infant mtoddla with special needs, and that child's family. will complete 9 quarter hours ofcoursework and 100 clock hours of practicum during the sununer following completion of theirdegree. The program will develop training materials for use in other institutions or agencies inAlabama and the Soutneast.

Preparini,Personnel for Early Intervention in Rural Settings: A Field-BasedMaster's Program

Infantiroddler Personnel Grant Funding Period: 1991-1996Director: Mary McLean Telephone: (205) 8445943Fiscal Agency: Auburn University (Auburn, AL) Grant No.: H029Q10091

TARGET OF TRAINING: Graduate students with undergraduate degree in early childhoodeducation, early chilahood ial education, or a related field. Particular emphasis will beplaced on recruiting " personnel currently working in ealy intervention or preschool

and on recruiting minority students.INING PROGRAM The purpose of the project is to prepare personnel to serve as infant,

toddler, or psreschool teachers of young children with disabilities, particularly in rural areas. Theprogram offen for full-time or part-time study through weekend, evening, andsummer classes. 've on-the-job supervision (men ) will be provided during eachquarter of coursework. Existing competencies, coursework, field experiences will be refinedto address provision of early intervention and preschool services in rural settings. Courserequirements will include four core courses: assessment, preschool methods, infant methods, anda seminar in early childhood special education. Students will complete three academic quartersof practica in home- or centa-based, infant/preschool settings or in hospital settings. Emphasiswill be placed on serving children from racial, ethnic, and linguistic minorities.

Early Childhood Special Education Certificate Program

Infantaodd ler Personnel Grant Funding Period: 1989-92Direct= Jill Wheela Telephone: (907) 786-4873Fiscal Agency: University of Alaska (Anchorage, AK) Grant No.: 11029Q90085

TARGET OF TRAINING: Graduate-level studests from special education, occuttaticmaltherapy, weech-lanpage therapy, social work, nursing, and related discipline&

PROGRAM: Tlw project will offer a two-year uaining program to repot earlyintaventionists and special education preschool teachers to work with young children withspecial needs. Students foam one of three avenues: 1) those with certification in specialeducation lete only the specialization in early chiliMmod special educa !ion (s:CLEZ.mkbadatsto EcsE . , 2) those with early chiklhood, elementary, cagrounds complete the core sequence of special educatkm courses, in addi to the ECSEspecialization, leading to ECSE certification; and 3) those with a baccalaureate degree in relatedservice fields, Plus Wale= in earlY childhemd' wnWlem the ii,-!111,cducareatiofferedimelmeon-eandal;YMEspecialization, leading to restricted certification (Type A).during evenings and weekends; students unable to attend us courses (mral, remote, ordistant city) receive course materials by "distant delivery." -1 course is delivered in threemodules containing videotaped lectuielpanel discussion, laming module& connnercialmaterials1 and individual or group activities. Amlioconferences for distant students are offendregularly; examinations are proctored locally. Students are requiled to come to campus duringthe wanner to complete the assessment and methods courses. The program emphasizes multi-cultural and lirtguistic diversity, as well as issues related to teaching in rural or remote areas.

Training Personnel to Serve Infants, Toddlers, and Preschoolers

Infant/Toddler Personnel GrantDirector M. Jeanne WilcoxFiscal Agency: Arizona State University (Tempe, AZ)

Funding Peliod: 1991-1996Telephone: (602) 965-9396

Grant No.: 11029Q10040

TARGET OF TRAINING: Students seeking graduate training in speech-language pathology.While a baccalaureate degree in speech-language pathology is desirable, it is not required.TRAINING PROGRAM: The project is designed to prepare speech-language II I

assume service delivery roles with families and their infants, toddlers, and imeschool c nwith disabilities. The project provides intensive, field-based expaienca that extend beyondbasic professional preparation. Coursework focuses on communication intervention for earlychildhood settings. Essential competencies address five major function areas, including basicknowledge and skills for interactions with culturally diverse familieg family-centered services;discipline-specific savices (Le., communication, language, oral-motcw); team-based services;and grate fix continual updating of practices. In addition to core interdisciplinary graduatecoursew trainees will complete intensive field experiences in various communityinfant/toddler and preschool programs. All field-based activitia will take place in facilities thatprovide team-based services, theteby enabling trainees to acquire essential intezdisciplinaryskills. The gram will emphasize the design and implementation of culturally sensitiveservices, wi particular attention to serving I-liwnk awl Native American families andchildren. Training leads to a leads to a master's degree in speech and hearing science with aconcentration in early childhood intervention.

Preparing Paraprofessionals as Early Intervention Facilitators

Infant/Toddler Pummel Grant Funding Period: 1989-94Director: Barbara Selman Tekphone: 001) 935-2750Fiscal Agency: Focus, Inc. (Jcsesboro, AR) Grant No.: 110294:290077

TARGET OF TRAININV: Paraprofessional studaits ts the associate degree level.TRAINIM PROGRAM The program will develop a training program toparaprofessional early intervention facilitators, based on a unified set of competemies.will consist of classroom instriwtion, modeling of training techniques, and e)

experiences. Coursework will address early intervention for infants and . .1 - withdisabilities, ily-focused case management, communicatitm intervention - andintroduction to habilitative procedures. Supervisory training also will be . to selectedtrainees. The project will conduct than types of evaluation activitks: 1) evaluation of projectimplementation based on timely completion of project objectiveg 2) evaluation of trainees'acquisition of competimcies based on prefpost testins and 3) consumer eveoation based onconsumer satisfaction questionnaires.

Speech-Language Pathology Infant Specialist

Infant/Toddler Personnel Grant Funding Period: 1989-92Dirictor: James C Montague Telephone: (501) 369-3155Fiscal Agency: University of Arkansas for Medical Sciences Grant No.: }1029Q90076

(Little Rock, AR)

TARGET OF TRAINING: Graduate students in speech-language pathology.TP /MING PROGRAM: The propram will offer a graduate-level preservice training programfar speech-language pathologists, with special emphasis on infants with severe communicationdelays. Stucknts will complete a 43-hour graduate program encompassing specialized courses incomnmnication assessment techniques and intervention strategies appropriate for working withinfants and toddlers with special needs, and their families. The infant specialty track will includerequired coursework from a range of disciplines, specialized clinical practicum experiences,participation in a monthly Infant Institute Series, and completion of research related to infantsand toddless. Program activities will be guided by an advisory committee consisting of parentsof handicapped children, representatives of community service and state agencies, and currentand former graduate students.

Interdisciplinary Training Program on Early Intervention

Infantfrodd la Personnel GrantINrector Min Roberts-DeGennaroFiscal Agency: San Diego State University (San Diego, CA)


Grant No.: H029Q00047

TARGET OF TRAINING: Graduate-level students film special education, social vault,nursing, psychology, maternal and child health, public health, communicathre disorders, and

guches and consumer sciences.G PROGRAM: During each year of the program, trainees will be selecwd to

a mw-year post-baccalaureate, 1S-unit Certificate Program on Early Intervention whichtheoretical and practical experience. Students will enroll in three lecture courses (9

units) and two practicum courses (6 units), leading to cadfication upon completion of theprogram. Training will focus on competencies that will - t. trainees to assume four roles ofthe early intervention specialist: infant specialist, y educator. Fin developerand advocate, and team collaborator. Students will be expfteW to assume aninterdisciplinary/transdisciplinary approach in unthustanding the issues facing multiculturalfamilies of infants and toddlers with or at risk fior handicaps and their families.

Project P.R.E.P. (Personnel Readiness for the Education of Preschoolers).

Infantfroddler Personnel Grant Funding Period: 1991-93Director Thomas Cooke Telephone: (707) 664-3116Fiscal Ageiwy: Sonoma State University (Rohnert Park, CA) Grant No.: H024Q10085

TARGET OF TRAINING: 12th grade students, particularly members of minority cultures.TRAINING PROGRAM: The project utilizes an innovatire, invective strategy foraddressingthe need for trained personnel to provide services in rural northwestern California, with emphasison serving Hispanic populations. The project will recruit 12th grade students for a specialcompowcy-based class in child anatomy aixl development that combines human biologylabwatory science, child development theory, and ticum experiences at centas for childrenwhh disabilities and a Head Start site where ti with disabilities are mainsueamed.Students will receive academic support, guidance, encouragement, and economic incentives tocontinue post-secondary training for paraprofessional or professional careers in early childhoodspecial education. The project will develop a co.apetency-based practicum supervision/-assessment model, initiate and operate a PREP Qub on the high school campus, and utilizecollege cross-age/peer nitors w help students to succesfully compkte coursework. Scholarshipincentives, as well as pan-time training-related enwloyment opportunities, will be available foreligible students who contract to continue in special education. The project repesents a uniquepartneiship that provides strong linkage between educational institutions and state aixl local

including the Napa County Office of Education, Napa Valley Unified School District,apa Valley College, Napa County Council on Economic Opportunity, Napa Valley Head Starr,

Napa State Hospital, Community Resources for Children, and Napa Hispanic Network, as sellas the State Department of Education and Sonoma State University.

Recruitment and Rettmtion of Minority Students for Training as EarlyChildhood Intervention Specialists

Infantfroddler Personnel Grant Fimding Period: 1991-93Director Anne Wklastrom Telephone: (415) 338-1630Fiscal Agency: San Francisco State University (San Francisco, CA) Grant No.: 1029Q10075

TARGET OF TRAINING: Graduate level students with undergraduate degree in earlychildhood education, child development, psychology, social work, or related &kis:TRAINING PROGRAM: The project will develop an intensive recruitment t gram toincrease the number of minority stucknts trained to serve infants and young children, to age5 years, with special needs. As part of the recruitment effort, a currently enrolled student fromeach of the three target communitiesAsian Amerk:an, African American, and Latin Americanwill act as liaison to their community for irkntification of potential students from these culturesand as mentors for the newly enrolled students. ',akin the graduate training program, stuchmtswill enroll in coursework addressing infant and preschool intervention, assessment, working withfamilies, and program evaluation, and will complete practicum expaiences. Practicum sitesinclude center and horne-based settings, hospitals, public schools, and programs such as HeadStart. Training will lead to a master's degree in early childhood special education withcertification.

TAPITS: Transdisciplinary Approach to Preparation of Infant/ToddlerSpecialists

InfarWroddler Personnel Grant Funding Period: 1989-94Directors: Claire Cavallaro & Ann Bisno Telephone: (818) 717-5150Fiscal A California State UniversityNorthridge Grant No.: H029Q90066

fp, CA)

TARGET OF TRAINING: Graduate level students with at least a baccalaureate degree ineducation, educational psychology, speech/language, nursing, social work, physicalor mlated disciplines.ING PROGRAM: The program will develop a =del personnel preparation propm

that integrates various disciplines involved in early intervention for high-risk and exceptionalinfants aid toddlas, Training will focus on transdisciplinary knowledge and skills needed tomeet the conylex, heterogeneous needs of infants aW toddlers with specia needs, and theirfamilies; to work effectively as a member of a transdisciplinary team; to work effectively withfamilies of exceptional infants and toddlers; and to save in leadership capacities, including casemanager, advocate, program developer, and program evaluator. At entry into die program,students will be assigned to interdisciplinary teams throughout their master's coursework andspecialized training in transdisciplinary competencies and skills. The project will identify aninfant awl family (or other caretaker) for each =dent to work with throughout their training,providing assessment, development of intervention plans, advocacy, or other services as needed.Master's thesis for each students will be a longitudinal case study of the infant and family.

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Preservice Training Model to PrIpare Interventionists to Work withHandicapped Infanis, Toddlers, and Their Final lies

Ithntl Toddler Pasonnel Grain Funding Period: 1' -94

Director Toni Linder Telephone: (303) 871-2474 or 87 40Fiscal .University of DenverColcsado Seminaiy

, CO)Grant No.: H029Qit/079

TARGET OF TRAINING: Graduate-level students with baccalaureate degree in childdevelopment, early childhood education, or !elated fields (e.g., occupational therapy, physical=r4G

OGRAM: The peoject will develop an inservke training model for preparingintervendonists to work with infants, toddlers, and preschoolers with disabilities, and their

Two training option will be offend, One _ to cartificationfendorsement in earlychildhood special education, awl tlw other providing . satisfaction of the requirements for amaster's or doctoral de - in early childhood special education. Coursework focuses on keycompetencies and .1 formal and infarmil assessment strategies for infants and

strategies for working with families, especially those from diverse cultural orskills in working with children in all areas of developmau idve,

language, soc -emotional, motor); and skills in transdisciplinary and community .1 andcWM advocacy. Core courses will be taught on a transdisciplinaly basis. All coursewcuic willinvolve associated fieldwork in centei% or home-based settings within inner city urban or ruralenvironments. While students will be required to participate in practica involving both infantsand preschoolers, settings will be geared to the individual student's goals and desires.

State-wide Training for Infant Specialists

Infant/Toddler Personnel Grant Funding Period: 1989-94Director Harriet Able-Boone Telephone: (303) 556-4854Fiscal Agency: School of Education, University of Colorado Grant No.: H029Q90015

(Denver, CO)

TARGET OF TRAINING: Early childhood special educators arbi related service providers,particularly those working in early childhood intervention programs who wish to update andexpand their knowledge and skills in working with very young children with or at risk fordevelopmental disabilities, and their families.

G PROGRAM: The program offers graduate-level training which includesspecialized infant courses and field experiences both on-campus and at selected urban and ruralsites throi4iout the state. Training is interdisciplinary and competency-based, and placesemphasis on families. Students will be drawn from a variety of disciplines, and instructors willrepresent the various professional disciplines involved in early intervention. The programincludes four courses on intervention with infants and families, and a specialized infant courseoffered off-campus each semester (three per year). A major program goal is to offerinterdisciplinary, field-based training in working with infants, toddlers, and families toindividuals in rural areas of the state. 'training leads to certification, a master's degree, or both.

Recruitnant in Pre-Service Preparation of Speed-IService to Preschool Children and Families in Rurai

Pathologists for

Infant/Toddler Personnel Grant Funding Period; 1991-96Director Harvey Gilbert Telephow: (203) 486-3491Fiscal Agency: Univasity of Camecticut (Storm cr) Grant No.: H029Q10011

TARGET OF TRAINING: Speech-languar pathologists (baccalaureate degree desirable butnot required). Prefereme will be given to =laity students, permanent residents of rural areaswho are likely to remain within their conununities, and nontraditional students (those who areolder than the typical graduate student and are re-entering the educational system from anothercareer or after a paiod of unemployment).TRAINING PROGRAM: The project is desipted to increase the supply of qualified speech-language °gists to work in rural area with ming children with special needs and theirfamilies. program will offer a sapience of specialized instruction and supavised practicathat is integrated into the regular curriculum leading to a masta's in speech-languagepathology. Students will complete core course requirements for speech- guage pathology, andenroll in elective coursework focusing on working with preschoolers with disabilides. nu-'&4will be offaed in a variety of settings, including schools, hospitals, regional education centers,home-based settings, and the clinic at the University of Connecticut. Students will be preparedto save both as direct service providers and as facilitators, consultants, and collaborators intransdisciplinary family-centered intervention models. Understanding of cultural diversity isemphasized. The propel will provide students with finanzial support for their successfulcompletion of the degree program and with programmatic support for their transition to andretention in rural area employment settings.

Proaration Program for Parent-Infant Educators ofA Collaborative Model

Infantfroddler Personnel GrantDirector Marilyn Sass-LehrerFiscal Agency: Gallaudet University (Washington, DC)

the Hearing Impaired:



TARGET OF TRAINING: Graduate-level specialists in the education of hearing-impairedinfants and their families.TRAINING PROGRAM: The project will offer a fulltime, preservice training programemphasizing family-focused, transdisciplinary approaches to early intervention. The programconsists of four semesters of specialized coursework and supervised practicum and clinicalexperiences. Trainees will acquire competemies in infant development and assessment;language and communication development; family education/consultation and advocacy; assess-ment and managemnt of sensory, physical, intellectual, and behavioral characteristics ofhearing-impaired infants; program and curriculum development and administration; educationalfoundations, including multbultural perspectivag and interagency planning. Students will beprepared to work in a variety of service settings and to participate m interagency ccordinationactivities to meet the diverse programming needs of infants and families. Graduates will earn aMaster of Arts degree and will satisfy state and professional edification resuirements in earlychildhood special education, deafne,ss, and parent-infant education f the hearing-impaired. Theprogram is unique in its focus on communication, langule, developmental, and fainily needsassociated with hearing impairment in the very younx its recognition that parent/caregiver-infant training is an area separate from early childhood education; and its emphasis on theimportance of working with young children as part of the family unit.

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Infant Specialist Persumel Preparation Program: PLUS

1nfToddiu Pessonnel GrantDirector: Vivian L. ConeaFiscal Agatcy: University of Florida (Gainesville, FL)


Grant No.: H029(290014

TARGET OF TRAINING: Graduate-level students in special education, nursing, occupationaltherapy, and ogy.

PROGRAM: . will initiate infant intmention specialist trainingthrough the Degertment of Special .1 ;on at the University of Rorida. The personnelpreparation , will offer pmservice infant specialist training to prepare professionals toserve young , with or at risk for handicap& The project will develop five graduate-levelcourses in infant intervention, with ... . on assessment, methodological practicum, andfamily service that are tailored to meet 41 needs of Florida's multiply handicapped infants, at-rink minority, limited English proficient, rural, and teenage parent population& Students willenroll in a minimum of 15 semester hours of graduate uaining in infant intervention.

Preservice Graduate Training in Infant and Toddler Intervention

Infant/Toddler Personnel Grant Fumling Perkxl: 1989-92Director: Mary Frances Hanline Telephone: (904) 644-4880Fiscal Agency: Florida State University (Thllahassee, FL) Grant No.: 11029Q90058

TARGET OF TRAINING: Graduate-level smdents in early childhood special education amlchild development.TRAINING PROGRAM: The program will establish a preservice graduate training programin Infant and Toddler Intervention. Specialists trained in this program will be equipped tofunction in a wide variety of settinp and roles reflected by early intervention programs servingchildren, birth to age 3 year& with or at risk for developmental delays and other handicappingconditions, and their families. The training model is interdisciplinstry and competency-based.Students will have the option of completing a master's degree or receiving a university edcertificate (representing 18 hours of graduate credit) in In.t and Toddler Intervention. Contentareas include typical and atypical development, classroom management and organization, familysystems, parent-professimial collaboration, administrative and legal issues, interdbciplinary andinteragency teaming, physical and medical management, assessment and curriculum, educationalfoundation& and foundations of early childhood special education. Training is accomplishedthrough a combination of academic study, field experiences, and an internship. Counecorripetencies are based on recommendations of INTERACT, the National Committee forServices to V Young Children, and the Division for Early Childhood of the Council forExceptional Mining will lead to certification.

Interdisciplinary Infant Specialization (IIS) Personnel Preparation

Afant/Toddler Pasonnel Grant Funding Period: 1989-92Director: Linda McCormick Telephone: (808) 948-5009Fiscal Agency. Univerdty of Hawaii (Honolulu, HI) 3rant No.: H029Q90078

TARGET OF TRAINING: Personnel with baccalaureate or master's degree in education or arelated service discipline who wish to acquire infant specialization skills; and students curnmtlyworlting toward a graduate degree in nursing, public health, psychology, speech =I hearingsciences, special education, social wort, or a related nem who wish to acquire infant

skills.G PRWRAM: The US Program will prepare students to serve as infant intervention

specialists. Trainees will be prepared to serve in direct service andkr administrative roks toprovide family-centered, coordinated early intervention services for families of infants awltoddlers with or at risk for handicap. Training will be designed in two formats to accommodatethe needs of students in Hawaii and the Pacrfic: a regular semester option and an intarttivesummer institute. Upon completion of the IIS program, trainees will pmess the knowledge andskills needed to unckrstand and work with families of infants and toddlers with special needtassess family and child needs; implement family-centeted inerventiont provide casemanagement interact as a team member with families and other professionals; and promoteprofessional development. The training program will be institutionalized as an interdisciplinarymaster's degree through the Hawaii University Affiliated Program.

Preparing Infant and Toddler interventinnistS

Infant/Toddler Personnel Grant Funding Period: 1989-92Director: Jennifer Olson Telephone: (208) 885-6159Fiscal Agency: University of Idaho (Moscow, ID) H029Q90064

TARGET OF TRAINING: Graduate level students with undergraduate degrees in regular orspecial edwation, nursing, communication disorders, physical therapy, social work, or relatedfields.TRAINING PROGRAM: The program will offer Feservice training kading to a an MS orM.Ed. in special education, with emphasis on early intervention. The program's goals aretwofold: 1) to provide training to meet critical personnel shortages related to implenumtation ofP.L. 99-457; and 2) to impazt the tkvelopment of state certification standards for both infancyand early childhood special education. Most students are concurrently employed and will beenrolled part-time. Classes will be offered evenings and off-campus. Sturkats will complete 30semester hours of coursework and practice, with an additional 6 to 9 hours for thesis. Studentswho enter the program without teacher certification will be required to complete student teachingin a school district setting. Sites for practica experiences include a public school in Idaho, aneonatal intensive care unit (NICU) in Washington tate, a health and welfare classroom inIdaho, and the University of Idaho preschool classroom.

Erickson Institute Early Intervention Specialist Project

Infant/Toddler Pommel Grant Funding Period: 1990-92Director Linda Gilkerson Telephone: (312) 280-7302Fiscal Avner Erickson Institute (Chicago, IL) Grant No.: 0029Q90045

TARGET OF TRAINING: Post-baccalaureate students from special education, psychologyandThAfamiThaliGstudies.

PROGRAM: The Erickso: rostdraccrureaextandpreZveiril 1!f,anlorstuedlle;program to provide a modelintervoitionins, The progrun prepare specialists to work with ta-risk and " infantsand their families who live in a range of settings, incl the inner city. Training will focus onthe psychological aspects of auMky, including the s developing sense of self-esteem,and on self-knowledge as a prc!fessional competoicy in infant/family work. The jirogram offers18 credit hours of ,1 1, 1' 6s, f - in early intervention.Courses include Infant Growth and . y Studies, Infant Assessment, andPrevention Strategies and Intervention Studaas also will enroll in two semesorrs of asupervised 1, . .. and seminar. Tin program offers a collarium, Development of Self:Implications for : Intonation, which provides a forum in which students and professionalsin tlx early intervention community can examine the telationships between disability and thedevelopment of a sense of self. The training model is tailored to the needs of urban settings.The program will develop and disseminate a Resource Guide to training programs that wish tostrengthen their focus on the relationship of disability to psychosocial development

Interdisciplinary Specialization in Infancy (ISO Project

Infant/Toddler Personnel Grant Funding Period: 1989-92Director Jeanette McCollum Telephone: (217) 333-0260Fiscal Agency: University of Illinois (Champaign, IL) Grant No.: 1-1029Q90070

TARGET OF TRAINING: Graduate students in special education, speech owl hearingsciences, and social work.TRAINING PROGRAM: The project offers an interdisciplinary preservice training programto prepare professionals from special education, speech and hearing science, and social work toassume roles as direct service providers for infants and toddlers with special needs and theirfamilies. The Foject will develop a model for interdisciplinary preservice training that operateson three levels: Level 1pmeral knowledge of each particular discipline; Level 2infancy-related know - a of the particular discipline, and Level 3a common axe that crossesdisciplines. ts enrolled in the program will complete Level 1 and Level 2 training in theirhome deprtments, and will participate with students from other disciplines in Level 3coursework on families, development, and interdisciplinary teaming. The project also willprovide interdisciplinary infant practice through a Parent-Infant Playgroup. For each practicumsite, the project will idaitify the unique aspects of du laming experience and develcp a trainingmodule specific to that site. Training will lead to s master's degree in the student's homediscipline.

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Associated Colleges of Central Kansas Preservice Early Intervention Project

Infantfrodd ler Pasonnel Grant Funding Period: 1990-93Direct= Sharon Rosenkoetta Telephow: (316) 241-5150Fiscal Associated Colleges of Central Kansas Grant No.: 11029Q00027

Ks)

TARGET OF TRAINING: Students from special education, social work, nursing, psychology,ti and related diuiplines.

G PR. RAM: The project will ofkr preservice training in early childhood specialactivation to develop competencies for serving infants and toddlers withspecial needs and theirfamilies. Stutknts will complete 33 semester of coursework - the following anas:survey of the early childhood special echicadon savice field; child develwnsult.methods fox working with young children rid infants, with and with= disahffitkr4 fatrilycounseling; behavior nunaganent; and case management. The will offerexperiences in kune- or center-based settings, es well as Lik " 4 'Its in aawironment Program objectives include g pacticum experiences that willstucknts for dm variety ef roles and delivery , Is they will encounter as teachers of antsand toddlers with handicaps or developmental delays; integrating competencies related totransdisciplinary team collaboradon, consultation, family empowerment, case management, atultransition planning; and providing job placement for graduates. Training leads to certification inEarly Childhood Special Education.

Project PREPARE: Preparing Regular Educators and Other Professionals toAssume Roles in Early intervention (3-5)

Infantfroddler Personnel Grant Funding Period: 1991-94Director: Vicki Stayton Telephone: (502) 745-4641Fiscal Agemy: Western Kentucky University (Bowling Green, KY) Grant No.: 1102fX210067

TARGET OF TRAINING: Persons who bold staff positions in integrated early childhood orearly childhood special education settings, but who lack prior training and experience in earlychildhood special education and graduate-level students with undergraduate degrees in fieldsother than early childhood vecial education, who wish to become qualified to teach in integratedearly childlwod or early childhood special education programs.TRAINING PROGRAM: The project will implement a competency-based master's degreeprowl in Interdisciplinary Early Childhood Education to prepare personnel to work withchildren, age 3 to 5 with disabilities and their families. Students will complete the Collegeof Education basic 4 don course requirement, enroll in a minimum of 33 sanester hours ofcoursework, and participate in 240 clock hours of maim. The program will beinterdisciplinary in nature with coursework offered through several departments. Trainingemphasizes a family systems training approach, addresses best practices and recommendedpersonnel standards, and prepares students to wok in integrated settings. Students who arecurrendy employed fulltinw will be able to complete the master's deg= throup a two-yearsequoia by enrolling in evening classes during fall and spring =nesters with individualizedpractica based at regional sites, and attendinif two 5-week summer terms for additionalcoursework and practica experiences. Training will lead to state certification.

193 2 3 DPP Infanstroddkr Persomel

Project TIE

Infantfroddier Personnel Grant Funding Period: 1989-93Director: David Sexton Telephone: (504) 286-6609Fiscal Agency: University of New Orleans (New Orleans, LA) Grant No.: H029Q90026

TARGET OF TRAINING: Gtsduate level students in special education, occupational therapy,and speeebAanglage thaajr.

uwuG °GUM: Tin prokct ofkr an intadisciplinary uaining that is

y planned, implemented, evaluated, and stabbed by education, allied Ilt and relatedservices personneL Project TIE is _, If -4 in the philosophy that a collaborative1mesd1scionsi7 is &waft' to traimng ci a . infant educator. Trainingconsist! of 27 to hours of graduate coursesuk in - -4- education and 6 to 9 hours of

- Allied Health coursework. The program is to provkle a balance between.4., experiences ard II 11i /11 4es to acquire and apply in natundistic settings throughproctica and techniques. Information will be presented through lectures.

discussions, imlependent readings, cluect observations, and hands-on experiences in clinical andeducational settings that serve infants with handicaps and their families. Students will receiveeither an M.Ed. or an MA degree in Edutation, with a concentration ininfant/toddler/family education. '1 he program is 4 -.4.1ped to prepare infant educators to meet themany service role demands at the looal, nate, and national levels.

Master's Training for Personnel to Serve At.Risk Infants, Toddlers, andPreschoolers

Infant/Toddler Perscenel Grant Funding Period. 1990-95Director Lawrerwe Larsen Telephone: (301) 3384273Fiscal Agency: Johns Hopkins University (Baltimore, MD) Grant No.: H029Q00019

TARGET OF TRAINING: Graduate-level students who (a) hold an undergraduate degree inregular education, special education, or a related field; (b) are not certified in special education atthe infant/primary (c) may have been imafessiceally inactive for an extended period oftimg and (d) wish to enter the field of early cluldked special education.TRAINING PROGRAM: The project will offer a 39-aulit training program leading to aMaster of Science in Educed= degree with concentration in early childhood special educationand Maryland special education teacher certification at the infam/primary level. The trainingprogram will employ a compettecy_based curriculum that encompasses theof competencies requited effective teaching at the infant/primary level, practice, and fieldplacements. Extensive evaluation data assessing trainee performance, as well as the relevance ofthe competencies that comprise the curriculum, will be obtained while the trainees are involvedin the program and following their graduation.

Intervention Training for Speech-Language Pathologists ServinglinnafartModders, and Their Families

Infantfroddler Personnel Grant Funding Period: 1990-95Director Margaret Lahey Telephone: (617) 578-8732Fiscal Agony: Emoson College (Bosom, MA) Grant No.: It)29Q00049

TARGET OF TRAINING: Graduate-level students in speech-language pathology.TRAINING PROGRAM: The goal of !la:, jedcetviltpon!Tir oludeits to (a) provick family-centeted services; (b) assess infant anddevelopment of communication; (c) facilitate early connnunication development; OD Providepreventive intavention so child= at risk for a conununicsion disonkr; (e) provide ranedialservices to infants and toddlers with oral motor problem% (f) work cooperatively withintadisciplinaty teams and coordinate services when necessary; and (g) provide inservice

telative to assessing and faciiitafin communication rowilipmenuoantdet involved tivith infants and ers with disabilities.coursework addiessing family systems, infants and toddler.", (de? lo.ipnm:fti;ntsal=eniali,:rditintervention), early communication development, feedingciplinary perspectives, as well as otkr courses y Mcluded in a graduate speech-,

language pathology ptogram (e.g., language disorders in children, ctiapostics, fluency, novo-motor speech discndas). The program will include 15 experiential components carried out inconjunction with coursework or practica. These will ackiress conducting assessments, analyzingfamily systems, participating in child-fmd activities, working within an interdisciplinary setting,facilitating communicadon development in a variety of settings, working on feeding problems,and presenting an inservice training program. Training leads to a master's degree.

Transdisciplinary Training for Early Intervention Personnel to ProvideFamily-Centered Transition and Case Management Services for At-RiskYoung Children

Infant/Toddler Personnel Grant Funding Period: 1991-94Director: Valerie De Coux Telephone: (601) 266-5163Fiscal Agency: University of Southern Mississippi (Hattiesburg, MS) Grant No.: H029(210070

TARGET OF TRAINING: Early intervention personnel with baccalaureate degrees in!iruisititimisocial work, occupational therapy, physical therapy, or psyclmlogy.

G PROGRAM: The project will develop a preservice program for graduatepreparation of early intervention personnel to provide family-centered case management andtransition services. The prop:et will link with an existing special education early interventiontraining prograin in orther to interface the preservice training of special educators and other earlyintervention I. Participants will complete master's degree requirements in theirrespective as well as 9 hours of coursewat and 10 hours of practicum through thisprogram to receive certification in early interventimi. Program content will consist of a varietyof courses increporating diactic, otaervational, interactive, and liands-on" activities, alongwith individualized practicum 1 'ewes. Emphasis will be placed on transdisciplinary train-ing. Pairing of students across " 'lines will offer invahml* experience in inteniisciplinary

Stipends and tuition waivers will be available to selected students. Funding mayalso be available from the state Part H program to provide full-time assistantships for twostudents, who would be required to work at least one year in the Infant/Toddler System. Theproject also will seek to strengthen the linkages with state and community services providers, theGovernor's Interagency Coag Council, and other training programs.

Parent/Infant Program for Hearing-Impaired Children

Infantfroddler Personnel Grant Funding Period: 1989-92Director: Marjorie L a Telephoin: (417) 836-6508Fiscal Southwest I , tate University Grant No.: 11029Q90069

MO)

TARGET OF TRAINING: Graduate4evel studious in education of the hearing-impaired, whohave widagmdnate backgmunds in conummication disordas, elementary cr secondaryeducation. or related suvice fields.

. The to address teacher ,, - in the field ofeducation of the i , . and to the program to serve de h. #1 to-2in a home-based - 4 t program. kads to a master's degree. StudentsiMurnrollin coursework over 15 months, concurrendy wi their field experience placanent. Each studentwill work with the family of a hearing- . , infant during twice-weekly home visits. Duringone week each month, tin parents and "I will come to the clinic when their interactices willbe videotaped to provide feedback for parents and additional training for students. The programoffers . ii , tks for parents to enroll in sign classes at the university, and part of die weeklyvisits address sign shills, especially vocabulary related to home activitks. Parents will beexpected to participate in the parent education program, with monthly meetings that includeparents of hearing-impaired preschoolers.

Early Intervention Specialty Project: Competency-Based Program forInfant/Toddler Specialists

Infantfroddler Paisonnel Grant Funding Period: 1989-94Direct= Ted Maloney Telephone: (4(6) 243-5467Fiscal Agency: University Affiliated Program Satellite, Grant No.: H029Q90036

University of Montana (Missoula, M1')

TARGET OF TRAINING: Graduate students in education, psychology, social work, speechtherapy, and nursing.

TRA G PROGRAM: The project will offer an Early Intervention Specialty program toteach students in a variety of human services disciplines the bask skills and competenciesnecessary to provide early intervention services throush multidisciplinary and transdisciplinaryteams to infants and wM Ws with disabilities, and that families. Students may enroll in one oftwo tracks leading either to Early Intavention Specialist Certificatkin or to certification and amaster's degree in Interdisciplinary Studies. Interdisciplinary competencies will be addressedthrough five coie courses: Typical Infant and Family Develornent; Atypical Infant and Family

t; Program Planning and Assessmat of Infants, Toddlers, and Families;Intervention with Infants, Toddlers, and Families, and Program Evaluation; and CommunityService Delivery: Multi- and Transdisciplinary Team Approaches. Each course will includepractical applied experiaices. An intensive practkum will follow the completion of the corecourses. Training will address provision of services in rural areas and will meet Montana'srequiiements for certification of professioi Is provkling early intervention services.

Interdisciplinary Birth to Five Persmnel Preparation Program

Infantfroddlee Personnel Grant Funding Period: 1990-93Director: Lorraine McCaw Teliyhone: (201) 932-771fFiscal Agency: Rutgers Univessity (New Brunswick* Ni) Grant No.: 11021Q00044

TARGET OF TRAINING: Graduate-level =dents in education, psychology, soaial work,speech pathology, nursing, occupational thaapy, physical dmrapy, and mher allied health

PROGRAM: The project will offer a compreInnsive, interdisciOinaty birth-to-5persona:I preparation prognm in special education and Mated services for and at-risk infants and preschoolers, and their families. The proiect is based on the 41 birth-to-3Infant Specialist Interdisciplinary Studies (ISIS) curriculum. The content of this infancy corewhich adchesses - -0 t of newborn and infam handicapped children and techniques forworking with infants, " 'es, and professionalswill be 'wised to includenecessary for serving children age 3 to 5 yean. Attention will be paid to issues te workin local education agencies, assessment and intervemion with reschoolers, and provision ofservices in a least restrictive environment. Students may enroll in various master's or doctoral

within Ru -4 University and the University of Medicine and Dentistry of Newand complete o ISIS Certificate as part of thdr program of study. They may al vady be

trained in a specific education or related service discipline or may be concunently enrolled in adiscipline-specific preparation program.

fit ."" 1'44

Infant Intervention Specialist Training Project

Infant/Toddler Personnel Grant Funding Period: 1989-94Directors: Glenn VanEtten & Pauline Turner Telephone: (505) 277-5018 or -4535Fiscal Agency: College of Education, University of New Mexico Grant No.: H029Q90048

(Albuqwrque, NM)

TARGET OF TRAINING: Graduate-level personnel in speech therapy, onal therapy,day care, education, and related fields. Most participants are cunently'MINING PROGRAM The project will offer trainhig leading to a master's degree in eitherCounseling and Family Studies or Special Education, with a specialization in Early Intervention.Since most of the participants are employed, training is provided through evening classes.Students without an unckrgraduate background in edwation will be required to complete 9semester hours of praequisites before beginnin the master's program. Students in specialeducation will complete 42 semester hours; s ts in Counseling and Family Studies willcomplete 45 semester hours. A minimum of 8 semester hours of prardcum or field placement isrequired, in addition to the field experiences provided in academic courses. Practicumplacements include the high-risk neonatal clinic of the medical school; the extended care clinic;and two community infant programs operated by the Developmental Disabilities Bureau.

4s

Early Intervention Training for Occupational Therapists and PhysicalTherapists

Infant/Toddler Personirl Grant Funding Period: 1990-93Director: Elizabeth Baltus-Herbat Telephone: (716) 831-3141Fiscal Agency: SUNY Research Foundation (Buffalo, NY) Grant No.: H029Q00043

TARGET OF TRAINING: Graduate-level students in occupational therapy and physicalth...

IIeI G PROGRAM: The project will devekv a model of intensive train&difectisr

occupational and physical chemists to enable them to provide services to infants andwith disabilides in Wm-, agency-, and school-based practice. Training will include coursewcekin both physical awl ocapational therapy, as well as praccica. The dual disc* s : , format ofinsuuction will i - - 1 the competencies required of each ii i - . . I I

9* services to

infants and . 1,- while delineating skills and roles 611 I '''' .' " to be transdisciplinary. Therole of the family in service planning and provision will be emphasized throughout the program.Participants will receive graduate credit for courses completed. The will be teamtaught, and will be offered in Batavia, midway between Rochester and "-#14- . , in order to beaccessible to wofessionals in western New York state, che Finger Lakes area, and the SouthernOntario region. Insmicdonal media developed during the program, including training manualsand ii,,, _ win be published and made available nationally. While the program is designedprimarily s occupational and physical therapists, the training model and most of theinstructional materials will be applicable to training programs for other professionals involvedwith infants, toddlers, and families.

Instructional Practice in Urban Settings with Families and Infants withDisabilities

Infantfroddler Personnel Grant Funding Period: 1989-92Director: Kay Ferrell Telephone: (212) 678-3862Fiscal Agency: Teacher's College, Columbia University Grant No.: H029Q90021

(New York, NY)

TARGET OF TRAINING: Graduate-level students in education.TRAINING PROGRAM: The project will train personnel to be teachers of and advocates forinfants with cr at risk for handicapping conditions or developnwntal disabilities, within urban

saftrThe 60-semester hour program will lead to a Master of Education degree; students whohold a master's degree in special education may transfer up to 30 credits toward

completion of tlw M.Ed. Training will emphasize faly and community education, urbaneducation, multicultural issues, and socioeconomic/demographic issues of urban communities.The b' will combine coursework and practicum experiences in hospital settings dealingwith c s birth to age 2 years, with a variety of ss*- ss ing conditions, especially AIDS,drug de , and chronic illness. The curriculum of the gram in Instructional Practice inUrban - s with Families and Infants and Disabilities will be revised, with the goal ofachieving a better match between competencies taught and competencies needed today in thefield. The project also will develop a resotuce book for teachers woridng with HW babies whichwill address what precautions, if any, are needed.

Interdisciplinary Master's Program in Infant Intervention

Infantfroddler Personnel Grant Funding Period: 1990-93Director: Mary Beth Broder Telephcme: (914) 285-8204Fiscal Agency: New York Medical College (Valhalla, NY) Grant No.: 11029Q00034

TARGET OF TRAINING: Graduate-Lvel students nom a variety of Fofessionalbackgmunds, including edwarion, special education, occupational *grail, Physical

and audiology, psychology, and work.The project will offer an interdisciplinary mastees degree program

in Developmmtal Disabilities, with a concentration in Infancy. The 36-credit program isdesigned to govide graduate and postgraduate students with skills in infant and familyintervention. Students may enroll either full-time or part-time. Tlw program will consist ofcoursework, practicum, and the completion of 32 tasks. The multidis-ciplinary curriculum will address tlw amas of educatim occupational therapy and physicaldienw, social work psychology, and speech scimces. The " of the program is to meet NewYork s growing danand for interventionists to provide inr. i family-centesed, community-based services for infants and toddlers and II under P.L. 99-457.

