DOCUMENT RESUME Directory of Selected Early Childhood ...

DOCUMENT RESUME

ED 423 650 EC 306 756

TITLE Directory of Selected Early Childhood Programs, 1997-98.INSTITUTION National Early Childhood Technical Assistance System, Chapel

Hill, NC.SPONS AGENCY Office of Special Education and Rehabilitative Services

(ED), Washington, DC.PUB DATE 1998-00-00NOTE 231p.CONTRACT H024A60001-96AVAILABLE FROM NECTAS, 500 Nations Bank Plaza, 137 East Franklin Street,

Chapel Hill, NC 27514-3628; Tel: 919-962-2001; TDD:919-262-8300; fax: 919-966-7463; e-mail: [email protected]; Website: http://www.nectas.unc.edu/

PUB TYPE Reference Materials Directories/Catalogs (132) ReportsDescriptive (141)

EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS *Disabilities; *Early Childhood Education; Early

Identification; *Early Intervention; Federal Legislation;*Federal Programs; *Grants; Preschool Education; ResearchProjects; Staff Development; Teacher Education

IDENTIFIERS Individuals with Disabilities Education Act; *Office ofSpecial Educ Rehabilitative Services

ABSTRACTThis document presents 106 abstracts of selected early

childhood programs sponsored in 1997-1998 by the Office of Special Educationand Rehabilitation Services (OSERS). Included are project grants administeredby the Office of Special Education Programs within OSERS that focus onpolicies, programs, and practices related to young children withdisabilities. These include all grants funded under the Early EducationProgram for Children with Disabilities (EEPCD), selected grants focusing onresearch issues, and selected grants focusing on issues in personnelpreparation. The first section lists addresses of key state personnel whoadminister state programs under the Individuals with Disabilities EducationAct presented alphabetically by state or governing jurisdiction. Next, theproject abstracts are grouped under the following categories: demonstrationprojects, inservice training projects, outreach projects, researchinstitutes, and technical assistance centers. These typically include contactinformation and a summary of the project's purpose, target population,approach, and expected outcomes. A third section lists grants awardedincluding research grants and personnel preparation grants. Indexes provideaccess to project abstracts by program category and competition type, and bystate or jurisdiction. (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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1997-98Directoty of

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUC IONAL RESOURCES INFORMATIONCENTER (ERIC)

t'This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Lt.I

sponsored byOSERS

Office of Special Education and Rehabilitative. ServicesU.S. Department of Education

produced byNECTAS

National Early Childhood Technical Assistance System

F-72]

1997 98 Directoryof

SelectedEarly Childhood

Programs

National Early Childhood Technical Assistance SystemChapel Hill, North Carolina

The National Early Childhood Technical Assistance System (NECTAS)

is a collaborative system, coordinated by theFrank Porter Graham Child Development Center

of theUniversity of North Carolina at Chapel Hill

with

Federation for Children with Special NeedsGeorgetown University Child Development Center

Center on Disability Studies, University of Hawai'i at ManoaNational Association of State Directors of Special Education (NASDSE)ZERO TO THREE: National Center for Infants, Toddlers and Families

For more information about NECTAS, please contact the Coordinating Office at:

500 Nations Bank Plaza137 East Franklin Street

Chapel Hill, NC 27514-3628(919) 962-2001 (voice)

962-8300 (TDD)Fax: (919) 966-7463

E-mail: [email protected]: http://wwwnectas.unc.edu/

September1998

All information in this document is in the public domain. Readers are encouraged to copy and share this docu-ment, provided that a complete citation to NECTAS appears on each copy. Additional copies of this document areavailable at cost from NECTAS.

Current contact information for the EEPCD projects and for state Programs for Infants and Tod lers with Disabilitiesand state Preschool Grants Programs is available at the NECTAS site on the World Wide Web.This directory is produced and distributed bythe National Early Childhood Technical Assistance System (NECTAS),pursuantto cooperative agreement H024A60001-96 from the Office of Special Education Programs, U.S. Depart-ment of Education. Contractors undertaking projects under governmentsponsorship are encouraged to expresstheir judgment in professional and technical matters. Opinions expressed do not necessarily represent theDepartmentof Education's position or policy.

