Journal Articles
Allen, A. (2001). Recreational therapy--Family style. Exceptional Parent, 31(4), 58-60.
Barnett, D. W., Carey, K. T., & Hall, J. D. (1993). Naturalistic intervention design for young children: Foundations, rationales, and strategies. Topics
in Early Childhood Special Education, 13, 430-444.
Beach, B. A. (2003). Rural children's play in the natural environment. Play and Culture Studies, 5, 183-194.
Beckman, P., Barnwell, D., Horn, E., Hanson, M., Guitierrez, S., & Lieber, J. (1998). Communities, families and inclusion. Early
Childhood Research Quarterly, 13, 125-150.
Bernheimer, L. P., Gallimore, R., & Weisner, T. S. (1990). Ecocultural theory as a context for the individualized family service plan. Journal
of Early Intervention, 14, 219-233.
Bernheimer, L. P., & Keogh, B. K. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics
in Early Childhood Special Education, 15, 415-433.
Block, M. E., & Davis, T. D. (1996). An activity-based approach to physical education for preschool children with disabilities. Adapted
Physical Activity Quarterly, 13, 230-246.
Bloome, D., Katz, L., Solsken, J., Willett, J., & Wilson-Keenan, J. (2000). Interpellations of family/community and classroom literacy practices. Journal
of Educational Research, 93, 155-163.
Blosser, J. L., & Kratcoski, A. (1997). PACs: A framework for determining appropriate service delivery options. Language,
Speech, and Hearing Services in Schools, 28, 99-107.
Bricker, D. (2001). The natural environment: A useful construct? Infants
and Young Children, 13(4), 21-31.
Bruder, M. B., & Dunst, C. J. (1999-2000). Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. Zero
to Three, 20(3), 34-36.
Cogher, L. (1999). The use of non-directive play in speech and language therapy. Child
Language Teaching and Therapy, 15, 7-15.
Creaghead, N. A. (1999). Evaluating language intervention approaches: Contrasting perspectives. Language,
Speech, and Hearing Services in Schools, 30, 335-338.
Darrah, J., Law, M., & Pollock, N. (2001). Family-centered functional therapy: A choice for children with motor dysfunction. Infants
and Young Children, 13(4), 79-87.
DeGangi, G. A., Wietlisbach, S., Goodin, M., & Scheiner, N. (1993). A comparison of structured sensorimotor therapy and child-centered activity in the treatment of preschool children with sensorimotor problems. American
Journal of Occupational Therapy, 47, 777-786.
Duchan, J. F. (1997). A situated pragmatics approach for supporting children with severe communication disorders. Topics
in Language Disorders, 17(2), 1-18.
Dunst, C. J., & Bruder, M. B. (2000, November). Increasing children's learning opportunities in the context of family and community life. TASH
Newsletter, 20-21.
Dunst, C. J., & Bruder, M. B. (2002). Valued outcomes of service coordination, early intervention, and natural environments. Exceptional
Children, 68, 361-375.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and consequences of everyday natural learning opportunities. Topics
in Early Childhood Special Education, 21, 68-92.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers. Young
Exceptional Children, 4(3), 18-25 (Erratum in Vol. 4(4), 25).
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal
of Early Intervention, 23, 151-164.
Dunst, C. J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. Young
Exceptional Children Monograph Series No. 2: Natural Environments and
Inclusion, 37-48.
Dunst, C. J., Herter, S., Shields, H., & Bennis, L. (2001). Mapping community-based natural learning opportunities. Young
Exceptional Children, 4(4), 16-24.
Dunst, C. J., Lesko, J. J., Holbert, K. A., Wilson, L. L., Sharpe, K. L., & Ritchie, F. L. (1987). A systemic approach to infant intervention. Topics
in Early Childhood Special Education, 7(2), 19-37.
Dunst, C. J., Trivette, C. M., & Cutspec, P. A. (2002). An evidence-based approach to documenting the characteristics and consequences of early intervention practices. Centerscope, Vol. 1, No. 2.
Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N. (2001). Contrasting approaches to natural learning environment interventions. Infants
and Young Children, 14(2), 48-63.