A Master's Program for Permanent Certification of Early Childhood SpecialEducators with Minority Populations

lnfantfroddler Personnel Grant Funding Period: 1991-94Director: Judith Bondurant-Utz Telephone: (716) 878-5429Fiscal Agency: SUNY/Buffalo State College (Buffalo, NY) Grant No.: H029Q10078

TARGET OF TRAINING: Teachers who are certified provisionally in elementary or specialeducation, and individuals who arc not certified, but rue an** in die field. Ten In 25 Percentof these students will come from racial, ethnic, or language minority backframds.TRAINING PROGRAM: Tewhers in New York State receive provisional certification aftercompleting the undergraduate degree in special, elementary, or early childhood education. Forpermanent certification, the master's degree must be obtained within five years of the time theteacher begins to teach provisionally. The project will develop and implement a permanentcertification-level, field-based, mini:city-oriented master's degtee program for teachers of infants,toddlers, and preschoolers with dilities, with particular attention to racial, ethnic, andlanguage minorky populations. Existing courses will be modified amd womanized so that theyemphasize working with racial, ethnic, and language minority populations, and the existingprogram will be modified and reorganized so that the master's degree can be earned within twoyears by students who arc teaching full-time in early intervention and preschool. II :4 It;sci TagProjeCt will develop the means for providing intensive on-the-job supervisioncoursework and practicum requirements.

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Cincinnati Early Intervention Infant and Toddler Training Program

Infantfroddla Personnel Grant Funding Period; 1991-95Director Lawrence Johnson Telephone: (513) 5564536Fiscal Amer University of Cincinnati (Cinckmati, OH) Grant No.: H029Q10026

TARGET OF TRAINING: Graduate-level studans with undergraduate degree in education ora related bad.TRAINING PROGRAM The project will develop and implement a transdisciplinary training

to address the aitical need for personnel who an professionally skilled to save theneeds of infants and toddlers with disabilities and their families. Coursework will

address provision of early konvention using a 't . apivoach and will includemethods, assessment, and development issues. Students will - a full year of practicum ina hospital, early intavention program, Head Start program, cm* other center- or home-basedenvironment. Each student will work with "field mentors" who also teach early intervaitionseminin at the univasity. Training will lead to a master's degree in early childhood specialeducation and endorsement (certification) in early chiltlliood special education. Another proiectgoal is to establish a inawork of professionals who will provide ongoing training and technicalassistance to programs serving preschoolers and their families.

Preparation of Swech-Language Pathologists and Audiologists to ProvideServices to Prachool Handicapped Children from Minority Populations

Infant/toddler Personnel GrantDirector David MetzFiscal Agency: Clevelaixi State University (Cleveland, OH)

Funding Perim: 1991-95Telephone: (216) 687-3803


TARGET OF TRAINING: Graduate-level students with baccalaureate degree in speech-.lanquagmpathole ogy_or audioloo.

G PROGRAM: The project seeks to enhance the preparation of personnel providingspecch-languap and audio services to preschool children with disabilities, age 3 to 5from multicultural . . The tnoject will address this goal by inarasing the number ofstudents with special training for working with minority speech-language handicapped childrm,and by " I and integrating mdules of instruction on assessment and intervaition withmincaty , ,16 4.10 -4 children into the i It curriculum. Students in the pcluate terogramsin speech-language pathology or audio 4 will enroll in three seminars (Dialect Differences,Assessment, and Intervention), addlessing special topics such as evaluation, assessment, andintervention with particular minority groups; family life; and assessment techniques gearedtoward particular minority populations. Students will be assimed to Head Start practicum sitesto gain experience working with minority preschool populations. Students also will have theopportuntiy to work with minority parents and with professionals in allied disciplines. 'Thistraining will satisfy the clinical requirements of the master's degree program. Upon graduation,these students will possess tin knowledge base and clinical skills needed for nationalcertification by the American Smch-Language-Hearing Association. Project staff will workwith faculty to incosporate modules into departmental courses, and will provide guest lectures onmulticultural topics in communication disorders.

201 2 - 1 DPP Infant/Toddler Palming.*

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An Early Intervattion Emphasis Program for Speech-Language Pathologists

Infantfrodd ler Personnel Grant Funding Period: 1991-93Director Lorraine Russell Telophonc (215) 787-1876Fiscal Apncy: Temple University (Philadelphia, PA) Grant No.: H029Q10102

TARGET OF TRAINING: Gra luate-level students with baccalaureate degree in speech-language pathology, occupational physical thaapy, nursyig, or a related &id.Emphasis will be placed on recruiting -Ammican students in order to increase this

'a i within tin profession.I PROGRAM: The project will oft coursework and clinical training within the

master's degree program in speech-language _A to provide =lents with the theoreticaland practical compuencies necessary to serve y diverse infants and oddlers with specialneeds and dwir families. Students with speech pathology background will 6."" I two years offulitime coursework and practice; students with umlergraduate training,. fieragogbye.

languagerequired n:o complete an additional year of core coursewrdcPracticum placements will emphasize elective choices which will .- . a specialty for eachstudent Practice will have a preschool or neonatal focus. Within the focus, specialty work fallsinto three groupinp: 1) multicultural issues related to effective service cklirry (how to dealwith families from various cultural backgroundse), 2) interdisciplmary aspects(interactions/teamwork with other disciplines in providing early intervention), and 3) focusedseminars. Training will lead to a master's degree in speech-language patholow:

Early Intervention Paraprofessional Training Program

Infantgoddler Personnel Grant Funding Period: 1991-94Director: Diane Keller Telephone: (717) 945-5141Fiscal Agency: Keystone Junior College (La Plume, PA) Grant No.: H029Q10063

TARGET OF TRAINING: Undergraduate students; and personael who already are working inearly interventice and who seek certification.TRAiNING PROGRAM: The project rill establish a preservice paraprofessional trainingprogram in Early Childhood EducationEarly Intervention which will meet state certificationstandards. The project will develop a certificate (30 hours) and an associate degree program thatincludes lxgh academic coursewoit and field practice, and stresses an interdisciplinary, family-centered approach to working with children with vaial needs, birth to age 5 years. Fieldexperiences will be offered at various self-contained child care programs wWe children withdisabilities participte, and will include home- and center-based satinp and rural and non-ruralsettings. Students will be recruited primarily from the local area and will include both traditional(college-age) or nontradidonal (adult) students. The also will provide training forpersomml already working in the field who lack the coursework to become certifiedunder the new state regulations. Efforts will be nude to phwe program graduates in earlyintervention jobs completion of the training program. The project will work with fourregional colleges ering baccalaurete programs in special education to assist students who wishto pursue professional level degrees and positions.

Intervention Personnel Preparation for Services to Infants andwith Handicaps

Infant/Toddler Persomml Grant Funding Period: 199045Director: Verna Hatt Telephone: (412) 648-7445Fiscal Agency: University of Pittsburgh (Pittsburgh, PA) Grant No.: 11029()0015

TARGET OF TRAINING: Graduate-level swims.TRAINING PROGRAM: The pro - will offer training for early intervention pasonnel toserve infants and toddlers with 'The propam will operate out of the Program ofSpecial Shication within the Deportment of Instruction and Learning of the University ofPittsburgh's Scholl of Erhication. Stmlents will enroll either fulltime or parttime. willbe competency-based, with dm Prop= of Special Educatkm forming the core ofsupport. A wide range of practica and field experiences will be available in a variety of settinp,including hospitals (through a consortium of five Level 3 hospitals with Neonatal Intensive CareUnits), county prom= serving the birth-to-3 1 1 4 4 private agencies, and various hospital-to-home tranAtion programs. The program I allow special preparation for those who areaheady serving infants without special training. Tim program is designed to meet the sevenshortage of personnel in western Pennsylvania to meet the needs of infants and toddlers withhandicaps.

Interdisciplinary Preparation of Infant Specialists

Infant/Toddler Personnel Grant Funding Period: 1991-95Director: Kenneth Thurman Telephone: (215) 787-6018Fiscal Agency: Temple University (Ailadelphia, PA) Grant No.: H029(110017

TARGET OF TRAINING: Graduate-level students with baccalaureate degree in earlychildhood educatiom special education, cff a related field.TRAINING PROGRAM: The project is designed to prepore specialists to provide services toinfants with or at risk for disabilities and their families. Training will lead to a master's degree inspecial education, bet will involve coursework in several areas of study. Coursework will bestructured to include a number fo field assignments where students will lave an opportunity toapply their knowledge in servke settings. Each student will complete a practicum in a hospitalor a home- or center-based early intervention program setting. All students will complete anInterdisciplinary Seminar in which they will interm with students from related disciplines (e.g.pychology, physical therapy, occupational therapy, etc.). Finally, each student will complete amastei's project addressing some aspect of intervention. Students will be assessed on theirattainment of prop= and course competencks. Graduates of the program will be equipped toprovide services in hospitals, daycaie centers, early intervention programs, natuial homes, andsocial service armies. The project is based on the standaids recently receommenckd by thePennsylvania Interagency Coordinating Council for the development of an early interventioncredential.

itt of Pediatric PhHandicaps and Their Fa

Therapists to Serve Infants and Toddlers

Infant/Toddler Personnel GrantThree= Susan K. EffgenFiscal Apncy: Hahnemann Univasity (Philadelphia, PA)



TARGET OF TRAINING: Graduate-level students in pediatric physical therapy.TRAINING PROGRAM: The program Was a Master of Science degree in pediatric ysicalthaapyacimea.atphydalHalmemannthaapUynivasinvainadty.nn alningintarvhicntkin,des ,semest, a hours of work in 14 basic

.1 .1 1) and research processes.Students will coml.'. a supervised clinical praedcum infants and toddle's whohave a wide range of t 44.4.'14 "ht.. conditions. The programs nu training clinicalspecialists to most infants , 4 toddlers with handicaps to achieve . t, mann= potential andenhaiwe the family's ability to mea their child's special needs. Graduates will be prepared toprovide services in a variety of settings t infants and toddlas with handicaps, and to wakas members of a multidisciplinary or 44 t1 1 team. They also will serve as role modelsfor aim physical therapists and will have knowledge and skills necessary to save aspracticum supavisors and educators. Evaluation incluthts student self-assessmait, faculty andpracticum supervisor evaluation, and Advisory Examination Committee assessment Studentinput concerning the program also is sought

Birth-to-Two Master's Field Outreach Program

Infant/Toddler Personnel Grant Funding Period: 1989-94Director: Keith Turner Telephone: (512) 471-4161Fiscal Agency: University of Texas (Austin, TX) Grant No.: H029Q90028

TARGET OF TRAINING: Graduate level students with undergraduate training in earlychildlwod education, child development, early childhood special education, nursing,

:onal therapy, speech pathology, and psychology. Trainees may include currentlyteachers, du:rapists, and administrators who provide early intervention services to

birth to age 2 yurLTRAINING PROGRAM: The 36-semester-hour transdisciplinary training program has two

ts: a field-based program for employed gofessionals and a university-based profor time students with or without field . The program is designed to be . --in 18 months, with training provided on w 4. during fall and spring semesters andduring two summer sessions. Snxlents in the university-based program who lack fieldexpenence will complete an Eklitional 6 semester hours of tica focusing on the birth-to-2, 3-to-6, and high medical risk populations. Training is 4''41 4 -4 to interface with hospitals ondisc , . and to promote transition to public school placements. Seven courses will be offeredin the to-2 arta and four in the 3-to-6 area. Training topics include assessment and medicalinterventions, parenting, interactional styles, multicultural issues, and curriculum plan-ning. Theprogram is designed to promote an alucadonal/related service/parent team h to facilitatethe child's development and ability to function in the least itgrictive ysical and socialenvironment in a manner that is consistent with child and family strengths and needs.

Early Intervention Personnel Preparation in Communications

Infant/ Toddler Pummel Grain Pundit* %Mod: 1990-95Director: Melissa Bruce Telephone: (713) 749-2547Fiscal Agency: University of Houston (Houston, TX) Grant No.: H029Q00016

TARGET OF TRAINING: Graduate-levid students in speech-language pathology.TRAINING PROGRAM: The projer will address the need kw trained early interventionists towork with children who ckmonstrate or are at risk for develoOng problem in communicationsthat teak in delayed devei nab** win be . to service professionalswith the knowledge aml to deliver effective and ; services to infantsant toddlers in clinical settinp using intadisciplinary team approaches. The project willdevelop a two-year specialty "1 " program in which students participate in both specializedacadanic courses and clinical under the supavision of experinced early intaventionspecialists. 'Damning will int:cm/orate appropriate =gent and intervention for taming studentsin skills needed to provide service; for infants and toddlers, and to meet certificatiairequirements. At the conclusion of the project, the training curriculum will be disseminated formlication in other training programs around the country, and do specialty training track willbecome an established and continuing part of the graduate program in Conununicadm Disordersat the University of Houston.

Training Specialists to Work with Handicapped Infants and Toddlers andTheir FaWlies

Infant/Toddler Personnel Gram Funding Period: 1989-93Director: Anne van Kleeck Telephone: (512) 471-1928Fiscal Agency: University of Texas (Austin, TX) Grant No.: H029Q90005

TARGET OF TRAINING: Graduate students in speech-language pathology, psychology, andchild develmient.TRADIM PROGRAM: Tin project will develop a specialized two-year training sequencethat focuses on infants and toddlers with handicaps azi their families and emphasizes an inter-disciplinary appratch both to professional training and to working with the handicapped.Training will emphasize working with handicapped children, birth to age 2 years, throughinterdisciplinaq service models that incorporate family functioning with a general goal ofempowering families. The competaicy-based curriculum and practicum experiences will drawon the expertise of faculty and staff from the Departments of Speech Communication, Educa-tional Psychol . , and Hone Economics, as well as professionals from the community.Training will ...) "` areas of normal infant/toddler development, handicapping conditions,the psychology of and models and skills of team collaboration. Students will beprepared to serve in a variety of roles, including infant interventionist, family consultant, andteam collaborator.

Utah Early Intervention Personnel Preparation Project (UEIPP)

Infant/Toddler Personnel Grant Funding Period: 1989-93Director: Athlene Godfrey Telephow (801) 581-8274Fiscal A.eCo liege of Nursing, University of Utah Grant No.: 1029(290008

City, UT)

TARGET OF TRAINING: Graduate-level students with undagraduaft background innursing, special education, early chikthood, social work, speech-language therapy, physicaltzar 4." 4

: The project offers an interdisciplinary graduate degree pro ? . totrain prciessionals in providing family-centered early intavention services to young 4

birth to me 3 years, with or at risk for handicaps, and their families During the first two yearsof the project, students will be recruied for the Early Intervention Specialty from either Parent-Child Nursing or Special Education. Education and nursing students will come together for aspecialty track of interdisciplinicy courses offered through the College of Musing. Specificcontent areas addressed in the curriculum irmlude family tkory and assessment; parouing in theearly years; normal development of infants and toddlers; development as a result of

or at-risk factors; assessment of developmen 1. i developmental and dutraptuticinterdisciplinary role and function; family-professional and team relationatips; and

legal, ethical, research, administration, and practice issues. Training leads to an M.S. in Nursingfor nursing students, and to an M.S. or MEd. in Special Education for students in education andrelated disciplines.

Interdisciplinary Training in Early Childhood Special Education: AnIndivid Approach to Coursework and Field-Based Experiences

Infant/Toddler Personnel Grant Funding Period: 1991-94Director: Jennifer Mir Telephone: (KM) 367-1305Fiscal Agency: Virginia Commonwealth University (Richmond, VA) Grant No.: H029Q10101

TARGET OF TRAINING: Graduate-level snuients with baccalaureate degrees in education ora related services field; arki Virginia teachers presently working in early intervention programswho lack endonanent or who hold endorsement in areas other than early intervention or earlychildhood special education. Recruitment efforts will target minority suKlents.TRAINING PROGRAM: The project will 4 . and implement an interdisciplinarygraduate training . gram desigind to prepare 44 education students to serve infants,toddlers, and presc . len with or at risk for e I. and dwir families The project will bedivided into one-year cycles. During each cycle, train!ng will consist of individualizedinterdisciplinary coursework and internshlxternship experiences Each student's program willbe individualized based on the student's educational bac .sround, experiarce, and career goals.Courses will be offered back-to-back in the late 'demons, evenings, and summers toaccommodate both fulltime and parttime students. Tin program philosophy is geared towardbuilding an integrated, interdisciplinary team approach which is fsmily-cenwa Training iscompetency-based and addresses fundamentals of early intervention, assessment Cmfant,preschom, family), interdisc- linary team approaches, case management, interagency collabos-tion, and research methods. Practicum settings reflect an interdisciplinary approach and includeconununity-based infant and preschool programs, both public .and private, as well as neonataland hospital seuings. Practica may be arranged at a student's . . site in some cases. Trainingleads to specific endorsement in early intervention or early c I toed special education.

207 2 7 DPP Infant/Toddler Personnel

iMulddiscplinary reparation of Pre-Service Master's Personnel inInterventon with InPfants and Families

Infantfroddler Pe:sound Grant Fluxling Period: 1989-92Director: Robert Planta Telerate= (804) 924-0792Fiscal Agency: Univasity of Virginia (Clarlottesville, VA) Grant No.: 0029Q90012

TARGET OF TRAINING: Graduate-level students frcen early childhood education, specialeducation, school .., . , . 4, , and clinical psychology.TRAINING PR iT 'The program will offer multidisciplinary, competency-basedpreparation for preservice graduate students at the master's degree level to assume a variety ofroles in early intervention service program& including direct service provider, consultant forstate or bal apncies, and propam evaluation .41. . Training will ieclude one year of infantpecialty coursework, , on-site , . ., experiences, and case seminars on410..

multidisciplinary team '0. . Coursework will address infant development, family theory,characteristics of developmentally disabled populations, and assessment and intervention withdevelopmentally disabled populations.

Preparation of Infant/Toddler/Family Intervention Specialists

Infantfroddler Personnel Grant Funding Period: 1990-94Director: Marie Thompson Telephone: (206) 543-4011Fiscal Army: University of Washington (Seattle, WA) Grant No.: H029Q00012

TARGET OF TRAINING: Graduate-level students in early childhood special education.TRAINING PROGRAM: The project train early intervention specialists to wcek with infantsand toddlers with disabilities and their families in interdisciplinary settings. The program hastwo emphases: interdisciplinary case management and the family syssems approach to service.Training will offer a full complement of required core courses, as well as recommended electivesin related discipline& in orda to broaden and enhance stwients' training and skills. Students willcomplete pracnca in both university and community settinp. At the University of Washington,students will work in classes at the interdisciplinary Experimental Education Unit, which servesinfants and toddlers with a wide variety of handicapping conditions and their families; inassesunent and follow-up clinics at the interdisciplinary Child Development and MentalRetardation Center; and in the homes of families served by the Experimental Education Unit.Conununity settings include day care and developmental disabilities centers, two of which areintegrated. During the first year, all students will take a year-long seminar and practicum,"Families, Teams, and the Young Handicapped Child," with faculty and students represen 'ttwas ixdisciplines, to give trainees an opportunity to develop team-building skills with fellowand faculty. During the second year, students in the Mrwt Service Provider Track will enroll ina year-long independent study including a research project, while students in theCoordinator/Manager Track will complete a year-long thesis study.

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Doctoral Training in Research and Early Childhood Special Education

Leadership Personnel Grant Funding Period: 1990-95Director: Ray Elliot Telephone: (205) 348-1438Fiscal Agency: University of Alabama (Tuscaloosa, AL) Grant No.: H029D00024

Taal. OF TRAINING= :ofDthoectoraltarget-lev. stud., ats with master's degree in special education.

PROGRAM: The project 1 offer a full doctoral program hi wa-W education,with -4, in research and early childhood special education. Coursework will address arange humanistic and behavioral areas, including Ian , and social sciences. Practicalexperience in conducting research awl functioning in an " C41 role are critical features of theproject. In addition to a student's dissertation research, each student will enroll in two researchpractica desigimd to result in presentations at national confaences and manuscripts to besubmitted for publication. Practica will be designed to meet the individual needs of students.Piactica sites will be located at the RISE Early Intervention Demonstration Project of theUnivenity of Alabama and at the Sparks Center for Developmental and Learning Disabilities ofthe University of Alabama Birmingham Medical Center. Students also will participate in aneditorial practicum.

Interdisciplinary _Doctoral Preparation of Speech-Lan_guage Pathologists forCareers as Applied Researchers and Trainees in Early rnteivention

Leadership Personnel Grant Funding Period: 1991-96Director: M. Jeanne Wilcox Telephone: (602) 965-9396Fiscal Agency: Ariz= State University (Tempe, AZ) Grant No.: H029D10001

TARGET OF TRAINING: Students holding a baccalaureate or a master's degree in speech-language pathology or a related discipline, such tie occupational therapy, physical therapy,

&Virgo' , and education.G PROGRAM: The project is designed to prepare doctoral-level speech-language

pathologists go assume leadership roles in early intervention, with a specific focus on appliedresearch and training. Students will enroll fulltime in an intadisciplinary doctoral program inthe Deprtment of Speech and Hearing Scieme. Through completion of a sequence of courses,field experiences, and research activities, students will *Ruin competencies relative to (a) thedesign and adminisvation of programs for families and their infants, toddlers, or preschoolchildren with disalilities; (b) the ckvelopment and implemaitation of presenrice and inservicecommunication training programs for interdisciplinary early intervention personnel; and (c)appied research in early coimnunication and language intervention. Training is bebased and includes extensive and varied opportunities for experiential and men basedlearning which are coordinated with formal coursework. The program will be individualized tobuild upon the student's previous academic and work experience and to contribute to futurecareer goals. Financial support will be provided for a total of 8 doctoral students during the five-year project.

Leadership Training in Preschool Language Devdopment and Disorders

Pasamel Grant Funding Period: 1989-92Director , , Swisher Telephone: (602) 620-0420Fiscal Agency: University of Arizona (Tucson. AZ) Grant No.: HU29D90108

TARGET OFomTRAINING: Doctoral and postdoctoral speech-language pathologists and

fr related fiekis.PROGRAM: The Child Language Laboratory (CLL) Personnel Preparation

Project has two goals: 1) to povide t., ,1 level leadership pummel who will upgrade thequality of research and nainmg programs , theneby gi I Interventionbrosavaicesden adyililkliobltlf.z.mor....zeialitlngbilingualneurobiolangiosuri .,' ...l. behtt-I:leviorapteschoprorldfilselj 11149)144:

looming plasm and to . , this knowiedigo to improving i , , , , end ;me/yanks!' servicesfor language-impaired 0 -- - . -, Partickents' researeh 'Its will be enhanced throughcoursework, collaborative and independent march projects, seminar discussions, and selectedsununer extanships. Teaching skills will be addressed dunugh and gukledpremed= for --, - tafions at seminars, *4 1,*%* and conferences. -.14#0. T skills will beenhanced . 4 research-related clinical - , aces. Lectures and research expaiences areprovided by an interdisciplinaty faculty wi expertise in the areas of childhood languagedisorders, language acquisition, language learning, and the neurobiological basis of languageimpairment.

Early Childhood Special Education Leadership Training

Leadership .Pasonnel Grant Funding Period: 1989-92Director: Klein Telephone: (213) 343-4415Fiscal Agency: California StateL.A. University (Los Angeles, CA) Grant No.: H029D90026

TARGET OF TRAINING: Doctoral-level students from backgrounds in special education,rcFUlar edwation, bilingual education, speech patholow, social work, occupational therapy, and

fields. &Waits admitted to the program must hrve at least three years of experience intpecial education or a related field. Attaition will be paid to attracting minority candidates.TRAINING PROGRAM: The provam is a joint venture by California State University at LosAngeles (CSULA) and the University of California at Los Angeles (UCLA). Stivients willcomplete a cat of prescribed courses over a three-year period, spending the first year at CSULAand du second year at UCLA. Students have the option of attending parttime during the firstyear of training. In addition to required coursewmk, students will complete a cognate (minorfield) amide special education, as well as complementary suppat .courses, in such areas associal welfare, psychology, and social anthropology. The program is developing a course onresearch in childhood special education as part of the complementary support. Studentswill be rmfiaW, to participte in research practica and at kast one practicum related to earlychildhood special education which may - Assize clinical or research issues, according toindividual student needs. Training leads to a D. in Special Educafion.

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In Doctoral Program to Preme Leaders to Serve Infants andYoung Al with Handicap and Their Familia

Leadership Pasonnel Grant Funding Paiod: 1990-93Director: Zolii Stoneman Telephone: (404) 542-4827Fiscal Army: University of Georgia (Athens, GA) Grant No.: H029D00080

TARGET OF TRAINING: Doctoral-level students in special education.TRAINING PR9GRAM: The ject will offer a preservice doctoral training programfocusing on two t, but y neglected areas of specialization: family-focusedintavaltion and - y childhood special education with a conomtration in motor development.The 120-quarter-hour wog= will focus on the corppeta", ks required by these two specializa-tions. Specialized coursework arul internship in motor development will be offeredin addition to more traditional mann* in other key areas of early childhood special education.All students will be required to have intanship experiences in research, river.sity "aching, andadministration. Characteristics of the Fogram include a strong locos,

y-based instruction, awl training for three key leaderslip mks: , universityand administrator. The interdisciplinary I til will be

coordinated by the Georgia University Affiliated Prop= for Pessons with " opmentalDisabilities, whkh involves faculty from four schools and colleges at the University of Georgiaand the Medical College of Georgia.

Interdisciplinary Leadership Project in Infancy

ip Personnel GrantDirector: McCollumFiscal Agency: University of Illinois (Champaign, IL)



TARGET OF TRAINING: Doctoral-level students from special education, speech and hearingscience, early childhood, psychology, human development and family ecology, and social work.TRAINING PROGRAM: The program is a cooperative effort among faculty from three core

(Early Chiklhood Special Education, Social Work, and Clinical/Communityhokp, ), with additional collaborators drawn from related fields (e.g., Speech and Hearing

Science, Developmental Psychology, Nursing). Doctoral students admitted to the Inter-disciplinary Leadership Project in Infancy will take a common set of courses and an ongoingresearch and issues seminar, in addition to the courses required by their home departments.Students will choose a leadership specialization in policy development, administration, personnelpreparation, or direct service, emphasizing infants with special needs and their families.

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Program to Train Leaders in Applied Research for Handicapped Infants andYoung Children

Lft , -.** Personnel Grant Funding Period: 1958-93Director RkUid Brinker Telephone: (312) 413-1563Fiscal Agency: University of Illinois (Chicago, IL) Grant No.: F029D80002

TARGET OF TRAINING: Occupational and physical therapists , a doctorate inSpecial Education with a focus on research in the development of infants I young childrenwith handicam and doctoral students from special education, regular education, psychology,social wwit, public health, or computer science.TRAINING PROGRAM: The propam will provide interdisciplinary training in researchtechniques *'4"" to meet the national need for leadcship in training early intavention

:-

professionals. project will draw on the collective expertise of hospital ireamient clinics,early intervention programs, family support systems, and infant development researchlaboratories, but will emphasize the development of a new type of researcher-practitioner. Theprogram will apply an apprenticeship model utilizing interdisciplinary faculty and trainin andwill include an in at the Early Intervention Program and at the UniversityProgram. A major _ is to train students in research techniques and their application toindividual cases across time, and to develop more individual case designs,

ST

Family Leadership Training Program

Leadership Personnel Grant Funding Period: 1990-95Director: Shirley Behr Telephone: (913) 864-4954 or -7609Fiscal Agency: University of Kansas (Lawrence, KS) Grant No.: H029D00094

TARGET OF TRAINING: Doctoral-level special educators and related servicesproviders.TRAINING PROGRAM: The project will offer training leading to a doctorate in Education orSpecial Education. Training is value-based and applies a conceptual model of critical reflective

Practice in "living laboratories" permeates every aspect of the cuniculum and therebya relevant basis for inquiry and analysis. The currkulum design will have thme major

Core Area, Revirements, awl Dissertation Research. &Wens will be intevallyinvo ved in ongoing research and training projects at the Beach Center. The program will beindividualized throu it individual leackrship developmau plans which will Mr oive the student'scurrent strengths , needs, goals, strategies for accomplishing goals, current resource networks,strategies for expanding resource networks, and methods of evaluation. The program will bedesigned with deliberate strategies to foster relationships, including cooperative learning groupsin accomplishing assignments and weekly contact with the program mentor. The program hastwo goals: 1) to pmpare special educators who major in family studies and disability to providenational leadership in family-centered research, training, awl , gram administration, and 2) toprepare special educators and related services providers 1, minor in family studies anddisability to provide leadership within their area of special education (e.g., lerning disabilities,early chiklhood) or their discipline (e.g.. allied health, social welfare) in family-centeredresearch, training, and program administration.

Preparation of Preschool Classroom Language Intervention Specialists

Leadership Pasonnel Grant Funding Period: 1989-94Direct= Mabel Rice Telepheme: (913) 864-4570Fiscal Agenc1d Language Program, University of Kansas

KS).Grant No.: H029D90046

TARGET OF TRAINING: Predoctontl students with prior academic or practical experience inthe fields of early dildhood special educed= and/or speech-language patho .TRAINING PROGRAM: The pm -*t will prepare doctoral-level to serve aspreschool classroom language inteiventlon speciahsts. 'Mining will focus on dm special istaiesof preschool languap instruction in least restrkdve envinnwients. The pal of training is toprepare personnel who can a) synth:size rekvant developmerts in preschool language=maim within the regular classroom, b) develop significant research dealing with languagetraining in the least restrictive environmart, c) desip and monitor inagrated bingosge programs,and d) train personnel to menage the special needs of language-impaired children. me training,1 , is sponsored by the Graduate Program in Child Language, the Department of Human

and Life, and the Department of Speech-Languap-Hearing: Sciences andDisorders.

Preparing Leadership Personnel in Early Childhood

Personnel GrantDirector: Nancy PetersonFiscal Agaicy: University of Kansas (Lawrence, KS)



TARGET OF TRAINING: Doctoral-level saidents in special education.TRAINING PROGRAM: The project is designed to prepare leadership personnel ineducatim with specific expertise in early childhood special education, covering infants,preschoolers, and young trinuiry age cen with all types of disabilities or at-risk conditionsand all levels of severity. The pal is to enhance the doctoral program and to cany out t Intraining strategies with a special cohat of trainees in order to meet the need for - ppersonnel with a broader background of expertise that crosses a number of areas relevant tomultidisciplinary, interagency, cross-categorkal, comiffehaisive services. Students in the three-to four-year 4-1 I will specialize in eady childhood special edtkation and minor in acomplemartary (e.g., social work, human development, family participation). Courseworkwill be interdisciplinary. The program will offer yew-long, mentor-led internships, long-termcareer planning, and computer literacy/computer use training.

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Leadership Training for Occupational and Physical Therapists in SchoolSystems and Early Intervention

Personnel Grant Funding Period.: 1989-94Director baron Cermak Telepthone: (617) 353-2727Fiscal Agency: Sargent College of Allied Health, Grant No.: H029D90004

Boston University (Boston, MA)

TARGET OF TRAINING: Doctoral-level students in occupational and physical therapy.TRAINING PROGRAM: The project will offer training to prepare occupational and physical*rapists for leadership positions in advanced clinical practice, research, and reaching in entrY-level and graduate professional programs. The thrr-year rogram will emphasize theknowledge and them underlying intervention with handicapped infants, toddkrs, preschoolers,children, awl youth, and their kritil. This focus on early intervention and therapy in thepublic schools will be Incorporated within the pediatric specialization of its interdisciplinarydoctoral provam in therapeutic studies, leading to a Doctor of Science degree. The programwill provide in-depth study combined with research experiences in the area of pediauics.Students in the program will be trained to assume leadership roles as professional educators,advanced practitioners, consultants, researchers, and adminisuators.

Leadership Training in Early Childhood Special Education

Leadership Personnel Grant Funding Period: 1989-92Director Samml Meisels Telephone: (313) 747-1084Fiscal Ap.acy: Center for Human Growth awl Development, Grant No.: 110291390032

University of Michigan (Ann Arbor, M1)

TARGET OF TRAINING: Doctoral-level students with baccalaureate degree and certificationin edwation or psychology, or with maker's degree in education or psychology. Studentsenrolling must have classroom experience with young children and children with special needs.TRAINING PROGRAM: The project will provide leadership training with a strongemphasison applied developmental psychology and educational research. The program will include twoto three years of coursework and at least two years of research and research-based dissertationwork, leading to a Ph.D. Students will complete coursework in early childhood specialeducation, applied developmental psychology, and policy analysis. Practica and fieldassignments will follow an apprenticeship nuxkl, where students will work on faculty-directedresearch projects related to early childhood special education. Students will be provided with abroad range of educational, practica, and research experiences that will prepare tivan for

'4 " I. positions as college teachers, researchers, program specialists, and pohcy analysts inearly c ood special education.

Interdiscliginary Postdoctoral Training in Early Intervention

Leadership Personnel GrantDirectors: Don Barley St Rune SimeonssonFiscal Agency: University of North Carolina (Chapel Hill, NC)


Grant No.: 91329D00059

TARGET OF TRAINING: Postdoctoral snxlents from diverse professional and educational(but rxit limited to) - .* education, early childhood, school or

occupational or . t , t .. *4280. sPetch-language PathologY,, h .,.. medicine, nutrition, social work, and public health.

PR I RAM: The project will offer an interdisciplinary postdoctoral trainingprogram in early intavardon to .1 . . an . 1 1 Ill "II t fcw recent doctoral graduates andexperimed professionals to -, . , . . duir ,.. skills and , .. them to significant questionsabout early interventiral for children with disabilities and their . . ,

Amcmg the postdoctoral

fellows, four will be recent doctoral graduates who will participate in a two-year fellowship

program, and seven will be advanced professionals, such as university faculty who wish to build

research skills or begin a now line of inquiry, who will parricipase in a ono-year fellowship

., . ... .. An individualized set of experiences and activias 'Jill be designed for each fellow,

J. vi on prior expaience, research interests, and personal goal& Program requirements include

1) participation in a core seminar on early intervention research issues and methodologies, 2)

participation in an advanced proseminar emphasizing themes of longitudinal, life-course

development and interdisciplinary health-behavioral research integration, and 3) engagancnt inone or more planned research activities,

Interdisciplinary Training in Early Intervention

Leadership Personnel Grant Funding Ponied: 1989-94Director Rum Simeonsson Telephone: (919) 962-5579

Fiscal Agency: University of North Carolina (Chapel Hill, NC) Grant No.: H029D90062

TARGET OF TRAINING: Doctoral-level students with academic or practical experience in

education, psychoba, or allied health areas (including occupational and physical thenpy), who

show promise for kagiip in early intervention. Special efforts will be made to attract

T=prifiandidates.G PROGRAM: The project will offer an interdisciplinary ;raining program to

prepait leaders in school psychology, special education, and allied health to advance theteaching, research, and clinical base of early intervention for handicapped infants, toddlers, andyoung child= with disabilities, and their families. The program offers a strong research core in

bfancy and early childhood and family services. Students will pursue an area of concentrationand a minor area related to early intervention. Training will include required coursework in thehome departmait, common courses, and applied experiences in clinical and research settings.Practica settings include clinical sites, preschools, early childhood centers, and school-relatedhealth satiny. Each component will focus on the development of competencies for earlyintervertion leaders in terms of teaching, research, and clinical skills. Training will lead to aPhD. in Special Education for education and allied health students, and in School Psychologyfor psychology students.

Interdisciplinary Early Childhood Leadership Training Project

Leadership Personnel Grant Funding Period: 1990-93Directorc Ronald Sommers tft Philip Saffred Telephow: (216) 672-2672Fiscal Agency: Kent State University (Kent, OH) Grant No.: 11)29D00028

TARGET OF TRAINING: Doctoral-level stuchmts in special education (early childhoodeipplizigiG r

PROGech and iill and audiology.

goal , the project is to prepare doctoral students to serve inleadaship roles associated with services ftr yowls children with disabilities and their families.Students will experience a carefully planned anti sequenced set of inenlisciplinary trainingactivities, complementary to their respective courses of study over a three-year period. The

I Mgrain will establish t, for each of the following major role functions:supervision and interdiscip team leadaship, policy analysis/implementation and

program administration, and preservice and inservice training of professional personnel. 'Meinterdisciplinary nature of the program is reflected in faculty and student representation,conunon course requirements to be satisfied by all trainees, special training mechanisms ininterdirciplinary team processes (intesdisciplinary seminar sequence, one-week Institute,extemship placements, colloquia), and shared field-based training experiences in which traineesassume leadership roles in ongoing service delivery to young children and families, programdevelopment, training, and research.

Interdisciplinary Leadership Training in Early Intervention

Leadaship Personnel Grant Funding Period: 1989-92Director Brenda Terrell Telephone: (216) 672-2672Fiscal Agency: Kent State University (Kent, OH) Grant No.: H029D90062

TARGET OF TRAINING: Doctoral-level students with previous training in physical oroccupational therapy, speech pathology, school psychology, early childhood education, or

education.G PROGRAM: The project will offer interdisciplinary training to prepare leaders in

early intervention who will be able to a) design and administer programs for Infants and toddlerswith disabilities, and their families; b) develop and implement inservice training programs forinterdisciSinary early intervention personnel; tut c) conduct , gram evaluation, policy,intervention, and other types of research. Training is competency- and imludes extensiveand varied opportunities for experiential and mentorship-based learning, coordinated with formalcoursewmk. The program is flexible and builds 1 students' previous twademic and workexperimes and addresses their future career goals. project features interinstitutional, inter-departmental collaboration among the various &yam= of Children's Medical Center of Akronand the seven collefes and depanments of Kent State University. Following completion ofprogram competencies, students will receive a Ph.D. degree in speech pathology, schoolpsychology, or special education.

PDoctoral Level Leadership Personnel in Communications for

1nrrstirts1,11loddlers and Preschoolers

Leadership Personnel Grant Funding Period: 1990-95Direct= Glimda Ochtmer Telephoss: (215) 44-4970Fiscal Army: University of Oklahoma (Nornum, OK) Grant No.: M29000091

TARGET OF TRAINING: Doctoral-level personnel in speoch-language pathology andStudious Wan& minorities and persons with disabilities.

G PROGRAM: The project will arc a training program to prepare leadashippersonnel in speech-langiap .14 .1A and audiology who are knowledgeable in the specificconununication problems of at-risk severely handicapped infants, toddlers, and preschoolas,and have good working knowledge of the use of modal' technology, including augmentativeintnrumentation and computers. The program will combine graduate coursework in normal anddisordered communication and related areas; advaiwed practicunz lied research; and trainingassignments. Swim= will be premed to serve in a variety roles involving teaching,research, service provision, supervision, and administration.

Early Childhood Doctoral Training School Psychology Program

Leadership Personnel Grant Funding Period: 1990-95Directors: Mark Shinn, Roland Good & Diane Bricker Telephone: (503) 346-2144Fiscal Agency: University of Oregon (Eugene, OR) Giant No.: H029D00056

TARGET OF TRALN1NG: Doctoral-level school hologists.TRAINING PROGRAM: The project will School Psychology/Earl Childhoodleadership trainin .g focused on infants awl young children who arc at-risk or s I. is S 's andtheir families. Students will be traind in 1) conducting functional and - -4 y validassessment of at-risk and handicapped infants and toddlers and du* families; ) designing,implementing, and evaluating early intervention programs; 3) conducting applied research forthe enhancement of educational service% and 4) providing 'instruction and training in the area ofearly childhood/school psychology at institutions of higher education. Training activities willinclude didactic coursework in relevant areas, practica, research training, and teachingexperiences. Practica will be designed to offer extensive experiences in airly childhood/specialeducation assessment, intervention, evaluation, consultation, counseling and family supportissues, aml policy development.