Principal Investigator: Pascal TrohanisProject Officer at OSEP: Peggy CvachContributors: Amy Ramirez, Janie Ward-Newton, Mary Shields, Nancy Guadagno, Joan Danaher, Robert Kraus,and Margaret Cox

4

Contents

Preface and User's Guide v

Introduction ix

Directory of Addresses of Key Personnel and Projects(alphabetically by state or governing jurisdiction) 1

EEPCD Project Abstracts (abstracts of projects funded under the Early EducationProgram for Children with Disabilities (EEPCD))

Demonstration Projects 87

Inservice Training Projects 106

Outreach Projects 111

Research Institutes 137

Technical Assistance Center 139

Index of Descriptors of EEPCD Projects 141

Research GrantsAdvancing and Improving the Research Knowledge Base Grant 145

Field-Initiated Research Grants 145

Initial Career Award Grants 149

Policy and Program Evaluation Grants 149

Preventing the Development of Serious Emotional Disturbance Grants 150

Prevention of Reading Difficulties Research Program Grants 151

School-Linked Services to Support Better Outcomes Grants 151

Special Studies Program Grants 153

Student-Initiated Research Grants 154

Technology in Education Grants 155

Personnel Preparation Grants

Infant/Toddler Personnel Grants 159

Leadership Personnel Grants 164

Low-Incidence Grants 166

Minority Institutions Grants 170

Parent Training and Information Grants (PTIs) 173

Preservice Personnel Training Grants 181

Related Services Personnel Grants 184

continued

5

1997-98 Directory of Selected Early Childhood Programs iii

Confenfs

Personnel Preparation Grants, continued

Special Educators Grants 185

Special Projects Grants 186

State Education Agency Grant 188

Indexes

Index A: Index to Projects by Program Category 189

Index B: Index to Projects by State or Jurisdiction 201

6

iv 1997-98 Directory of Se lecied Early Childhood Programs

Preface and User's Guide

PrefaceThis document, produced for the U.S. Department ofEducation by the National Early Childhood TechnicalAssistance System (NECTAS), is a directory ofselected early childhood programs sponsored in 199798 by the Office of Special Education and Rehabilita-tive Services (OSERS). Included are project grantsadministered by the Office of Special EducationPrograms (OSEP) in OSERS that focus on policies,programs, and practices related to young children withdisabilities. These include all grants funded under theEarly Education Program for Children with Disabilities(EEPCD), selected grants focusing on research issues(Research Grants), and selected grants focusing onissues in personnel preparation (Personnel PreparationGrants). The Directory also lists key state personnelwho administer state programs under the Individualswith Disabilities Education Act (IDEA): the PreschoolGrants Program (Part BSection 619) of IDEA; andthe Early Intervention Program for Infants and Toddlerswith Disabilities (Part C of IDEA); and, chairs of thestate Interagency Coordinating Councils (ICCs).

The information contained in this document representsinformation for the year 1997-98. Project abstracts forEEPCD projects were derived from project proposals,direct contact with the project, and, for continuingprojects, the previous year's project abstract. Projectlistings for the Research Grants and Personnel Prepa-ration Grants were developed using informationprovided by OSEP, information posted on GTE.Net, andthe web site of the Council for Exceptional Childrenand, in some cases, information provided by theprojects.

The 1997-98 Directory of Selected Early Child-hood Programs is produced by NECTAS under its 3-year cooperative agreement with the U.S. Departmentof Education. The purpose of the annual directory is to

provide broad-based information on federal and stateactivities in early childhood and related services underIDEA for use by persons directly or indirectly involvedin these efforts. Families may use this document tolocate programs that are appropriate for their child'sneeds. Service providers may fmd the document usefulin networking or collaborating with other professionals.Lawmakers, administrators, and policy makers may usethis document as a partial overview of the nationalnetwork of activities sponsored by OSERS.

OSERS and NECTAS hope that the Directory willstimulate further interest in the special needs of childrenwho have or are at risk for developing disabilities andtheir families, and will encourage greater national, state,and local collaboration in meeting these needs.

User's GuideThe 1997-98 Directory provides descriptions ofselected OSEP projects and their primary activities, andinformation to assist readers in contacting theseprojects. Within this document, project addresses, whichare included with each project listing, are listed asecond time in the front directory section. This struc-ture provides readers with a quick overview of projectsactive within a given state.

