Bibliography

Chapter 1

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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(4), 430-444.

Hart, B. M. (1985). Naturalistic language training strategies. In S. F. Warren & A. Rogers-Warren (Eds.), Teaching Functional Language. Baltimore: University Park Press.

Hepting, Nitt. & Goldstein, H. (1996). What's natural about naturalistic language intervention? Journal of Early Intervention, 20(3), 249-265.

Noonan, M. J., & McCormick, L. (1993). Early Intervention in Natural Environments: Methods and Procedures. Pacific Grove, CA: Brooks/ Cole Publishing.

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Chapter 2

Bailey, D. B. Jr., Wolery, M. (1984). Teaching infants and preschoolers with handicaps. Colum-bus, OH: Charles E. Merrill Publishing.

Brophy, J. (1996). Teaching Problem Students. New York: The Guilford Press.

Doyle, P. M., Wolery, M., Gast, D. L., Ault, M. J., & Wiley, K. (1990). Comparison of constant time delay and a system of least prompts in teaching preschoolers with developmental delays. Research in Developmental Disabilities, 11, 1-22.

Noonan, M. J., McCormick, L. (1993). Early intervention in natural environments: Methods and procedures. Pacific Grove, CA : Brooks/ Cole Publishing.

Schoen, S. F., & Sivil, E. O. (1989). A comparison of procedures in teaching self-help skills: Increasing assistance, time delay, and observational learning. Journal of Autism and Devel-opmental Disorders, 19, 57-72.

Schwartz, I. S., Anderson, S. R., & Halle, J. W. (1989). Training teachers to use naturalistic time delay: Effects on teacher behavior and on the language use of students. The Journal of the Association for Persons with Severe Handicaps, 14, 48-57.

Seevell, T. J., Collings, B. C. Hemmeter, 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(2) 132-145.

Wolery, M., Anthony, L., and Heckathorn, J. (1998). Transition-based teaching: Effects on transitions, teachers' behavior, and children's learning. Journal of Early Intervention, 21(2), 117-131.

Wolery, M., Doyle, P. M., Gast, D. L., Ault, M. J., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have develop-mental delays. Journal of Early Intervention, 17(2), 160-176.

Chapter 3

Brown, W. H., McEvoy, M. A., & Bishop, N. (Fall, 1991). Incidental teaching of social behav-ior: A naturalistic approach for promoting young children's peer interactions. Teaching exceptional children, 35-38.

Dolley, D., & Wheldall, K. (1988). Developing functional language with young children from English-speaking and Punjabi-speaking home backgrounds: Incidental teaching and contin-gent access to materials. Educational Psychology, 8, 101-116.

Dolley, D., & Wheldall, K. (1991). Applying incidental teaching (including contingent access to materials) with second language learners in a multi-ethnic nursery unit: Effects on child-teacher initiations and child language use. Educational Psychology, 11(1), 35-58.

Haring, T. G., Neetz, J. A., Lovinger, L., Peck, C., & Semmel, M. I. (1987). Effects of four modified incidental teaching procedures to create opportunities for communication. Journal of the Association for Persons with Severe Handicaps, 12(3), 218-226.

Hart, B., & Risley, T. R. (1982). How to use incidental teaching for elaborating language. H & H Enterprises, Inc., Lawrence, KS.

McGee, G. G., Almeida, D., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117-126.

McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18, 17-31.

Program aims to introduce autistic children to Incidental Teaching (1998, January). Early child-hood Report, 9 (1) 1, 4-5

Warren, S. F., & Kaiser, A. P. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291-299.

Chapter 4

Bailey, D., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. New York: Macmillan Publishing Company.

Bredenkamp, S. & Copple, C. (Edo.) (1997). Developmentally appropriate practice in early childhood programs Revised edition. Washington, DC: National Association for the Education of Young Children.

Cataldo, C. (1984). Infant-toddler education blending the best approaches. Young Children. 39(2).

Cavallaro, C. (1983). Language Interventions in Natural Settings. Teaching exceptional children. 16(1).

Honig, A. (1981). What are the needs of Infants? Young Children. 37(1).

Nicolosi, Harryman, & Kresheck. (1989). Terminology of communication disorders speech-language- hearing. Baltimore, MD: Williams & Wilkins.

Paul, R. (1995). Language disorders from infancy through adolescence. St. Louis, MO: Mosby-Year Book, Inc.

Stewart, I. (1982). The real world of teaching two-year-old children. Young Children. 37(5).

Additonal References

Bailey, D. B., Jr. (1984). Implementing direct instruction. In Teaching infants and preschoolers with handicaps (pp. 51-79). Columbus, OH; Charles E. Merrill Publishing Company.

Paul, R. (1995). Language disorders from infancy through adolescence. St. Louis, MO: Mosby-Year Book, Inc.

Wolery, M., Bailey, D. B., Jr., & Sugai, G. M. (1988). Defining and measuring behaviors. In Effective teaching: Principles and procedures of applied behavior analysis with exceptional students (pp. 71-96). Boston; Allyn and Bacon, Inc.

Wolery, M., Bailey, D. B., Jr., & Sugai, G. M. (1988). Summarizing behavioral performance. In Effective teaching; Principles and procedures of applied behavior analysis with exceptional students (pp. 97-109). Boston; Allyn and Bacon, Inc.

Wolery, M., Bailey, D. B., Jr., & Sugai, G. M. (1988). Summarizing behavioral performance; Graphing methods. In Effective teaching; Principles and procedures of applied behavior analysis with exceptional students (pp. 110-126).