Leadership Training in Early Intervention

Leadership Personnel Grant Funding Period: 1989-94Directors: Diane Bricker & Jane Squires Telephow: (503) 686-3568Fiscal Agetwy: Univasity of (*son (Eugene, OR) Grant No.: H029D90110

TARGET OF TRAINING: Doctoral-level students with backgrounds in education, alliedhealth, and related discipline&TRAINING PROGRAM: 'The project will prepue personnel to provide leadership in the areaof infants and young children, who have m are at risk for developing disabilitie, and theirfamilies. The ti;gi has three objectives: 1) bi students to become experts indevelmnent, tt " on, and evaluation for it °"" with " 'weds and their2) preparing 'tk t to become experts in policy development children with special wedsaW their families; and 3) preparing students to coal= research that is directed toward theenhancement of educational services for children with .4 weds and their families. Trainingwill be highly individualized, with a core research " The program leads to a doctoratein Special Education.

Doctoral Program in Pediatric Physical Therapy

Leadership Personnel Grant Funding Period: 1990-95Director Susan Effgen Telephone: (215) 448-4970Fiscal Agency: Hahnemann University (Philadelphia, PA) Grant No.: H029D00005

TARGET OF TRAINING: Doctoral-level students in pediatric physical therapy.TRAINING PROGRAM: The project will offer doctoral sn4es aimed at training pediatricphysical therapists to assume leadership roles throuilli teaching, research, or clinical practice for

toddlers, children and youth with disabilities, and their families. The program iscommitted to training high-level professionals who have the advanced skills necessary toevaluate and treat a diverse populadon of children, the expertise to develop and manage servicedelivery programs, and the skills and theoretical knowledge to teach at the college level, andwho are pepued to do significant research. The doctoral program is designed .., provide acomprehensive course of stigly in pediatric physical therapy and is divided into five areas:research processes, teaching, basic xiences, pediatric physical thaapy evaluation andintervention, and a related cognate area. Practica, comrehensive and qualifying examinations,and a dissertation are required. Students in the leadership irogram will be required to takecourses on physical therapy in educational environments and working with families, participatein practica in educational environments, develop a publishable project, and complete adissertation related to physical therapy in educational environments.

Leadership Training in Early Childhood Special Education

, Personnel Grant Funding Period:1989-94Director: gal= Telephone: (615) 322-8186Rica' Agency: Peabody College, Vanderbilt University Grant No.: 11029D9007l

(Nashville, TN)

TARGET OF TRAINING: Doctoral-level students who have a master's degree in education ora related field, and at kast two )fears of teaching expaiarce.TRAINING PROGRAM: The project will offa interdisciplinary, competency-based trainingin early childhood special educatimi that focuses on developing professional leadership skills inthree areas: research, teacher training, awl social . The program is a subset of the largerSpecial Education program, with heavy on reseatch, methodology, and empiricalstudies. Students will complete a core of education courses, a seminar each semester thatackkesses research issues, and a minor that is related to early childhood issues (e.g., families,speech/lanauage, social policy). Students will teach college-level courses and serve as mentorsfor inauning masters-level students. The research sequaice for each student will moveFogressively from providin$ assistance on faculty research projects, to conducting independentresearch investigations. Training will draw on faculty and professional staff from a wide varietyof academic and early education settings. An innovative aspect of the program is the use of a"Junior Colleague" training model to facilitate development of professional skills by minimizingthe distinction between student status and faculty in research activities. The program willencourage student involvement in professional organizations and activities, such as conferencepresentations and consultations.

PreparHigation of Leadership Personnel: Audiology, Hearing Impairment andthe h-Risk Infant

Leackrship Personnel Grant Funding Period: 1991-96Director: Fr -W Bess Telephone: (615) 322-4099Fiscal Agency: Vanderbilt, University (Nashville, TN) Grant No.: FI029D10008

TARGET OF TRAINING: Graduate students with background in Communication Disorders.Most students will hold a master's degree but this is not required.TRAINING PROGRAM: The project will impart doctoral-level leadership personnel whocan take roles as administrators, teacharmvestigators, and researchers addiessing the needs ofhearing- . - and high-risk infants and preachool children, and their families. The programleads to a . in Audiology. Cole audiology classes hwlude 12 hours in research skills (e.g.statistics, computer science). Students supported by this program will complete a multidis-ciplinary minor focusing on the high-risk infant which involves coursework in develo .1 talpsychology, early childhood development, and early intervention, as well as a pediatric c erkshipat Vandabilt Medical School. Students also will have opportunities to work at projects that havea high-risk infant focus at the School of Medkine or Peabody College. Students will completepractica-like projocts during their first and second years Settings for these projects will inchxlethe NICU (focusing on newborn screening), the Child Development Center at Vanderbilt, andthe Paient-Infant Training Program at the 'Williams Center. Students completing the hip-riskinfant minor will be expected to focus on this area in their dissertations, but flexibility ispossible.

Ph.D. Emphasis in Special Education

Personal Grant Funding Period: 1989-93Director: Rule Tele Olone: (801) 750-1987Fiscal Agency: Utah State University (Logan, UT) Grant No.: H029D90112

TARGET OF TRAINING: Doctwal-level students with masts's degrees in special educationor related services fields.TRAINING PROGRAM: The project will establish an early childhood special education

within tbe existing doctoral " 4" 11 in the Deparunent of Special 8th:cation. Studeasbe trained to - , , , , , conduct research, develoP and suPervise interventim

programs for ., with disabilities, define policies. and evaluate and administerprograms at the state and local levels. Students may elect to specialize in the birth-to-2 or 3-to-5

Students will be required to complete requited colusework, participate in =archother scholarly work, teach at the college level, and complete an extended intanship in their

area of specialization. Intanship pIacennts may involve working in =vice programs forinfants or preschoolers, with ongoing research programs, or with state agencies engapd in

1.1 Personnel for the Education of Young_ Children with Severe andProf t Multiple Handicaps Served in Early ailldhood Settings

Low Incidatce Grant Binding Period: 1989-92Director: Barbara Thompson Telephone: (913) 864-4594Fiscal Apncy: University of Kansas (Lawrence, KS) Grant No,: IV 15%90042

TARGET OF TRAINING: Masters-level students in early childhood special education.TRAINING PROGRAM: The project will develop a program to prepare certified earlychildhood education teachen to work in Integrated early intervention programs with-o.ung with severe and profound, r Itiply handicapping conditions, incl

The project will increase the number of trainees in the salad Early 0.1 L.

Education I and in the dual teacher certification/master's degree . in Early1"6' 11" (EC-SPED) and the Severe, Profound, Multi "1°1' and

Deaf-BlindSrMalII/D-B) area. Special coursework and experiences will be "'s toward thedevelopment of cwnpetencies in assessment, planning, aml - tation strategies requiredfor a broad range of applications of assistive tedmology by students to inwease controlover their lives; to maximize their . '( in home, ackei, and cumunnnity envhonmenta;and to enhance interactions with . y and peers. Materials and 16. will includecompaaicion for integrating young children with sevaelprofound into bothmainstream community day care and preschool program& and cross-categorical reversemainstream early childhood special education programs. Course materials will addiessassessment procedures related to behavioral state, procedures for working with students whorequire medical procedures, and procedures and precautions for working with students who havepotentially communicable diseases.

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An Interdiscipli_nari Family Sistems Training Program for Service Providersto Deaf Infanbffoadlers anti Mw.h. Families

Low Incidence Grant Funding Period: 1990-92Direct= Marie Thompson Telephone: (206) 543-4011Fiscal Agency: University of Washington (Seattle, WA) Grant No.: H029A00043

TARGET OF TRAINING: Advaiwed graduate students from special education, educationalpzitchgar, social work, spmt-language pathol , audiology, and nursing.

G PROGRAM: The project will .k op a preservice training program to preparestudents to work as infant specialists or as future educators of infant specialists. Trainingfocuses on an interdisciplinary, family-systems . h to working with infants and toddlerswho have severe bilateral hearing loss, and with '4. hearing families. Training will cover oneacadeinic yes and will incorporate coursework and practica from six areas within fivedepartment& Special Education/Early Childhood Hearing Impairment, Educational Psychology,Social Work, Parent/Child Nursing, and two tracks (speech-language and audiology) of S hand Hearing Sciences. A critical component of the program is a 3-credit intadisciseminar and practicum that will meet weekly. Students will be prepared to serve as members ofmultidisciplinary teams and will acquire a set of generic interdisciplinary competencies and

transdisciplinary skills that they would not acquire in their own departments. Practicumexpaiences will be provided in a variety of settings. Students will be requiled to give two majorpresentations: an individual presentation within their home department, and an all-dayworkshop prepared and presented by the trainees collectively. The project will stress aleadership role for participating students, with a view to preparing them to train other people.

Minority Recruitment for Training Early Intervention Specialists

Minority Instituticas Grant Funding Period: 1991-93Director: Anne Widerstrom Telephone: (415) 338-1630Fiscal San Francisco State Univasity Foundation Grant No.: H029E10010

(San Ram:m. CA)

TARGET OF TRAINING: Graduate-level studaits from duee target populationsAsianAmerican. Afrkan American, aml Latin Amaicanwith backgrounds in education and relatedfileds (e. , psychology, child 4' ). Most of these studaus are older and are cunently

in Programs_ for .711e, t such as Head Start.PROGRAM: project will institute an intensive recruitment ktrognun to

IN:tease the number of minceity personnel trained to save infants and younii childzen withspecial needs. Given the diverse population demographics of Nathan California and the largenumber of families from different ethnic and cultural groups who am in need of earlyintavention services, it is critical that training programs reach out to minority conummities forstudent recruitment. The project will provide stipends fix 10 students per year for fulltime orparttime enmilment in an existing master's degree prosram in education, focusing on earlychildhood special education. Students currently enrolled in the Dvartment of Special Educationwill lw,lp to recruit aml identify potential new students, and will save as peer mentors for thesestudents afta enrollment. Students will complete all requirements for the master's degree,including a 180-hour internship working with preschoolers in center-based ixograms, or withinfants in home- or center-based settings.

Minority Early Childhood Special Educatica MA Degree

Minority Institutions Grant Funding Period: 1991-93Director: Liz Rothlein Telephone: (305) 284-3826Fiscal Agency: Univasity of Miami (Coral Gables, FL) Grant No.: H029E10069

TARGET OF TRAINING: Graduate-level students with baccalaureate degree Pin elementaryeducation, early childhood education, or special education. Emphasis in placed on minoritystudents with certification who are currently employed as teachers.TRAINING PROGRAM: The project will recruit and support six minority students for a part-time master's degree program in early childhood special education, in response to tis titled fortained teachers of young childrai with disabilities in the Virgin Islands. Training will takeplace during three surmnen to accommodate students' employment responsibilities. Studentswill 1"1 *I(' 36 credit hours of coursework, including a 3-credit-hour interdisciplinary Mine:at least hours of field experiences related to their coursework: and 300 hours of internships.Coursework will address assessment and intervention, child development, psychology of infants,working with families, and adaptive technologies. Fieldwork will involve a variety ofeducational settings and will be geared to the individual stmlent's interests and needs.Internships will be offered in center-based public and private programs during the second andthird summers. Each student will complete two in placements, one working withchildren, birth to age 2 years, and the other working with , age 3 to 5 years. Placementswill be geared to individual studait preparation. Selected placements, involving work atmultiple sites, may be available for students who already have experience working with thebirth-to-2 population. Training will emphasize an interdisciplinary approach to intervention.Students will receive tuition support, living expenses, and a stipend during their enrollment.

Project IIITCOS (Helping Infants and Toddlers on to Success)

Minority Institudons Grant Funding Period: 1991-96Directort Card Westhy & May Bolton-Koppenhaver Telephow: (505) 843-2929 or 277-4453Fiscal Ailency: Conununication Disorders Department, Grant No.: H029E10077

University of New Mexico (Albutpurque, NM)

TARGET OF TRAINING: Undergraduate and graduate-level students in speech-languageand - lanipage pathologists emplord in community programs who are not

trained early *II issues. Special effort sill be made to recruit Native American andHispanic students.TRAINING PROGRAM: Tim project will provide training support for three grows ofstudents. Thum support will be Fovided for four speech-language pathology undergraduatestudents from minority backgrounds who will attend learning and writing strate classes andreceive acadanic " " to ensure successful completion of the baccalaureateThe project will .) . tuition and stipends for four graduate so:lents Cmcluding at Cagraloille

minority =Went) who enroll in three elective courses within du master's dere program: acourse in cross-cultural child socializatice and interviewing, providing training in how to 'elateto culturally different fortifies in order to understand the family's values, beliefs, and child-rearing practices; a course on infant assessmait and a course on families and intervention.Students will conwlete three practica, inchgling a semester at a hospital NICU, a semester in acommunity program for children, birth to 2 years, and a semester in a cotrununity program orpublic school program for children (ages 3 to 4 years) who have disalAliites or areculturally/linguistically different. The project will provide funding for employed speech-language pithologists to attend courses on infant assessment and families and intervention.Students may have the oppommity to participate in a summer practicum in a hospital N1CU.

Plan to Achieve Accreditation of a Training Program in Speech Pathology andAudiology

Minority Institutions Grant Funding Period: 1991-96Director Harold Powell Telephone: (803) 536-8074Fiscal Agency: Department of Speech Pathology and Aixliology, Grant No.: H029E10075

South Carolina State College (Orangeburg, SC)

TARGET OF TRAINING: Graduate-level students with baccalaureate degree in speech-lan pathology. Many already are enrolled in the master's program in speech-language

G PROGRAM: The project will offer an emphasis on working with preschoolchildren with disabilities, by incorporating coursework and practica into du existing graduateprogram in speech-language pathology. The project will develop a core curriculum of sixcourses to help speech-language clinicians work with infants iisid toddlers with disabilities.Course content will address conditions making children at risk, conditions which predisposechildren to disabilities, diagnosis, planning ;Program and working with children withdisabilities, especially those with mental ietardation or physical disabilities. In addition to therequited 300 hours of speech and hearing Facticum, snxients will complete a minimum of 30hours of practicum experiences providing diagnosis and hands-on intervention to young childrenin home- or center-based settings. The project will work to increase the number of priuticumsites to yield the needed variety of cases.

Preparation of Minority_ Personnel to Provide Speech, Language, HearingServices to Infants, Toddlers, Children and Youth

Minority Institudons Grant Funding Period: 1991-94Director: Hart Ad Mitchell Telephone: (615) 320-3229Fiscal Agency: Tennessee State University (Nashville, TN) Grant No.: H029E10073

TARGET OF TRAINING: Speech-language pathology students with baozalaureate degree.Emphasis will be be placed on recruitini students from minority backgroumis and students fromrural and underserved areas. Some participants have been employed in . lic school settings.TRAINING PROGRAM: The project will provide tuition support stipends for six studentsto coirplete a fulltime graduate program that will . " them as speech-langauge-hearingspecialists. The rofram is offered through the of Education and leads to an M.Ed.degree with a focus in veech pathology. Students will 39 to 42 semester hours ofcoursework in speech pathol 3, addressing the needs of 4s, toddlers, and preschoolers.Field will be off. - . in Head Start settings. Students also will complete a minimumof 350 c k hours (375, beginning January 1993) of .1 in rehabilitation agencies, hospitalsettings, and university clinic satellites, supervised . certified speech-language pathologists.Students will learn to assist children with special needs through stimulatory language,behavioral, cognitive, and other exercises to build their independence and self confidence insocial settings. Emphasis will be placed on teaching students to expect and respond flexibly tothe nuam:es of individual programs and client needs.

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Paraprofessional Training in Early Childhood Special Education

Related Services Grant Funding Period: 1990-93Directors: Allen Huang & Lyman Hunter Telephone: (303) 351-2691

Fiscal Agency: University of Northern Colas& (Greeley, CO) Grant No.: H029F00030

TARGET OF TRAINING: Students at the praprofessicsal level in early childhood specialeducation.TRAINING PROGRAM: The project will provide training to t fessionals to work withprcschool children with special needs and their families .0 . I ut Colorado. The programencompasses 10 semesta hours (one acadonic year) of coursework in special education ofinfanta and wows, an introduction to special education requirements and deliverytechniques for infants and " "A Training will mclude practica and field placements. Theproject will seek to expand the number of quality mainstream placement opportunities forpreschool children with special needs by t *tt paraprofessional training for public andprivate child care center and preschool staff. The tt g program will be coordinated betweenthe University of Northern Colorado and the Front Range Community College, so that studentsmay enter early childhood special education (ECSE) mining at the parapiefessional level,continue through an Associate of Arts degree, and rts)ve on to certification as an ECSE teacherat the master's level with as tittle duplication andfor loss of credit as possible. Projectcompownts are designed to complement the Colorado Department of Education's recom-mendations for paraprofessional training.

Pn of Related Services Personnel in Occupational Therapy of Infants

aftelft;autitog Children

Related Services Grant Funding Period: 1990-93Director: Jodi Redditi-Hanzlik Telephone: (303) 491-7304Fiscal Agency: Colorado State University (Fort Collins, CO) Grant No.: H029F00026

TARGET OF TRAINING: Graduate-level students in occupational therapy, who hold abaccalaureate degree in another area.TRAINING PROGRAM: The project will provide training to prepare occupational therapistsat the professional mastees degree level ur assume roles as calve special edwation teamrrprmbers for children with disabilities, birth to age 8 years, and their families. Students willparticipate in special practica and coursework focusing on the needs of infants and youngchildren. Practica placements will include hospitals, community agencies. and educationallybased settings with tnnsdisciplinary team planning, and will focus on such concepts asnormalization, family-centered approach, and family empowerment and enablement. Graduatesfrom the program will meet the certification requirements established by the AmericanOccupational Therapy Association and the Colorado Department of Education, and will beeligible for public school employment as occupational therapists. The project will inteearly special education-relaW competencies and content into the graduate anddegree programs for occupational therapy students, and will establish an ongoing curricularemphasis in the area of early special education for occupational therapy students at ColoradoSum University.

Infant Specialization Training for Related Service Providers

Rekted Savices Grant Funding Period: 1991-92Director: Toby Long Tekphone: (202) 687-8635Fiscal Agency: Georgetown University Child Development Center Grant No.: H029F10026

Mashington,

TARGET OF TRAINING: Entry-leveli

(undergniduate and graduate) students in occupationalth!apy and pkysical theapy who are enrolled n a degree-granting prognim at another

TuillitrAG PROGRAM: The irject will offer an interdisciplinary training program to helpoccupationalmeadnahysical therapists develop knowledge and compeemcies in provision ofservices to y fragile and at-risk infants atui young chikken, birth to ap 3 years, and theirfamilies. Trainees without infant expe.. Me Wiii be selected to in an affiliation

linical placement) at the University Odld °- ;Anent Center lastingilinteviefeksnshircLicphy thaapists and 12 weeks for occupational therapists. A primary disciplinesupervismy vAl be appointed for each trainee. Trainees will participate in a varkty of didactic,clinical, and community experiences which will include dhect awl( with infants and caregiversin the neonatal and pediatric intensive care units. Areas addressed will include transidoningfrom hospital to home care, training and support, follow-up assessments, accessingcommunity resources- and . veloping effective interagemy collaboration from serviceproviders. Trainees will function as members of interdisciplinary evaluation and treatmentteams. Upon completion of the program, trainees will be awarded infant specialist cerrifIcates aswell as credit toward the awarding of an academic degree from their home programs.

Petlatric Phytdcal Therapy Multidisciplinary Training Modd

Related Services Grant Funding Period: 1989-92Director: Martha Clendenin Telephone: (904) 395-0085Fiscal Agency: University of Florida (Gainesville, FL) Grant No.: H029F90072

TARGET OF TRAINING: Masters-level students in physical therapy.TRAINING PROGRAM: The project will develop a specialized area of interdisciplinarygraduate study in pediatric physical therapy and special education. Through this program,physical therapists will acquire skills in advanced pediatric physical therapy, teaming,transdisciplinary consultation, and peer facilitation that are vital for the successful recruitmentand mention of physical dwrapists in the public school The project will develop amodel curriculum that enhames the exposure of reservice 'sts to the public school systemand that can be implemented at other universities within the state and region. Completion of thecurriculum will lead to the Master of Health Science degree in Physical Therapy. Theeffectiveness of the project will be evaluated by a comprelknsive plan involving I) monitoringof students' coursework through grades, graduate committees, and course evaluations; 2)reviewing recommendations of the Interdisciplinary Advismy Council; 3) reviewingreconunendations of the national consultant; and 4) reviewing employment selection andprogram questionnaires of alumni.

-1:40z44

Building Stronger Teans through Interdisciplinary Graduate Education inthe Related Services (TIGERS)

Related Services Grant Funding Period: 1991-94Direaor: Winnie IN= Tel , . , t , (913) 588-7195

Fiscal _.4. University of Kansas Medical Center No.: H029F10084

, t . City, I(S))

TARGET OF TRAINING: Graduate-level audents with backgrounds in amlioloty,

occupational , physical thtrapy, speech/language pathology, nursing, psychology, socialwork, or a related t

TRAINING PROGRAM: The purpose of the project is to develop and enhance the knowledge,

skills, and attitudes of related services persomel so that they will be able to pimiW more

effective services for young children with special weds and their families, and sill be prepared

to function as members of interdisciplinary teams in early interventicm preschool, and public

school settings. The project offers a purtune, two-semester program comprising a discipline-

specific course, an interdisciplinary course, and a practicum each semester. Traininq willpediatric theory, assessment, and intervention, as well as interdisciplinaryknow

and attitudes. The interdisciplinary training will teach participants to value thecollaborative process and to negotiate effectively with their colleagues and with families, whilediscipline-specific training will provide students with the knowledp and skills to contrilmte theunique perspective of their own disciplines to team problem-solving. Students will earn 16hours of academic credit that may be applied toward a master's defree in their own fieldStudents who are currently employed may complete the practicum at their work site.

I

Statewide Training Network for Preservice Training for Early ChildhoodSpecial Education and Cross-Categoric4l Special Education Paraprofessionals

Related Services Grant Funding Period: 1989-94Director: W. Merle Hill Telephone: (913) 357-5156Fiscal Agency: Kansas Association of Community Colleges Grant No.: H029F90021

(Topeka, KS)

TARGET OF TRAINING: Early childhood special education and cross-categorical specialeducation paraprofessionals at the undergraduate level.

OGRAM: The project will develop and refine a statewide training network toprovide preservice training at the associate degree level for paraprofessionals who work in infantand early childhood programs in special education and in cross-categorical programs. Theprogram will formulate and adopt a core curriculum for preservice community college programs,and will provide technical assistance to community cuileges in identified midwestern states toadapt or adopt the preservice model. Specialized training will be provided for paraprofessionalsin specific priority topic areas, including technology, behavior management, severe healthProblems, legal and ethical issues, and commnication skills.

252DPP Related Services 232

.7f.V

School Psychology/Interdisciplinary Infant/Toddler Specialization

Related Services GrantMOM= SusanFiscal Agatcy: Rehabilitation Instince (Omaha, NE)


Grant No.: H029F90074

TARGET OF TRAINING: Masters-level students in school psycholoof.TRAINING PROGRAM: The project will develop an educational and practicum sequence inhandicapped and at-risk infant/toddler special,izaticm for students in school psychologyprograms. Training will emphasize an interdisciplinary perspective and will include didacticcoursework and proseminars, and supervised, competency-based practicum experience inconummity, 11.0, lid, and clinic settings. TM courses and proseminars will be available tostudents from degree program Students will develop competencies in five general areas:assessment, intervention whniques, consultation and collaboration, medically fragile infants andtoddlers, and family needs and services.

The MPH Program for Nurses in Early Intervention

Related Services GrantDirector: Mary Beth BruderFiscal Agency: New York Medical College (Valhalla, NY)



TARGET OF TRAINING: Nurses holding a BSN degree, who are or will be public healthnurses within New York State.TRAINING PROGRAM: The project will offer a Master of Public Health degree prowith a concentration in early intervention that is designed to provide graduate andnursing students with skills in infant and family intervention. The 45-hour degree program willconsist of coursework, practica, and completion of 32 competency-based tasks. Students willenroll parttime, attending classes evenings and summers. In addition to the reffular courserequirements for the MPH degree, students will complete an 18-hour concentration in earlyintervention, addressing infant assessment, families, intenrention techniques, and servicedelivery models. Competency-based tasks will include families, service delivery models,research design, and public health issues. Two practica will be required, one of which will becompleted in the student's the home agency. Other practicum sites will include neonatalintensive care units, early intervention programs, and public health agencies.

Training: Occuptional Therapy Management in Schools

Related Services Grant Funding Period: 1990-93Director Kenneth Ottenbacher Telephone: (716) 831-3141Fiscal Agency: State University of New York at Buffalo Grant No.: H029F00021

(Buffalo, NY)

TARGET OF TRAINING: Graduate-level studaus in . tt. therapy.TRAINING PROGRAM: The Foject will extend the graining: OccupationalTherapy Education Management in &MWs) curriculum by ackling a 4.411,11 1,11 ce servinginfants and toddkus with special needs and their families. The original curriculumwas desiped to help hospital-based make the transition from medically based therapy(Le., doctor-nurse teams) to sclwol- - therapy, working with teachers, administratcus, andother nonmedical Isersonwl and stidents. The SUNY-Buffalo program previously adaptedTOTEMS to establish a school-based practke track within the Master of Science degree programin occupational therapy. The project will use the TOTEMS curriculum as a model to createcourses for therapists who will be working in family (parent-child) environments. The Foramwill integrate early intervention coursework and practica with the usual pediatric core coursesthe students are already takinri. The practica involve field placements in home-based andhospital outpatient settings. Training content and competencies will reflect an emphasis onFoviding family-oriented, rather than child-cdented, services for infants and toddlers. Traineeswill be Fepred to plan and deliver effective treatment prograMs in a wide range of settings, andto serve as consultants and supervisors of other educational team members.

Early Childhood Training in Occupational Therapy

Related Services GrantDirectors: Helen K. Grant Lit Jane Cass-SmithFiscal Agency: Ohio State University (Columbus, OH)

Funding Period: 1990-93

Telephone: (614) 292-5824


TARGET OF TRAINING: Undergraduate and graduate students in occupational therapy.TRAINING PROGRAM: The project will develop, institute, evaluate and disseminate aneducational program to prepre occupational therapists with competencies for working withyoung children wids special needs in early childhood settings. The project has duce objectives.The fira objective is to increase and upgrade the content of the undergraduate curriculummelding therapy with young children, by &Ming conant on working with families and youngchildren in early intervention and prachool settings. The second objective is to develop andoffer a course and a 10-week fulltime fieldwork in an early childhood program for "superseniore_ - who have met all of the requirements fce the baccalaureate degree, aretaking the exam, and are enrolled as students but not in a formal graduate program.The third objective is to develop and institute graduate courses and practica that will enableoccupadonal ists to achieve the best practice competencies. Students will be required tocomplete a are six courses in advanced theory and practim with children, family dynamics,interdisciplinary teamwork, and special education with young childien. Many of the

competencies will be achieved and evaluated through a Facticum taken at the end of the course

of study. Trainees who complete the graduate program will receive a Master's of Science degree

from the School of Allied Medical Professions.

Priparation of Physical Therapists for Public School and Early InterventionPrograms

Related Services Grant Funding Period: 1990-93Director: Irene Mc Ewen Telephom (405) 2714130Fiscal Agawy: University of Oklahoma (Oklahoma City, OK) Grant No.: 11029F00056

TARGET OF TRAINING: Physical therapists at the graduate level, with at least two years of

.,... . ...

ININGAVRAM: The project will -, :: ,; Phy=thn,er:dists4tiththewaitavairabihd .mtli:stel:::level to provide services to infants,

pu . schools and early intervention program. TM advanced master's degiee is a two-yearprogram. An essential component of training is cross-professional reparation, involvingcourseworit and practica with students and facuhy fium wha " 1 ' ''''' serving earlyintervention and special education program& Suklents will be . ..... to conduct appliedresearch, critical for improving the effectiveness of therapy services, through participation infaculty rvjects and the completion of the master's died& The goal is to increase die munber ofphysial therapists who are well-qualified to provide both school therapy and early interventionservices. The knowledge and skills of graduates also should extend beyond the children whomthey serve directly, through inservices, consultation, and other leadership roles they will beprepared to assume.

I! .1 r:

Training of Psychologists to Serve Infants and Young Children

Related Services Grant Funding Paiod: 1990-93Directors: Mark Shinn, Roland Good, & Diane Bricker Telephone: (503) 346-2144Fiscal Agency: University of Oregon (Eugene, OR) Grant No.: 11029F00093

TARGET OF TRAINING: Graduate-level students in school psychology.TRAINING PROGRAM: The project will offer training to prepare masters-level schoolpsychologists to provi& services to infants and young chilfrcn with or at risk for disabilities,and dwir families. Students will be trained to 1) conduct functional and ecologically validassessments of infants and young children aixl their families: 2) design and evaluateinterventions that meet family, as well as child, neel :. and enhance the development of the childthrough inclusion of the family, 3) frovide consultation to parents, teachers, and other relatedservices personnel; and 4) evaluate early intmention programs for individuals and groups.Training will ixlude didactic coursework in relevant areas, a series of - experiences, andrespech training. Practica experiences will emphasize early c educationassessment, intervention, evaluation, consuLition, counseling, interagency collaboration, andfamily support issues. Training will lead to a master's degree in psychology and earlyintervention.

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rm SwW1 Education-RelatedDWbilities

Priparation d Personnel to Provide Long-TeServices to Infants and Preschool Children with

Related Services ChantDirectors: Janet . a David CamsoFiscal Army: U - . ty of Rhode Island (Kinston, RD

Funding Period: 1991-94Tel (401) 792-4228

e No.: H029F10017

TARGET OF TRAINING: Students with undergraduate backgrounds in education, specialedatation, or Mated services (e.g., psychology, occupational 11-' '" 9 physical therapy) who areenrolled in masa% deg= programs in school . . or early educatiat.TRAINING PROGRAM; The project will traimng to provide specialty endorsements ineither a 60-hour master's degree program in school "WI" _A or a 36-hour master's degree

in early childhood educadon. Tim intadepattmanal, tangency training program isto - students to provide direct and indirect services to infants and preschool

. I The specialized training for the endorsement will consist of aprzeticum and five courses, including two courses in child , addzessins cognitive andsocialtemaional development, a course in assanment evaluation of infants awlpreschoolers1 a course on decision-making and evaluatkm, and a special seminar associated withthe practicum. Trainees will be required to function as members of an intadisciplinary team.Emphasis will be placed on participation in team processes, including decision-making awlckvelopmait of iMividual service plans, and trainees will be required to assess the effectivenessof intervention strategies generated in this manna. Efforts will be made to place an earlychildhood education student and a psychology student together in practicum sites to promoteteam training.

Child Care and Special Education: An Approach to Training RelatedServices Personnel in Early Childhood Programs

Related Services Grant Funding Period: 1990-93Director: Karla Hull Telephone: (303) 270-8734Fiscal Agency: Norwich University (Northfield, VT) Grant No.: H029F90037

TARGET OF TRAINING: Students at the associate and paraprofessional levels.TRAINING PROGRAM: The project will seek to improve services for young children withhandicapping conditions by increasing the number of trained, community-based child careinoviders. In of this goal, the project has three objectives: 1) to assure that all licensedand registard c care provickrs in Washingtim, Lamodle, and Chittenden counties have anintroductory level of awareness about children with special weds; 2) to create a corps of well-trained Child Development Associate (CDA) credential recipients who are willing and able toeffwtively save children with special mods in child care centers and homes; and 3) to develop asystem of coordination among human service agencies, public schools, and Vermont College in

providin II 1i services to young child= with special needs. Existing courses in theearly c . special education program will provide the foundation of this training.Information about children with special needs will be incorporated into regularly scheduledtraining activities in the two training regions so that all providers, not just those receiving

training, will have the opportunity to become informed about and familiar with theweds of children with handicapping conditions. The project is an extension of a successful setof Early Childhood Programs operated by Vermont College.

2372 5 7 DPP Related Savices

erInterdiscipihmryField-Based Graduate Training Program in Infant/Family

Svices

Related Services Grant Funding Period: 1989-94Director Bemardine Clarke Telephow: (804) 786-0720Fiscal Agency: Institute for Developmental Disabilities, Grant No.: H029F90050

Virginia Commonwealth University (Richmond, VA)

TARGET OF TRAINING: Masters-level students in nursing, social work, psychology, publichealth, .0, dumpy, and physical therapy.TRAININ PROGRAM: The project will develop and - 0 the - h preparationgraduate propam to include nontraditicmal intadisciplinary -based g that will prepareprofessionals to wort in infant intervention services that serve infants and wis. withneeds, and their familks. Students will complete 12 graduate hours over a otus-yearpart of or in addition to the regular graduate program in dwir hone discipline. Tin program willconsist of coursework (three courses), seminars (15 hours), ropam tasks (competencies), andfield-based expertences (one course, minimum 150 clock hours) that will be coordinated with afield-based training project preparing students in early childhood special educatimi for directservices to infants ancl toddlers with special needs, and their families. Studaus will be preparedto perform roles as direct services providers. Project staff and the interdiscip_ ditestpnlivgls

provide field-based training and supervision; expand the tu'ogram to other -as programs develop within the university; develop and maintain a parent advisory group;conduct project management and evaluation activities; and dissermnate information andmaterials across the state and nationally.

Interdisciplinary Family Systems Approach

Related Services GrantDirector MariellompsonFiscal Agency: Experimental Eduzation Unit,




TARGET OF TRAINING; Masters-level students in audiology, speech pathology, nursing,and social work whose career goals are to provide developmental, corrective, and supportiveservices to infants and toddlers with disabilities, and supportive services to families.TRAINING PROGRAM: The project will develop a pleservice, interdisciplinary trainingprogram with a family-syssems approach for graduate students from four disciplines Studentswill have completed at least one year of a mutes degree prop= in their home disciplinebefor entering the interdisciplinary program. During the "interdisciplinary year," students willweek togrher fee one year in a combined seminar/coursework/practicum program that provides

for them to learn new competerwies and practice new skills in a variety of(university-based in sl " classrooms fix infants and toddlers, community-based

day care and . . , ntal Disa .* "ty centers, and home-based settings). These snklents willwork as team .. Ill vl with early childhood special education and pediatric occupationaltherapy students, supported by other training pwarts in the practicum setting. Weekly

wiD focus on each of the different profssionsseminars throughout the three-quarter yearimportant in providing a full array of related services, as well as interactive strategies foraccessing and making best use of them. For their remaining courses, students may choose a)courses in their home departments related to the birth-to-3 ation, b) appropriate courses inthe other participating departments, or c) courses in early eh special education.

Navajo Nation Career Ladder Rehabilitation and Spedal Education Project

Rural Special Projects Grant Fwuling Period: 1990-93

Direarn: Dana Russell T -41 f I : (602) 724-3311

Fiscal Amu: Navajo Community College (rwe, AZ) a. , No.: H029J00063

TARGET OF TRAINING: Professiwials and paraprofessionals in special education and

rehabilitation who are - .. , yed throughout the Navido Nation (reservation).

TRAINING PROG The focus of the prOict will be on delivering training to a rural fildat the Associate of Arts (A.A.) and Bachelors (BA.) demo levels. A secondary

will be to provide technical supra to seven rural dies scauered shim ghout site Navajo

Nation. , will he &dried to maximize , , , .,, , ,. , , of a cuss-section ofreservation - - parapniessionals and . - - and enable participants to swdy part-, ,

time while continuing to be envloyed 'It '" Both the academic cwriculum and the technical

swport will focus on preparing personnel to provide services to infants and toddlers withhandicaps. Proket activities wifi be carried out jointly by Navido Community College, NavajoVocational Rehabilitation Program, awl the University of Arizona. Nava College

will offer developmental courses to provide paraceofessionals with a to college

studies, as well as formal A.A. degree tracks. The University of Arizona will provide distant

delivery courses at tite BA. level for makes in rehabilitation and vecial education. The NavajoVocational Rehabilitation Program will provide technical assistance, in the forms of workshops,

seminars, and other activities designed to upgrade reservation-wide vocational rehabilitation and

special education services. Culturally appropriate topics will be included in these workshops to

address issue and needs of the target population.

Field-Centered Proaration of Teachers in Early Childhood Education of theHandicapped and Severe Multiple Handicaps

Rural Special Projects GrantDirector Earle KnowltonFiscal Agency: University of Kansas (Lawrence, KS)

TARGET OF TRAINING: Teacher trainees at the 4raduate level.TRAINING PROGRAM: The goal of the pro" is to reduce the shortage of teachers in the

areas of early childhood education of the - and severe multiple handicaps in rural

Kansas by providing a program of recniitment training in home conununities.

Coursewwk which normally would be taken on campus will available to trainees in their

home amninunity through nontraditional delivery systems, such as compressed two-way

interactive video telecommunication and adjunct mstructional support via computer-assisted

instruction and teleconferencing. Another project activity is the identification and strenifthening

of Wel classroom Fograms to ..t high-quality BM-based experiences. The project will

work in collabratice with other coMges and universities geographically proximate with

aw.h training site to facilitate certification and degree programs for participants. Training

content will involve coursework in early childhood education of the handicapped and severe

multiple handicaps necessary for provisional certification in Kansas which is not available from

other institutions of higher education.

Funding Period: 1990-93Tel .1 (913) 8644154

t No.: H029J00040

Training Rural Educators in Kentucky (TREK)

Rural Special Pro GrantDirector: khnRacal Agency: University of Kentucky (Lexington, KY)

11011.1.tz..?

Funding Period: 1989-92.01 I gill (606) 257-8594

No.: /1029J90010

TARGET OF TRAINING: Masters-level students with underfraduate degrees in specialeducation and related fields (e.g., family undies, social work, recreational therapy, psycholo ).TRAINING PROGRAM: The project will provide 4 level programs in EarlyOgldhood Special Education and Severely/Profoundly I " 6* " l" to meet the needsof educators in rural areas of Appalachia Ktnitucky. prepare preservicepersonnel from a variety of fields to teach infants, and youth withderlopmental disabilities who reside in rural areas. The 0 . I It'. will meet the requinuntsits ofexisting provains at the University of Kentucky, but '1 . t , , on will occur during fall and springsemesten in rural sites located at least 75 miles from Lexington. During the summer sessions,students will have dm option of enrolling in courses on-campus or off-campus. The focus of thetraining program is on providing educational services in rural areas to children withdevelopmental disabilities. Coursework and practice are &Aimed for studaits in rural areas. Inaddition, a new course in Special Education Service Delivery in Rural Areas will be offered.

Preparing Early Intervention Personnel to Work in Rural Areas

Rural Special Projects Grant Funding Period: 1990-93Director: Jane Squires Telephone: (503) 346-3568Fiscal Agency: University of Oregon (Eugene, OR) Grant No.: H029100053

TARGET OF TRAINING: Graduate-level students in early childhood special education.TRAINING PROGRAM: The project will offer a rural training program to prepare personnelto serve infants and young children with special needs and their families in rural communities.Training is designed to develop competencies in infant and child developnwnt, families, programmanagement, pofesagonal development, and service delivery. One core course (3 credit hours)will be offadi each term at a mral training site in Oregon, in addidon to 4 hours of practicum.A differ= coursework site will be chosen for each of the project's three years. Practva will beat the cunent job placements for trainees who are employed, and at local community earlyintervention programs for trainees who are not employed in early intervention programs. The

supervisor will visit sites bi-monthly to supervise training and guarantee a linkcoursework and pracdca. Instructors from the University of Oregon and the practicum

supervisor will travel to community sites to conduct coursework 12 hours per month. Distancetraininf techniques are available for additional contact with instructors and the practicumsupervisor. A -quarter interdisciplinary issues seminar (1 credit hour each term) also willbe offered to provide students with the opportunity to learn about the roleshesponsibilities ofmedictd and ad health professionals and about ilium, and interagency approachesin early intervention. Trainees will have the option of g the University of Oregon in thesummer for additional classes towards a master's degree andfor special education certification.