Erwin, E. J., & Schreiber, R. (1999). Creating supports for young children with disabilities in natural environments. Early
Childhood Education Journal, 26, 167-171.
Feldman, S., & Jordan, B. (2001). Together is better: The role of libraries as natural community partners. Zero
to Three, 21(3), 30-37.
Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics
in Early Childhood Special Education, 13, 308-327.
Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American
Journal of Community Psychology, 21, 537-559.
Gallimore, R., Weisner, T. S., Bernheimer, L. P., Guthrie, D., & Nihira, K. (1993). Family responses to young children with developmental delays: Accommodation activity in ecological and cultural context. American
Journal on Mental Retardation, 98, 185-206.
Gallimore, R., Weisner, T. S., Kaufman, S. Z., & Bernheimer, L. P. (1989). The social construction of ecocultural niches: Family accommodation of developmentally delayed children. American
Journal on Mental Retardation, 94, 216-230.
Grisham-Brown, J., & Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with dsabilities. Young
Exceptional Children, 1(3), 2-10.
Hanft, B. E., & Anzalone, M. (2001). Issues in professional development: Preparing and supporting occupational therapists in early childhood. Infants
and Young Children, 13(4), 67-78.
Hanft, B. E., & Pilkington, K. O. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants
and Young Children, 12(4), 1-13.
Hanline, M. F., & Fox, L. (1993). Learning within the context of play: Providing typical early childhood experiences for children with severe disabilities. Journal
of the Association for Persons with Severe Handicaps, 18, 121-129.
Hardison, L. E. (1995). Young children, communication, and learning. Volta
Review, 97(5), 85-94.
Hepting, N. H., & Goldstein, H. (1996). What's natural about naturalistic language intervention? Journal
of Early Intervention, 20, 249-265.
Hill-Clarke, K. Y., & Cooley, S. M. (2002). Promoting early literacy in the natural environment. Dimensions
of Early Childhood, 30(4), 10-16.
Hodapp, R. M., & Goldfield, E. C. (1983). The use of mother-infant games as therapy with delayed children. Early
Child Development and Care, 13, 17-32.
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics
in Early Childhood Special Education, 20, 208-223.
Humphry, R. (2002). Young children's occupations: Explicating the dynamics of developmental processes. American
Journal of Occupational Therapy, 56, 171-179.
Ivory, J. J., & McCollum, J. A. (1999). Effects of social and isolate toys on social play in an inclusive setting. Journal
of Special Education, 32, 238-243.
Katims, D. S., & Pierce, P. L. (1995). Literacy-rich environments and the transition of young children with special needs. Topics in Early Childhood Special Education, 15, 219-234.
Kellegrew, D. H. (1998). Creating opportunities for occupation: An intervention to promote the self-care independence of young children with special needs. American
Journal of Occupational Therapy, 52, 457-465.
Kellegrew, D. H. (2000). Constructing daily routines: A qualitative examination of mothers with young children with disabilities. American
Journal of Occupational Therapy, 54, 252-259.
Klass, P. (2000, February). What it really takes to make your baby smarter. Parenting, 107-108, 111.
Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children's social behavior. Journal
of Applied Behavior Analysis, 20, 243-252.
Kovarsky, D., & Duchan, J. F. (1997). The interactional dimensions of language therapy. Language,
Speech, and Hearing Services in Schools, 28, 297-307.
Kuchner, J. F. (Ed.). (2001). Creating
welcoming library environments for infants, toddlers and their families.
Zero to Three, 21(3).
Langa, M. A., & Feinberg, S. (1996). Implementing the natural environment requirement of Part H with the help of children's librarians. Infants
and Young Children, 8(4), 63-69.
Law, M., Darrah, J., Pollock, N., King, G., Rosenbaum, P., Russell, D., Palisano, R., Harris, S., Armstrong, R., & Watt, J. (1998). Family-centred functional therapy for children with cerebral palsy: An emerging practice model. Occupational
Therapy in Pediatrics, 18(1), 83-102.
Law, M., & Dunn, W. (1993). Perspectives on understanding and changing the environments of children with disabilities. Physical
and Occupational Therapy in Pediatrics, 13(3), 1-17.
Lawry, J., Danko, C. D., & Strain, P. S. (2000). Examining the role of the classroom environment in the prevention of problem behaviors. Young
Exceptional Children, 3(2), 11-19.