The Directory is organized into five sections: Introduc-tion; Directory; EEPCD Project Abstracts; ResearchGrants and Personnel Preparation Grants Listings; andIndexes to Projects, one by program category, and oneby state or jurisdiction.

The Introduction provides an overview of OSERS-sponsored early childhood programs and a briefdiscussion of the implications of IDEA for federal andstate efforts in planning and implementing early child-hood special education and related services.

1997-98 Directory of Selected Early Childhood Programs


The Directory section provides a state-by-state listingof state personnel administering Part B-Section 619 andPart C programs, ICC chairs, and EEPCD, ResearchGrants, and Personnel Preparation Grants for the 50states, the District of Columbia, the Bureau of IndianAffairs, and 8 outlying jurisdictions (American Samoa,Federated States of Micronesia, Guam, Republic of theMarshall Islands, Northern Mariana Islands, Republicof Palau, Puerto Rico, and the Virgin Islands). Theselistings include a contact person's name, address, tele-phone number, and, when available, fax number, e-mailaddress, and address (URL) for a World Wide Website.

The directory section is organized alphabetically bystate or jurisdiction. Each state page in the directorysection is arranged in columns, as follows:

Left column: State personnel (Section 619 coordi-nator, Part C coordinator, chairs of state ICC).

Center column: EEPCD projects (when necessary,these extend to additional columns). EEPCD projectlistings are subdivided into five categories: demon-stration, inservice training, outreach, researchinstitute, and technical assistance.

Right column: Research Grants and PersonnelPreparation Grants (where EEPCD listings extendto additional columns, these listings may begin on orextend to another page or column).

The EEPCD Project Abstracts section provides one-column descriptions of each EEPCD project and, at theend of the section, an index of descriptors of allEEPCD projects. Project abstracts are organizedalphabetically by competition type. Within each compe-tition category, project abstracts are presented alpha-betically by state and, within state, by project title.Abstracts include the project title, competition category,grant number followed by funding period in parenthe-ses, and fiscal agency. Years enclosed in bracketsfollowing project funding period indicate a period of

vi

additional funding which has been granted to successfulprojects or for which successful projects may apply.Contact information for the project is provided andincludes the project director's or principal investigator'sname, address, telephone number, and, where availableand as space permits, fax number, e-mail address, andaddress (URL) for a World Wide Web site.

The Index of Descriptors of EEPCD Projects consistsof a listing of descriptors in three main categories:Children and Families; Project's Innovation, TrainingContent, or Research Focus; and Personnel Targetedfor Training. Within each main category, the followingsubcategories organize 100 descriptors of the EEPCDprojects:

Children and Families:AgeDisabling condition

Ethnically or linguistically diverse group

Family members or needs

Project's Innovation, Training Content, orResearch Focus:

Content or interventionPersonnel development approaches

Personnel Targeted for Training:Personnel typesService settings

The Research Grants and Personnel PreparationGrants Listings section organizes project listingswithin these two categories by competition type. Withineach competition category, project listings are presentedalphabetically by state and, within state, by project title.Project listings include the project title, competitioncategory, grant number followed by funding period inparentheses, and contact information for the projectdirector(s) or principal investigator(s).

Within the EEPCD Project Abstracts and the ResearchGrant and Personnel Preparation Grant Listingssections, pages are organized for the reader with arunning header that indicates the competition category.

8


The Indexes provide page references to projectabstracts and listings. Index A arranges projects byprogram category and competition type. Within thesecategories, projects are listed alphabetically by projecttitle. Index B offers a guide to project abstracts bystate, with projects listed by program category andproject title within each state.

Page references presented in the indexes give the pagenumber of the abstract followed by its placement on thepage (A = left column; B = right column) and itssequence in the column (1, 2, 3, etc.).

9


1997-98 Directory of Selecied Early Childhood Programs vii

Introduction

The Office of Special Education and RehabilitativeServices (OSERS) in the U.S. Department of Educa-tion administers a variety of programs related toimproving the quality and quantity of services to youngchildren with special needs and their families. The1997-98 Directory includes information aboutselected early childhood projects sponsored by OSERSand administered by the Office of Special EducationPrograms (OSEP). The Directory also lists key statepersonnel who are responsible for administering twostate initiatives for children with disabilities and theirfamilies under Public Law (PL.) 102-119: the Pre-school Grants Program (referred to as Part B-Section619) and the Program for Infants and Toddlers withDisabilities (referred to as Part C) including chairper-sons of the state Interagency Coordinating Councils(ICCs). Descriptions of these programs follow.