2.. C

Preparation of Persontuti to Work in Rural Areas

Rigel Special Projects GiantDifCCUI Lana Svien-SameFiscal Agency: University of South Dakota (Vermillion, SD)

TARGET OF TRAINING: Special educators, earl childhood educatois, "pathologists, educational psyclxilogists, occupational ak and physical ... - 1. isliasntrag

ctING PROGRAM: The will offa a preservkx intadisciplinary training programto mime penonnel to serve c 41 birth through age 2 years, who are at risk and theirfamilies. The population saved will be 75% Native American. Trainees from within the ThreeRivers Coopastive in South Dakota who have not had infant I ... will be selected for thepreservice training prograim In oder to release the trainees their respective places ofenvloyment, the schooldistrict will be paid a stipend to cover the cost of a substitutA individualtrainee travel costs will be covered. Training will focus on rim knowledge and competenciesnecessary to address the needs of infants and toddlers with disabilities. An individualizedtraining plan will be devised for each trainee and a primary disciplinary supervisor will be

I. it Traimes will receive a minimum of one full day of on-site training - month, basedon school calendar, and will complete practicum experienves between mon .. y tmining days.Trainees will function as members of an intadisciplinary evaluation and treatment team. Inaddition, trainees may opt for enrollment in an &coedited graduate COLITSC, SPED 681, Workshopin Infant and Toddler Education, at the Univasity of South Dakota. Continuing education creditis available. Traiozes who complete the program will be awanied certificates.

Funding Period: 1990-93T t ' (605) 677-5311

t. No.: H029J00041

Training of Personnel to Serve Infants and Young Children with Visual andOther Handicaps in Rural Areas

Rural Special Projects Grant Funding Period: 1990-93Director: Virginia Sowell Telephone: (806) 742-2184 or -2345riscal Agency: Texas Technological University (Lubbock, TX)) Grant No.: H025100027

i'ARGET OF TRAINING: Graduate-level students who wish to become teachers ofblindfinnitihandic_apped infants and children in their own rural area.TRAINING PROGRAM: The protect will offer a training program to prepare personnel withintheir home conununities to work with young children with visual impairments. Project facultywill travel to educational service centers in rural areas to provide a series of classes. Trainingwill address developing skills in infant intervention, deficit vision remediation techniqm,bilingualimulticulural education, and parent counseling and intervention; incorporatingconsultative and liaison skills for working with personnel form other discipli and usinginterdisciplinary tearns in training and service delivay in rural, laiply bilingtal areas. A specialcourses on patental involvement also will be offered, with emphasis on working with Hispanicand Black paraw. Students will have the opportunity to participate in two pracdca (one withealy childhood professionals, and cnie in a home-based settmg with ). Liaison with ruralcommunity education and social welfare personnel will be stressed. Students wil! develop aresource manual for each of the repions in which work, listing regional, sate, and nationalresources for multibandicappea, blmd infants and c aml their families. The program lastsapproximately two and one-half years and leads to the deficit vision and early childhoodeducation for the handicapped credential.

Prquration of Personnel in Speech-Infants, Toddlers, Preschoolers, and Schoo

Rural Special GrantDirector: amylFiscal Agaicy: West Virginia University (Morgantown, WV)

Pathology to Work withChildren

Funding Period: 1990-93T 293491000212

TARGET OF TRAINING: Ocaduate-level students in speech-language patholog.TRAINING PROGRAM The project will provide direct academic and clinical

comprehensive academic and clinical ,, - - 6- training

Irlearte Lt:arrePaleareas. sPrite- . , . :, t Path°1"Isoftenine2aeri=eadt°areaswol:k sb:7-111181:13:113itiadeinentequilielrepa:

ne nisitatesedstheminV,-

to meet the unique challenges of i I 01 to take MCIrural seminars and to spend one semester in a selected rural extanship placernau. &Wentexterns also will . i : - . , in recruitment acdvitka to help their respective counties fillvacancies, and will 'P " 16 l' an individualize project designed to v . develop competencies inworking with infants, toddlers, preschoolers, and school-age .1 " ...1 with special needs.Training will kad to a master's degree and certification. l'in project will provideand consultative 1 to assist rural special education administrators in recnd andretaining speech- t _ pathologists. The project also will develop and implenient adissemination network component to facilitate the exchange of information among professionalsacross the country who are involved in providing speech-language pathology services in ruralMIS.

%.11 111t : V

CIRCLE: Compiehensive Interdisciplinary Research-Cagered withLaboratory Emphads Approach to Early Chi Idliotx1 Special Education

Special Educatms Grant Funding Period: 1989-92Director: Martha Cook Telephone: (MS) 348-7931Fiscal Agency: University of Alabama (ruscaloosa, AL) Grant No.: 13029B90206

TARGET OF TRAINING: Students holding undergraduate degrees in early childhood specialeducation, early childhood ethwation, social woit, nursing. human . .., .. ... school

teachers

TiRriNdThia ...RA.: °I)The raoject will develcp a trainingstuden7 I.:. : I'm"' -Pirepam- early

ono

childhood special edatatiOn teachers and service . . ,. , in related i. lines to meet theneeds of young children with or at risk for ., ° ll''' aid dwir families. The program willprovide interdisciplinary trairing through incorporation of early childhood - . "4 educationcourse content into the curriculum of nursing, social work, human ill O. , schoolpsychol . :4, early childhood education, and communication disorderg pracdca experiences inearly 1 ' 411 ' " special education settings for students in related disciplines: and aninterdisciplinary seminar. Each scrnester a master early childhood special education teacher willbe recruited to work with students at pracdcum sites and to assist in course instruction. Field-based courses will be offered for employed teachers who are not properly certified for earlychildhood special education. The program will admit both fulltime and parttime students.Coursework is designed so that full-time students can complete the program in two years.

The Adaptive Parent and Child Program (A-PACE)

Special Educatois Grant Funding Period: 1990-93Director: Jeanne McCarthy Telephone: (602) 621-a248Fiscal Agency: University of Arizona (Tucson, AZ) Grant No.: H0291A1058

TARGET OF TRAINING: Undergraduate and graduate students in education. Emphasis willbe placed on recruiting ininorities, particularly Black, Hispanic, and Native American.TRAINING PROGRAM: The project will develop propms to prepare early interventionists,early childhood special and regular teachers, and education specialists to serve young childrenacross a broad range of competency levels, including handicapped1 developmentally delayed,and at-risk children as well as normally devebving children integrated into programs withspecial needs children. Stucknts will select an area of emphasis across tiv age range from birth

to age 8 years, specializing in infants/toddlers (0 to 2), preschool (3 to 5), or primary (5 to 8),and across competency levels. Training will address integrating children in existing programs,such as Head Start, day care, private .1s, newly authorized public pr!schools, andprimary special education programs. , will be placed on the growing need forspecialists at the baccalaureate level in the rural Southwest and ei cultural sensitivity. Teacherswill be prepared at the baccalaureate and master's levels, and supervisors at the educationalspecialist level. The program will emphasize the role of paraits and families, and will includeelements that are designed to meet the critical needs of the Southwest region and the field ofearly childhood special education. The need for personnel in School Psychology, Guidance andCounseling, Speech Pathology, Health Related Sciences, and Mid Development and FamilyRelations to extend their expertise to infants and toddlers and to children with disabilities andtheir families will be addressed through workshops, special study institutes, and vecializedminors.

243 263 DPP Special Educator;

Early Childhood EducationHearing Impaired

Special Educators Grant Funding Period: 1989-93Duector: Shirin Antis Telephimie: (602) 621-3214Fiscal Agency: University ci Arizona (Tucson, AZ) Grant No.: H0291390106

TARGET OF TRAINING: Masters-level students in speed-language science&TRAINING PROGRAM: The Fogram will prepare master teachers who will specialize inworking with children with hearing impairments in ow of the following areas: education ofmuldhandicapped hearing-impaired children; early childhood education; education of minoritychildren ft= mm-English speaking backgrounds; and elementary education with areading/writing instruction einphasis. All students will complete a Fa...onal core of courses,as well as an elective specialization. Practicum requiranents will be tailored to allow eachstucknt to meet the competencies required in the area of specialization.

Training Project in Speech and Language Learning Disabilities

Special alucators Grant Funding Period: 1989-92Director: Thomas Nixon Telephone: (602) 621-1644Fiscal Agency: University of Arizona (Tucson, AZ) Grant No.: H029390001

TARGET OF TRAINING: Masters-level students in speech-language pathology.TRAINING PROGRAM: The Foject will develop a training program to prepare speech-

. -1 to serve communicatively handicapped children within the public schoolsin children's service agencies. Students will complete a core curriculum and clinical

experience& The program has two 6' 16 I" 6'1 6 * expaixled training in school-oriented servicesdirected toward communicatively 66 children, ages 3 to 21 years; and a newcomponent directed toward toddlas, age 18 months to 3 years, who are at risk for speech-language disorders. Mica' training is provided in the speech-language clinic on campus, and inlocal school districts, hospitals, and chiWn 's agencies. Within tlx school-oriented component,the program has established a schools coordinator who meets with students during their schoolrotation to provide clinical instniction time addressing such areas as consultation, instmmentaltechnology in the schools, and basic competencies. Tk two-year program leads to a Master ofScience degree in Speech-Language Pathology.

Training Special Educators for Visually Impaired Preschool Children

Seecial Educators Grant Funding Period: 1990-93Director: Dan Head Telephone: (602) 621-7822Fiscal Agfmcy: University of Arizona (Tucson, AZ) Grant No.: H0291300099

TARGET OF TRAINING: Graduate students who will be certified to wrek with visuallyimpaired preschool !mid school-age children ' completion of their master's degree program.Preference will be gm to early education , elementary education majors.TRAINING PROGRAM: The project will develop a two-year, 52-semester-hour program toaddress the need for certified teachers to meet the weds of preschool child= with visualimpirments. Training will combine rFadanic coursework and practical experience.Coursework will be taught through the special education and rehabilitation divisions. Studentswill be required to complete at least 16 hours of practica and internships. These maim andinternships will be =ducted at a variety of sites, including private and state mum awl home-based and education-based programs. Training will lead to a maser's degree in specialeducation.

Master's Degree in Special Education with Emphasis in Early ChildhoodSpecial Education

Special Educators Grant Funding Period: 1989-92Directors: Stephen Rock & Mary Pelt Telephone: (501) 569-3422 or -3054Fiscal Agency: University of Arkansas (Little Rock, AR) Grant No.: H029B90316

TARGET OF TRAINING: Masters-level students in early childhood special education.TRAINING PROGRAM: The program will develop a new Early Childhood Special Educationmutes degree prop= to prepare teachers and infant interventionists to meet the needs ofchildren with disabilities, birth through age 5 years, and their families. The 36-credit-hourprogram will emphasize the importance of transdisciplinary teaming, broad-based training, andintegrated services. Courses will be taught by fiwulty from a variety of disciplines. Internshipand practicum sites will offer students tire opportunity to observe and participate in a range ofservice delivery settings, from center-based specializal instructional programs to regular daycart centers and home-based programs. Students will be expected to demonstrate competency asa team member, family facilitator, evaluator, instructor, and professional.

2f;5245 DPP Special Educates

Preparation of Special EducatorsEarly Childhood

Stiecial Educators Grant

Director: William Chance

Fiscal Agency: Arkansas State University (State University, AR)

Funding Period: 1989-92

Telephone: (501) 972-3061

Grant No.: H0291390201

TARGET OF TRAINING: Early childhood special educators at the master's level.

TRAINING PROGRAM: The project will develop a masters-level training program to prepare

childhood special educators to meet the needs of childrim, birth to age 5 years, with

'ties. The pmgram will offer a competency-based course of study emphasizing the skills

needed fa traines to assume roles as multidisciplinary team members, insuuctors, and

evaluators. Content is based on cinsent theory in the area of earl childhood special education

and on sate standards for personival preparatim Practicum ts will offer students

experiences in multidisciplinary settings with children and their amines, with special emphasis

on practicum sites that successfully integrate handicapped children with their nonhandicapped

peers. Students will be evaluated on gains in knuviledge and skill competencies as delineated inthe program.

Early Childhood Special Education

Special Educators Grant Funding Period: 1989-92Director: Marci Hanson Telephone: (415) 338-1630Fiscal Afpncy: San Francisco State University (San Francisco, CA) Grant No.: H029B90243

TARGET OF TRAINING: Persons employed in or being transferred to early childhoodspecial education employment settings who wish to receive additional traininF and studentsattending a specialist training program (e.g., special education, communication disorders,nursing, social wcck) who wish to receive additional early childhood special education training.TRADIDIG PROGRAM: The project will create a preservice training program which allowsstudents to receive a certificate in Early Childhood Special Education with an emphasis in one ofthree areu: infant intervention, preschool intervention, or family services. The programprovides interdisciplinary and co -based training, including academic study, fieldexperiences, and an internship. The curricu um focuses on working within a family context withyoung children, binh to age 5 years, who are disabled or at risk for developmental delay. Areasof competency include typical and atypical developme t, assessment and evaluation of youngchildren, intervention plmning and implementation, and family involverront and education.Graduates will be prepared to work in various settings, such as public schools, private schoolsand centers, hospitals, homes, and follow-up clinics.

Early Childhood Special Education Master's Program

Special Edixators Grata Funding Period: 1989-94Director: tvklvyn Seamed T - -- 4 ' 4 ( (805) 961-4562 or -4273Fiscal Agency: Graduate School of Education, University of Grant No.: H029890191

(Santa Barbara, CA)

TARGET OF TRAINING: Masters-level students in early childhood special education.TRAINING PROGRAM: The will develop a compeuxicy-based, field-based master's

earlydegree program to prepare special education teachers to serve preschool atildren, .1,,with mild, moderate, and severe disabilities, and their families. The program provides studentswith a research-directed environmait within which they obtain their teaching competencies.Students will be trained in a well-developed, .._....., -based model anphasizing child

and dia needs of families. Trawl' , 1 . a sequential series of insuuctionaldheievrealr°cCi:hat move the student from coursework, where theoretical knowledge is gained, tothe Teacher Education Laboratory, where practical applications are made in a controlled setting,and, fmally, to practicum sites, where students apply their skills in the field. Fiekl sites reixesenta full continuum of options for preschool-age children and their families.

Early Intervention Specialist Training

Special Educators Grant Funding Period: 1990-93Director: Ruth Cook Telephone: (408) 554-4301 or -4434Fiscal Agency: Santa Clara University (Santa Clara, CA) Grant No.: H029B00211

TARGET OF TRAINING: Graduate-level students from education, physical therapy, nursing,speech therapy, and social worlq and non-masters students, such as physical therapy aides,seeking certification in early intervention skills. Emphasis will be placed on minorityrecmitmentTRAINING PROGRAM: The project will I as Early Intervention Specialiststo save young children with disabilities andPregi7 faesrsasme. Training will follow a family-centered, team-cwiimted, family systems approach. The core of the program will be 24 units ofmultidisciplinary coursework and practica, emphasizing early inteivention but with a heavybirth-to-age-5 couponent Students will participate in supervised practica experiences in infant,preschool, and family-based settings. For graduate students, training will lead to a master'sdegree in Marriage, Family and Child Counseling. Training far all students will provide thenecessary competencies to work as Early Interventioh Specialism in a variety of settings.Consultants will assist in developing effective minority recruitment and retention techniques.

Training Adaptive Physical Ethicators to Serve Children Ages 3-5

Special Educators GrantDirect= Donald OmFiscal Agency: California State University (Chico, CA)

TARGET OF TRAINING: Undagraduate =lents in

Funding Period: 1990-93Telvhone: (916) 898-6373


4 1'..P4 educadon.

physical Educationprescohfooithe :,.11 AdaptedTRAINING PROGRAM project will await the

0 -needs. Adapted edwation is a commhensive service system todeiitlfyandameliorate .. within the psychomotn domain. Services include a) psychomotorassessment and evaluation, b) individualised educational programming, c) pzescriptive teachiq,d) counseling, and e) coordination of relate4 services and reset:lees. The AMP curriculum isdesignd in accordance with recognifveit and emphtzes both athnedoretiancialnenald

Comes, inc uding t-11 VT (field work), principles of methods (methods of working with theperception of motor requirementshmitation skills. Many courses

wM be interdisciplinary. With the ;apposed addition to faculty, curriculum, and practicumexperiences, coupled with incentives to bwrease the quality and quantity of studanenrolled in adapted physical education, program will prepare leadership personnel to plan,assess, prescribe, implement, and evaluate instruction in the pychomotor domain. Successfulcompletion of this preservice training program will enable graduates to meet the unique social,emotional, and physical needs of handicapped children from age 3 years to adulthood.

Family Focused Training for Early Childhood Special Educators

Special Educators Grant Funding Period: 1989-92Director: Harriet Able-Boone Telephone: (303) 556-2717Fiscal Agency: University of Colorado (Denver, CO) Grant No.: 029B80196

TARGET OF TRAINING: Graduate students with backgrounds in early childhood special

education or psychology.TRAINING PROGRAM: The program will offer a family-focused, interdisciplinary trainingprogram to prepare teachers to work with young children with disabilities, birth through age 5years, and their families. The offers a competency-based, 46-credit-hour mister'sdegree program with a focus on - The curriculum includes three courses which providein-depth study of families, awl field-based experiences at six community-based, family-focusedpracticum sites. Fulltime enrollment is required, and students will be expected to completemaster's dome and certification requirements in three semesters. Student propos towardfulfilling performance competencies will be monitored. As a result of the training program,students will function as family specialists serving young handicapped children arui theirfamilies in a variety of settings, including homes, centers, clinics, hospitals, child care programs,and public schools.

Preparation of Infant Specialitas

Special Educators &antDirector: Harriet Alie-BooneFiscal A School of Edutation, University of Colorado

I CO)


Grant No.: H029890102

TARGET OF TRAINING: Masters-level students in early childhood vecial education andschool

G PR RAM: The project will offer a competency-based Infant Specialist rainingfor early childhood educators and school logisis 13 work with infants

fw2Trilat risk for developmental disatilities, and their The interdisciplinarywill intestate courses from early childhood speciakeducallim, early childhood education, scpsychok)gy, and nursin In addition, the professional disciplines of speech-language therapy,occupatiatal thaapsy, ysical ." 9 and social work will be involved in course content andfield experiences. ts will in four specialized courses providing an in-depth study ofinfants and fandliss, and field-based experiaices in at least two sites. The prognpn will offerstudents opportunities for collaboration with the health community in orda to provide enhancedtraining to meet the needs of infants with serious medical needs. Scheduling a courses and fieldwork will be designed to meet the needs of amattice, primarily parttime, student population.

1.'4 :I.{

1

Preparation of Speech-Language Pathologists for Early Childhood Settings

Special Educators Grant Funding Period: 1990-93Director: Susan Moon Telephone: (303) 492-5284Fiscal Agency: University of Colorado (Boulder, CO) Grant No.: H029B00002

TARGET OF TRAINING: Graduate-level students in speech-language pathology.TRAINING PROGRAM: The proOct is designed to recruit and prepare speech-languagepathologists to provide early intervamon services to children, ages 3 to 6 years, with identifiedcommunication needs, and their families. The project will coordinate existing coursework andprictica into a comprehensive training plan to address the needs of early intervention satinp.The existing training opportunities will be enhanced by the establishment of off-campus pracucasites in integrated, community-based preschools and child care ceners that provide experiencesin interagency collaboration and classroom consultation. Trainees will acquire the sn. 'esnecessary to work effectively with young children who have speech, language, ii hearingneeds and their hinnies, in early childhood setting& The pro.wt will facilitate appropriateemployment for graduate. Project effectivaiess will be evald by assessment of recruitmenteffectiveness; numbers of students trained; student competency development; impact onchildren, families, and community-based programs; and employment trends of graduates.

Childhood Hearing Impairment Program (CHIP)

Special Educators GrantDirectorc Antonia Maxon, Mari= Cohen, & Jacque lbw SachsFiscal Agawy: Univasity of Connecticut (Stars, CT)


Gant No.: H0291310026

TARGET OF TRAINING: Graduate-level students with baccalaureate degree in speech-logy/audiology sx' related fields.

PROGRAM: 'The project will offer a graduate to train audiologists todeal with issues relating to infants, toddlers, and presehoolers to age 60 months) withhearing impairments. The focus is on early iclentification and .0 of hearingimpairment. Students will learn skills in '..k" both aural "" and diagnostic,}

services. omirsework will address , areas as normal auditory Processing* infantdevelopment, language acquisiton, infant hearing and its assessment, numagement of the hearingimpairment and its concomitait conununication disorders, the invact of hearing impairment onthe family, and team participation. Other coursework will pmpare students to interact withfamilia from culturally diverse lxickgrounds. Students also will complete 350 hours of clinicalpractice which will involve audiology assenenent. Settings include private practice, publicschools, hospitals, and the University of Connecticut's clinic for severe hearing problems/oralrthabilitation. An extra year of training will be required for students without undergraduatepreparation in audiology. Training leads to an MA. in Audiology.

tti ttiS

I

Interdisciplinary Infant Specialist Certification Program

Special Educators Grant Funding Period: 1989-92Director: Joan Brinkethoff Telephone: (203) 679-2676Fiscal Agency: UCONN Health Center (Farmington, CT) Grant No.: H029B90096

TARGET OF TRAINING: Graduate-level personnel in special c lixation, nursing,speech/languap pathology, occupational therapy, physical therapy, and school psychology, whoare employed in infant intervention programs in Connecticut.TRAThiThiG PROGRAM: The training program will focus on the acquisition of skillsnecessail to provide services to infants with special needs. Students will be placed ininterdisciplinary teams (eight students per team) during training. Coursework will be providedin weekly sessions across two semesters, and will be delivaed in six madules: Families, MedicalManapment, Physical Management, Education and Communication, TransdisciplinaryTeaming, and Service Delivery. Specific thematic content will cut across the areas of familysystems and transdisciplinary teaming. Students will complete a supervised ticum withintheir infant program, and will spend time working with chikiren in the Step- 6 Nursery (asetting which follows neonatal intensive care unit). Competency tasks will provide one measureof program effectiveness. Completion of coursework and practicum will lead to an infant studiescertificate.

tion in Education of Hearing Impaired and Multihandi-Impaired

5 ". Educators Grant Funding Period: 1989-92Robert Mobley Telephone: (202) 651-5530

Fiscal Agency: Gallaudet University (Washington, DC) Grant No.: H029890114

TARGET OF TRAINING: Masters-level students in deaf education.TRAINING PROGRAM: The pfoject will offix.pieservive ." 14 for teachers of theWaring-impaired and the multihandicapped hearing-unpaired. tawher pre/melonoffers a two-year master's degree sequence of coursewcat and practicum educatioiPir°rdi:seherItylmpaised, with five specialization areas: parent-infant, early childhood, elementary,

, and multihandicapped hearing-impiired. The specialization courses (52-59 semeuerhours) focus on the development of competencies in areu such as simultaneous (manual/oral)and auditory-oral conununication, language development, curriculum and methodology,assessment, and advanced educational foundations. Trainees engage in four periods ofsupervised &Id-based practica in a range of settinp. Graduates are prepared to teach hearing-impaired and multihandicapped hearing-impaired in a specmim of day and residential settings,with a variety of instructional arrangements (e.g., self-contained classes, resource rooms,mainstreamed settings, itinerant teaching).

Speech-Language Pathologists toeir Families

Transdisciplinary Approach to TrainingrhProvide Services to In ants, Toddlers and

Special Educators GrantDirector Norma AndersonFiscal Agency: Howard University (Washington, DC)


Grant No.: H029800076

TARGET OF TRAINING: Graduate-level students in speech-language pathology.TRAINING PROGRAM: The project will desip a program to provide specialized training forspeech-language pathologists based on a transdisciplinary approach, a process in which teammembers =hap knowledge mut skills across disciplinary boundaries. Students will receivemasters-level training in speech-language pathology, with additional academic and clinicalcompetencies in the areas of Early Language Development and Disorders, Parenting the

Child, Family and Child Semites, and Neurodevelopmental Treatment, all focusedon the to-3 population. This training at:roach is characterized as transdisciplinary sincesome of these areas are not included in traditional programs in speech-language pathology, butare components of other disciplines. Mother feature of the project is related to direct clin.1services. In addition to 100 clock hours of specialized clinical practicum with infants above theusual requirements, students will plan and implement an ongoing parent suppcet group forfamilies of infants and toddlers with disabilities. The project is designed to produce speech-language pathologists with specific competencies needed to deliver early intervention services tocommunicatively handicapped infants and toddle.% and their families.

t 1 1 : -

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Preurvice Graduate Training in Early Childhood Special Education

Special Educatats Grant Funding Period: 1989-92Director: Maly Prances Han line Telephone: (904) 644-4880Fiscal Agaicy: Florida State Univasity (Tallahassee, FL) Grant No.: H0291190249

TARGET OF TRAINING: Graduate students in early childhood special education.TRAINING PROGRAM: The ..0:ct will establish a preservice graduate program in EarlyChildhood Special Education g eitha to a mastes degiee or a universitrapizoved earlychildhood special education certificate. Specialigs trained in this program will be prepared tofunction in a wide variety of roles and settings servint children, birth to age 5 years, withdisabilities or at risk for develoinnental delay, aul their families. The training is

and competency-based. Competencies we based ne the , ,ns of1NTERA , the National Conuninee for Services to Very Young Children, and tin Division forEarly Childhood of the Commit for Exceptional Children. Content areas include typical andatypical development, classroom management and organizadon, family systems, parent-professional colaaboration, administrative and legal issues, interdisciplinary and interagencYteaming, physical and medical ." assessment and curriculum, educationalfoundations, and foundations of early . special education. Training combines academicstudy, field experiences, and an internship. Training is designed to meet the rapidly growingpopulation of Florida and specific service needs of Northwest Florida.

Training Communications Disorders Specialists to Serve Idaho Infants andToddlers

Special Educators Grant Funding Pesiod: 1990-94Director: Thomas Longhurst Telephone: (208) 236-2204Fiscal Agency: Idaho Stare University (Pocatello, ID) Grant No.: H029B00067

TARGET OF TRAINING: Graduate-level students in speech patholoty and audiology.TRAINING PROGRAM: The project will develop a masters-level flaming program to prepareCommunication Disorders Specialists to meet the needs of infants and toddlers with speech-language-Mating impairments and their families. Project staff will kkntify and tecruit qualifiedstudents, pain them, and then suppog them in their initial placement in intuit/toddler serviceenvironments. Special innovative features of the project include 1) the chanting role of theinfant/toddler Communication Disorders Specialist (CDS) from direct intervention with clientsto indirect intervention through families and aides; 2) the chanting focus from speech therapy tocognitive, language, and communication intervention; 3) the increasing focus on the youngestspeech/languageillearing-impaired population (birth through age 2 in an attempt to

t or mium= related future problems and to facilitate g=ssN1 transition into school-services for the 3-to-5 population; and 4) an increasing focus on multidisciplinary service

delivery. The project will offer a specialized workshop on tlx role of the CDS in developmentand implementation of the individualized family service plan. Students will be able to select aspecialized related area of study in early childhood equal to 12 semester credits. Supervisedinfant/toddle,- externship placements will be provided.

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Preparation of Peronnel to Work with irming Children with Special Needs

Special Educators GrantDirector: Janet LernerFiscal Agmicy: Northeastern Illinois University (Chicago, IL)


Grant No.: 111029B00052

TARGET OF TRAINING: Graduate-level students in early childhood specialeducation.TRAINING PROGRAM: The project will offa training to prepare competait early childhoodspecial educes= to provide services for young children with special needs, birth to age 6and their families. Northeastern Illinois University's existing mastees dome program, I "with strong and continuing waking relationships with agencies that serve the birth-to-6population, provide the academic and clinical bases essential to an effective program. Thecurriculum will include basic theoretical knowkdp., practical applications, current research,

demonsuation mama, and the , , - needed by early chiklho, foodrspecial educatas. 1lie Chicago metropolitan area .1. .... diverse Infiniti*exemplary practicum experiences and post-graduate placements. Students will - skills inassessmem and intervention, working as members of transdisciplinary teams, old .exemplary prograns for the birth-to-6 population. Training will lead to a Mastees Degree inEarly Childhood Special Education, with eligibility for Ersly Childhood Special EducationA al by the State of Illinois. Evaluative data will be collected from trainees, key project

i other faculty members, advisory board members, practicum supervisors, and employers.The results will be analyzed for formative purposes of Foject improvement and summadvepurposes of reporting. Dissemination of information about the project will be conducted at local,state, and national levels.

Preschool Training Grant

Special Educators Grant Funding Period: 1988-92Director: Jeanette McCollum Telephone: (217) 333-0260Fiscal Agency: Urdversity of llhintis (Champaign, IL) Gram No.: 029B80204

TARGET OF TRAINING: Umiergraduate or graduate students in early childhood and earlychildhoixt special education.TRAINING PROGRAM: The training program combines a developmental orientation withsystemat a. teaching technoksy. The project will offer two options, designed around a commonset of candards, which lead to a master's degree and to Approval in Early Childhood SpecialEducation. Option 1 is a BA/MED combination, spinning two undagraduate and oneyear and culminating in a Master's of Education in Early Childhood Education, 02certification, and Approval in Early Childhood Special Edimdon. Coursework will beintegrated across early childhood education and early childhood grecial education (ECSE), withthe majority of advanced courses in ECSE, as well as the ECSE practicum. occurring in the finalyear. Option 2 offers a one-year graduate program culminating in a master's degree in EarlyChildhood Special Education. Students who already hold or are eligible for Type 02 or Type 10certification in Illinois also will obtain Approval in Early Childhood Special Education. Option1 will be phased out after the second year of the project.

I :

2 7 5

255 DPP Special Uneaten

Prist

oject BABIES: Best Approaches for Building Skills of Infant EducationSpecialsS - . Educators Grant Amding Paiod: 1989-92

it. et Kathie= Shank Telephone: (217) 581-5315

Fiscal Agency: Eastern Illinois University (Charlestm IL) Grant No.: H029B90116

TARGET OF TRAINING: Persons holding falldme staff positions in early childhood clecial

echwation programs, who wish to upgrade their professional skills in working with infants and

toddlers, birth through age 2 years, with or at risk fcr handicapping conditions, and their

families.

TRAINING PROGRAM The project will lement a multidisciplinary, competency-based

pasonixt1 proration program utilizing a systems trainin winch. SuKlents will

comlAue a =imam of 19 semester hours specific to early c vftut education, 6

semester hours in core requitements of the special education department, 8 songster hours inCollege of Education basic foundation course requirements, and 210 clock hours of intensepracticum experiences. The program structure is flexible, allowing studaits to complete courserequirements in either day-long or weekend fomtat and providing panics at sites within thestudent's regional area. Practica will be individualized via a competency-based needs assessmentadministwed at dm beginning of the program. Training leads to a Master of Scierxe inEducation degree.

Project CONNECT: Early Childhood Special Education Teacher Education

Special &maims Grant Funding Period: 1989-93

Director: Kathleen McCartan Telephone: (515) 294-8957

Fiscal Agency: Iowa State University (Ames, IA) Grant No.: H029B90172

TARGET OF TRAINING: Undergraduate students in early childhood special education.

TRAINING PROGRAM: The project will augment the existing undergraduate certification

program in early childhood special education to prepare personnel to work with young children

with disabilities, birth to age 6 years. In addition, it will address the needs of nontraditional, off-campus students by developing and implementing a delivery system to meet the needs of these

students. Program requirements include coursework and supervised practica offered off-campus.

The project will monitor smdents' progress towards and completion of certification, and their job

placement and performance. Successful completion of the program leads to Endorsement in

Early Childhood Special Education from the Iowa Department of Education.

Training of Professional Personnel in Preschool Communication Disorders

Educatces Grant Funding Period: 1989-92Folkins Telephone (319) 3354718

Fiscal Agency: University of Iowa (Iowa Qty, IA) Omni No.: 11029B90216

TARGET OF TRAINING: Masters-level studimts in speech-lan %

TRAINING PROGRAM: The project will provide a peclaIF track ,,t tin existingmaster's dere program in speech-language pathology that focus!! t,:in the neentioma firnts:efho3o81

children with sevens contmunication disorders. Students willsemester hours of coursework and piactica over a two-year period. g willcourses in child language disorders, preschool education, awl child devel 11- t and at 12semester hours of pracdca in the model classroom. The classroom, '6,, is located at theuniversity, is rim awl staffed by do Area Education Agency, which coordinates specialeducation for the public school s and serves as a model of service delivezy to preschoolerswith conununicadon diswders. g practica, students will act as speech-language clinicians,under the supervision of the training program. Training will lead to a Mason' of Arts degree inSpeech-Language Pathology.

Early Childhood Special Education Personnel Preparation

Special Educators Grant Funding Period: 1990-93Director Nancy Peterson Telephone: (913) 864-4954Fiscal Agency: University of Kansas (Lawrence, KS) Grant No.: 1029800149

TARGET OF TRAINING: Undergraduate and graduate students in early childhood specialeducation; and masters-level professionals from such related disciplines as school hology,speech pathology and audiology, and occupational therapy who wish to work with c 0" "41, birth

to ane 5 years with disabilities.G PROGRAM: The project has five goals. Goals 1 and 2 address personnel issues.

The pro will sea to accelerate recruitment and training of early childhood special education(EC-S ) certified teachers and related professionals by offerinf traineeships and providingeasier access to coursework and practicum training. EC-SPM certification core courses will bema& available through evening classes and short-term, summer courses to noncertified mcherswho ate employed fulltime. Goal 3 is to ckvelop and implement an undergraduate minor in earlychibbood special education within the elementary education program, leading to onalEC-SPED certification as an EC-SPED interventionist for cbildren with disabilities, it tO age5 years. Goal 4 addresses the need to prepare teachers to deal with children with specific typesof disabilities that require mom specialized types of management and intervention techniques byoffering specializations in (a) infant intavention, (b) medically fragile and sevare1y multiply

children, and (c) deaf and hearing-impaired young children or others withrisk for speech-language disability or delay. Goal 5 is designed to enharwe program

content by improving, updating and expanding state-of-the-art instructional resources in allcontent areas addressed in the EC-SPED program.

Pediatric Adapted Physical Education

S EdtwaWrs Grant Funding Etriod: 1991-94Robert Eason & Jo E. Cowden Telephone: (504) 286-6420

Fiscal Agency: University of New Orleans (New Orleans, LA) Grant No.: H029B10116

TARGET OF TRAINING: Fa' curriculum theorist training, students with baccalaureatedegree in physical education; for PAPE specialistpreparation in early childhood, elementary education, ph

ph t educatice, or a related fkld.P # RAM: The project offers mastas-level

w provide hvslcal education services to

students withtherapy, occuptational therapy,

reservice training tochildrei, birth to age frigeaarrs.

has an extensive adapted physical education program for children age 3 to 5 yea's.Two training options aie offered, both leading to the M.Ed. in Physical Education. Stidentstraining to be cuniculum theorists will complete the traditional FE axe curriculum, plus 9 to 12hours of coursework in adapted ysical education, a 3-hour prasticum, and anstudy dealing with ons. An additional course, Pediatric Adaptive ysicalEducation, is S " ts training to be PAPE specialists also will conylete the corecurriculum in ysical education, but much of their training will be imlividualized to build ontheir specific and prepre them as motor developmentalists. This will includetransdisciplinaty coursewoit in special education, early childhood, developmental psychology,and pediatric adapted physical education, as well as practica and internships in public and privatesettings workinf with mfants and toddlers on motor development. The PAPE program also leadsto in-house certification.

Five-Year Preservice Preparation Program in Special Education

Special Educators Grant Funding Period: 1990-95Director: Lani Florian Telephone: (301) 405-6486Fiscal Agawy: University of Maryland (College Park, MD) Grant No.: H029B00198

TARGET OF TRAINING: Undergraduate and graduate students in early childhood specialeducation.TRAINING PROGRAM: The project will implement and evaluate a five-year preservice

that offers quality pracrica experiences and opporninines for kamingStudents will enta the umvasity as pre-special ethication majors and nd

first four senesters in coursework selected to provide an " , ofpsychological and sociological principles, knowledge of nortrud human .1 or anddevelopment., and stuistical procedures, as well as introductory kvel coursework and gactic.umexpaiences qw education. During the fifth and sixth semesters, special education majorsarc Fovided with gene!ic special education coursework and practica experiences. The final foursemesters are spent in intensive coursework and practica specific to one of four specialty areas:1) Education of Students with Sevae Harulic.aps, 2) Early Childhood Special Education, 3)Education of Students with Educational Handwaps, and 4) Secondary and Transition SpecialEducation. Students may take up to 12 hours of coursewak in early childhood that may beapplied toward underraduate and graduate degrees. The program includes a strong researchcomponent and intensive fieldwork. Students may complete die master's degree in five years(ten sannters) by entering as first-year undergraduates.

Master's Program in Early Childhood Special Education

Educators Ckant Funding Period: 1989-94. Paula Beckman Telephone (301) 454-2118

Fiscal Agency: Univasity of Maryland (College Park, MD) Grant No.: H029B90315

TARGET OF TRAINING: Masters-level students in early childhood specialeducation.TRAINING PROGRAM: The program will prepare students to work with mildly, moderately,and sevady 4. .44 -4 dtikkee, birth through age 5 years, in a variety of educationalenvironmwts. g is provided through a combination of coursework, intimsive fieldplacements, a manes thesis, and related experiasces. Topics addressed incbde early childhooddevelopment and the divergences that tesult from handicapping condkiong assessmast of childdevelopment and needs; distinctions in tho

_ needs of diffaent age groups (jnfants,toddias, preschoolers); and 4444 I. of la I) t I. interventions. Fersoliflel will beprepared to establish and maintain 4, -4 instructional programg work with a variety ofsupport personnel (e.g., physical therapists, physicians, speech therapists); work directly withparent.; and serve as case managers, as needed. Options within the program allow students toemphasize particular areas of expertise.

Pediatric-Educational Audiology (PEA) Training Program

Special Educators Grant Funding Period: 1990-93Director E. Hanis Nober Telephone: (413) M5-3636 or -0131Fiscal Agency: University of Massachusetts--Amherst Grant No.: H0291300241

(Amherst, MA)

TARGET OF TRAINING: Graluate-level students in audiology, with undergraduatebackuround in audiolow and speech pathology.TRADOIG PROGRAM: The project will -4 the training pnagram in audiology toinclude additirmal cotusework and sustained 4, i -campus practicum experiences at selectededucational and health care institutions with infant and early childhood Some traineeswill be recruited to initiate tigining in their senior year. Trainees will e 44 the standard skillbase of an ASHA-certified audiologist specialized competencies to serve '14 its, toddlers, andtheir families during the formative years. Objectives are for trainees to develop 1) diskills employing the latest central auditory test instruments, including neurophyIlologicbrainstem and odmr e I hysiologic assessment techniques; 2) early intervention treatmentstrategies, including " e, short- and long-range objectives, alternative educational proto-qfp aztd high- -44wlogy innovations; 3) interactive skills to maintain rapport with patients,families, teachers, and other professionals; 4) management skills to prepare treatmentscheduling, long-range timelines, access fundinil sources, administrative resourcefulness, andclient accountability; 5) professional characteristics, including ethical standaids, knowledge ofstate and federal laws, and knowledge of current literanne; 6) clinical and research application ofcurrent technology; and 7) independence as a professional.