Lignugaris/Kraft, B., & Santos, R. M. (1997). Integrating effective teaching literature with literature on instruction in the natural environment. Exceptionality,
7, 139-141.
Lobosco, A. F. (1996). Libraries: A natural environment for serving children and supporting families. Infant-Toddler
Intervention: The Transdisciplinary Journal, 6, 47-58.
Losardo, A., & Bricker, D. (1994). Activity-based intervention and direct instruction: A comparison study. American
Journal on Mental Retardation, 98, 744-765.
Mactavish, J. B., & Schleien, S. J. (2000). Exploring family recreation activities in families that include children with develomental disabilities. Therapeutic
Recreation Journal, 34, 132-153.
Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics
in Early Childhood Special Education, 19, 203-216.
Martin, S. S., Brady, M. P., & Williams, R. E. (1991). Effects of toys on the social behavior of preschool children in integrated and nonintegrated groups: Investigation of a setting event. Journal
of Early Intervention, 15, 153-161.
Marvin, C. A. (1995). The family car as a "vehicle" for children's use of distant time referents. Early
Childhood Research Quarterly, 10, 185-203.
McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., & Cole, K. N. (1999). Effects of group composition, materials, and developmental level on play in preschool children with disabilities. Journal
of Early Intervention, 22, 164-178.
McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., Cole, K. N., & Pepler, L. (1996). Effects of play group variables on language use by preschool children with disabilities. Journal
of Early Intervention, 20, 329-340.
McEvoy, M. A., Fox, J. J., & Rosenberg, M. S. (1991). Organizing preschool environments: Suggestions for enhancing the development/learning of preschool children with handicaps. Topics
in Early Childhood Special Education, 11(2), 18-28.
McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal
of the Association for Persons with Severe Handicaps, 24, 133-146.
McNeill, J. H., & Fowler, S. A. (1999). Let's talk: Encouraging mother-child conversations during story reading. Journal
of Early Intervention, 22, 51-69.
McWilliam, R. A. (2003). Giving families a chance to talk so they can plan. AAHBEI News Exchange, 8(3), 1-8.
McWilliam, R. A. (2000). It's only natural...to have early intervention in the environments where it's needed. Young
Exceptional Children Monograph Series No. 2: Natural Environments and
Inclusion, 17-26.
McWilliam, R. A., Young, H. J., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics
in Early Childhood Special Education, 16, 348-374.
Norris, J. A., & Hoffman, P. R. (1990). Language intervention within naturalistic environments. Language,
Speech, and Hearing Services in Schools, 21, 72-84.
Novick, R. (1993). Activity-based intervention and developmentally appropriate practices: Points of convergence. Topics
in Early Childhood Special Education, 13, 403-417.
O'Brien, M., & Bi, X. (1995). Language learning in context: Teacher and toddler speech in three classroom play areas. Topics
in Early Childhood Special Education, 15, 148-163.
Okimoto, A. M., Bundy, A., & Hanzlik, J. (2000). Playfulness in children with and without disability: Measurement and intervention. American
Journal of Occupational Therapy, 54, 73-82.
O'Shaughnessy, M. (2000). The child and the natural environment. NAMTA
Journal, 25(1), 119-143.
Pilkington, K. O., & Malinowski, M. (2002). The natural environment II:
Uncovering deeper responsibilities within relationship-based services. Infants and Young Children, 15(2), 78-84.
Pinder, G. L. (2001, November/December). The changing landscape of natural environments: Concerns of a therapist. Network, 8(6), 1, 6-9.
Prizant, B. M., & Wetherby, A. M. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars
in Speech and Language, 19, 329-353.
Rainforth, B., & Salisbury, C. L. (1988). Functional home programs: A model for therapists. Topics
in Early Childhood Special Education, 7(4), 33-45.
Rivkin, M. (1998). "Happy play in grassy places": The importance of the outdoor environment in Dewey's educational ideal. Early
Childhood Education Journal, 25, 199-202.
Rogow, S. M. (1984). The uses of social routines to facilitate communication in visually impaired and multihandicapped children. Topics
in Early Childhood Special Education, 3(4), 64-70.
