The major goal of this Project was to promote early childhood teachers’ adoption and use of evidence-based classroom practices with infants, toddlers, and preschoolers with identified disabilities, developmental delays, and young children at-risk for poor outcomes. The project was funded, in part, by the U.S. Department of Education, Office of Special Education Programs (H324R010022).
Dunst, C. J., & Raab, M. (2010). Practitioners' self-evaluations of contrasting types of professional development. Journal of Early Intervention, 32, 239-254. doi:10.1177/1053815110384702.
Raab, M. M., & Dunst, C. J. (1997). Early childhood program assessment scales and family support practices. In S. Reifel (Ed.), Advances in early education and day care: Vol. 9. Family policy and practice in early child care (pp. 105-131). Greenwich, CT: JAI Press.
Raab, M., & Thompson, A. (2001, February). Promoting the adoption of asset-based practices in early childhood classrooms. Workshop conducted at the Asset-Based Conference on the Strengths of Children, Families, and Communities, Asheville, NC.
Raab, M., & Dunst, C. J. (1997, November). Influence of classroom ecologies on child behavior. Poster session presented at the Division for Early Childhood International Conference on Children with Special Needs, New Orleans, LA.
Wilson, L. L., & Raab, M. (1997, November). Promoting the adoption of high quality classroom practices. Paper presented at the Division for Early Childhood International Conference on Children with Special Needs, New Orleans, LA.
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