Preservice Training for Masters-Level Speech-Language Pathologists to Workin Early intavention

Special Educators Grant Funding Period: 1990-93

Director: Margaret Lain Telephone: (617) 578-8732

Fiscal Agency: Emastni College (Boston, MA) Grant No.: 11029800240

TARGET OF TRAINING: Graduate-level students in speech-language pathology.TRAINING PROGRAM: The project will rpeech-language patholo ,4 it, to serve

childien who have conununication .1 or are at risk for g problems.

pecific - am for trainees to 1) provide 01y-ceased services, including assessing

family - - 2) assess communication development 3) wovide direct coordinated services to

child= and fantilies; 4) detamine the need for and provide compensatory intervention; 5)idendfy preschool children who are at risk for school Ian problems; 6) work as a

member of xn intadisciplinary team; and 7) provide training to speech-languagepathologists and other professionals in early intervention relative to assessing and facilitatingcommunication development. The program will include coursework, a se% of experiencecomponents, &xi supervised practica. Specialized coursewcelt will address faintly systems, early

communication development, describing developmestal changes and inferring the systemsunderlying them, augmentative communication systems, and interdisciplinary aspects of early

intervention. Students will complete 12 experience ts, including analyzing family

systems, planning an alternative conununication system a child, observing and working

within interdisciplinary settings, assessin4 early conununication develvment in a language-disordered child, facilitating communication development within early intervention settings,

g an inseivice training program, and screening preschool children for communication

Preparing Dually_ Trained Teacliars for Visually Handicapped LearnersEarly Chlidhood-Emphasis

Special Educators Grant Funding Period: 1989-93

Director Lou Alonso Telephone: (517) 355-1871

Fiscal Agency: Michigan State University (East Lansing, MI) Grant No.: H029B90059

TARGET OF TRAINING: Masters-level students in education of the visually impaired.

TRAINING PROGRAM: The project will offer preservice thuning to prepare teachers to

serve the needs of blind and visually . , .1- 4. . -1 infants, toddlers, e and youth- Thewoject is designed to provide students with nple competencies and certifications, so that they

_ ma teach a broad range of visut!Ily Irndicapped learners having a wide range of needs andtiCS. Sndents will cnnll fuiltime in a program leadin to a master's degree in education of

the visuall handicapped. Each student further in one of the ollowing emphases:

_ early onentation and mobility, or deaf-blind or otherwise severely multi-impaired,

visuflly learners. Competency-based ob*tves will be evaluated usnig an

- i7uaLion Model. Regional and natiml cooperation with state departments of

education and with local public and residential zchools is an important consideration of the

program.

Interdiscip t Training of Special Educators to Provide Family-FocusedEarlyint. Services

Srcial &Waters GrantDirector Jane SidersFiscal Arizserity of Southern Mississippi

MS)



TARGET OF TRAINING: Upper-level undergraduate and graduate students in earlychildhood edwation.

PROGRAM: The project will establish a comprehensive. interdisciplinag family-focused early intervention training program to education students for directintervention roles in servke delivery to young Xhcialspecial needs and their families.The Ingram will integrate =3s-disciplinary coursework from the following disciplines:nursing, social work, child development, psychology, speech and hearing, curriculum andinstriction (=mai preschool), and nutrition. Students will complete field-Lased practicumexperiences in a variety of community-based seuin . Training will focus on tlx development ofstudent comergencies relative to a systems- model of service and on trainingstudents kr intervention roles that are responsive to the needs and demographic characteristicsof Mississippi. The program will integrate the concepts of family/child ecology,family/professional partnerships, and team dynamics into all aspects of courseviork and fieldexperiences.

Deaf EducationEarly Childhood Specialty

Special Edwators Grant Funding Period: 1989-92Director: Harold Meyers Telephone: (417) 836-5368Fiscal A . Southwest Missouri State University Grant No.: H029B90128

(Springfield, MO)

TARGET OF TRA INING: Masters-level students with a undergraduate degree andcertification in early childhood, elementary, or secondary education; special education; orcommunicat n disordess. Efforts will be made to recruit minority students.TRAINING PROGRAM: The pro)ect will incorporate into the existing M.A. program inCommunication Disorders an early childhood compownt, focusing on the 3-to-5 population andemphasizing earll childhood and deaf education. The 36-semester-hour majcc in education ofthe heariag-impaired will cover 15 months, beginning in summer session. Entering studentsmust have completed five prerequisites: child development, language development, child andfamily counnling, psychosocial implications of hearing impairment, and basic audiology. Inaddition to coursework, students will complete 50 clock hours of practicum and a minimum of300 clock hours of stucknt teaching in on-campus classrooms or in integrated and reclassrooms in local schools, preschools, or day care programs. Students seeking early chilcredential must complete the full major. Students also have the option of national certification inearly childhood and deafness.

2S1

261 DP9 Special Educams

Early Childhood Communication Special Education Program

Special Educators Grant Funding Period: 1989-92Director: Lin Welds & Jim Wilson Telephone: (816) 429-4606Fiscal Agency: (entral Missouri State University Grant No.: H029B90276

(Warrensburg, MO)

TARGET OF 1 RAI NING: Mastas-level studaits in language pathology andwho have uudergraduate backgrounds in ...., 1 i 114" b. Itt" disorders.G PROGRAM: The .. . gram will oft training to game personnel to work with

handicapped ,,, .., age 3 to 5 years. The interdisciplinaiy goy= is aspecialty area . the 36- to 41-semester-hour master's degree in speech-language pathology andaudiol . A Training will combine coursework with pracdcum experiences at the university's

lanmiage program classrocan and externships in the community. Graduates will havemastered spcflc competencies for taming the preschool population, and will fulfill requirementfor certification by the Missouri Department of Elementary and Secondary Education, licensureby the hessouri Board of Registration for the Medical and Arts, and ASHA certificationof clinical competence in Speech-Language Pathology or Audiology.

Training Speech-Language Pathologists for Preschool Children

Special Educators Grant Funding Period: 1990-93Director Karen Steckol Telephone: (314) 658-2939Fiscal Agency: St. Louis University (St. Louis. MO) Grant No.: H0291100235

TARGET OF TRAINING: Graduate-level students in speech-language 1:ethology. Effortswill be made to recruit trainees from traditionally undenepresented minority groups.TRAINING PROGRAM: The project will offer an intensive educational and clinical programthat will prepare smc- h-languar pathologists to assess and treat young children, age 3 to 5years, with a variety of handicapping conditions, including some conditions that r Nuke

training. The _1 will offer acackmic and clinical experiences at the ExlyLearning Center a variety of practica assignments in early childhood programs in

the St. Louis ama. This training will II I students v.ith the initial knowledge, skills, andcompetencies needed to meet the which they will encounter in off-campus sites.With the cooperation of local school districts and community agencies, the program can provideunique practice opportunities for students to work with a variety of prewhool children, includingchildren with severe and multiple handicaps, and children from various ethnic backFromids. Thepractica opportunities emphasize the interdisciplinary cooperation needed for quality evaluationand management of these children.

Montana Early Childhood Special Education Teacher Training

Special Educators Glen Funding Paiod: 1991-94Direcus: Richard Van den Pol Telephone: (406) 243-5344Fiscal Agaicy: University of Montana (Missoula, MT) Grant No.: H029B10181

TARGET OF TRAINING: Graduate BM undergraduate students in education and relatedservice disciplines (e.g., psychology, ham development, nursing, social work, physical

TRAIING The project will offer traint fato .. ...,. early childhood specialeducators for preschool progams in Montana. Students be . lied to the program at theunderpaduate =I graduate levels, and will complete the respective itqukements for tlw tkgresought, Course content for both levels is similar and covers an array of special oduattirm topics.Graduate students will be expected to carry a heavier cour.selo.ad and concenuatiol. Theprogram is coordinated with another , - ,, t - preparation propel in early intervention, in orderto provide complementary come . without . i. on. All =lents will complete practicain settings such as public schools, preschool .ii t. -. is, denumstration projects within thestate, cooperative programs in rural areas, and Read Start . II '11 't t Students will select practiceplacements based on educational goals; typically, itI 1 .1 y i ' I students gravitate towardassignments in classroom, or other single settings, while graduate students are nue likely toselect placements involving multiple settings. Training will lead a B.A. or M.A. in Education,with endorsement in special education.

Interdisciplinary Training_ for frech-Language Pathologists and EarlyChildhood Teachers (INTMSE

Special Educators Grant Funding Period: 1990-93Director. Marilyn Scheffler Telephone: (402) 472-5492Fiscal Agency: University of Nebraska (Lincoln, NE) Grant No.: H029B00081

TARGET OF TRAINING: The program will recruit four types of applicants: (a) Seniors inspeech pathology interested in pursuing their master's devise in speech pathology with anphasison serving young handicapped children; (b) seniors in special education, preschool education, orhuman development who are interested in graduate work - Wiring in early childhood specialeducation (ECSE); (c) speech-language pathologists emp yed in public schools who are notadequately certified because they lack a master's degree; and (d) ECSE teachers employed inpublic schools who seek graduate coursework to enhance their knowledge and skills in workingwith . children, birth through age 5 years.TRAINING OGRAM: The project will offer a program to allow students to augment theirstudies toward a master's degree with specific coursework and practice related to youngpreschool children with handicaps and their families. Degree requirements will be supplementedwith coursewcwk in augmentative communk lions syns, consultation skills, family, feeding,and early lanipage interventions. Project staff will assist in the development and implemen-tation of practice experiences with toddlers awl their paraits. In collaboration with the NebraskaDepartment of Education, the project will pr!vide a series of seminars in family intervention,oral-motor feeding difficulties, early language intervention, and consultation skills.

Preparation of Personnel for Careers in Special Education: Early ChildhoodSpecial Education Program

Seecial Educatres Grant Funding Period: 1991-94Directors: Steven Rock A Sandra Doctwoff Telephone: (702) 7844%1Fiscal Agency: University of Nevada, Rem (Reno, NV) Grant No.: H029B10012

TARGET OF TRAINING: Masters-level students with baccalaureate degree in education or arelated field. Priority will be given to individuals who are teaching, but lack full catification inearly childhood.TRAINING PROGRAM: The project will offer a master's degree program in early childhood

edwation to pntpare preschool teachers and infant intervaticuists to meet the needs ofwith disabilides, birth through age 5 years, and their families. The 39-hour trustees

degree ffogram will emphasize the importance of transdisciplinary minim, broad-basedteaming, BM integrated services. Students will be expected to demonstrate competemy as ateam ma'am: family facilitator, evaluator, instructor, and professional. Intern** andpractictun sites will offer students the opponunity to observe awl participate in a range of servicedelivery settings, from center-based vecialized instructional programs to regular day carecenters and hone-based programs. Practicum sites incluck Head Start programs and NICUr, arural home-based practicum site is being developed as well. Courscwoà will be tau& byfaculty from a variety of disciplines emphasizing a transdisciplinary ap to education.Both parttime and fulltinte enrollment options are available. Training - - to an M.A. inSpecial Education with certification; a few students will be allowed to pursue certification only.

Master's Program in Early Childhood Special Education

Special Educators Grant Funding Period: 1989-92Director: Kay Farell Telephone: (212) 678-3862Fiscal Agency: Teacher's College, Columbia University Grant No.: H0291390290

(New York, NY)

TARGET OF TRAINING: Graduate students in early childhood special education.TRAINING PROGRAM: Teacher's College will revise its program to prepare early childhoodspecial educatots to address the heterogeneous needs of young exceptional children, includingthe increasing proportion who are nedically fragile, and the wide range of service settings.Changes will occur in four areas. Students will be given the option of a special education focusin sensory impairments, gifted handicapped, or nonsemscry disabilities. The project willimplement, evaluate and disseminate a new curriculum responding to national and statecertification - ts and tig on trends, and will add a course on working with familiesof infants, 41 and lers with disabilities. A pie-practicuin seminar will providestudents with an opportunity to practice such techniqms and strategies as positioning andhandling, sucticeing, feeding, CPR, first aid, and data collection. The practicum in educationalassessnunt will be enhanced to include working within a multidisciplinaty team.

V

Preparation of Special Educators: Upgraded MA. In Hearing ImpairmentTeacher as Researcher

S Echicatcas Grant Funding Period: 1989-92Robed Kretchmer Telephone: (212) 678-3880

Agency: Teacher's College, Coltunbia University Grant No.: H029B90190New York, NY)

TARGET OF TRAINiNG: Masters-level students in the Program in the Education of theat Teacher's College.

TRA PROGRAM: Teackr's College will expand its preservice program from 32=dim (one calendar year) to 45 credits (two academic years) in order to Lowe that studentskegs abreast of tim rapid explosion in knowledge Mated to bearing impairment (e.g., the

and use of English and American Sign Language, cognitive hole%. ormation $ . ..., ,1 and social psychology). Fifteen additional hours of_.

preschool, .... , . or secondary education or anotha area of special education will beadded. Studaus will be instructed in research methodologie&

Preparation of Speech-Language Pathologists to Train At-Risk Infants andToddlers

Special Educators GrantDirector: Barbara Weitzner-LinFiscal A : State University of New York at Buffalo

uffalo, NY)


Grant Nc : H029B00035

TARGET OF TRAINING: Graduate-I -.1, students in speech-language pathology and4 .

TRA G PROGRAM: The project is designed to provide speech-language pathologistswith the information and experiences needed to prepare them to serve infants and tcridlers withor at risk fin comrinmicative disorders. The project will supplement an existing Master ofScience in Education degree program in speech-language pathology and audiology. In additionto completing all of the requiremems for New York State licensure and the American Spm h-Language and Hearinf Association certificate of clinical competence, graduates will haveadditional preparation m early intervention. This will entail 15 semester hours beyond the 33hours requfred awl will extend the taster's degree prograw to two full years. In addition to thestandard curriculum, sub:lents will enroll in courses with content specific to assessment andintervention appropriate for very young childriut with communicative disccders and theirfamilies. Several pracncum experiences will be provided tc prepare them to work with the targetpopulation, in both center-Wed and home-based programs in the community. The curricularsequence will Lvome a rtigularly offered option for students in the speech-languag pathology

Prvaring Personnel for Education of Visually Immired ChildrenInfancy toAdult

Special Eshicatars Grant Fimding Period: 1990-93Director Kay Ferrell Telephone: (212) 678-3862riscal Agency: Teachers College, Columbia University Grant No.: }1029B00205

(New York, NY)

TARGET OF TRAINING: Graduate-level students in education of the WWI and visually

PROGRAM: The project will au the anent master's 4egree Fogram ineducation d the blind and visually imixdred by g a mentoring and inservice ccutwolusnt forgraduates during their first teaching ilie meowing mechanism will consist of

periodic and tegular =respondence, - calls, and site visits. The project also willconduct an annual insavice for froner students. Graduates will be certified as teachers of thevisually impahed in New York Smte. The program recently was tevised so that paduates arecompetent to teach visually impaired children with and without additional disabilities, frominfancy through adolescence. The wogram has anticirted the creation within the next fiveyears of an early childhood special education aedential in New York State and has designed itscurriculum to include core courses in early childhood special education. (Some graduates have&heady been dually certified in those states with both credentials.) Graduates will be prepared towork in a variety of rolesteacher, consultant, team member, and case managerwithheterogeneous populations of blind, visually impaired, and multihandicapped infants, children,and youth, and their families.

Preparing Speech/Language Pathologists as Specialists/Case Managers inTraumatic Brain Injury

Special Educators Grant Funding Period: 1989-92Director: Nancy Russell Telephone: (716) 878-5306Fisca' Agency: State University of New York at Buffalo Grant No.: H0291190061

(Buffalo, NY)

TARGET OF TRAINING: Speech-language pathologists at the master's levelTRAINING PROGRAM: The project will address the need for qualified educational personnelto work with children, birth through age 21 years, who survive moderate to severe traumaticbrain injury (TBI) and are left with intellectual invairments that affect their inteve n Imoschools, family, conununity, and, eventually, the job market Particular attention wili be paid tothe incidowe of TBI in cWiw, birth to 4 5 years (150 per 100,000 population). The training

gramwillprepare speech-language logists to serve as specialisWcase managers for the

population in medical and educational settings, including preschool programs. Theprofessional training in speech-language pathol provides a sound foundation for wwkingwith the cognitive hnguistic, and mutcesneech that result from neurological insult andaffect educational reintegration. Training will consist of three lecture courses and three clinicaland educational practica related to state-of-the-art inforrnation on TB!. Students will receiveinstruction on both the neurological sequelae and the educational demands of TBL Graduateswill be prepared to facilitate the transition of TB1 handicapped children from medical treatmentto educational programs, and to act as case managers in order to provide continuity andmonitoring of education reintegration programs.

Early Intervention and Family Support Training Program

Special Educators Grant Funding Period: 1990-93Directty: Tess Bennett Telephone: (704) 433-2661Fiscal Agency: Appalachian State University (Boone, NC) Grant No.: H029B00056

TARGET OF TRAINING: Graduate-level students in special educadon. One purpose of theproject is n: from outside tin field of special education (e.g,., socialwork, early % ,si, t _tt %II psychology, nuising) to pursue a career in special educationwTkhAt; nhasis on early childhood.

PROGRAM: The project will provide inservice training for specialeducation teachers and allied " I :"1. ti1 prepare them to wok wi young children withhandicaps and their families. training prow= will consist of a four-course - - as aVitwirarll of tin master's devee program in Early Chiklhood Special -4 t b. :on at

State University. The program will rov- intensive coursework within thecontext of a direct service program saving young child:en with handicaps and their families. An

dcesitipitutelage model will be used to train the students in competencies in teachingbirth through age 5 years, with hardicaps. As a result of training, students will be able

to function as specialists serving children and families in a variety of settings, including home,center, and clinic.

Personnel Preparation for Speech-Language Pathologists: An Early inter-vention Focus

Special Educators Gram Funding Period: 1989-92Director Joanne Roberts Telephone: (919) 966-7164Fiscal Agency: Frank Porter Graham Child Development Center, H0291390078

University of North Carolina (Chapel Hill, NC)

TARGET OF TRAINING: Speech-language pathologists at the master's level.TRAINING PROGRAM: The pro will provide training to prepare speech-languagePathologists to work with infants, d and preschoolers with disabilities. The trainingprogram will consist of 9 semester hours of specialized coursework and 3 semesters ofspecialized practicum experiences in early intavention, in addition to the core coursework andpractice required by the peech-Language Pathology program. Settings for clinical experiencesinclude a university clinic, hospital clink, developmental evaluation center, public school, home-based program, and day care center. The objectives of the training program are 1) to expandskills and knowledge related to working with handicapped children, birth through age 5 years; 2)to expand knowledge and skills in early childhood development, early childhood specialeducation, ars1 the critical components of effective early intervention programs: 3) to expandskills and knowledpe in viewing and working with chilthen with handicaps from a broad systemsperspective involving both child= and their families: 4) to expand knowledge and skills inintevating social, communicative, cognitive, and motor objectives within and across activitiesand in the effective use of generalization strategies; and 5) to increase awareness of the resourcesavailable from other disciplines and promote skills needed to intervene in an interdisciplinarycontext.

Preawvice Training in Speech-Early Intervention and Severely

Pathped Chi

with an Emphasis on

Seecial Educators Grant Funding Period: 1991-94Director: David K. Williams Telephone: (701) 857-3030Fiscal Agency Minot State University rinot, ND). Grant No.: H029B10204

TARGET OF TRAINING: Graduate-level students holding a baccalaureate degree in speech-Ian ou_or audiolou.

G PROGRAM: The pro t will offer a masters-level training program to preparespeech-language pathologists and logists to work in early intermition settings. The projecthas two goals: 1) to attract high-quali -language pathology and audiology students tostudy and work in North Dakota. panicuarly in rural areas; and 2) to alliance tint competency ofspeech- %,, pathologists and audiologists who already are employed in the gate. Both -tune and it enrollment 4.6" are available. To acconunodate employed students, tinproject will stipends summer session enrollment, and will offer graduate-levelcourseweik creative outreach activities in . with the University of NorthDakota and the State Department of Public Instruction. ,g is designed to provide expertisein early intervention, with special focus on augmentative and assistive technology. Courseworkwill imlude standar, speech-language pathology and assessmnt topics, as well as specializedtraining in working with young children with seveie disabilities. Practicum experiences will beavailable in center- and home-based settinp, including Head Start programs and clinics.Arrangements can be made for parttime students to complete practica at their work she, whereaPPropriate.

Early Childhood/Special Needs EmphasisBirth-Two Years Infant/NewbornSpecUIM Option

Special Educators Grant Funding Period: 1989-94Director: Philippa Campbell Telephone: (216) 633-2055Fiscal Agency Children's Hospital Medical Center (Tallmadge, OH) Grant No.: H029)390160

TARGET OF TRAINING: Masters-level students in special education, early childhoodeducation, or whiled service fields (e.g., speech pathology, nursing).TRAINING PROGRAM: The pro):ct will provide interdisciplinary, field-based vaining toprovide personnel with the ctxnpetencies necessaiy to piovide high-quality direct services forinfants with or at risk for disabilities, and their families. Training employs an institutional andinter tal collaborative design that includes several colleges and departments at KentState University and several department of Chi' ehen's Hospital Medical Center of Akron.Students will comp.lete 35 semester hours of coursework, field-based training, and research thatconstitute the requirements for the Early Childhood Spccial Needs EmphasisInfant/NewbornSpecialist Option. Fulltime trainees will complete a minimum of 600 clock hours, and parttimetrainees will comlete a minimum of 160 clock hours of field-based training at the Family ChildLearning Center. This internship is designed to provide hands-on experiences and todemonstrate direct application of information acquired through formal coursework. Trainingleads to an M.A. degree in Special Edimition (41 hours total), or an M.Erl. degree in EarlyClildhood or Special Education (up to 50 hours total). Tim infant spec ialfzation courseworkmay also be integrated into other degree requirements (e.g., M.S. in Nursing).

Interdisdplinary Early Childhood Graduate Training Project

Seecial Educators Grant Funding Period: 1989-92Director ntillip Saffoid Telephone: (216) 672-2477Fiscal Agency: Kent State Univasity (Kent, OH) Grant No.: H029B90275

TARGET OF TRAINING: Masters-level students in early childhood special education, speech, audiology, and adaptive edwation/motor akvekopment.

OG The project will i - field-based interdisciplinary training toprepare early childhood special educators, speech pathologists and audiologists, !ind adaptivephysical education teachers to employ team in early interventm with preschoolchildren with handicap& Specially k itt" COUrSewOrk will focus on three sets of

competencies appropriate to students respective disciplines, competencies in theof that discipline to young children with disabilities, and ,, in

. team processes and intesdisciplinary modes of savice delivery. trainees,along parents, form early intervention teams to 1) i - - 1 I . forchiww with disabilities within the ,ancrgrazilitaf, Ft:itirs jytiols; . Censer)which also enrolls nonhandicappedsupport for children moving from that prop= to 1* school and mainsulained communitypreschool senings. Other students from the discip - represented will benefit through directparticipation in coursework in which trainees are enrolled; observation and other short-termpractica participation with trainees in both the field practicum site and in Fograms to whichchildren are transitioned; and anticipated institutional impact, in the form of curricula withinterdisciplinary training focus.

Tangvm

Training of Speech.Language Interventionists for Infants, Toddlers, andPreschoolers

Special Educators Grant Funding Period: 1989-92Directors: Diane Bricker & llsa Schwarz Telephone: (503) 686-3568Fiscal Agency: University of Oregon (Eugene, OR) Grant No.: H029B90254

TARGET OF TRAINING: Masters-level students with undergraduate degree incommunication disorders, some undergraduate training in communicative disorders, orexperience working with children with communicative disorders.TRAINING PROGRAM: The project will train professionals to work with yoimgbirth to age 5 rats, who have mild to severe communicative disorders. The five-quarterprogram will offer coursework in early childhooi and speech-language sciences, and practice ina varkty of settings, including on-site classrooms, integrated community day care, and home-:as:1 center-based programs. The program is a joint effort between the Communicative DisordersDepartmou and the Early Intemention Department.

Empirical Early Interventionist Program

Special Educators Grant Funding Period: 1989-92Direct= Jack Neisworth & Lisa Schneider Telephone: (814) 863-2280Fiscal Agency . Special Education Department, Grant No.: H029890173

Penn State University (University Park, PA)

TARGET OF TRAINING: Masters-level students from a variety of undergraduateincluding special education, elementary education, school psychology, related

heal fields, and the humanities.TRAINING PROGRAM: The program trains personnel as interventionists to serve preschoolchildren with disabilities, especlilly in integrated seuings. The program, based on an existingcompetency-based early intervention program, combines coursework practica, and supavisedwork with families in the home. For each major course time is an accompanying lab or pre-reacticum. During the surmner, students complete an extensive practicumfmternship that ismatched to specific career interests. Practicum sites include children's hospitals, Head Startprograms, the Philadelphia Early Childhood Evaluation Center, and local preschools operated bythe Easter Seal Society and Association for Retarded Qtizens (ARC). Students interested in amotor focus may complete a practicum through the Funny Child Learning Center in Ohio.Students also work with a family in the home during the academic year providing neededservices, including needs assessment and IFSP planning. Ten hours per week are spentproviding assistance on university research projects related to early intervention. Trainingemphasizes the interrelationship of clinical aiA research roles, and leads to an M.Ed. or M$. inSpecial Education. Graduates will be prepared to serve early childhood populations in a varietyof settings utilizing an empirical (behavioral/data-based) approach.

Master's Degree Training in Early Childhood Special Education

Special Educators Grant Funding Period: 1989-92Director: Kenneth Thurman Telephone: (215) 787-6018Fiscal Agency: Temple University (Philadelphia, PA) Grant No.: H029890031

TARGET OF TRAINING: Masters-level students in early childhood special education.TRAINING PROGRAM: The project will provide training leading to an M.Ed. in SpecialEducation, targeted at preschool populations, with an option for earning toucher certification.Students who received certification through their undergraduate training will enroll in 36 hoursof coursework and practica; students without certifkation will be required to complete 48 to 50hours of coursework and practica. Practicum sites include various airly intervention programs inthe Philadelphia area. Students who have no expaience working with nonhandicapped

oolers will spend part of their practicum working with this population. The program ison dx certification standards for early childhood special education developed by the

National Association of State Directors of Teacher Education and Certification. Graduates willbe equipped to take positions as teachers, program specialists, and consultants in service systemsproviding education to children with disabilities, age 3 to 5 years.

DPP Special Educators 270

;t,)

Preservice Preparation of w Pathologists with a Specialization in theManagement of Infant, k I, and Severely Handicapped Populations

Special Educatres Grant Funding Period: 1990-94Director Barbara Culatta Telephone: (401) 792-5969Fiscal A,gency: Department of Comnumicative Disorders, Grant No.: M29B00149

University of Rhode Island (Providence, RI)

TARGET OF TRAINING: Graduate-level students in speech-language pathology.TRAINING PROGRAM: Tim project, &signed W confonn to the needs of southern New

inwill provide training in assessment and facilitation of communication skills

todcllers, and the sevaely handicapped. Training rests on the philosophical base (a)that is best achieved with a focus cm fuswdonal conununication, (b) that interventionshould be ted in natural contexts, (c) that emphasis should be placed mi trainingparents and professioniqs to save as primary change agents, and (d) that speech-languagepathologists must function within multi- and transdisclplinary team frameworks. Training willmvolve a core curriculum of specialized courses and clinical Facticum expaiences. Indirectand consultative service delivery models will be emphasized. Specific student competenciesaddress skills in augmentative communication, parent training, assessment and facilitation offunctional communication in natural conexts, and intervention strategies that are relevant to thedevelopmentally young and severely handicapped. Trainees will be provided with assessmentand intervention techmques that are both developmentally and functionally based, mechanismsfor selecting cognitive and social as well as linguisti goals, and strategies for dealing withindividual differences in learning style and sensoiy impairment that can interfere with thedevelopment of communication in the developmentally young and severely handicapped.

.1 :

1

Preparation of Early Intervention Diagnostic Personnel

Special Educators Grant Funding Period: 1990-93Director Cordelia Robinson Telephone: (803) 323-2244Fiscal Agency: Winthrop College (Reck Hill, SC) Grant No.: H029B00149

TARGET OF TRAINING: Masters- and specialist-level graduate students in schoolcitcAl.iloNITT, special education, guidance and counseling, or social work.

G PROGRAM: The project will provide training to prepare personnel to assumesupervisory, program development, and diagnostic roles in programs for children withdisabilities, birth through age 5 years, and their families throughout South Carolina. Trainingwill include specialized courses in psychological assessment and evaluation and practicastressing evaluation skills. The graduate coursework will be offered to andents from fourgraduate prorams at Winthrop College: 1) students enrolled in the School Psychologycertificatiov program, 2) stucknts enroled in the masters degree program in Special Educationwho wish to specialize in Early Childhood Education, 3) students enrolled in the agency track ofthe master's degree program in Guidance and Counseling, and 4) students taking graduate-levelcourses in Social Work.

2r.'1

271 DPP Special Educators

'40t$

Pof Maiden Level Speech.Langauge Pathologists and Audiologists

torerorarkd:Anth Handicapped Preschoolers

Seecial &locators Grant Funding Period: 1991-94Duector. Hiram McDade Telephone: (803) 777-4813Fiscal Agency: University of South Carolina (Columbia, SC) Grant No.: H029B10182

TARGET OF TRAINING: Masters-level students with baccalaureate degree hi speech-language pathology or audiology, or in a Mated field, such as elementary education, psychology,

TrR=VitOGRAM: The woject will modify the curriculum and clinical practicumexperiences of an existing s degree pogrom in the Speech-Language Pathology andAudiology to provide special co the assessment and treatment of WW1,languatp, and proNems in infants, - and preschoolers. New coursework consistsof one-credit modules on specialized to:pics, such as central auditory processin, g in ritinigichildren, language disolders, and sign language. Students without undergraduatespeech-language pathology or audiology will be required to spend three months eXtracairsewmit in basic speech-language pathology and audiology. The reojek3 will develop new,and expand existing, interdisciplinary diagnostic clinics and pragmatically based earlyintervention programs designed to train students to work with young children with disabilitiesand their families, and to interface with professionals from °dun disciplines. Practicum settingswill include hospital neonatal intensive care units (N1CUs), medical and speech patholoifyprivate practices, and Easter Seal Rehabilitation Centers. Training leads to a master's degree inSpeech-Language Pathology or in Audiology.

Communicative Disorders in Children: Early Identification, Assessment, andIntervention

Special Educators GrantDirector: Fred BessFiscal Agency: Division of Hearing and Sech

Vanderbilt University (Nashville,



TARGET OF TRAINING: Masters-level students with undergraduate preparation incommunication disorders or a related field, such as biology or linguistics.TRAINING PROGRAM: The project will offer a graduate training program in audiology andspeech-languap pathology designed to provide students with an emphasis in earlyidentificationfearly intervention. Students will enroll fulltime and complete the program over 5semester& In addirlon to core coursework in audiology and speech-language pathology, studentswill enroll in courses in early childhood early intervention, counseling,assessment, a clinical workshop in pediatrics, =I a 1 provisions seminar. A minimumof 500 clock hours of practice is required. Half of time must be spent in a high-risk earlyintervention child development setting, such as the Bill Wilkerson Center at Vanderbilt Thebalance of precticum may be spent in a of satings, such az a hospital NICU, follow-upprograms for at-risk children, and center- child development programs. Seams also willparticipate in a 10-week, 40-hour-pa-week externship focusing on early childhood. Externshipssettings are flexible. Training will lead to a master's degree in audiology and speech-languagepatho1oy. The project is the product of a combined effort by four programs at VanderbiltUniversity: the MyWon of Hearing and Speech Science, the George Peabody College forTeachers, the Depaitment of Pediatrics, and the Bill Wilkerson Center.

Preparation of Early Childhood Special Educators

Is)=Educators Grant. Ann "'Ho t


Fiscal Aggeesio;;Jo, Tennessee State UniversityTN)


TARGET OF TRAINING: Graduate-level students in early childhood special education.TRAINING PROGRAM: The project will .11 " a masers-level training program toprepare early childhood special educators to meet fi needs of childim birth to age 5 years, withdisddlities. The program will Wait -based COMM of study emphasizing the skillsneeded fix trainees to assume roles as " tidisciplinary team members, instructors, evaluatms,and pa:it:Womb. Content is based on current theory in the area oi early childhood specialeducation and statewick standaids for personnel preparadon. Practir im placements will offerstudents experiences in irmlWiKiplinmy settings with children and families. Practicumsites that successfully integrate young handicapped children with their nonhandicapped peerswill be emphasized. Students will be evaluated on gains in knowledge and sltill competencies.

Preparation of Early Childhood Special Educators

Special Educators Grant Funding Period: 1989-92Director. Samuel Odom Telephone: (615) 322-2249Fiscal Agency: Peabody College, Vanderbilt University Grant No.: H029E190138

(Nashville, TN)

TARGET OF TRAINING: Masters-level personnel from early childhood special educationand related disciplines. Efforts will be made to recruit currently employed teachers in localschool systems, especially in rural areas of Tennessee, who plan to return to their curientcitigNafter traimng has been completed.

G PROGRAM: The project will develop a teacher training program related tocurrent practices in early childhood special edwation. Supervisors of special education at localeducation agencies across the state will identify their needs for early childhood special educationpersonnel and nominate teachers currently in their system for die training pcgram. The 30-hourtraining program is designed to be completed within one year, and La& to an M.Ed. dere.Minces will demonstrate competence in assessing infants and young children with disabilities,designing effective classroom environments, selecting appropriate service delivery models,working with parents, and applying new information as it becomes available in the field.Graduates will have the skills necessary to design and implement effective early childhoodspecial educate= Ilgrams and evaluate the programmatic effects on children and parents. Theproject will follow-up training for proffram graduates through an annual summerinstitute, based on employers' evaluations of the trainees and trainees' self-evaluations.

STEP: Special Training for Early Programming

Educators Grant Funding Period: 1989-92Lynda Pearl Telvlione: (615) 929-5614

Center for Early Childhood Leaning, Grant No.: H029B90251- State University (Johnson aty, TN)

TARGET OF TRAINING: Masters-level students in special education who wish to becomeinfant

G PROGRAM: The program is a collaborative efkort between the Center for Earlyatildhood Learning and Development and the Division of Special Education it East TomesseeState University, and leads to a mastees degice in special education as an infant specialist.Training will emphasize 1) field experiences as critical to the success of training, 2) aninterdisciplinary focus, 3) the importance of facilitating family involvanent, and 4) in-depthunderstamling of the typical developmental sequence of infants as a way of contrasting and

atypical development. The projea will use an inteidisciplinary team of specialistsfiom the I I d nursing, physical therapy, occupational therapy, speecNiangualp tlatrapy, andsocial watt to plan competencies and/or team-teach portions of speak courses. Courses onassesunent, curriculum, and medical upects of early intervaition will include the team anchingconcept. Practicum sites will include C.Amter for Es4, atikfitood Leaning and Developmentdemonsuation sites, other early intervention Foram sites which work with developmentallydelayed and at-risk infants, and community programs for typically developing infants.Graduates will be prepared to assunw positions as direct service providas and/or coordinatorsfor programs working with delayed or at-risk children, birth through age 3 years.

Early Childhood Special Education Personnel Training Program

Special Educators Grant Funding Period: 1989-94Director Keith Turner Telephtme: (512) 471-4161Fiscal Agerwy: University of Texas/Austin (Austin, TX) H029B90200

TARGET OF TRAINING: Personnel currently employed in early intervention programs,masters-level students in early childhood special education; and undergraduate students seeking

=It/cation certification.G PROGRAM: The project will provide specialized training needed by early

childhood special education personnel to work with children, birth through age 2 and age 3 to 6years, with or at risk for handicaps. Both graduate training and generic certification objectiveswill be addressed. Fx1d-based training leading to a master's degrffe will be provitkd for in to 15olden* per year who ate currently employed in birth-to-2 early intervention programs and whodo not have access to specialized birth-to-6 early childhood special education training fromcolleges and universities in their area. Five to tem stuck= per year will receive university-based

with ten courses and practica experiences in the birth4o-2 and 3-to-6 areas, to aGeneric special education certificatice at tiw graduate level will be up '1".4 to

include a experience along with course content. At um undergraduate level, genericcertification courses in assessment and methods will be revised to reflect issues related to theIndividualized Family Service Plan (IFSP), required under P.L. 99-457. The project willevaluate and disseminate training content and materials related to serving medically fragileinfants and familieg field-based university minim; and least restrictive assessment andintervention.

Preservice Pre ... don of Personnel to Work with Communicatively ImpairedPreschool and )4 " I I Age Children

Special Educators GtantDirector: Peter MuellerFiscal Army: University of North Texas (Denton, TX)

TARGET OF TRAINING: Graduate-level students in speech-TRAINING PROGRAM: The project will offer presesvicewith communicatively impabed preschool and schocd-age handicapped children in the state ofTexas. Training will include a mix of academic coursework and practica, including placementsin a variety of organizations. Each year a consultant wish special know nag:2;recognized expertise will provide instriwtion in recent clinical methods aidalso will be provided for sevaal partdme superviscrs in audiology and speech-pathology to enhance the quality of clinical mining experiences for students enrolled inprogram. Training is designed to produce a " of higMy skilled personnel to work with bothmildly and multiply handicapped persons wi communkative impairments.

Funding Period: 1990-93Telephtme: (817) 565-2481

Chant No.: I1029800264

PathologY.of penonnel to work

Training Orientation and Mobility Specialists in Early Childhood

Special Educators Grant Funding Period: 1990-93Director: Virginia Sowell Telephone: (806) 742-2184 tv -2345Fiscal Agency: Texas Technological University (Lubbock, TX) Grant No.: H029B00038

TARGET OF TRAINING: Graduate-level students who wish to become orientation andmobility specialist& Most students will have undergaduate preparation primarily in elementaryedwation; some have backgrounds in occupational or physical therapy.TRAINING PROGRAM: The project will 'Novick preseMce training to prepare orientationand mobility specialists in rural areas to meet the needs of presently underserved children withvisual and other handicaps in rural areas of Texas and surrounding states. Since non traineesare unable to attaid university classes, project faculty will travel to educatkin service centers inrural areas to provide training. The program will last apixoximately two and one-half years andwill lead to national orientation and mobility certification. Training will address skills inorientation and mobility; infant intervention bilingual/muldcultural education; working withparentx consultative awl liaison *ills for workill with other educational personnel in maiareas; and the use of inteidisciplinary teams in service delivery. Liaison with rural comnumityeducation personnel, social welfare personnel, and parents will be stressed, withemphasis on worlring with Hispanic and Black families. Students will have opportum toparticipate in practica within the region. Students will develop a resource manual for each of theregions in which they work. The manual will list all the resources of that region, as well as stateand national resources in the area of visual handicop& The project will develop ongoing supportteams for orientation and mobility specialists in isolated areas.

275 DPP Specia1 Moon

Preparation of Certified Early Childhood Educators

Special Educatois GrantDirector Sarah RuleFiscal Agarcy: Utah State University (Logan, ITI)

Funding Period: 1990-93Telephom (801) 750-1987

Grant No.: M29800032

TARGET OF TRAINING: Undergraduate and graduate students in special edimation.TRAININeducG2n0GentifiRAIrati: =Theo:Imp:Imhof thieisepro5gamyeassis)

-44

" II special education rogram at Utah State University.include a crne group of four courses in special ethication, special courses in early childhood

education, and traily courses in conununkation disorders, family and humanopn*ut, and psychology. practicum experiences will emphasize services to

young children with disabilities, families of infants with special needs, and normally developingchildren. Several degree or certification options are provided. The majority of participints areotpected to moll in the undergraduate . program leading to a B.S. degree in EarlyClildhood Special Education. Graduate ts may earn M.Ed. degree. Some participantswill receive only the Utah certification in preschool special education.