Roper, N., & Dunst, C. J. (in press). Communication intervention in natural learning environments: Guidelines for practice. Infants and Young Children.
Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal
of Early Intervention, 21, 283-293.
Santos, R. M., & Lignugaris/Kraft, B. (1997). Integrating research on effective instruction with instruction in the natural environment for young children with disabilities. Exceptionality,
7, 97-129.
Segal, R. (1998). The construction of family occupations: A study of families with children who have attention deficit/hyperactivity disorder. Canadian
Journal of Occupational Therapy, 65, 286-292.
Segal, R. (2000). Adaptive strategies of mothers with children with attention deficit hyperactivity disorder: Enfolding and unfolding occupations. American
Journal of Occupational Therapy, 54, 300-306.
Sewell, T. J., Collins, B. C., Hemmeter, M. L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal
of Early Intervention, 21, 132-145.
Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing early intervention services in natural environments. Infants and Young Children, 14(1), 1-13.
Shelley-Sireci, L. M., & Racicot, L. (2000). Are natural environments unnatural? A survey of early intervention service providers. NHSA
Dialog, 4, 123-147.
Sigafoos, J., & Littlewood, R. (1999). Communication intervention on the playground: A case study on teaching requesting to a young child with autism. International
Journal of Disability, Development and Education, 46, 421-429.
Spinelli, F. M., & Terrell, B. Y. (1984). Remediation in context. Topics
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Squires, S. (2000). Our family's experience: An important outcome achieved. Young
Exceptional Children, 4(1), 9-11.
Stacey, K. (1994). Contextual assessment of young children: Moving from the strange to the familiar and from theory to praxis. Child
Language Teaching and Therapy, 10, 179-198.
Stork, S. (2001). When playing is learning. Teaching
Elementary Physical Education, 12(1), 30-31.
Taenzer, S. F., Cermak, C., & Hanlon, R. C. (1981). Outside the therapy room: A naturalistic approach to language intervention. Topics
in Learning and Learning Disabilities, 1(2), 41-46.
Umstead, S., Boyd, K., & Dunst, C. J. (1995). Building community resources: Enabling inclusion in community programs and activities. Exceptional
Parent, 25(7), 36-37.
Volk, D. (1999). "The teaching and the enjoyment and being together...": Sibling teaching in the family of a Puerto Rican kindergartner. Early
Childhood Research Quarterly, 14, 5-34.
Walsh, S., Rous, B., & Lutzer, C. (2000). The federal IDEA natural environments provisions. Young
Exceptional Children Monograph Series No. 2: Natural Environments and
Inclusion, 3-15.
Wilson, R. A. (2000). Starting early: Environmental education during the early childhood years. Journal
of Wildlife Rehabilitation, 23(2), 23-25.
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Books
Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An
activity-based approach to early intervention. (2nd ed.). Baltimore: Brookes.
Chen, J. Q., Krechevsky, M., Viens, J., & Isberg, E. (Vol. Eds.). (1998). Project
Zero frameworks for early childhood education: Vol. 1. Building on children's
strengths: The experience of Project Spectrum. (H. Gardner, D. H. Feldman, & M. Krechevsky, Series Ed.). New York: Teachers College Press.
Dunst, C. J. (2001). Parent and
community assets as sources of young children's learning opportunities. Asheville, NC: Winterberry Press.
McWilliam, R. A. (1992). Family-centered
intervention planning: A routines-based approach. Tucson, AZ: Communication Skill Builders.
Noonan, M. J., & McCormick, L. (1993). Early
intervention in natural environments: Methods and procedures. Pacific Grove, CA: Brooks/Cole.
Tattershall, S., & Prendeville, J. (1995). Using
familiar routines in language assessment and intervention. Tucson, AZ: Communication Skill Builders.
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Book Chapters
Cripe, J. W., Hanline, M. F., & Daley, S. E. (1997). Preparing practitioners for planning intervention for natural environments. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming
personnel preparation in early intervention: Issues, models, and practical
strategies (pp. 337-350). Baltimore: Brookes.
Dunst, C. J. (2001). Participation of young children with disabilities in community learning activities. In M. J. Guralnick (Ed.), Early
childhood inclusion: Focus on change (pp. 307-333). Baltimore: Brookes.