Essential Early Education Graduate-Level Training Program

Special Educators Grant Funding Period: 1989-92Director Linda Flynn Telephone: (802) 656-4031Fiscal Agency: Center for Developmntal Disabilities, Grant No.: H0291390212

University of Vermont (Burlington, VT)

TARGET OF TRAINING: Graduate-level students in early childhood special education.TRAINING PROGRAM: In Vermont, young children with disabilities are eligible to receiveEssential Early Edimation (EEE) services. The current EEE graduate training program offas 36semester hours of training, including 6 hours of educational foundations, 24 hours of formalcoursework, and two semesters of pracdcum experiences in Essential Early Education and otherearly intervention settings. Fulltime graduate students complete the graduate program in anacademic year plus two summas. The project will maintain and improve the capacity of thecurrent BEE training program to promote acquisition of best practices; and emphasizecompetency-based, interdisciplinary, family-centered mining to prepare educators who canprovide services to children with disabili, birth through age 5 years, and their families.Graduates will be prepared to provide direct and consultadve services across home, center andintegrated community-based seuings; work with whet agencies and disciplines to implement acomprehensive, coordinated system of services for families with young special needs children;and assume the multiple educational and leadership roles required for establishing, coordinating,implementing. and evaluating early childhood special education programs in rural, sparselypopulated areas.

Early/Special Teacher Education Preparation Program

Educators Grant Funding Period: 1990-93Robert Gable & Steven Toads= Telephone: (804) 683-3157

Fiscal Agnicy: Old Dondnion University (Norfolk, VA) Grant No.: H029B00161

TARGET OF TRAINING: Graduate-level studeits in special education. Most havein either regular or special education.

RAM: The project is designed to address Virginia's severe and persistentshortage of special echication personnel trained to save young at-risk and mildly handicappedchildren. Studaits will master regular and special educatirm "best primices" to gerW intensiveearly intetventiim services. Training includes two semesters of practica and fieU placements. Anew proration of early/special educators will be uained not only to provide direct classroominstrwion, but also to help area school systems imease the range of rdrninistrative andinstructional options.

Early Childhood Special Education Personnel Training Program

Is=torEducators Grant. Vildd Howard

Funding Period: 1989-92Telephone: (509) 328-4220, Ext 3492

Fiscal Agency: Gonzaga University (Spokane, WA) Grant No.: H029B90261

TARGET OF TRAINING: Students seeking certification in early childhood special education.TRAINING PROGRAM: The pmject will ckvelop a personnel training program forWashington endorsement in early childhood special education. Training will emphasize contentbased on im ragency collaboration, family service planning, data-based intervention anddecision making, and provision of services in natural, integrated settings to very young children,birth to age 6 years, with disabilities. A heavy portion of the training will include supervised

experiences in various public and private schools, community centers, and hospitals.pecific student competencies have been identified. Two special education faculty will serve as

co-din:cm of the program, offer coursework, and arrange and supervise practica. An advisorycommittee will assist in developing and refining appropriate professional competencies, and inthe evaluating program impact and quality. The program will prepare ten early childhoodspecial educators each year.

Respecting the Full Range of Diversity across Early Childhood Settings

special Educators Grant Funding Period: 1991-94Ducctor Ann t Hains Telephone (414) 229-6790Fiscal A4encrwiuk;e, - t of WisconsinWilwaukte Grant No.: H029B10096

TARGET OF TRAINING: Undergraduate students in Education. Recruitmentwill focus en e populatims, including students (Native American,Asian, Hispanic, American), economically disadvantaged stucknts, students withbilingual skills, and mab =dents. High school students also will be tarpted. 'Me originalcohort was drawn from persons involved in special education as parllprofessionals withmaw in education courseworig the average age is

PROG The project will recruit and 0 training for parsons fromunderreptesented who are interested in waking in A. areas with yams children withspecial needs, .0 through age 5 years, and their familia. Competencies related to family-centered intervention, team collaboration and consultation, care coordination, cultural diversity,transition planning, and problem-solving will be incorporated Pito existing program of study.New coursework includes a stutiat-tewhing seminar and a nutitilear seminar on topics such asprofessional development and minority population issues. Students will complete 6 pucka incenter-based regular and special education settings. These will include student teaching inpreschool, infant-toddler, birth-to-3, early intervention, or cross-category environments. Theproject will offer a mentor program with experienced professionals from underrepresentedpopulations to facilitate transition of gWuating students into the field and to assist in follow-upactivities. Training leads to a Bacimlor of Science degree in Exceptional Education, with dualcertification in Early Childhood Education and Early Childhood Exceptional Education Needs.

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Preservice Training Program to Prepare Special Education and RelatedService Personnel to Provide Services to MWcally Fragile infants and TheirFamilies

S'" "" Gram Funding Period; 1989-92D ut Katz Telephone: (202) 6874635Fiscal Agency: Georgetown University Child Development Grant No.: H029E00024

Center (Washington. DC)

TARGET OF TRAINING: Post-baccalaureate students frcon professional degree programs ofspecial edwation, occupational therapy. physical therapy, speech pathology, psychology,ntrdm, and social work.TRADIM PROGRAM: The project will offer interdisciplinary preservice training focusingon developing a specific knowledge base and clinical skills geared to medically fr.igile infants,lAnh to age 3 rears, and their families. Five trainees will be selected each year for a six-nxmthto oft-year chnical affiliation, which will provide a variety of didactic seminars and clinicalexperiences working with medically fragile infants and their families in the Neonatal Inn:slaveCare Unit and the Pediatric Intensive Care Unit in transition to home management in follow-updevelopmental evaluation; in interface with community support services; and in variousconununity infant special education models. Emphasis will be placed on the cognitive,psychomotor, and psychosocial development of these infants, and the needs of their families.Training icads to a certificate in services to medically fragile infants and their families.

Minority Early Childhood Special Education Master's DegreeU.S, VirginIslands

Special Populations Grant Funding Period: 1989-92Ditector: Sharon Vaughn Telephone: (305) 284-2903Fiscal Agency: University of Miami School of Education Grant No.: H029E98045

(Coral Gables, FL)

TARGET OF TRAINING: Masters-level minority early childhood teachers, special educationteachers, and other personnel with backgrounds in child development and education who areinterested in machingyoung minority children with special needs.TRAINING PRIMRAM: The project addresses the need for xeschool sp;ial edirainuctgntraining for teachers in the U.S. Virgin Islands. The , , gram wi CT 1T1off .

to prepare personwl to teach young minority ti. , l'i 'pal children; to improve the skills ofcurrently employed teachers working with young minority handicapped children; and to prepareteachers pursuing regular early childhood certification in aspects of iden . g, assessing, andintervening with young minority handicapped childrim. Training will '11 11 normal childgrowth and development early childhood, and early childhood special education, with emphasison minority populations. Students will complete internships in two centers that cater to youngminority handicapped children, birth to age 2 years and age 3 to 5 years, and will be involved inobservation/participation in a mininnun of six other sites that serve a range of minceity groupsand handicapping conditions, as well as in preschools for nonhandicapped preschool children.The pros= is a collaborative effort of the University of Miami School of Education, theMailman Center for Child Development Dade County Schools, the Florida State Department ofEducation, and private agencies providing services for young minority handicapped children.

Training Residents to Care for Minority Children Who Are At-Risk, Iklayed,or Hanotcapped

Seeds' Populations Grant Funding Period: 1990-93Director: Patsy Poche Telephow: (504) 9424230Fiscal Army: LSU Medical Center (New Orleans. LA) Giant No.: H029E90009

TARGET OF TRAINING: Pediatricians and primary care physicians.TRAINING PROGRAM: The goal of this miming program is to establish additimal skills andenhance the abilities of present and future physicians to comprehensively care for minoritychildren who ate at risk, dela - or handicapped. Ten training modules will be developedacklressing the following w- 1) attitudes toward persons with handicaps, 2) normaldevelopmental milestones, 3) risk factors potentially affecting normal development, 4) screeningand assessment, 5) legislation govaning special education and related swvices, 6) earlyintervention, 7) terminology used in identifying children with developmental disabilities, ft)adjustment of the family of a child with handicaps, 9) cultural sensitivity, minwity consideration,and intenention and 10) community setvices for perms with handicaps. Parti4

will be instrimed wi coursework seminars, with supervised practiva occurring in crattotrdof Charity HospitaL Graduates of the train.ing program are expected to show increased

of current early intervention aixl culturally sensitive practices, and demonstrate theuse of these skills in medical practice. Evaluation of training will involve process and outcomenwasures, including the number and nature of patients treated by trainees, as well as ratings ofsatisfaction with the instructed practices by patients, faculty, and other professionals.

Preparing Early Childhood Specialists to Work in the Inner City

Special Populations Grant Funding Period: 1990-93Director: Joan Lieber Telephone: (301) 405-6467Fiscal Agency: University of Maryland (College Park, MD) Grant No.: H029E00073

TARGET OF TRAINING: Early childhood special education teachers in tiv Baltimore area.TRAINING PROGRAM: The project will offer a part-time master's degree program to

early chikthood special education teachers to provi& early intervimtion for youngwith disabilities in Baltimore Qty Public Schools. The 36.redit program is designed

educators who reTiire 3dditlonal professional competencies in order to save thisProject features Include ckvelopment of a new course, Urban Issues in Special

and several additional courses which will be offered in Baltimore Ow: provision forsupervised practica experiences in the trainee's early intervention programs; aM provision of avariay of savices to improve remotion of trainees. Young children with disabilities inBaltimore v. constitute a special population who require unique Is s hes to familyinvolvement, !swimming for instruction, and transition to the regular sc propam. Theproject will have a signifioant impact on upgrading me cadre of skilled early interventionists whowork with minority children in urban settings.

3 1

281 DPP Special Populations

Training Infant/Family Specialists to Serve Multi-Risk Infants and TheirFamilies

Special Grant Funding Period: 1990-93Direct= Redman Tekphone: (301) 405-6492Fiscal Agatcy: University of Maryland (College Park, MD) Grant No.: H029E00024

TARGET OF TRAINING: Students who seek a mister's dere or advanced graduatespecialist certification in special education, and who wish to specialize in the area of infantintervendon; and graduate students who seek degrees in disciplines other than special education(nursing, physicil therapy, occupational therapy, speech. human development, applied

4" 4 pychology, social work) and who wish to receive training and experience withmul infants, toddlen, and their families.TRAINING PROGRAM: The project will offer graduate-level training toInfant/Family Specialists to serve multi-risk infants, birth through age 2 years, and their fStudents will complete coursework and field placements which mulddisciplinaryapproaches to intervanion and working with parents and families both educational andmedical settings. Students also will have the . ty to receive additional specializedtraining through externships that will provide hi ? . specific experiences taikued to the uniqueinterests and training needs of the individual student.

Interdisciplinary Training in Special Needs: A Multicultural Emphasis

Stmial Populations Grant Funding Period: 1990-93Director Patricia Risuniller Telephone: (617) 642-0238Fiscal Agency: Shriver Center (Waltham, MA) Grant No.: H029E00041

TARGET OF TRAINING: Graduate-level students in nursing occupational dieapy, physical..4, special education, speech and language pathology, and sycial work,

TRA I ING PROGRAM: The pro". ect will offer a two-seitaster interdisciplinary trainingrrailto prepare personnel to KovW services to infants, toddlas, and children with or at risk

lhandicaps who belong to cultural or linguistic minorities. The training vehicle is aninterdisciplinary masters-level preservice program that incorpoiates didactic and ;Practicalexperiems. Specific program ob)ectives are 1) to provide students with interdisciplinarycouraewat and expenences in special needs; 2) to uain students to provideinterdiscip . 'AI ", and tkrapeudc soviets; 3) to provide information regarding culturaldiffaences . the relevaiwe of those differences to special needs services; 4) to providestudents with experience in special needs programs with families that represent a variety ofcultural backgrounds and socioeconomic status; and 5) to increase the supply of special needsprofessionals who have interdisciplinary training and who are culturally sensitive. Training willoccur in field settings where practical experience can be readily integrated with academic

education. The settings will be chosen because they offer substantial exposure to minoritychildren with special needs and their families

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cultural Teachers to Work with Culturally andtrent Exceptional Young Children

Special Grant Funding Period: 1990-93Director: Van Etten Telephcm: (505) 277-5018Fiscal Agmcy: University of New Mexico (Albuquagm, NM) Grant No.: H029E00065

TARGET OF TRAINING: Bilingtutibicultural and monolingual/monocultural teaches ofchildren, age 3 to 8 yeats, Read:nun will address both urban and rim! pasonnel meds,TRAINING PROGRAM: 'llus project will develop a training " dna to

and teacherse" mimaligramicultulaimdm= tealche7 va Olt yming pmfident.,

(LEP) who may present unusual needs in terms of bilingual/bicultural backgroundand accompmying physical, medical, or chrmk health prolgems. The interdisciplinary trainingsegue:cc will (a) trainees with the 4. - - skilk, and eunpetencies irk:ratified as

of young CLDE children and exceptkinal children in nual and urbanas well as respond to national norms and standards and state cerdfication

requirements; (b) provide appropriate varied, and continuous practicum experiences that allowfor meedng individual needs; and (c) meet the needs of trainees with various backgrounds andskill levels. Training will lead to either master; degree or certification. The project will refineexisting competencies which delineate the multicultural skills specific to personnel pi sparing forcareers with young CLDE/LEP children, and will integrate time competencies into the overallcurriculum. Trainmg packages will be utilized in coursework in core classes and will save assamples which can be check out by teachers.

Preparation of Theraveutic Recreation/Child Life Specialists: Focus onHandicapped and At-Risk Infants, Toddlers, Children, and Youth of DiverseCulturanthnic Backgrounds

Special dons Grant Funding Period: 1989-92Director: et , B. Lefebvre Telephone: (212) 998-5605Fiscal Agency: New York University (New York, NY) Grant No.: H029E90029

TARGET OF TRAINING: Undergraduate students in therapeutic recreation.TRAINING PROGRAM: The project addresses the rued for culturally competent therapeuticrecreation specialists to serve handicapped and at-risk infants, toddlers, children, and youth fromdiverse ethnic awl cultural backgrounds. Students will be trained to 1) meet the play,recreation/therapeutic recreation, and socio-leistue needs of these children; 2) serve as advocatesfor and "culture brokers" between culturally diverse service recipients and service provides in avariety of educatimal and treatment settingx 3) identify training practices that bridge the gapsbetween awareness of cultural issues and ckinonstration of culturally appropriate behaviors inprogramming and delivay of services; 4) conduct status and needs assessment surveys specificto a) cross-cultural training processes, practices, procedures, and resources utilized in highereducation programs in recreation awl leisure studies, and b) the perceived needs and priwitiesfor cross-cultural training among therapeutic recreation/child life specialists working in theurban NYC metropolitan area; 5) enhance cross-cultural networking and support relationshipsamong higher education programs, students, practitioners, and agencies serving the handicapped;and 6) prepare and disseminate learning resources that enhance cultural competence amongpractitioners and facilitate delivery of culturally relevant services to special groups of children.

Teacher Tridning Project for Special PopulationsSpedal Education

Se ...IWO ell F I I! GrantGold

Fiscal Agency: Hofstra University (Hempstead, NY)

within Early Childhood


Grant No.: H029E00018

TARGET OF TRAINING: Graduate-level stucksts in early childhood special education.TRAINING PROGRAM: The project will develop a pumice training program to p.. reteachers to Fovide effective, culturally appropriate ,, . .4 'II lit I to meet the needs of youngchildien, age 3 through 5 years, from diverse ethnic and 1 1 backgrininds who havehandicapping conditions, and to facilitate their transition into local district ptograms. The field-based training , . i integrates coursework and practical experime, and emphasizesdeveloping , .. i',. ,, ,.., . dons with faittilies from mincni backgramds. A unique features oftraining is , t, use of Mediated Learning Experiewes. Ns ,,,-, ts will attend university classes inthe late afternoon: during the morning dziy will participate in field settings that will familiarizethem with a variety of programs for preschoolers with handicapping condidons. Large-group,field-related seminars will be held at the university every other week alternating with seminarsat field site. A master teacher at each site will coordinate activities with the trillect director.Field sites will provide opportunities for students to observe and model the ormances ofskilkd service providers from various fields who work with children and families from diversecultures. Students will take part in team meetings, parent conferences, and inservice activities atthe site. Training will lead to a Master of Science in Early Childhood Special Education andNew York State certification.

Profestdonals Relating Effectively to Parents in At-Risk Environments(Project PREPARE)

Special Poplations GrantDirector: Marilyn Espe-SherwindtFiscal A . Cincinnati Center for Developmental Disorders

( ik i' OH)



TARGET OF TRAINING: Graduate students in eady childhood special education.TRAINING PROGRAM: Project PREPARE will develop a duet-quarter segue= within theUniversity of Cincinnati's master's program in Early Childhood Special Education to train earlyinterventionists in the skills needed to work effectively with waits in specific at-riskenvironments. The model will the key elements of exemplary munrention training:knowledge base, field-bawd expe e, supervision, and collegial support. Training addressesthe specific knowledge base required to work effectively with persons in at-risk environments,and provides additional seminars and supervised experiaices. The Foject willdevelop a consortium of "nontraditional" community placements (e.g., mental health clinics,programs for adults with =nal retaitiation, substarce abuse treatment program% protectiveservices agewies) which will provide field-based I" and supervision for students topractice and refine these skills. Stipends will be 1)i ered to masters-levei early intervendonmu:lents to increase their skills by participating in the University Affiliated Cincinnati Center forDevelopmental Disorders high-risk early intervention program, as well as the consortiumplacements. The preservice training model will be evaluated and disseminated nationally.

3 5285 DPP Special Populations

Preservice iris lag in Early Childhood Special Education

S. - . .- ..,t, Grant Feng_ Period: 1989-92II k tsi :..4 ti Rodriguez Telephone: (809) 764-0000, Ext 2263Fiscal Agency: University of Puerto Rico (Rio Piedras, PR) Grant No.: 11025690052

TARGET OF TRAINING: Undergraduate students in the special education program who arein *dr third year of kSt ' 4 le studies.TRAINING PROG : The poject will offer an uppa level undergraduate preservicetraining . .4 ' II to prepare teachers to wcek with young children, age 3 to 5 years, withhandicaps, 1 program will consist of a 22-credit sequence of courses and practicum. Trainingis desiped to a) eahance the development of handicapped preschoolers and minimize theirpotential fax developmental delay; b) minimize the need for special education and relatedservices for these children when they reach school aim c) minimize the likelihood ofinstitutionalization for these children; d) maximize die potential for 1 4%...1, lit It &Wig and e)enhance the capacity of families to meet their children's special needs project will lead tothe institutionalization of a sub-specialization in Early Childhood Special Education at theUniversity of Puerto Rico.

U.S. Preparation of Speech Pathology andDevelopmental Communication

Special Populations GrantDirector: Maynard D. FilterFiscal Agency: James Madison University (Harrisonburg, VA)

Audiology Personnel in



TARGET OF TRAINING: Masters-level students in speech and hearing sciences.TRAINING PROGRAM: The project will develop a 9-credit emphasis in the area of infantcommunication within the Department of Speech Pathology and Audiology to prepare specialistsin the area of developmental communication. The specialized emphasis on infantcommunication will be provided as a moduk within the existing core curriculum, and willinclude coursework add; ming normal and atypical development, and remediation for thedelayed/disordered infant and family. Techniques for identification, assessment, andmanagement will be included in both didactic and clinical experiences to be completed by thetrainee within the two-year graduate program.

Production of Videotapes of Health Care Procedures for Severely Handi-capped Children

Special Projects GrantDirector. Ann SmithFiscal A , - Health Sciences Center, University of CObradO

- CO)


Grant No.: H029130161

TARGET OF TRAINING: Special educators; classroom aid= related =vices MamaglATNINnarses, therapists, waa workers, and awn staff; and regular education personnel.

PROGRAM: The project will develop four videotapes demonstraung selectedhealth-related with ling skill evaluation videotapes for testing trainee

for ado:ad , and personnel waiting with children withdisa - an a v of educational settings. 30-minute training videos will address suchskill activities as suctioning, catheter care, clean intermittent cathetaization, stonn care,positioning, care of emergency equipment, and infectious disease contra A series of 8 ID 10critical evens involved in each skill will be identified. For example, for nasogastric tubefeedinc, these events are equipment, reparation of the student, test for tube placement, tubeaspiration, placement of bottle, checking prescribed formula, regulating fluid, cleaning andstring, feeding equipment, and pm-feeding care of tivs student. These events will be written intoscript form and Foduced as a separate trainee evaluation tape in a parallel production to theinstructional tape. The evaluation packages can be used for pre-testing, post-testing, comparisonof group or individual competence levels, screening for readiness for actualdemonstration, and self-evaluation of knowledge and problem analysis related to

Inservice Program for Intermediate Care Faciliq Staff Meeting theDevelopmental-Needs of Medically Fraglk/Severely Handicapped Chlldren,Birth-to-Three, and Their Families

Special Projects Grant Funding Period: 1989-93Director: Judith Pokomi Telephone: (202) 687-8635Fiscal A Georgetown University Child Development Center Grant No.: H0291(90118

ashington, DC)

TARGET OF TRAINING: Medical, nursing, and related services professionals; social servicestaff; and paraprofessional caregiving staff.

G OGRAM: The project will develop an inservice training proigram to provideintermediate care facility staff with the knowledge, attitudes, and skills needed to respond to bothdx developmental needs of chrcmically ill and severely handicapped infants and young children,and the needs of their families. Content will address the cognitive, psychomotor, andpsychosocial needs of these children; fostering optimal development interdisciplinaryprogramming and case managanent. The curriculum will consist of a wimp of videotapedearning segments with accompanying training guides, in order to accommodate iIISCIVice needs

of round-tbe-clock intermediate can facility personneL An interdisciplinary review committeewill review the curriculum in its formative stages. Training matezials will be field-tested in theWashington/Baltimore area before implementation at six other sifts across the country.

Model for Outreach Training in Infant Intervention

Seecial Projects Grant Funding Period: 1989-92Director: Nancy L. Peterson Telep Ixonc (913) 864-4954Fiscal Awn: Univasity of Kansas (Lawrence, KS) Grant No.: H0291C90215

TARGET OF TRAINING: Professionals in early childhood wild education who are abeadyworldng with ,i, .1, -. - . or at-risk infants and tockilers or who wish to move into job position

this ,...;,PR t RAM: The project will .., .), a specialized training for

pexsonnel interested in working with infants and i . 41 41ers with disabilities, youngchildren (under ape 5 years) with sevineininhipie disamities whose . _ ... m WV

commensmate with that of an infant The outreach training modelcunicula for mining infant interventionists and will be designed to the andovemilexpertise of employed professionals in early childhood special on. The project will

amd expind the current curriculum into new course formats to address specific traineeThe project will develop delivery formats that allow rapid training of large numbers of

personnel to work with infants with disabilities and their families, and of peso= who can trainothers. Training will be delivered in locations and on schedules that give betta access top=sons at remote locations throughout the state. To accommodate the needs of individualswhose full-time employment typically restricts their willingness or ability to handle additionalworldoads, curriculum content will be provided in smaller segments or "mini-courses."

Interdisciplinary Inservice Training Model for Early Intervention

Special Projects Grant Funding Period: 1989-92Director: Camille Catlett Telephone: (301) 897-5700Fiscal Apncy: American Speech-Language-Hearing Grant No.: H029K90134

Association (ASHA) (Rockville, MD)

TARGET OF TRAINING: Teams of professionals, which incluck speech-languageoccupational .ft*st, physical therapist, and arty childhood special educator.

G PROGRAM: TW project will develop a training program to prepare interdis-ciplinary teams of professionals to provide appropriate services to infants and toddlers withspecial needs and their families. The project will devel .. a package of instructional materials,inluding videotapes, slides, and manuals, and field test .1 materials using a usiner-of-trainersmodel. As many as 51 integrated programming teams, drawn from the 50 states and the Districtof Columbia, wdl attend a training institute designed to a) provide instruction in the iesign andimplementation of infant, toddler, and family services within tlx context of the integratedprogramming teams, and b) provide the team with the skills procedures, and instructionalmaterials for training other teams. Each team will mum to its home state prepazed to train atleast five additional teams. Evaluation of instructional suategks, mataials, and project impactwill be conducted throughout the project. The prriect ts a collaborative effort among sixnational rofessional mganizations: ASHA, the for Exceptional Children, the NadonalAssociadon of State Directors of Special Education, the American Physical Therapy Associa-tion, the American Occupational Therapy Association, and the Parent Educational AdvocacyTraining Center. Additional collaboration with state lead agencies for the birth-to-2 populationwill enable training to be conducted in the mostcost-effective manne:

I 11 1.1

Project VISIT

Special .* - GrantDirectors , 0 Kaplan-SanoffFiscal Agency: Boston City HorOtal (Boston, MA)

TARGET OF TRAINIIN Oiild care staff of existing centers: and ...,, t t volunteers.TRAINING PROGRAM: Project VISIT °this a model of extensive, cost -.* - ve, inservicetraining for child can providers who work with children from low-income families in rural andurban communities who are at risk for a tariety of adverse bel!avitral and developmentaloutcres due to medical and environmental factcts. The pl, PittdScegestegyagfdltilahonld.41, t and conununity volunteers to "vile with identified ,,,

daily reality of the problems which child= living in poverty raise for child care staff sermsas the common pound for training at each site, allowing early childhood specialists to providecontinuous, on-site training and support around such ifilleS as assessment, educational planning,curricuhun development, and management strategies. Community volunwers function asaddidonal pasonnel in the classror, allowing staff to focus on obseivatim teachingtechniques, and problem-solving with identified children. Project VISIT also offal; acollaborative medical-educadonal I 1_ component Developrnennd pediatricians fromBoston City Hospital will provide consul .. I to inject staff and a weekly call-in hour for childcare staff participating in the project The pediatricians and early childhood specialists will co-write a training manual focusing on the meciical aspects and classmom numagernent of learningproblems in children who are at risk for delay due in part to medical problems associated withpoverty.


Grant No.:.H0291(00047

Child Abuse Prevention: An Innovative Model for Early ChildhoodProfessionals

Special Projects Grant Funding Period: 1990-92Director. Paula Go Telephone (612) 827-2966Fiscal Agency: The PA Center, Inc. (Minneapolis, MN) Grant No.: H029100010

TARGET OF TRAINING: Teachers, aides, early childhood coordinators, day care providers,blic health nurses, related services personnel, and parents.

TRAINING PROGRAM: PACElt (Parent Advocacy Coalition for Educational Rights), acoalition of disability gaups in Minnesota, will develop a training program related to the Wiltsof child abuse and children with disabilities, birth through age 5 years. The project has threelevels of services. Level IInfcomation and Disseminadon: PACER will develop a 20-pagebooklet dealing _with child abuse as it affects children, birth through age 5 years, with emphasison children with disabilities. Level IITraining of Early agldhood Professionals, Teachers,Parents, and Other Interested Persons: PACER will develop a training model on child abuserecognition and intervention, =phasing the relationship of child abuse and disabilities, forteachets and otha personnel who %yolk with young children. The prject will conduct two day-long workshops each year, and will offer four 3-hour inservice sessions. Level III--Replicationand Training of Special Education Teachers arid Other Early Ctildhood Professionals: PACERwill adept die specialized model on child abuse for replication with personnel and parents inrural settings. The project will offer three to four in,witm, sessions, anii will prepare an outline,transparencies, and other materials to enable school districts and other groups across the state toreplicate the training model for educators.

3

289 DPP Special nojects

Preservice, Mulddisciplhiary Model for Training Nurses in the NICU

S . - .. Pro - Giant Funding Period: 1989-92Wyly Telephow (716) 878-6027

Fiscal Agency: State Colkge of Buffalo (Buffalo, NY) Grant No.: H029100075

TARGET OF TRAINING: Nurses in neonatal intensive cam units (NICUs), nursing faculty ofacademic train* ',swam and related NICU health professionals.TRAINING PROGRAM: The project will develop, I , , .,, refine, and evaluate amultidisciplinary traininp-of-trainers, presavice vaining .. . . - for nurse care professionals whowork in the neonatal intensive cam unit (NICU). Training will emphasize die need forpsychosocial interventions for infants and familks in the NICU and facilitation of parent-infantmtaactions. Trainees will receive intaisive training in the Nurse-Parent Training Curriculum,

in a previous project, which addresses three content areas: The Nurse in the NICU,dtheerel= in the NICU, and the Family in the NICU. These trainees in turn may act as trainerswithin their own school or . . - . unit. Model activities will take place in three phases: Phase1Planning, Development, . . Field Test; Phase II--Training; and Phase IIIEvaluation andDissemination. Evaluation of the hAining model will focus on its effectiveness in meetingproject objectives and on attainment of training competencies. The preservice model, refirmtdcurriculum, and program products will be made available to hospitals, nursing schools, and otherprofessional training programs.

Training Model to Prepare Paraprofessionals to Work with Infants, Toddlers,and Preschool Children

Special Projects Grant Funding Period: 1990-93Director: Anna Lou Picken Telephone: (212) 642-2948Fiscal Agency: City University of New York (New York, NO Grant No.: H029K00037

TARGET OF TRAINING: Paraprofessionals involved in programs providing specialeducation and related services.TRAINING PROGRAM: The project addresses the need to improve the quality of on-the-siobperformance of paraprofessionals through structured training. The project will develop and pilottest a series of instructional modules for paraprofessionals working in (a) home- or center-basedprograms for children, birth through age 5 years, (10 secondary vocational and transitionprograms, and (c) integrated classooms and other settinps. These modules will supplanentmaterials designed to prepare praprofessionals to work in more traditional special -Wimitionprograms. The project also will develop a manual and profiram of technical assistance foradministrators awl staff ckvelopers in govider agencies and institutions of higher education.The materials and lines developed will serve as a resource for administrators and staffdevelopas in state , t fo education, local educatim agencies, and institutions of highereducation, and will provide these organizations with information and strategies they can build onto strengthen preservice and inserv ice training for paraprofessionals.

g Early Intervention Services into Community Programs: TrainingMW to M-onitor Child Progress

Prok)cts Grant Funding Period: 1990-93Joyce Peters Telephone: (503) 8384812

Fiscal Aputcy: Teaching Research Division (Monmouth, OR) Grant No.: 00291(00028

TARGET OF TRAINING: Professionals currently swving young chikkot in regularcommunity child care programs; most hold a baccalaureate degree in education or earlychildhood.TRAINING PROGRAM: The ject will develop a cost-effective inservice program to trainchild care personnel to select implement functional instructional formats and data system;for monitoFing child progress. Content of the training will focus on *ills for selecting and

nonintrusive systems for data collection anniopriate to regular preschool sfudngs.Training wiff be cumpetency-based, and trainees will be expected to meet five objectives: 1)

understanding of 27 behavioral tenns (e.g., age appropriate, developmentally appropriate, earlyintwvention) 2) lmowledge of the law and its application in the classroom; 3) lmowledge ofvarious instructional formats that accommodate ingtlemoitation of IEP goals; 4) ability toutilizea variety of data collection forms, analyze data, and modify instructional programs accost:limp);and 5) demonstrated ability to select and apply an approriate instructional format and &asystem in snail group and individual settings. The project will work collabwatively withconununity agencies to identify megrims (e.g., Head Stift, private preschools, and corPoratechild care) in which children with disabilities can be intevaW. A needs survey will be sent tocommunity programs in several states at the beginning of the project Dissemination activitieswill incorporate the training of trainers and follow-up technical assistance to the adopting sites.

Training and Support Model for Community Based Preschool/Child CarePrograms

Special Projects Grant Funding Period: 1990-93Director Toffy Piazza Templeton Telephone: (503) 838-8766Fiscal Agency: Teaching Research Division (Monmouth, OR) Grant No.: H029K00042

TARGET OF TRAINING: Professionals and paraprofessionals who provide preschool/childcare but who have not been trained to serve children with disabilities.TRAINING PROGRAM: The project will develop, evaluate, and disseminate an inservicetraining program for child care personnel who wish to save preschool children with disabilitiesin integrated, community-based programs. The program will focus on two crwial elements: 1)

training chikl care personnel in the skills necessary to serve children with disabilities, and 2)providing support to personnel in the use of best practices within the typical early childhoodsetting. The project's philosophy is that peschool child care personnel need not necessarily

cbragntheir current roles to serve children with disalilities appropriately. Rather, they need totheir existing roles to embrace the special needs of these children. The project will

develop training materials to facilitate implementadon of the program and design a follow-upplan to provide multidisciplinary support to tlw community program. Dissemination activitieswill include awareness presentations at confluences and workshops, siournal articles, and trainingof trainers. Evaluation of the training model, materials, and replication efforts will occur at fourlevels: participant satisfaction, acquisition of skills during training, implementation of skills inthe work environment, and change in participant behavior as it relates to training competencies.

Mraon ofoling Han

Education and Related Services Personnel to Workped Children in Rural Areas

5 6 " Pro - Onint Fumling Period: 1989-9401 - Robinson & Robbie Kendall Telephone: (1M3) 323-2244

Fiscal Aiency: Human Develoment Center, Wmthrop College Grant No.: H0291(90226(Columbia, SQ

TARGET OF TRAINING: Personnel woridag with young children with disabilities in ruralschool districts wki do not meet qualifying criteria for Early Otildhood Special Education, ordiagnostic en* administrative staff who wish to attain background in working with children withdisabilities; 2) professionals in community settings, such as community health nurses, child carepersoimel, Head Stift staff, special services pasonnel, and developmental s.4 " (cp.,physical thaapists, speech pathologists), who serve or plan to serve young 6 -j6 withdisabilitift; and 3) undergraduate or graduate students special education, early childhoodeducation, - education awl recreation, school psychology, social work, or nutrition.TRAININ °GRAM: The project will develop, refine, and offer a series of specializededucational programs to prepare personnel from education and related service disciplines towork with young children with disabilities and their hinnies. The specialized coursevnnk willbe offered in nnal communities throughout South Carolina on an inservice training basis.Employed trainees may be working toward a specific degree or certification criteria. The projectwill offer a three-course sequence of specialized content experiences related to working withhandicapped and at-risk infants and preschoolers and their families, and will provide ongoingresource assistance a telementoring process.

Ikvelopment of a Videodisc-based Program to Teach NaturalisticIntervention Strategies to Early Childhood -Special Educators and RelatedService Personnel

Special Projects Gram Funding Period: 1991-94Director Sarah Rule Telephone: (801) 750-1991Fiscal Agency: Utah State Univenity (1..ogan, UT) Grant No.: H029K10014

TARGET OF TRAINING: For preservice training, undergraduate students (juniors andseniors) in special education, communication disorders, or family and human development; for

iinservice training, nterdisciplinary personnel with baccalaureate degrees in special edimtion orrelattd service Uds (including isofessionals with certification and parapro(essionals) who are

g children with disabilities in home aixl pieschool settings.isiRenalgg PROGRAM: The project will develop, field-test, and evaluate a videodisc-assisted, competency-based curriculum for use in inservice or Feservice training of earlyintervention pamw.1 The curriculum will address naturalistic teaching strategies (e.g.,activity-WW- instruction, skill cluster instruction, milieu approach, and incidental teaching) andwill describe and derwastrate these strategies across developmental domains with children, birthto age 5 years, who have a variety of disabilities. It will demonstrate the strategies (a) acrossactivities, such as play, naturally occurring daily care routines, typical preschool activities; (b)across environments, including homes and caner-based settings; and (c) with variousintervenors, including special educators, related savice personnel, and family members.Training will include classroom activities and field-hued assignments. The completed trainingpackage will include two Level I videodiscs, a traine. s manual with instructions for teaching andfield supervision, and participant manuals.

Statewide Insavice for Early Intervention Personnel to Implement PublicLaw 99457

Special P=rant?°ark

Fiscal Agem: Utah State University (Ligan, UT)


Grant No.: H029K90016

TARGET OF TRAINING: Masters-level professionals , SI I 11 in home- or center-basedearly childhood or / -- .1 programs. Participants have ",... I oll uate backgrounds in specialeducation, early .1 physical therapy, social work, nursing, speech pathology and

and related disciplines.PROGRAM: 'The project will offer an inservice training proum to FM= Per-

sonnel to work with young childnm, birth through 5 years. with special needs. llie pro'will develop five 3-semester-hour courses: II I ill i Deveiopnicnt Atypical cumment (Binh through 5); Interaction with Familiag lementadon (Birth through 2)Home-Based Prograznming and Assessment of the and Preschool-Aged Childwith Special Needs. These courses will be taught in all regions of Utah through a six-hour on-site regional weekend session, twelve hours of home suidy, two ComNet sesdons or on-sitesessions, and a final six-hour on-site sesswn. Each course will be developed by a curriculumdevelopnwnt specialist and field-tested regionally. A program delivery wecialist will assist infinalizing and packaging the inserv ice courses for use in regional inservice training and throughUtah State Univasity's extension program and preservice early childhood programs. The projectis working closely with state agencies in determining personnel needs in Utah. The trainingcredit may be applied toward a Master of Science degree in Special Education or Communica-tive Disorders, and/or toward statewide certification in early childhood intervention.

Family-Centered Early Intervention Personnel Preparation Model

Special Projects Grant Funding Period: 1990-93Director Angela Capon Telephone: (802) 656-4031Fiscal Agency: Center for Developmental Disabilities, Grant No.: H029K00032

University of Vermont (Burlington, V1)

TARGET OF TRAINING: Faculty of small/mai universities and colleges preparing earlyinterventionists in the areas of special education, nursing, medicine, social work, speech andlanguage patholory, and occupational and physical therapy.TRAIN1ING PROGRAM: The project will develop, implement, and evaluate a mock.' designedto enable fessionals involved in the preparation of early interventionists to (1) develop an

g of the principles of the family-centered approach to early intervention servicesdelivery, and (2) infuse these principles into all aspects of their personnel 11" '41 on programs.The term "early intaventiotust" refers to any profasional who I early interventionservices to young children with special needs asO their families, is not intemled to excludeany profession or discipline. The project will offer a series of week-long intensive LeadershipInstitutes for faculty working in small/rural universities and colleges throughout Vermont andNew England. Curriculum content for the Institutes will be reviewed and revised six times by anational panel of experts. During the fmal project year, curricular materials will be finalized andprepared for state, regional, and national dissemination. Dissemination materials will include aFamily-Centervd Early Intervention Personnel Preparation Model Manual that includesguidelines for the preparation of family-centered early intervention personnel, as well asmaterials and activities enabling the implenxiitation of those guidelines.

Training Pro*t for Early Intervention Parent/Professional Teams

S Projecs &ant Funding Period: 1990-93Nona Flynn Telephone: (703) 836-2953

Agancy Parent Educational Advocacy Center Grant No.: H029K00019(Alexandria, VA)

TARGET OF TRAINING: Parent/professional teams.TRAINING PROGRAM: The project will develop a teplicable model for trainingparent/professional teams, each comprised of a parent of an esceptional child and an earlychildhood professional. These teams, based in local community resource centers, will provide

services to families of excepdonal children, birth to age 6 years, and to early childhoodowls. Through this parmership approach in a conurtunity service setting, Information

and training services will be focused upon tumbling and empowering families building ontheir - to meet identified needs. The proposed training curriculum, withdirection state interagency committees, will be tested and refined initially with sixparent/professional teams, and then replicated in twelve additional communides in two states. Atrainer's manual will be developed to enable state education agemies to continue the team

model. At the state level, support for the parent/professional team training model willbe through the Interagency Coordinating Council and other agencies responsible forservices to families of young exceptional children. The model also will be integrated into theComprehensive System for Personnel Development. Dissemination of the model will occurthrough direct consultations with other states and concentrated promotion through nationalorganizations. inn Parent Educational Advocacy Training Center will initiate the training modelin collaboration with the state education agencies in Virginia and West Virginia.

Intoilnwroving the Mainstream

State Education Agawy Grant Funding Period: 1991-94Director Joni Block Telephone: (617) 770-7289Fiscal Agency: State Department of Education (Quincy, MA) Grant No.: H0291410016

TARGET OF TRAINING: Educators, adminigrators, therapists, child cae workers, andworking in early childhood and meats.