Erwin, E. J. (1996). The promise and challenge of supporting all children in natural environments. In E. J. Erwin (Ed.), Putting
children first: Visions for a brighter future for young children and their
families (pp. 199-224). Baltimore: Brookes.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts
for learning: Sociocultural dynamics in children's development (pp. 315-335). New York: Oxford University Press.
Goldstein, H., Kaczmarek, L., & Hepting, N. (1994). Communication interventions: The challenges of across-the-day implementation. In R. Gardner, III & D. M. Sainato (Eds.), Behavior
analysis in education: Focus on measurably superior instruction (pp. 101-113). Pacific Grove, CA: Brooks/Cole.
Haring, N., & Innocenti, M. (1989). Managing learning time: Structured learning during unstructured times. In C. Tingey (Ed.), Implementing
early intervention (pp. 279-302). Baltimore: Brookes.
Kaiser, A. P., & Hester, P. P. (1996). How everyday environments support children's communication. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive
behavioral support: Including people with difficult behavior in the
community (pp. 145-162). Baltimore: Brookes.
Moore, D. Y. (2000). Daily care. In J. D. Weber (Ed.), Children
with fragile X syndrome: A parent's guide (pp. 121-154). Bethesda, MD: Woodbine House.
Odom, S. L., Favazza, P. C., Brown, W. H., & Horn, E. M. (2000). Approaches to understanding the ecology of early childhood environments for children with disabilities. In T. Thompson, D. Felce, & F. Symons (Eds.), Behavioral
observation: Technology and applications in developmental disabilities (pp. 193-214). Baltimore: Brookes.
Trivette, C. M., Dunst, C. J., & Deal, A. G. (1997). Resource-based approach to early intervention. In S. K. Thurman, J. R. Cornwell, & S. R. Gottwald (Eds.), Contexts
of early intervention: Systems and settings (pp. 73-92). Baltimore: Brookes.
Wolery, M. (1996). Early childhood special and general education. In R. A. McWilliam (Ed.), Rethinking
pull-out services in early intervention: A professional resource (pp. 185-215). Baltimore: Brookes.
Wolery, M. (2000). Recommended practices in child-focused interventions. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC
recommended practices in early intervention/early childhood special
education (pp. 29-37). Longmont, CO: Sopris West.
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Miscellaneous Papers
Cochran, D. C. (1987). The generalized effects of response-contingent stimulation on infant performance in the natural environment. Dissertation
Abstracts International, 47(11), 3970A. (UMI No. 8704953).
Dunst, C. J., & Bruder, M. B. (1999). Family and community activity settings, natural learning environments, and children's learning opportunities. Children's
Learning Opportunities Report, Vol. 1, No. 2.
Dunst, C. J., & Bruder, M. B. (1999). Increasing children's learning opportunities in the context of family and community life. Children's
Learning Opportunities Report, Vol. 1, No. 1.
Dunst, C. J., & Hamby, D. (1999). Community life as sources of children's learning opportunities. Children's
Learning Opportunities Report, Vol. 1, No. 4.
Dunst, C. J., & Hamby, D. (1999). Family life as sources of children's learning opportunities. Children's
Learning Opportunities Report, Vol. 1, No. 3.
Edelman, L. (Ed.). (1999). Early intervention
supports and services in everyday routines, activities, and places in Colorado:
A guidebook. Denver: Colorado State Department of Education (ERIC Document Reproduction Services No. ED 438 918).
Kelly, C. M. (1997). Understanding our sensitivity to the natural environment: An initial theroy of the nature of environmental responsiveness. Dissertation
Abstracts International: Section B. The
Sciences and Engineering, 57(10-B), 6153.
Natural environment improves outcomes: Kids learn best from other kids. (2000, Winter). On
Kampus, 4(1), 1, 3.
Stremel, K., Matthews, P., Wilson, R., Molden, R., Yates, C., Busbea, B., & Holston, J. (1992, December). Facilitating
infant-toddler skills in family-child routines. Paper presented at the Council for Exceptional Children/Division of Early Childhood International Conference on Children with Special Needs, Washington, DC.
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