PROGRAM: The project is a - effoit between the Bureau of EarlyChildhood Program of the Massachusetts Depinment of Edmatire and institutions of highereducation and other agencies in Massachusetts to provide mining that will increase the ability ofpersortel to cate for and eduam young children with - - needs in developmentallyappropriate, integrated early childhood programs. One is to help institutions of highaeducation (IIIEs) "" " "4'4 le mea the for the N-3 Certificate(N through 3rd *k goes into effect in fall 994. The project will contract with

.

several to .) train-ing to personnel nom and private schools and agencies that

Level IInto the Mainstream, a five-day sumnial institute wit 11;itTentr-4el..,two

siteplivirsriss.serve young with and without special

consultations), and Level 11Improving the Mainstream, a two-and-cne-half day advancedtraining saninar with follow-up. College credit at the undergraduate, graduate, or alternativelevel will be awarded by the institution attended for successful participation in and completion ofeach program (3 credits for Levell; 2 credits for Level II). Selection of participants is conductedby lotiery. Applications must be submitad by interdisciplinary teams consisting ofadministrators, professionals, paraprofessionals, and/or parents (two to four participants) from aprogram OT agency.

3i5

295 DPP State Education Agency

INDEX k

Index to Project Abstracts by Program Category

INDEX A

This index mlinences project abstracts by program cadaver/ within the folowilg dvislons of DOERS: the DMsion of

Educelioni flarvioss, the Division of Innewition end Developme, t. and the Division of Personnel Preparation. Within arch project

Meow under these division* projects are listed in order try stele and, within each stele, alphabetically by project lige. Projects in

the Eafy Education home for Childen with Dimilligas under the Division of Educationsi &Moss we flaw divided by project

subcategory align inject category. The oltifetate local* of each project Is incloated penenthetically Mew the project *la Pap

references give both the page number of the pm** abstract and its placement on the eve (A upper half. B laver half).

2111121.0Miroillai&LIMIZZI

Early Education Program tor Children with Disabilities (EEINNI)

Demonstration Prelude:

timdkifflitikelflffaitioth2199/9

Delivering Special Education Services in Urban Culturally Diverse Chld Care Centers to Preschool Age

Children with Disobliges Prenatally Exposed M DrugWAlcohol (Los Angeles, CA1 99A

Implementing IFSPs In a Cultur* Diverse Infant Program (Los Angeles, CA) 89B

Demonstration Early Childhood Project Effective Paitherships for Integrated Classrooms (Boulder, CO) 90A

CAPS (Caregiver and Parent Support): Hospital-Based Intervention for High-Rtrit Hants (Washington, DC) . . .908

Project CARE (Coordinate and Access Resources for Early tmervernion) (Washington. DC) 91A

Connection Hints: A Model for Implementing 99-457 in a Large Inner City (Chicago IL) 919

Technology Teem Angostura Proceu (TrAP) (Macomb IL) 92A

Southeast Kansas Regional Binh to Three Project (Person* KS) .928

Project GAINS (Gaining Accessintegrating Needed Services) (Newton, kik .93A

EPIC: Ecobehavioral Programing for indvedual Children (Minneapolis, MN) 930

Dynamic Communication Process Model: Far Rural and Remote Regions (Missoula. MT)

Successful Integration of Infants and Toddlers with Disabilities through Multidisciplinary Training

(Salem, NH) 9413

Project NEW-TeernS (Neurobehavioral, Ecological, Whalistic Teem System) (Albuquerque, NM) 95A

Integrated Early Intervention Service Damn Prc4ect (Valhalla. NY) 958

Infant Care Project: A Mother-Child Intervention Modal Directed at Cackle Use thaing Pregnancy

(Dteham, 96A

MED-ED (MEDical-EDucational Early Intervention Pr4ect) (Morganton, NC) .958

297317

Sewth-U: Systems Bad of the Acquisition of Response-Contingent Hymen Behavior-

Effects on Trams (Wigwam, KC) WM

Mon City School Dkarid inlegrand Preschool Projact (Aim ON 97B

Family-Cenered Model of Coon gated Servbse for Young Children with Chronic Illness and Disabilities:

Pancaked Pedalo Comdata Swims (PPM) (Mahn, OH) 99A

Famly-Cerinrad Project Santos for Foster Care Families of infants and Toddlers

Pmnstally Exposed to Ow (Neon, OH) Midt

A Video Mediated Curricaan for Parerd-Chid Sodd and Communksam Development (Columbus, OH) 9111A

An Mika Learning Approach lo tie Acquisition of Function& Pmblem-Sching Sifts

for Young Children with kfutiple Moabite* (Pooland, OR) 99B

A Community Organization and Video Technicai Manna Model for Establishkg Ow*Stamismental Day Care for Handicapped Chadian (Eugene. OR) 100A

Nondirected Modal Demoneation Program: Activity-Based Intervention (Eugene. OF0 1009

Parents and !Monts Responding (PAIR) (PhluieWila, PA) 101A

Project BLEND (Beginning Learning Experiences in Developmental Intagratad Groups and Home)

(Nashville, TN) 1015

Project AHEAD (At HomE and At Daycare) (Logan, UT) 102A

Proiect SpecialCare (Lightfoot YA) 102B

The Communication Model Demonsuation (Sane, WA) 103A

Information Management Prefects

koimahIonta

Pa H MIS (Juneau. AK) 104A

Co-Track (Denver, CO) 1049

!Mansion Monagement of Sentices for Handicapped Warts and Tacklers (Gainesville, FL) 105A

Eady Intsrventon Tracking System (EITS) (Honad% HI) 10513

Establishing an Early Intervention !donation Management System for Ohio (Columbus, OM) VOA

Protect INMESH: Information Management of the Education *am for the Handicapped

(Providence RI) 1068

Information Management of Services for Wants and Tocders in Washington Sae (Seattle, WA) 107A

29g 31S

lasetvice Veining Preototit

jam& ItaWng tor Mated Sterriwun Pereennal ROM

The UIC Ihempautic Partnership Project (Chicago, IL) 1098

Staving Soon: An Essly CNIdhood btervice Educator+ Program for Speech-telcuel.

Pathologists end Audiologists (Rockville, MD) 1118

PlCiela TIE (Team in Eady Intervention) (Nbuqatque, NM) 117A

Institute and Faculty Insane* Training for Related Benne Personnel (Valtalla. NY) t 18A

Medically Fragile !navvies for Related Services Testis (*MST) (Portland. OnSeattle. WA) 121A

Colaborative Consultaton: buena) Training kr Related &Woes PirieirieJ in Early Intervention

(Pittsburgh. PA) 122A

ftconsin Family-Centered Insoles Project (WFCIP) (Madison WI) 125A

Mgdatimietictlailaing

Technology Inservice Project (Macomb, IL) 109A

Project KITS (Kansas inswing Training System) (Parsons, KS) 1108

First CHANCE (Children with Handicaps Assisted and Nurtured in Childcare Environinent) (Canton, MA) 112*

Family-Focused. InfantToddler. Transagency Tieing Project (Project FIT.) (Dent, ml) 1128

Inservice Training and Support of Personnel to SONO Young Children with Disabilities (Devon. MI) 113A

Project ENHANCE: An Inservice Training Modid for Early Vildlood EducationServing Students

Who Have Autism ancVar Related Disorder's (Wayne, MI) 1138

Developing and Evaluating a Model of Inservice and Technical Assistance lo Prevent Challenging

Behavior in Preschoolers (Minneapolis, MN) 114A

Project IDEEA (bviduatzed Development for Eady Education Agencies) (Kansas City. MO) 1158

Project CLASS (Cooperative Learning: Accsdring Specialized SIM) (Missoula. MT) 116A

Productive Waiting Project (Albuquerque. NM) 1168

The COACT Project Interdisciprinary Family-Focused Team Training for Related Services Personnel

(Coknnbus, OH) 11913

The Preschool Technology Team Training PrOjeCt (Ta0medge, OH) 120A

Inservice Training tor intra-Team Collaboration and Effective irieractionwith Parents by Ewly Intervention

Profesebnals. Paraprofessionals, and Related Services Personnel (Project PR) (Eugene, OR) 1208

Project TEAM: The Related Saigon Team in Community Settings (Morsnouth, OR) 1218

299 3

Project STEM Systemado Training tor Early Bernentry Moirtabewning (Pittsburgh, PA) . 1228

Viso* Impaired Wombs in America (MIEN (toPM UT) 123A

Cooing for Intents and Toddies whit Disabilities: New Roles for Physicians (Ughdoot, VA) 124A

Family Child Case Integration Project (Alexandria, VA) 1248

'11 !It

Preparation of Eady CNIdhocd Pareprolessionals and Related Protesskrnals to Deliver Integrated

Developments* Focused Child Care for Madiody Fragile Infants and Toddlers (Dentist. CO)

8rittskig the Gap: Insert** Training for Child Care Personnel (Washington, DC)

Bed Practices in !meridian (BPI Project) (81e3mingion, INMest Lafayette IN)

Project Lexington (Lexington, KY) 111A

Detaapment of a Replicable Coaching Model to Provide inservice Training (Hattiesburg, fie) 1148

Missouri TIKES: Training Individuals to Care for Exceptional Students (Columbia, MO) 11 6A

Day Care Insenrice Training Model on Young Children with Special Needs (Valhalla, NY) 1178

Comprehensite Integrated Training for Personnel in Community Preschool/Child Care Programs:

Preschool Integration Networt (Alwon, 04) 119A

Early Integradon Training Project (ErTP) (Columbus. OH) 1198

The Wasatch Project Transdisciplinanr, Consultimatased Taiining Program for Migrant andlor

Rural Head SUM Personnel (Logan, UT) 1238

Outreach Projects

1180888111818

Project CIP: Commtmity Integration Project (Washington, DC) 126A

FACTS (Family and Agency Collaboration through Technical Support) (Abamonte Springs. FL) 1268

Georgia Developmental Therapy Preschool Outreach Project (Athens, GA) 127A

Rudand-Developmental Therapy Outreach Project (Athens, GA) 1278

PPT: Preschool Preparation and Transition Outreach Project (Honolulu HI) 128A

Project Vision (Moscow, ID) 1288

ACTT Outreach (Activating Children Through Technology) (Womb, IL) 129A

PEECH: Programming for Early Education of Children with Handicaps (Champaign, IL) 1298

300 3

RAPYHT Outreach Project (Retrieval and Acosteration of Pmmising Yotmg Handicapped and Talented)

(Glum Palim.14 .130A

Bridging Eady Services Tank Ion Pojed--Outreach (Montana% KS) 1308

Oils for Promoting Integration in Pmschool, Kindergarten, and Flit Grade Casino= (Kansas City. KS) 131A

Project STEPS (Sequenced Transition le Education In the Pubic Schoole) Moloch Reject

(Lettingen. KY) 1318

Project Reach ME--Maine's Binh to Five Eady Intervention Outreach Model (Augusts, ME) 132A

WAGON Oureech Project (Dedham, MAIRedingtat Shores, FL) 1328

ERIN Otdreech Program (Dedham, MAiRedington Shores, FL) 133A

Project WIN Otareadi (Ouiney, MA) 1338

Serpa for Ms: A Fel* Recovery Outreach Training Project (Sown, MA) I34A

Transectional Intervention Program: A National Outreach Training Project

(Ypsilanti. MI) 1348

Project Dakota Ouveach (Eagan, IM) 135A

Educational HOMO Model Outreach Project (Masada MT) 1358

Montana East, Intervention (0-5) Outreach Project (Weeds, MTIEGtings,MT) 136A

VIDEOSFAFE Model Outreach Project (hassoula, k1T) 1358

Project Continuity (Omaha. NE) 137A

Project Ta-kers (Albuquertwe, NM) .1378

Binh to Three Inservice Model Outreach (Vathalle NY) 135A

Mhos Especiales Outreach Program (Valhalla, NY) 1358

The Regional Program for Preschool Handicapped Chilain Outreach (Yorktown Heights, NY) 139A

Charlotte CM* °dreadi (Chariot*, NC) 1398

Fandy Enablement ProOact (Morganton. NC) 140A

Project SUNRISE (Systematic Use of Newty Researched interventions by Special Eckmators)

(Morganton, NC) 1408

The Family Newark (Akron, OH) I41A

EPS linked System of Assessment, Intervention and Evakiadon for Early intervention Programs (Eugene. OR) . . ,1418

Teaching Research Integrated Preached (1RIP) Model (Monmouth, OR) 142A

32.1301

LEAP Outreach (Pittsburgh, PA)1428

Projscl TLC: Technobw-Leaning-Conabsallon National Outreach Projed (Harrisburg, PA) 143A

Cegni Soe Eckocalion for Young Handicapped CNIdren: National Outreach though Regiarat Ceram

(14118114o. TN)1438

Magnolia Cko le Meads (Nashville. TN)144A

bdegraondOulmach Project (Logan. UT)1448

klutti-Agsncy Project for Aminelees (MAPPS) Outreach (Logan, UT)145A

Projsc4 INSITE Outreach ppm UT)1459

SOWN, Outreach (Logan, UT)146A

Statswicia Repication ol a Model for Early Childhood Special Eckman Program Development

Ii Runi Settings (Budington, VT)14613

Project Tram/team Wreath (Lightfoot VA)147A

MU Transon Project (Sada, WA)1478

Postage iititi-State Outreach Projact (Portage, WI)148A

Rarresroh and Experimental Prolix:to:

thltalegigkeldtentfl

Project Assist (College Park, MD)1498

Enhancing Ire Use ol Mastery Behaviors by Young Childran with Severe Cognitive Daley*

(Minneepons, MN)150A

A Comparison of Four bloc torntions br VLBW Wants at Risk for Medical Compilations

and Developmental Disablides (Akron 1141509

Ragan* oft Early Chlkiroottprogram Features

ECLIPSE (Eilady', Chid Language Intervendon in PraSchod Enviroruvrents) (Kansas City, KS/Seattle. WA) . 149A

Comparative Eliot:4%ms* of Two Intervention Approaches for Enhancing Motor Functioning

of Infants vdth or at Risk for Sig*ficardly Delayed Development (PNIadelphis, PA)151A

Language Instruction Component Evaluation (Seattle, WA)1510

Reeeareh Institutes

Early Childhood Research Insdhrta on Substance Abuse (Kansas City, KSIdinneapois, MN/Veron, SD) . . . . 152A

302

Kenos Early Childhood Research Institute-Transitions (Laiwenco, KS) 1529

National Co liaborailwr Research babas r Eady Chi Mood iillervention *Mon, MA) 153A

Camila Inaba for Research on Want Personnel Preparation (CtRIPP) (Chant H0) , NC) 1599

Research Mahar on Preschool MainsWeembv (Pitabugh, PA) 154A

Eats, Intervention Research Imlay le (Logan, UT) 1548

Technical Aeakdanoe Center

National Earty tiledhood Tecimical Assists/roe System (NEVUS) (Chapel NIL NC) 155A

DIMON OF iNNOVIMON AND DEVELOPMENT MIDI

R. Initiated Raman* Grants

Enhancing Coninneticadon Skills of Young Children with Severe Disabiles Ova* Partner Pmgranuning

(Thew. AZ) 157A

Maternal Responsiveness and Chid Competency in Deaf and Hewing Children (Washington, DC) 1579

Plaint SAFE (Safe Activities for Future Environments) (Athens, G4) 159A

Open Enrollment and Students with Handicaps: Issues, implemeMation, and Policy (Minneapolis, MN) 1589

Primate, Cocaine Exposure and Social Development of Young Children (Minneapolis. MN) 158*

A Longiludinal Study of Developmental Patterns of Children Who Ale Visually impaired (New York, NY) 1599

Treatment in Early IntervenOon: A Controlled terteitudnal Comparison of Tmatment Mod* (Chapel 1418, NC) 160A

The Impact of Fedeml Policy and Resuldng Legislation on Family Systems (Norman, OK) 1608

Programming Integration of Preschoolers (Project PIP): Developing P. Relationships

between Chikken with and without Developmental Disibihtiss (Pittsburgh, PA) 181A

Project LEARN (LeanIng Efficiently: Acquisition cif Related Non-Target Behaviors) (Pittsburgh, PA) 1619

Teaching Spontaneous Language to Preschoolers with Severe Handicaps (Pittsburgh, PA) 162A

investiption of Family-Focused Early kitervention SONICes (Rock Hill, SC) 1629

Investigations of Eatty Motor Intervention Procedures (Rock HE, SC) 1EI3A

The &womb. r Effects of Early language intervenilon (Nashville. TN) 1639

Research on he Effect of home Intervention for Families of Handoapped Children (Logan, UT) 164A

A Lenglordnal Follow-Up of Gradates from TWo Preschool Instructional Models (Seattle, WA) 1848

Initial Career Award Grant

Educating Young Disabled Akican-Amencen Children in ere Comm of Their Fiffiiii$:

A Smash for 'Mobty (Tamps, FL) 169A

Poky ;Weer* MeV Wks

Carolina Poky Shales Program (Chapel Hi 11. NC) 186A

Reeserels Centred

fiaking Achinistative Decisions about Tat:biology by Examining Promising Instructional Practices

(Silver Spring, MD) 167A

Moan* Grants on General Education, Sacial Studies, and Lange** Aft Chnicuts

An Analysis of Social &tides Curriculum to. 'Astruction for fdainstreamedand Maisbeamed Education Students (Pittsburgh. PA) 169A

improving K4 Language Ans Curricula to Benefit Hencicapped Students (Seattle, WA) 1689

Small Grants

A Pilot Applicadon of %soh Sca Ong Procedures to the Development of Screening Forms of theBayley Scales

(Birmingham, AL) 169A

A Descriptive Study of the Development of Play by Deaf and Hearing Infants (Washington, DC) 1699

The Development of an Empirically Based Scale to Assist f4ultidiscipliney Teams in Deciding

the Appropriateness of Braille Instruction for Blind and Visually Impaired Chi Idrer (Cambridp, MN) 170A

A Training Package for Assessing Signed Language Acquisition in Deaf Children (Princeton, NJ) 1709

Effecheness and Efficacy of indvidualized Family Service Plans (Morganton, NC) 171A

Constant Thine Delay: Effects of Varying Levels of Procedural Fidelity (Pittsburgh, PA) 171B

Enhanced Prelinguistic Development A Pkt Study (Nashville, TN) 172A

Slate Agency/Federal Evaluation Studies Grant

The Abates Prolect Developing Descriptors for Characterizing Infants and Preschoolers with Hamkaps

(Raleigh, NC) 173A

Student-Initiated Research Grants

The Effects of Tectie intervention on Fromm infants Who Are Less than 39 Weeks Conceplonal Age

and SW Residing in a Hospital Neonatal Intensive Care Unit (Laxingion, KY) 174A

304

Prenstal Cocaine Exposure and Mother44M Interactions (Mirmeapola, PAN) 1749

The Nam el Early Social Parlickadion of Young Chi Idmn with Visual impairments

in integrated and Spensized Wings (New Yort, NY) 175A

CaMONIAntecederge of Dewfopment Outcomes in Dm Exposed infants (Du Awn, NC) 1759

weR-tund Perceptions and Infant Behaviors (Chapel HI, NC) 175*

Pnischooi Children at Risk far the Dete lopment of Behevior Disorders (Earns. CM 1789

The Effects ot Videotaped Se a-Modell% on Reg Jesting in Presdrodere with Despmentai Disabilities

(Pittsburgh, PA) 177A

The Use of Template Matching as a Viable Strategy for Assessment and imeeventon

for Handicapp-ed Preschool Students (Bethlehem, PA) 1779

The Effects of High-Probability Rocs:este on the Acquistion and Generalization of Send Interactions

of Yowl Children with Severe Handicaps .(Houston, TX) 178A

Parent Consultation and CompetencyBased Training: Modifying Noncompliance in Preschool Children

(Madison, WI) 1789

4118204.2E-MaglikiglaIMARAIRMEM

InfentrTeddke Personnel Grants

Early Intervention for Infants/Toddlers and Their Families:A Cross-Disciplinary Professional Training Program (Auburn, AL) 179A

Preparing Personnel for Earty Intemention in theal Settings: A Field-Based Master's Program (Auburn, AL) 1799

Early Chadhood Special Education Carti5cate Program (Anchorage, AX) 180A

Training Personnel to Sens infants, Toddlers and Preschoolers (Tempe, AZ) 1809

Preparing Paraprofessionals as Early Intervention Facntabrs (Jonesboro, AR) 181A

Speech-Language Pathology Infant Speciafist (Little Rock, AR) 1818

interdisciplinary Training Progrwn on Early Intervention (San Diego, CA) 182A

Project P.R.E.P. (Personnel Readiness for the Education of Preschoolers) (Rohner' Park, CA) 1829

Recruitment and Retention of Minority Students for Training as Early Childhood Intervention Specialists

(San Francisco, CA) IBM

TAPITS: TranscIsciplinmy Approach to Preparation of Infant/odder Special4ts (Nonhridge, CA) 18311

Training Earty Chiktrood Special Educators to Work in Urban PAdticultural Envirtmments (Los Angeles, CA) 184A

Training of Enicational Assistants for Mainstreaming (Project TEAM) (Northridge, CA) 1849

305

ENV Childhood atoodal Ethroation Personnel Preparation (Oreeiey. CO) 188*

Presents for Speech-Language Petrologists for Early Inamention to Wants, Toddlers and Families

Moulder, CO) 18513

Proemial Training Model ta Pmpere inlmentionisa Wat with Haxiappod Maros, Tablets,and Their Families (Denver, CO) 18611

Sbie-witte Training br Infant Spedaists (Demw. CO) 18613

Romblon* in Pre-Service Preparation of Speech-Language Pathologists for Service

ID Preschool Chicken and Families in Rini Seams (Storrs, C1) 187A

Pram/Man Program for Parent-Infant &balm et the Hearing Impaled: A Collaboratve Model (Washington. DC) . . .18713

Training &dry Level Personnel to Provide Related Simian to Nawbom end Inlaid Children with Disabilities

(Washirgton, DC) 188A

infant intenenlion Masses Degree (Cora) Gables, FL) 16118

kdard Spadabt Personnel Preparation Program: PLUS (Gainesville. FL) 169A

Preservice Graduate Training in infant and Toddler bitenention (Tallahassee, FL) 1899

Intenbciplinery Infant Specialization (US) Personnel Preparation (Honolulu HI) 190A

Preparing Infant and Toddler interventionists (Moscow. ID) 1908

Erickson institute Early Imensation Specialist Project (Chicago, IL) 191A

intardsciplinary Specialization in Infancy (ISO Project (Champaign, 11.) 191E1

Project ENDORSE (Bloomington. IN) 192A

interdsciplinary Early Childhood Special Mention Training Focus on integration.

Rural and Family Needs (Ames, IA) 1928

Associated Collages of Central Kerma Proservics Early intervention Project (McPhi"---ill. KS) 193A

Project PMPARE: Preparing Regular Educators and Other Pmlessionals

b Assume Roles in Early Intervention (3-5) (Bowling Green. KY) 1939

Project 11E (New Orleans LA) 194A

Maws Training br Personnel to Serve M-Risk Intents. Toddlers. and Preschociiers (Baltimore. MD) 1948

Language interventon Training for Speech-Language Pathologists Serving Wants. Toddlers. and Their Families

(5own, MA) 198*

Tranadisdplinwy Training for Early intervention Personnel to Provide Fernity-Centered Transition

and Case Management Services fce At-Risk Yam. Children (Hattiesburg. MS) 19513

Parentiinfwit Program for liewing-Impaired Children (Springfield, MO) 196A

3, f;306

Eany it.wvention Specially Plaint: Competency-Band Program br inlant/Torkiler Specialists (lama MT) 1968

Interdsciplinwy 9irth to Five PIIIIION1111 Preparation Prawn (New Brunswidt, NJ) 197A

Infant Inmate ion Special* Training Mint (Albuciumps, NM) 197R

Ewiy InWvention Training for Occupational Thera" lets and Phydcal Therapists (Maio, NY) 196A

instructional 1%41011bl Urban Settlings with Families and Infants with Disab Nes (New York, NY) 1998

inienisciplinary Masters Program in infant intamenon (Valois. NY) 199A

A Masters Program tor Permanent Canification of Easty Chidhood Special Educators with Waft Population

(Buffalo, NY) 1999

Rwandan of Speech-Language Pathologists and Audiologists (Syracuse, NY) 200A

Special Education Earty Childhood and infaiwParent Development Program (Nay York NY) 2006

Cincinnati Early Intervention Infant and ladder Training Program (Cincinnati, Om) .201A

Preparation of Speech-Language Pathologists and Audiologists to Provide Services

to Preschool Handcapped Childran from Minority Populations (Cleveland, OH) 201 8

Training Personnel to SOW infants, ladders, and Preschoolers (Kind, OH) 202A

lmordsciplinery Early intenention Training (Eugene, OR) 2028

An Earty Intenention Emphasis Program for Speedaanguage Pathologists (Philadelphia. PA) 203A

Early iniervention Paraprofessional Training Program (La Plume, PA) 2038

Etat)? Intervention Person* Preparation for Services to Infants and ladders with Handicaps (Pittsburgh, PA) 204A

heentliscipliney Preparation of infant Specialists (Philadelphia, PA) 2048

Preparation of Pediabic Physical Therapists to Serve Infants and 'radars with Hans:baps and Their Families

(Philadelphia, PA) 205A

8M-0-Two MasWs Field Outitech Program (Austin. TX) 2058

Early Intenention Personnel Preparation in Communications (Houston, TX) 205*

Training Spacialists to Work with Handcapped infants and Toddlers and Their Pantiles (Austin, TX) 20eB

Utah Early Intervention Personnel Preparation Project (UEIPP) (Sak tale City. UT) 207A

Iniortliscipbary Training in Early Childhood Special Education: An Inchickialized Approach

to COMM/0dt and Field-Based Exponents (F5chthand, VA) 2078

kkitidiscipinwy Preparation of Pre-Senice Masters Personnel In mtervention with Infants and Famires

(Charlottesville, VA) 205*

Preparation of Infarlt/Toddier/Family Intervention Specialists (Seatdo, WA) 2068

307

Pmparing Pationnal b Sane Infants, Tedder& and Preschodars:Mew tonal Thew/ Training kt Batt Childhood (Seade. WA) 209A

Training Teadaws of Wants, Toddies. and Preschools,' M High Riak or Disabled

in Family-Contend InIsnlisciplinmy kftdel for Employment in Real kits (Eau Claire WI) 2099

Leads** (Snob

Doctoral Temkin, It Ressarch and Eady Childhood Spacial Erbonion (Tirscaboso.

blasdaclPinaY Docapna ProParotion of Speech-Language Palhologists br Caws as Applied Researchersarid Dulness in Early beervantion (Tempe. AZ) 2109

Leadership Training in Preschool Wigwag* Development and Disordem (Tucson. AZ) 211A

ENV Childhood Speed Education Leadership Training (Lei Angstos. CA) 2119

DoctoraliPendociond Training of Psychologists in Bervioas to At-Risk and Handcapped Wantsand Todreors (Verishingket. DC) 212A

Linters* Training kr Eady Childhood Special Education (Tallahassee, FL) 2129

inierclisciplinary Doctoral Prognun to Prepare Leaders to Serie Infants and Young Chikkenwith Handicaps and Their Fengies (Athena, GA) 213A

Interdisciplinary Leadership Pro)oot in Infancy (Champaign, IL) 2139

Personnel Leadership for Ear* interveneon (PLE)) (Champaign, IL) 214A

Preparation of Leadership Personnel (Pedia* Habib*. Audologists): Northweistem University (Evanston. IL) . . 2148

Program to Train Leaders in Applied Research for Plandicapped Infants and Young Children (Chicago IL) 215A

Family LeadenNp Training Pmgram (Lawrence, KS) 2159

Preparation of Piga:hod Classroom Language Intervention Specialists (Lawrence, KS) 216A

Preparing Leadership Personnel In Early Chilo. lurd (Lawrence, KS) 2169

Doctoral Leadarship in Early ChlIchood Speck f looadon: Preparing Researchers and Teacher-Edicators(College Park. kW) 21 IA

Doctoral Tralrioll lot Speech-Languap Pathcbgise in Earty Child tenguage Stuck (Boston, MA) 2179

Le4wemilip Training for Occupational and Physical Thstapists in School Systems and Early Intervention

(Boson, MA) 218A

Leadership Training in Early Childhood Special Education (Ann Arbor, MI) 2169

inandsciplinary Postdoctoral Trainkig in Early Intenention (Chapel 1410. NO) 219A

interdisciplinary Training in Early Intervention (Chapel NW, NC)

2iCtA

3083 f: S

ineydeciplinely Early Childhood UMW' litip Training Project (Kent OH) 220A

lawdeolplinery Ladyship Training in Erty intervention (Kent, OH) .220B

Preparing Doctoral UMW Leadership Personnel In Communications far Wants, Toddlers and Preschoolers

(Haman. OK) 221A

Early Childhood Doctoral Training School Psychology Pmgrant (Eugene, OR) 221 B

Leadership Training In Early Nuneaton (Eugene, OR) 222A

Doctoral Program in Pediatric Physical Therapy (Pltiladelpft PA) 2229

Leaders* Training In Ea* Childhood Special Education (Nannies, TN) 223A

Preparation of Leadership Personnel: Audology, Hewing bnpairment and the Highask Infant (Nashville, TN) 2238

Ph.D. Emphasis in Special Education (Logan. UT) 224A

Training Personnel * the Education of Young Chadren with SOWS and Profound MIA* Handicaps

Served in Eady Chidhood Settings (Lawrence, KS) 225A

An imardeciplinary Farnily Systems Training Program for Service Providers b Deaf Infants/Toddlers

and Their Families (Seaga, WA) 2258

Minority Methadone Grants

Worn)/ Recndenent for Training Early Inteivention Specidsts (San Francisco, CA) 226A

PAndity Early Childhood Special Eckication MA Degree (Cond Gables, FL) 2268

PROJECT HITOS (HeMing Infants and Toddlers on to Success) (Albuquensni. NM) 227A

Plan M Achim, Accreditation of a Training Program in Speech Pathology and Audology (Orangeburg. SC) 2270

Preps:don of Welty Personnel to Provide Speech, Language, Homing Servicesto Infants, Toddlers, Children and Youth (Nastnile, TN) 228A

Related Services Grants

School Psychdogy Specialty In Earty Intorvention (Auburn AL) 229A

Rrst Start Cam of Handicapped Infants and Todders (Denver, GO) 2299

Pareprofessional Training in Eady Chlidhood Special Education (Greeley, CO) 230A

Pram/don of Related Services Personnel in Occupational Therapy of Infants and Young Chicken

(Fort Collins. CO) 230B

3309

Infant Spachibation Trailing tor Mad Service Providars (Washington. DC) 231A

Ridable Physical Therapy hadddsdplinary Training Modal (Cainewilla FL) 2318

Striking SInangar Team Iltrough intardiscnwy Gradual. Educadors

in Ihs NNW Services (TIGERS) (Kansas City, KS) 232A

StatoWde Tfilillisc Network fro Pigswill** Training br Early Childhood Spacial Education

and Cross-Categarical Special Education Paraprofessionals (ToPsita. KS) 2328

School Psychology/Interdiscnary infinVTaddlar Spadatatiat (Omaha. NE) 233A

The MPH Program for Nurses in Ewty bitervention (Valhalla. NY) 2338

Training: Occupational Therapy Management in Schools (Maio, NY) 234A

Early Childhood Training in Occupaficnal Therapy (Columbus. OH) 2348

Propsration of Physics! Therapists for Public School and Ewly Intervention Programs (Oldahoma Citi, OK) 235A

Training of Psychotogists to Serve Infants and Young Children (Eugene. OR) 2358

Preparation of Occupational Therapists to Provide Relatad Services within Special Education

Sattings to Wants and Toddlers with Handicaps and Their Families (Philadelphia. PA)

Preparation of School-Based Pediatric Physical Therapists (Philadelphia, PA)

Preparation of Personnel to Provide Long-Term Special Educalon-Radatad SeMoes

to Infants end Proschool Children with Disabilitkis (Kingston. RI) 237A

Child Care and Special Education: An Approach to Training Related ServicesPersonnel

in Early Childhood Programs (Northfield, VT)

Interdisciplinary Field-Based Graduate Training Program in Infant/Fan* Semices Richmond. VA) 238A

Interdsciptinary Family Systams Apwoach (Seattle. WA) 23813

2388

Rural Special Projects Grants

Navajo Nation Career Laddar Rehabilitation and Special Education Project (Tsale. AZ) 239A

Reld-Centwed Preparalkin of Teachers in Early Chili:hood Education of the Handcapped

and Severe IAN* Handicaps (Lawrence, KS) 2398

Training Rural Educators in Kentucky (TREK) (Lexington, KY) 240A

Preparing Ear* Intervention Personnel to Work In Rural Areas (Eugene, OR) 2408

Preparation of Personnel to Work In Rumi Areas (Varmilion. SD) 241A

Training of Personnal to Serve Infants and Young Children with Visual and Other Handcaps in Rural Areas

(Lubbock. 1702418

Prevention of Pwsormal Speech-Longue. Pathology lo Work with Infants, Toddlers,

Preschoolos, and School-Aged Children (Magar Warm, WV) 242A

Spend Edmiston Gina

Comprohenan kdordisciplina7 Rsseardt-Cenlemd swift Laboratory Emhasis

Approach lo E. Childhood Special Mallon Macs loon. AL) 243A

The Adaptive Parent and Child Progyam (A-PACE) (Tucson, AZ) 2438

Early Childhood Ethration-Haering Impaired (Tucson. AZ) 244A

Training Project in Speech and Language Learning Disabilities (Tuown, AZ) 2448

Training Speciel Educnors tor Visually limited Preschool Child= (Tucson, AZ) 245A

Maslen' Degree in Speciai Education with Emphasis in ENV Ch Mood Special Ectroation (Litde Rod% AR) 2458

Preparation of Special Educators-Early Chichood (State Unhorsity, AR) .248*

Eaufy Childhood Special Education (San Francisco, CA) 2469

Ea* Childhood Special Education Master's Program (Sants Barbaro. CA) 247A

Earty In Invention Specialist Training (Santa Clara. CA) 2479

Training Adaptive Physical Educators to Serve Chili:bon Ages 3-3 (Chico. CA) 243A

Fs* Focused Training for Early Oh Mood Special Educators (Denver, CO) 24813

Proparadon of infant Specialists (Denver, CO) 249A

Preparation of Sprach-Language Pathologists for Early Childhood Settings (Boulder.CO) 2499

Childhood Hearing Impairment Program (CHIP) (Storrs, CT) 250A

boeidisciplinery infant Specialist Certification Prolamin (Farmington. CT) 2508

Teacher Preparation in Education of Hearing impairod and Arltihaxlicapped Hewing impaired (Washington, DC) . . . .251A

Trandisciplinoy Approach to Training Speech-Language Pathologists to Provide Services

to Infants, Tacklers and Their Families (Washing lon, OC) 25 1 13

Early Childhood Special Hoods-Masters Degree Program (Coral Gables, FL) 252A

Preschool Personnel Program: An Intoractional Training Prciect (Gainesville. FL) 2529

Preservice Graduate Training in Early Chi &cod Special Education (Tallahassee, FL) 253A

Trithing Cormnunicalions Disorders Specialists icr Serve Idaho infants and Toddlers (Pocatello, ID) 2538

Personnel Preparation for Careers in Special Education andEarly Intervention Program (Carbondale, IL) 2544

3'31311

Reparation of Early CNIchood Special Educe Ion Ack-nidsVators and Super, Nom (Champaign, IL)

Reparaion el Personnel to Work adet Yang Often with Special Weds (Chicago IL)

Pmsdisol Trainkte Grant (Champair. IL)

Project BABIES: Best Approaches for Building Skills of Infant Education Specialists (Charleston, IL)

2548

253*

2558

256A

Project CONNECT: Eady Chidhood Special Education Teacher Education (Ames IA) .2588

Training d Professional Personnel in Pmschod Communication Disorders (lows City. IA) WA

Earty Chikthood Spedal Education Personnel Preparation (Lamm's. KS) 2578

Padatric Adapted Physical Education (New Orleans, LA) 253*

F Attar Preset *a Preparation Program in Special Education (College Park. MD) 2568

kiaster's Program in Early Chic hood Special Education (College Pat. MD) 258A

Pediatric-Educational Audiology (PEA) Training Pim= (Amherst, MA) 2598

Piammice Training for Mast911-10/91 Speach-language Pathologists to Wort in Early Intervention (Boston, ht4) . 260A

Primaring Dually Trained Teachers for Vsually Handicapped Leamers--Eady Childhood Emphasis

(East Lansing, MI) 2608

Inteidsciplinary Training 4.4 Special Educators to Pro4de Famiy-Focused Early Intervention Services

(Hatdesburg. MS) 261A

Deaf Education-Early Chilclhood Specially (Springfield, MO) 261 8

Early Childhood Communication Special Education Program (Warrensburg, MO) 262A

Training Speech-Language Pathologists for Preschool Children (St. Louis, MO) 2628

Mordena Eruty CNklhood Special Education Teacher Training (Missoula. tetT)

thierdsciplinary Training for Speech-Language Pathologists and Early CNIclhood Teachers (INTERSECT)

.263A

(Uncoln, NE) 2638

Reparation of Personnel for Careers in Special Education: Early Childhood Special Education Progrwn (Reno, NV) . . .264A

Mulles Program in Ea* Childhood Special Education (New York, NY) 2648

Preparation of Special Educators: Upgraded MA. In Hearing impainnent--Teacher as Ailealthlif

(Now York. NY) 265A

Preparation of Speech-Language Pathologists to Train At-Risk Wants and Udders (Buffalo, NY) 2658

Preparing Personnal for Eckrcation of Visually Impaired ChildrenArdwicy to MAI (New York, NY) 288*

Preparing SpeeduLanguage Pathologists as Specialists/Case Managers in Traumatic Brain Injury (Maio. NY) . .2868

312 332

Ea* Intemmtion and Fan* Support Trahring Program (Boone, NC) 257A

Personnel Preparation for Spaedt-tanpaga Pathologists: An Early komenlion Foote (Chapel Hi II. NC) 2879

Preservite Training in Spesch-Language Pathology wilt an Emphasis on E. In laved=

and Sewn ly Handespped Children (Minot, ND) 2d8A

Eartir Childhoodepedal Needs Emphasis--Binii-TWo WINS ktfanVNimbran Specst Option (Taarnadge, ON) :SO

Inbadsciplinary ENV Maitland GractroN Training Project (Kent OH) 2t1A

Training d Speach-tanguage Intetwintionists for Wants, Toddlers. and Preschoolers (Eugene. OR) 2698

Empal Early Interventionist Program (University Park PA) 270A

Master's Dowse Training in Early (Waxed Special Education (Philedelphis. PA) 2109

Preserving Preps/0011 of Spew' Pathologists with a Specialization in the Management of infantPreschool,

and Severely Hancloapped Populations (Kingston. RI) 271A

Preparation of Early Intervention Diagnostic Personnel (Rock HIL SC) 2719

Prgeration of Masters Level Speech-Language Pathologists and Audiologists

to Work with Handicapped Presdicolers (Columbia. SC) 273*

Communicative Disorders in Children: Early Identification, Ausument. and Intervention (NashvPle, TN) 2729

Preparation of Early Chikhood Special Educators (ktnfreesboro. TN) 273A

Preparation of Early ChWhood Special Educarors (Nashville, TN) 2738

STEP: Special Training for Early Programming (Johnr,un City. TN) 274A

Early Childhood Special Education Personnel Training Program (Austin. TX) 2748

Prasamioa Preparation of Personnel to Work with Commtmicathely Impaired Preschool

and School Age Chilcfren (Denton. TX) 275A

Training Orientation and Mobiliv Specialists in Early Childhood (Lubbock. TX) 2758

Preparation of Certified Early Chlkihood Educators (Low, U1') 278A

Essential Earty Education Graduate-Level Training Program (Burlingbn VT) 2768

Early/Special Teacher Education Preparation Program (Wok. VA) 277A

Ea* Childhood Special Education Personnel Training Program (Spokane, WA) ,27713

RI:spacing ere Full Range of Diversity across Early Childhood Seeing* (Milwaukee. WI) 279A

Special Populations Grant*

BguatMulticultural Exceptiond Want and Early Childhood Spacialist Program (San Jose, CA) 279A

3^3313

EneourefOng New Training for Women in Nontradtional Educational Swims (ENTWINES) (Washingtn, Do 27143

Reunion Treiring Program ID Prepay Special Eckmation and Related Service Personnel

tio Provide Services to Medically Fragile Infants and Trek Fams (ftshington, DC) MCA

Aloft Eady Childhood Special Eckwation mows DegreeU.S. Virgin hiende (Cond Gables, FL) 2008

Training Residents to Care far Minority Children Who Are AtAisk, Debyed, or Hmkepped (New Orleans, LA) 291 A

Preparing Early CNidhood Spec:labia to Wed in the Inner City (College Park MD) 281 II

Training hdankFamily Specialists to Serve Mull-Risk Wants and Their Families (College Park. MD) 289

kiterchelplinery Training in Special Needs: A Multicultural Ermthasis (Waltham, MA) 211213

Proselyte Preparation of Minority Personnel to Sew Handicapped Preschool Children

from Minority Wane (Boston. MA) 289

Transdluiplinary Training for Direct Services Personnel in Famity-Ceneered Ewly bsisrwmtion

with At-Risk Yoimg Children in Multi-Stressed Families (Hattiesburg. MS) .2039

Training BilingualtSloultural Teachers to Work with Culturally and Linguistically Different

Exceptional Young Children (Albuquerque, NM) 2134A

Preparation of Therapeutic Recreation/Child Life Specialists: Focus an Handicapped and Ataisk

Wants. Tacklers, Ctikken, and Youth of Diverse CulturakEihnic Backgrounds (New York NY) VMS

Teacher Training Project for Special Pope alone within Early Childhood Special Education (Hempstead, NY) 289

Professionals Relating Effectively to Parents in At-Risk Environments (Prefect PREPARE) (Cincinnati. OH)

Preservice Training in Early Childhood Special Education (Rio Piedras, PR) 21219

U.S. Preparaion cd Speech Pathology and Audiology Personnel in Developmental Communication

(Hanisonburg. VA) .2068

Special Prefects

Prediction of Videotapes of Health Care Procedures for Severely Handicapped Children (Denvw, CO) .287A

hawks Program for kiennediate Care Facility Staff Meeting the Developmental Needs of MedicallyFragleaeverely Handicapped Children, Sirth-to-Three, and Their Famine (Washington, DC) 2878

Modal for °Meth Training in Infant Intervention (Lawrence, KS) 288A

Interdisciplinary Inservice Training Model for Early intervention (Redwine, kW) 280

Project VISIT (Baskin, MA) 289

Child Abuse Prevention: An innovative Model far Early Childhood Professionals (Minneapolis, MN) 2898

Proserviee. Multidisciplinary Model for Training Nurses in the NICU (Buffalo. NY) 290A

3143:34

Training Model to Prepare Paraprotessionals to Work with infants. Toddlers, and Preschool Children

(New Ye*, NY)

Integrating Early Intervenion Swipes into Convmmity Programs:

Training Sal to tarifa' Child Progress (Monmouth, OR) 291A

Training and Support Model for Community Based Presttoo Ladd Care Programs (Monmouth, OR) 291B

Preparation of Spedd Education and Related Services Personnel to Wont

with Young 14andiospOed Children In Rural keas (Coksmbia, SC) 292A

Development of a Videodiso-besed Program to Teach Means We intervention Strategies

to Batty Childhood Special Educators and Rs lead Seneca Personnel (Logan, UT) .29213

Stisavide hew** for Early Intervention Pwsonnel to Implement Public Law 99-457 (Logan. LIT) 293A

Family-Centered Early Intervention Personnel Preparation Model (Burlington, VT) 293111

Training Project for Ewiy intervention Parer*Prolessional Teams (Alexandria, VA) 294A

State Eduoadon Agway Grant

Intalmproving the Mainstmarn (Quincy. MA) 295A

335315

INDEX B:

Index to Project Abstracts by State/JurlsdIctIon

Maithes Dews. In Special Education with Emphasis in Eat/ Childhood Special Educallan 2458

Poperalion of Special EducatorsEarly Childhood 248A

Papering Paraprofessionals es Eady lniaritien Facilitatore 181A

Speech-Lanpage Pathology Infant Spacialist 18113

MIMI&

Blifideactiftsboiliketinftignalkdam

Delwin° Spacial Education Services in Urban Culturally Diverse Child Care Centers

to Preschool Ap Cledran tide) Diublities Prenabity Exposad to Drugs/Ababa! 89A

Implementing IFSPs in a Culturally Diverse Infant Program 898

SilingualiMultarftural Exceptamal Infant and Early Chkihood Specialist Program 279A

Early Childhood Spacial Education 2488

Esoty Chiklhood Special Education Leadership Trainirg 2118

Early Childhood Spacial Education ;Assist's Program .2e7A

Early Inianention Speciafist Training 24713

interdscipilinary Training Program on Early Intervention 182A

Minor* Remittent for Training Early int/mention Specialists 2213A

Praject P.R.E.P. (Personnel Readiness for the Education of Preschoolers) 1828

Reaultment and Relantion of Minority Sudents for Training as Early Orldhood Intsrvention SPeciatisb 183A

TARTS: Transdisciplinary Approadr to Preparation of irdarorrochiar Specialists 1838

Talking Adertiva Physical Educators to SONO Childran, Ages 3-5 248A

Training Earty Childhood Special Educators to Work in Urban Aidlicultural Environments 184A

Training of Educaticed Assistants for Makeseaming (Project TEMA) 1848

lact8AIN2

lkilikaatitinallaselikaltet=111=12.1ktaloafa

CoTradi 10413

Darreaustions Early Childhood Pilled: Effective Partnerships for Intagrated Classrooms 4

Preparation of Ealy Childhood Paraprofessionals and Roland Professionals to Deliver integrated

Development* Focused Child Care for Ada* Fragile Infants and Toddlers 1084

IlltaknithagoadAntermItan

Early Childrood Special Education Person,* Preparation 1884

Family Focused Training for Eady Childhood Special Educators 2489

Rrst Start Cara of Handicapped Infants and Toddlers 22913

Pawrolessional Training in Early Childhood Special Education 230A

Preparation of Want Specialists 249A

Preparation of Related Services Personnel in Occupational Therapy of Wants and Young Childen 2309

Preparation of Speech-Language Palhokrgists for Early Childhood Settings 2498

Preservice for Speedi-Language Pathologists for Early Intervention to Infants, Toddlers and Families 1858

318 33 3

Presents Training trladel lo Prepare kaerantionists kr Work with NW dapped Infants. Toddlers. and Their Ronan . . . 18611

Production of Videotapes of Heallh Care Procedures for Severely Handcapped Chicken 287A

$tale-wide Training for MOM Specielets 1868

=MINE

Chiclhood Hewing impairment Program (CHIP) 250A

Imsalisciplinay Infant Specialist Cenificetion Program 2508

Recruitment in Pm-Sento Prepwation of Speach-Langue. PatholoOsts for Semioe to Preschool Children

and Fowles In Rini Settings .187A

SIMIGINS9LINAM

lait1gnitrabalksA281121mAgfflUttsa

Bridging the Cap: Wan** Training for Child Care Personnel 1088

CAPS (Caregiver and Panne Support): Hospitai-Eased intervention for High-Risk Infants 908

Pmject CAM (Coordinate and Access Resources for Early intervention) .91A

Project CIP: Community integration Project 126A

1411812L2LIEMEllimuntarLdgmneg

A Desaiptive Study of the Development of Play by Deaf and Hearing Infants 1699

fiatemal Responsheness and Child Competency in Deaf and Hearing Children 1578

adabiutbtoonolltanteka

DoctoraliPmadooloral Training of Psychologists in Swam to At-Risk and Handicapped Infants and Toddlers 21M

Enoouregktg New Training for Women in Nontraditional Educaional Services (ENTWINES) 2798

Infant Specialization Training for Related Service Providws 231A

hawks Pavans for bitemiedials Care Facility Staff Wang the Developmental Needs ofMedically Fragii*Seterely Handicapped Children, Binh4D-Three. and Their Families 297B

Preparation Prawn for Parent-Want Educators of the Hearing knpaired: A Collaborative Model 1978

Pmeervicti Training Program to Prepare Special Education and Related Sante Pwsonnelio Provide Swages to Medic* Fri* Infants and Their Families 280*

Teachw Preparalion in Education of Hearing knpaired and Multhamicapped Hearing Impaired 251A

Training Entry Lewl Pwsonnel to Provide Related Santee kr Newborn and infant Children with Disabilities 198A

Tronsciscipinwy Approach to Training Speech-Language Pathologists to Provide Services to

Infants, Toddlers and Their Famiies 251 B

WM&

RhtlilailidmattentardialrAM-PARIE

BEACON Outreach Project fees also Messachuseas) 1328

ERIN Outreach Program (see also Massachuseas) 133A

FACTS (Family and Agency Collaboration evough Technical Support) 1268

information Management of Services for Hancicapped Infants and Toddlers 105A

33'd319

Blaming Young Disabled AMosn-Annacan Children ii ihe Context of Their Families: A Seen* tor Variabi4

aiddlILIUNI28201M6110111191

168*

Es* Childhood Special PleadsMaster's Degree Program 252A

Want Intenendon Mester's Degree 1889

Went Spooled Personad Rwandan Program: PLUS 188*

Leadership Training in Es* Childhood Special Education .2129

Mnalty Earty Childhood Spec al &Wilke MA Dere. 2288Minority Ea* Childhood Special &Wagon Muter% DeweeU.S. Virgin Isionds 2809

Pedal* Physical Thew, MUltalsciplinery Training hlodel 2319

laersonnal Program: Adi Interadonsi Training Prolog 2529

Avionics Graduate Trairibig in EA* Childhood Spadal &bastion 253*

Preset*, Graduate Training in Infant and Toddler Imerwindon 18913

NM&

antimadvindbmilkedastAZISILINKO

Georgia Developmental Therapy Proschool Outreach Project 127A

Rudand.Developmeroal Therapy Ctitreadt Project 1279

ritrimus-- lbartakamataredinnial

Project SAFE (Sale Activities for Future EfIvirafifftefl10 158A

ititliteLabosnalliesmake

inilwdsciPlnelY Dooloral Plotiram b, Prepare Leaders to Sem infantsand Young Childisn with Handicaps and Their Fortifies 213A

NAWAI

SatvIcanEEPD

Ea* Intervention Tracidrig System (EITS) 3059

PPT: Proschool Propitiation and Transition Outreach Project 128A

adtkiLd2801991114291119191119

interdsciplinary Infant Specialization (IIS) Personnel Preparation 190A

BMW

SsivtcssEEPcD

Project Vision 1289

I t320

Papering Want and Toddler InNeventionites 1908

Training Communications Disorders Specialists to Save Idaho Wants and Toddlers 2538

LIME

Mits litasildnigenallszkiss=ginittinit

ACTT Oue each (Activating CNicken TIvough Technology) 129A

Connection Mac A Model far iniplementing 90457 in a loge Inner City 918

PEECH: Pmgramming tor Early Educatian of Chichn with Hmdicaps 1298

RAPYHT Outreach Project (Retrieval and Aoceierstion al Promising Young Handicapped and Talented) 130A

Tachnolow hoe/vice Project 109*

Tochnology Teem Assessamnt Process (1-rAP) 126The UIC Therapeutic Pattnersh* Reject 1098

LittiaL2thamandhsotito

Endow Institute Eat .aervontion Specialist Project 191A

inaudiscnary Leadership Project in Infancy 21=Intodiseiplinary Specialization in Wancy (1St) Project 1918

Perscnnel LeadersNp for Ear* intervention (PLEI) 214A

Personnel Pmpwation for Covers in Special Education and Early Intervention Program 254A

Preparation of Early Childhood Spekiai Education Administrators and Supervisors 2568

Preparation of LeadosNp Persormel (Pediatric Habib:thy Audiclogisa): Northwestern Unimrsity 2148

Prepandion of Personnel to Woic with Young Children with Spedal Naeds 255A

Preschool Training Giant 2558

Procyon lo Train Leaders in Applied Research for Handicapped infants and Young Children 215A

Project BABIES: Best Approaches for &Aiding Skills of Infant Education Specialists 255*

REAM

Educationat

Best PfiCtiC01 in tnisgration (10,1 Project) 110A

Projeot ENDORSE 192A

Insucesciplinery Early Cfedhood Special Education Training Focus on Integration, Riga! and Fart* Naiads 1928

Project CONNECT: Early Childhood Special Education Teacher Education 2560

Training of Professional Personnel in Preschool Communication Disorders 257A

341321

Lirldgkog EadySenrkee %nation Project--Outreach 1309

Early Childhood Resurch WRAP on Substance Abuse Isse also Minnesota and South Dakota] 1521

ECUPSE (MOM Chid Language blervention in Pre School Environments) Nee also Washington stool 14M

Kansas Essty Childhood Research instittda-Trartsitions 1529

Project IOTS (Kansas Maintop Training System) .1109

Skis kw Promoting Integration hi Preschool, Kindergarten. and Rat Grade Classrooms 1311

Soulheast Kansas Regional Binh to Thee Project Sal

adainutitunonditommilan

Associated Colegas of Central Kansas Preset** Early Interventon Project 193A

Wiring Monger Teams thmugh Imentscipinary Gratkies Education in the Related Services (TIGERS) 232A

ENV Childhood Special Education Personnel Preparation 2579r4mily Loaders* Tralnkp Program 21511

Field-Centered Preparation of Teachers in Early Chicthood Education of the Handicapped

and Salem MuNple Handoaps 2309

Model kir Outmach Training in Infant Intarvention 2881

Preparation of Preschool Classroom Language InMevention Specialists 2191

PIM*, Ladenthip Personnel in Early Childhood 2189

Statewide Training Network for Presenice Training for Earty Childhood Speciai Educadon

and Croes-Cmagorical Special Education Paraprofessionals 2329

Training Personnel for the Education of Young Children with SOW* and Profound Multiple Handicaps

Served in Early Chilcitood Settings 2251

UNTIE=

ittitionatidedssellandoftligE2Bsdam

Project Lexington 1111

Project STEPS (Sequenced Transition 112 Education in the Public Schods) 1319

211212eitinnentitundartsionnel

The Effects of Mae kriengention on Prawn Wants Who Aro Less than 39 Weeks Conceptional Ageand Still Residing In a Hospital Neonatal Intensive Care Unit 174A

R1/1111111.9121/Ellamikffitmtki

Project PREPARE: Propering Regular Eckmators and Other Professionals to Assume Rake in Early Intervention (3-5).. 1939

Training Rund Egrostors hi Kantucky (TREK) 240A

ANA

ahdthesilassmillistatelle

Pediatric Adapted PIysical Eclucation 258*

Project TlE 1901

Training Residents to Care for Mnority Children Who Aro M-Risk. Delayed. or HandictIPPed 2911

3 ;2322

maw

itidtle.21161211inlis

Pro*. Reach MEMaina's WM to Five Early Intenention Outreach Malt 132*

MAEGAIR

MthbasikkaisismiLlisnismAIMiteko

Building Blades: An Er* CNidwod beer*, Education Program for Speedaanguage Pathirtro-"4---mix and Audabgists . . . .111E1

Prattled Assist 1498

likdalmathowellintaiDattlaimmel

MAN Administrative DeciOons about Tachnology by Examining Promising Insrtuctionsi PfactiCOS

11136128.9thamdlawas8

167A

Doctoral Leadership In Early CNIdhood Special Education: Preparing Rasearchers and Teather-Educators .217A

Rve-Yerar Pose** Preparation Program Speckd Education 2588

Interdisciplinaq Inserdoe Training Model for Eady hdenamtion 2888

Masters Program In Early Childhood Special Education 259A

Masten Training for Pirsonnel to Serve AtAsk Infants. Todders. and Preschoolers 1048

Preparing Early CNidhood Specialists to Work hi the inner City 28113

Training InfantrFamily Specialists to Serve MuldRisk Infants and 'Their Families 282A

MASSAMMEMI

adairapildissantardessdilin122raimat

BEACON Outreach Project (sea also Florida) 1328

ERIN Outreach PfOralli On also Florida) 133A

WO CHANCE (Children with Handicaps Assisted and Nuraired in Childcare Etwkonments) 112A

Noland Colaboraths Research built* for Early Childhood Intervention 153A

Project GAINS (Gaining Acceu/Integrating Neaded Services) 93A

Pmject WIN Outreach 1338

Steps for Kids: A Fortify Recovery Mauch Training Project 134A

fibialandEstmenalhisKatin

Doctoral Training for Speach-tanpap Pathologist in Ear* Child Languago Study 2178

hitercilsolplinary Training In Special Needs: A Muhicultural Emphasis 28213

triadmproving the Mainstrown .295A

Language Intervention Training for Spsech-liurguage Pathologists Starving Wants.Udders. and Thek Fortifies 1054

Leadership Training for Occupelionil and Physical Therapists in School **Isms andEarly Intermtion 218A

Pediabic-Educational Audiology (PEA) Training Program 2598

Presents Preparation of Lino* Personnel to Sem Handcapped Preschool Often from Minority Cultures 283A

Plumbs Training for Mastosi.avai Speedi-Linguage Pathologists to Work in Early intervention 260A

Project VISIT 289A

343323

Family-factreed, Infent-Tedder, Trrinsagency Training Project (Project FIT) 1128

inservice Training and Suppod ci Persormel le Sem Yormg Chaim with Disab liras 113A

Project ENHANCE: An Mar*, Training kbdel for Early CNklhood Edmation Serving Students

Wm Nave Mew mitt Related Disorders 1138

Tmnsardonal Intervention Program: A National Outreadi Training Project 1348

ladalouthasinilltundbin

Laadankip Trak* I in En* CNidhood Special Education 2188Preparing Due Ay Trained Teachers itif Visugy Handcapped Lamers-Early Child mod Emphasis .2808

MUM

Developing and Evaluating a Model of Inservice and Technical AssistanceID PiMIN11 Challenging Behavior in Preschoolers 114A

Early Orildhood Research institute on Substance Abuse (see also Kansas and South Dakota) 152A

Enhancing the Use of Mastery Behaviors by Young Children with Severe CognWve Delays 150A

EPIC: Ecobehavioral Programming for Incivicksal Childrell 938

Project Dakota Outreadi 135A

illyhthmitinagnikto_oilleniontal

The Development of an Empirically Based Scale to Assist Multidiscipbnary Teams in Deciding the Appropriateness

al Braille Instruction ko Blind and Visually impaimd Children 170A

Open Enroliant and Students with Handcaps: Issues, Implementation, and Policy 1598

Prenatal Cocaine Exposure end Mother-Infant interactions 1748

Prenatal Cocaine Exposure and Social Development of Young Chicken 159A

1211111suansent2mitatin

Chid Abuse Prevenbon: An Innovative Model tar Early Childhood Proleuionals 2898

MIMEItbkiansilshisifinkbalcsi=ggeOirseltim

Development of a Repticeble Coaching Model to Provide Inger*. Training 1148

altfoutEtrozontlinuaritio

Interdsdplimuy Training of Special Educators to Provide Famiy-Focused Early intervention Services 211111

Tranadeciplinwy Talking for Direct Services Personnel in Famiy-Centered Early knervention

with At-Risk Young Chidren in Multi-Stressed Families 2838

Transdisciplinary Takingly tor Early htervotion Personnnet to Pmvicia Family-Centered Transition

and Case Maniment Services for At-Risk Young CiWcIren 1958

Masa& TIM: Trak* indvickais to Com br Exception& Students 116.4

Prop& MEM oixividualked Demiopmsre tor Erety Education Agencies) 1168

girlaknitattetteslitairift

Deaf EckmationEady Childhood Sped* 2618

Early ChikhoodCommunicallat Spacial EduclOon Program 262A

Parentibdint Progran for Hearing-Impaired Chidran 196A

Training Spesch-Lingusge Pathdogists for Preschool Children 2628

Manta

ailiti211.2M111081daltibildigegnindicii

Dynamic Communication Process Model: Fcr Ftural and Remote Raglans 94A

Educational Home Model Outreach Project 1358

Montana Earty Intmention (04) Outreach Project 136A

Project CLASS (Cooperative Looming: Acquiring Specialized Sidi Is) 116A

VIDEOSHARE Modal Outreach Project 1368

atrifingLeffun

Early imenxindon Spedaity Project: Competencrilased Program for Infantrirodcler Specialists 1968

Montana Early Childhood Special Education Teacher Trang 263A

NEBBAIKA

itetakastrubsettalikethathent

Project Continuity 137A

laidalauthuanniariamilaa

interdisciplinary Training for Speech-Language Pathologists and Early Ch& i Teachers (INTERSECT) 2638

School Psychdogytintedisdpinary Infant/Toddler Spada ingot 233A

MARA

tirklauditsmantiltstacatista

Preparation of Personnel for Careers in Special Education: Eerty Childhood Special Education Program 264A

345325

MOM=21111211.21.160112 EntsizikeaffilLEMEN

Successful Migration of Wants and Todd** Wei Disabi Mos through Multidisciplinary Training 9413

21121211.211essitaintkEdgemini

A Tiaining Pavlov, br Assessbv %pied Language Acquisition in Deaf Chicken 1708

iftelanithoomiltessika

tmerdsciplinary Birth to Five Personnel Pnweration Program 197A

IMITLIM?

SitskestilimmilinalikedanAgEgaltsibtata

Productive Wang Project 1188

Pa** NEW Tuna (Neurobehavioral. EccdogicaL %Waft Team System) 95A

Project Ta-kos 13711

Project TIE (Teams Irt Eat ty Intenrention) 117A

2012astEntenathiameism

Mira Intervention Specialist Training Project 1978

PROJECT 141108 (Helping Infants and Toddlers on to Success) 227A

Trisg Blingualfilicultural Teachers to Work with Culturally and Linguistically Different Exceptional Young CNitben 294A

Hannadairaditemokstemalsse=eiffeRhalma

131rth-bThras inservice Modal Outwear 138A

Day Cans Mimics Taking Modal on Young Children with Special Needs 11713

Indult and Few Jity Inservice Training * Related Sambas Personnel 118A

inftwatad Fatty Imemention Service Why/ Project 95E1

Nino* Espy Wes Wrench Propos 13813

The Regkinal Program for Praschool Handicapped Children Outreach 13M

adgaitinattatiminfiersicam

A Longitudinal Study of Developmental Patients of Chicken ilVho Are Visually Impakad 15913

11w Nature of Earty Social Participation of Young Children with Visual Inweinnents in Migrated and Specialized Settings . . 175A

atteintittzummaftuar.

Early inleivention Training br Occupational Therapists and Physical Therapists 198A

insouctimai Practice in Men Selling& with Fames and Infants with Disabilities 19913

326 34f;

Masan% Program in Ward intenention 199AinterdecmayA Masters Program for Permanent Corti lesion al Ea* Childhood Special Educators with Waite Populations 1998

Maslen Program In Eady Childiood Spedi Education 2648'The MPH Pmgmm far Nurses in Early Ininendon 2339

Peopermion decode! Educalore: iippaeled MA in Hearing ImpairmentTeacher as Researcher 269*

Pnepialion of Speech-Langusge Pathologists and Audiologists 200A

Pmparaio'n ofSpesch.Languege Pathologists to Train At-Rlsk Wants and Toddlers 2658Preparation of Therapeutic Recenallavaeld Life Specialists: Focus on Handicapped and Pd-Risk Wants,

Toddles. Children, and Youth of Diverse CulareVElhnic flackplunds 2949

Preparing Personnel for Education of Visudy Inagbad ChidenIntancy to Adult 269*

Pmpering Speechilinguage Pathologists as Speclalisi/Case Minors be Traumatic Brain Injury 2669

Ressevice. MuNidisclibsery Model for Mining Mines in fie NICU 290A

Specie' &baton Early Childhood and Infant/Pawl Davebpment Pmgmm 2009Teacher Training Project for Special Population within Eats Childhood Special Fdecadon AMA

Training Modell!) Anode Paraprofessionals In Wadi with Wants, lets, and Preschool (Widen 2909

Training: Occupational Therapy Mmagement in Schools 23414

ONIUSARINALA

1539Camena hued" for Research on intent Personnel Preparation (CIRIPP)Charlotte Circle Outreach 1399

Family Enabiement Pmiect 140*

Want Care Project A Mother-Child Intervention Model Directed at "!ocaine Use during Pregnancy 96A

hED-ED (MIDad-EDucational Early brienendon Project) 968

National Early IThildrood Technical Assistance Spine (NECIAS) 159*

Project SUNNI! (Systematic the of Newty Researched interventions by Special Edmators) 1408

SEARCH-II: Spins Bled of the Acquisition of Response-Contingent Human BehaviorEffects on Teechers 97A

libilknatimatemotikaltinumi

The Mlles Project Developing DeflaiptOrs far Characterizing infants and Preschoolers with Handicaps t 73A

CanegWing Antecedents al Development Outcome in Doug Exposed infants 1759

Carolina Policy Subs Program 166A

Effectiveness and Efficacy of hiclividaked Family Salvia Plans 171A

Maternal Perceptions end Infant Behaviors t 76A

Treatment In Early hnervention: A Controlled Longitudinal Comparison of Treatment Modals 161M

Dialmathsasondhiainilan

Ea* irdenendon and Family Support "Wing Aaron 267A

inandsciplinwy rwwiw in Early intervention 216*

l; wdeciplinsry Traling in Early Interverion 2198

Personnel Prsparation for Speech-Language Pathologists: An Early Intervention Focus 2678

ticittlikANZA

Ritalmithenemihramitan

Preset** Training in Speach-Languaci" Pathology with an Emphasis on Early Intervention

and Sem* Handicapped tThildren 266A

317327

MOO MY *hod Osaka Integra ad Preschool Project 9713

A Compedson of Few knervantions lor VLSW Wants at Risk for Mood Complications and Dinniopmental Disabildes . . . .1508

Comprohensive Inlegrated Trebling for Personnel In Comm* PreschooliChild Care Programs:

Preschool Integral= Network I 19A

Ea* Inlegrallon Training Project (EITP) 1198

Batty bilemention infonnation Management SW= for Orb 106A&abiding anDisabifflies:Fainily- Model of Coordniled Services for Yams Child= isilli Chronic Ulnas and

Pereondised Pediatric Coordnased Sondem (PPCS) SSA

Family-CenOwed Project &Woes br Foster Coe Famlies of Infants and Toddlers Prenatally Exposed to Drugs 0813

The Fan* Network 141A

The COACT Project Inlerdisdpertary Fwnily-Foessed Team Training for Reim= Swims Personnel 1168

The Paschall Technology Team Training Project 120A

A Video Modeled Curried= for Parent-Child Social and Comnwnicativo Development 99A

One:kunst Ealy Intemantion Infant and ladder Training Program 201A

Early Childhood/Special Needs Emphasis-- Iffith-livo VMS Infant/Newborn Spedallat °peon 2688

Early Chikliood Training in Occupadonal Therapy 2348

Werdsciplinary Early Childhood GfaChtitia Trng Project 26I1A

Inierdisciplinery Early Childhood Leadership Training Project 220A

Imardsciplinary Leadership Training in Ewly intervention 2208

Prepwation of Speech-language Pathologists and Audiologists to Provide Servicesto Preschool Handicapped Children from Minority Populations 2018

Professionals Relating Effectively to Parents in At-Risk Environments (Project PREPARE) 208Training Personnel to Sens Wants. ladders. and Preschoolers 202A

MAMMA

allibitatilffr8628.1814.11ffniffM8583

The Impact al Federal Policy and Resulting Legisidem an Family Systems 1608

Ritlainstftranatirsoffelle

Preparation of Physical Therapists for Public Schaal and Ewiy Intervention Prognmm 235A

Preparing Doctoral Level Loadership PersonrW in Communications for Wants, lodders and Preschoolers 221A

igglignsirdisfetenkgearkggagENLEadeeit

An haw Learnkig Approach to 1he Acquisition of Fractional Problem-Solving Skills

for Yenmg CNidren with Multiple DisabiMes 90A Communly *mint= and Video Tedinical Assistance Model tor Establishing Quality

Supplemental Ow Care for Handcappad Children 100*

EPS linked System of Amessment intervention wid Evaludion for Early intermndon Programs 1418

Mambo Training for Inia-Team Colabohdon and Effective Interaction with harem by Early Intervention

Profess Ionia Peaprolosekewils. and Related Seniors Personnel (Protect PR) 1209

Medic* Fragile inservice br Related Services Teams (M-PIRST) (see also Wuhingtonswot 121A

Nandirected Medi Demonelation ftrifrem: Acthey-Based Intervention 1009

Project UAW The Related Seevice Team in Clammily Soave 12 le

TeacNng Researda Signaled Preschool (TRIP) Modal 142A

2811011.9ilife921909.91141919191=1

Preschool Mitten at Risk for the Development ol Behavior Disorders 17613

adidonsumitinewsin

Early Childhood Doctoral Training School Psydtology Program r21B

Integrating Esti Intervention Services into Conornmity Programs: Trainbig Staff to Monitor ChidProgress 291A

Interdsolplinery Early intervention Training 2029

Leadership Training In Esity Intervention 22M

%looming arty Mlonnmilan Personnel to Work in Rim! Areas 2409

Training and &mon Model for Community Based Preschool/Child Care Programs 2919

Training of Psychologists to Serve Wens and Young Children .2358

Training d Speech-Language Intermtionists for Infants. Todders, and Preschoolers 2699

EIMILYA11111

phatimuarakvammilizistaftEEMEnthist

Collaborative Consultation: biservice Training for Reiteed Services Personnel in Early Intervention 122A

Comparative Effectiveness of Two Interverelon Approaches for Enhencing MOW Fimdioning

of Wants with or at Risk for Significantly Delmer! Devetpment 151A

LEAP Wrench 1429

Patens and Wants Respond:1g (PAIR) 101A

Project STEEM: Systematic Trebling for Early Sernentary Mainstreaming 1229

Project TLC: Technology-Lowning-Collaboration National Outreach Project 143A

Warman* irstitite on Preschool Mainstreaming 164A

arith8Lithillrfag911.9942911i21/1929f

An Analysis of Socad Studies Curriculum and Instruction for Mainstmansd and Mainstreamed Education Students 168A

Constant Time Delay: Effects al Varying Levels of Procedural Fidelity 1719

The Effects el Videotaped Soff-Modefng on Requesting in Preschoolers withDevelopmental Disabilities 177A

Programming integration of Preschoolers (Protect PIP): Developing Peer Relationships bemoan Children

lah and without Developmental Disabilities 161A

Project LEARN (Learning Widen*: Accsisition of Related Non-Target Behaviors) 1619

Teaching Spontaneous language to Preschoolers with Severe Handicaps 162A

Tho Use of Template Matching as a Viable Strategy for Assessmm and Intervention

for Handicapped Preschool Students .1779

adtillalthEIBBIBIaLleinglan

Doctor& Prograwn in Pediatrics Plysical Therapy 2229

An Early inemention &wheels Program for SpeechLanguage Pathdogists 203A

Ea*/ Intervention Paraprofessional Trailing Prorgram 2038

Early intervention Personnel Preparation for Sonices to Infants and Todders with Handcaps 204*

329 349

Empirical Ea* Interven Program 270A

Wert IsoWnery Preparadon of infard Spool liMo 2048

Mottoes Degree Thinks ki Eat Childhood Speed Education 2708

Presandon of Owupetionel Myopia to Provide RAM Sedan within Special Education SettingsID Inbrds and Toddies ailh Handicaps aid Their Families 2384

Preparaion of Pedalo Pfersicei Thsrapists to Sens Inform and Toddlers with Handsaw and Their Families 205A

Prepanden of School-Based Pediattio Physical Therapists 2359

BIEBB21110

Obillitasdhunredarsmilaa

Preservioe Training fri Ewly Chilthood Special Educaton 288A

21tiliniteskallealkedslftglitalagon

Project MASH: btfonnation Management of the Education System for the Handcapped 1068

ftdanstamensiltoweika

Preparalion of Personnei to Provido Lonewm Special Etkication-Related Senicesto Muds and Reschool Mild= with Disabilities 237A

Preserves Preparation of Speech Pathologists with a Specialization in timagsmentof Infant Preschool, and Severely Handicapped Populations VIA

SZITESIMOSIA

Eitalautlentnigasindltnikemmi

Inveerkion of Fandy-Focused Early intonention Services 1828

knos0gations of Earty Motor Intervention Procedures 153A

rekka2LEammillumskia

Plan to Achieve Ameditaton of a Training Program in Speech Pathology and Audiology 2278

Preparation of Eady kilervemion Diagnos0c Personnel 2718

Preprint:ion of Piasters Laval Speech-Language Palhoiogists and Audologists to Work with Handicapped Preschoolers . . . 272A

Preparation of Speed Education and Related Services Personnel to Workwith Young Hardwood (Wren In Rini Areas 292A

Stitaktitiihnaltu

Er* Chidhood Rouen* holly* on Substance Abuse [see also Kenos and Minnesott4 1524

3303 5

Preparation of Personnel to Work in Rwal Ames 241A

RizitiffistildusigeglitedostaEffathsteda

Cognitve Eduoalkon fw Young Handicapped CNIdran: National °Wendt through Regional Centers 1438

Magnolia Circle °Medi 144A

PMeot BLEND (Beginning Leming Experiences in Developmental integreted Groups and Home) 1019

latialmuillareganianaukomm

Enhanoed Prelim** Dewilopinent A Pilot Stud, 172A

The Generatzed Effects of Early Langune intennintion 1639

Dilf11213stimisanditsommtion

Consitunicative Disorders In Children: Es* iderndcation, AueumenL and intervention 27213

Leadership Training in Early Chldhood Special Eckication 223A

Palmation of Early ChOdhood Special Eduadors (Mwhiesbono) 273A

Preparation of Early Childhood Special Educators (Nashville) 2739

Preparation of LeadersNp Persamel: Audcriogy, Hearing hnpahment and the High-Risk infant 22313

Pmpwation of Minority Pasant*, to Provide Speech, Lmguage, Hearing Salinesto info*, Tacklers, Children and Youth 229A

STEP: Special Training for Earty Programming 274A

ISM

lablekeitimmerfillaintibraditunnl

The Effects of High-Pmbablity Requests on the Acquisiton and Generalization of Social interactions

of Young Children with Severe Handcaps 17SA

INAlcafghtuandAnintista

Birth-to-TWoltfassers Field Outreach Program 205B

Eady Childhood Special Education Personnel Training Program 2749

Early tmerventon Personnel Prepwatice in Communications 206A

Preemie* Preps:atm of Personnel to Work with Communicatively Impaired Preschool and School Age Children 275A

Training of Persormel b Sem Infants and Young CNIdren with Visual and Other Handicaps in Rural Areas 2419

Training Otsniation and Mobility Specialists in Early Childhood 2759

Training Specialists w Work with Handicapped Infants end Toddlers and /heir Famiiies 20613

UTAH

Mit Mut Isha

Early atilchood Research Matra 1549

Imegrawd Outreach Prefect 1449

35 1331

PAO-Agency Project for Preschoolers (MVPS) Outreach 145A

Project Al4EAD (At HamE and At Dews) 102A

Projea INSITE Outreach 1459

Otr Wadi 148A

Visually MOW Intents In Antrim (VSSA) 123A

Wane* Project Tmnscilsolplinary, Consulant-Sesed Training Program far Migrant

amMar Rural Head Sted Personnel 12103

iltdi1oastimandleasedillni2201101

Research an she Effort of Home bilerwantion for Fenian of Handicapped Clteckin 1s4A

itlykloutftennalltunssien

Deveicament al a Vidsodiso-besed Pmgram to Teach Habash*: Intsoveneon Strategiesto Early Chidhood Special Educators and Related Service Personnal 2928

P.D. Enmhasis in Special Education .224A

Prepentgon of Callind ENV Clindhood Omura 278A

Statewide Insarvioe for Ea*/ Intemention Persomel es implement Pubic Law 99-457 .293A

Utah Emly intervention Permed Prepaution Project (UEIPP) 207A

EMMET

INAINutialauskffluilkneins=g1Mhitisit

Stmewide Replication of a Model for Eady Childwod Special Eduoadon Program Development in Rural Settings 1488

MINIMA iticffitainlitianto

Chid Cam and Spada Education: An Approadi to Training Related Senecas Personnel In Early Childrood Pmgrams . . . . 2378

Essential Early Education Graduate-Level Training Program 2788Falilly-Cwitenrd Early intervention Personnel Preparation Model 2939

EMMA

PlihatualtaffikagaindablEceladick

Caring for Infants aro Todders with Disabilities: New Roles for Physicians 124A

Famk Child Care Inargration Project 1248

Project Specieleare 1028

Pmject Trans/Team Oureeth 147A

onsixfskaEallyiSindal Teacher Education Preparation Pmgram 277A

Interdiscip5nmy Field-Sued Graduate Training Program In Infant/Family SeMoes 238A

~risciplinery Training kr Eady Chibliood Special Education: An indvidualized Approachto Coursewodr and Ased-9ased Experiences 21)78

ftw--Aur'L-1 of Pre-Service Mabee Personnel M Intavention with Infants and Fanlike; 208A

Training Projact for Early Intenardion PamntoPmfaulanal Teams 294A

U.S. Preparalon of Speech Palholory and Audiology Personnel ki Demlopmeneel Communication 2868

MORNERN

nilkinialleggfgatatedenAtesimom

The Communloadon Model Demonstration 103A

ECLIPSE Wham Child Language Inarvention in Practical Endraiments) (see also Konen( 140A

Informs lion Management., Services * Wants and Toddlers in Wash ligton Sao I07A

Language Ineauction Component Evaluation 151 9

Media* Frei* Wombs* Related Services Teens (M.MT) (see also Orogai) MIA

NICU Transition Project 1479

ingekagfigsgisktultaffilannef

hnprowily K-9 Language Ms Curricula to Benefit Naidicapped Studants 1989

A Longlaickwd Follow-Up of Godwin from Two Preschool InsOuctionsi Models

iftkinutthaannehtireftn

Early Chkihood Special Education Personnel Training Pmgrarn 2778

kdordiacipanary Family Systems Approach 238C

An hiterdsolpinwy Fro* Systems Training Program for Service Providers to Deaf Infants/Toddiers and Thee Families . . . 2259

Preparation of infanteroddenfamay intervention Specialists 2098

Properly Personnel a Sera Wants, Toddlers, and Preschoolers: Occupational Therapy Training In EasyChildhood . . . . 209A

WEIUMM

ibitionsiftegalifeassman

Preparation at Personnel In Speech-Lam/age Pathology to Work with Wants,

Toddlers, Ptoschoolers. and School-Age Chlidnm 242A

Divhilon ot Edatetboal tierykap-EEPCD Probate,

Pone. Muld-fhate Outreach Project 148A

Wisconsin Family-Centanid human Project (WFC1P) 125.4

latilli92.2thnotekagapsiftemm

Parent Consultation and Competency-Based Training: Mocifying Noncomplimoi in Preschool Children 1758

adliingtAntoughtmagga

Respecting the Full Range of Dhorsity across Ear* Chlichood Settings 278.4

Training Tendon of Infants, Toddlers, and Preschoolers at High Risk or Disabled

in Family-Cenwed Inteniscipktery Model for Employment in Rural Areas

41 *4 *lift* 1:tc41 0(

*NEC*TAS

National Early Childhood Technical Assistance SystemFrank Porter Graham Child Development CenterUniversity of North Carolina at Chapel HillGOO NationsBank PlazaChapel Hill, NC 27614

35

IDENTIFIMS - ERIC

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