OFFICE OF SPECIALEDUCATION PROGRAMSIn 1991, through P.L. 102-119, Congress approvedamendments to the Individuals with Disabilities Educa-tion Act (IDEA), formerly the Education of theHandicapped Act (EHA), which reauthorized existingdiscretionary programs and federal and state efforts inearly childhood special education and related services.This legislation reflects a greater emphasis on personneltraining in special education and on technical assistanceand dissemination efforts.

Please note that provisions of the Amendments toIDEA of 1997 have changed the administrativeorganization of the grant programs described inthis Directory. However; because these new provi-sions did not affect the projects described in thisDirectory, these changes are not reflected in thisedition.

State InitiativesState grant programs were introduced in 1976 by theformer U.S. Office of Education, beginning with theState Implementation Grant (SIG) program, which wasdesigned to help state educational agencies plan for thedevelopment and expansion of early interventionservices for children with disabilities. In 1984, P.L. 98-199 instituted the State Plan Grant program, whichprovided funds to state educational agencies or otherappropriate state agencies for planning, developing, andimplementing a comprehensive service delivery systemfor the provision of special education and relatedservices to young children, birth through age 5, with

disabilities.

The passage of P.L. 99-457 in 1986 changed both thescope and extent of services to young children withdisabilities. Under Section 619 of Part B, services forpreschool children, ages 3 through 5, were expanded.Part C introduced a new state formula grant programto assist states in developing early intervention servicesfor infants and toddlers, birth through age 2. Theseprograms have been reauthorized and extended byP.L. 101-476, P.L. 102-119, and P.L. 105-17.

Preschool Grants Program (Part B-Section 619).The Preschool Grants program is a state formula grantprogram authorized under IDEA to encourage stateand local educational agencies to expand specialeducation and related services for preschool childrenwith disabilities, ages 3 through 5. The formula grant toa state is based on the number of identified childrenwith disabilities, ages 3 through 5, who receive specialeducation and related services. For Fiscal Years(FY) 1987, 1988, and 1989,* states also received bonusfunds based on the estimated number of additionalpreschool children with disabilities who were served in

* Fiscal year 1987, 1988, and 1989 funds apply to school years1986-87, 1987-88, and 1988-89, respectively.

1 01997-98 Direcfory of Selected Early Childhood Programs ix

Introduction

the state. Beginning in FY 1988 and thereafter, statesmust allocate at least 75% of the grant to local educa-tional agencies and/or intermediate educational units forserving preschool children with disabilities. The statemay retain up to 20% of the grant for planning anddeveloping a comprehensive statewide service deliverysystem and for providing direct and support services topreschoolers, ages 3 through 5, and, at the state'sdiscretion, to provide a free appropriate public educa-tion to 2-year-old children with disabilities who willreach age 3 during the school year. The state may use5% of the grant for administrative expenses. Beginningwith the 1991-92 school year, all states are required toprovide a free appropriate public education to all eligiblepreschool-age children with disabilities. (Please notethat the federal funding formula and state alloca-tion requirements are modified by the Amendmentsto IDEA of 1997.)

Program for Infants and Toddlers with Disabilities(Part C). The Program for Infants and Toddlers withDisabilities is a formula grant program authorized byIDEA. The program is designed to assist states inplanning, developing, and implementing coordinated,comprehensive, multidisciplinary, interagency statewidesystems of early intervention services for infants andtoddlers with disabilities, birth through age 2, and theirfamilies.

In states electing to participate in this program, thegovernor must appoint a lead agency and designate anInteragency Coordinating Council. Activities during theinitial years of participation were designed to build astatewide system of early intervention services thatincludes the 16 components defined by statute. Thesecomponents are (a) defmition of developmental delay;(b) timetable for ensuring appropriate services to alleligible children; (c) timely and comprehensivemultidisciplinary evaluation of needs of children andfamily-directed identification of the needs of eachfamily; (d) individualized family service plan and servicecoordination; (e) comprehensive child fmd and referralsystem (f) public awareness program; (g) centraldirectory of services, resources, and research anddemonstration projects; (h) comprehensive system of

personnel development; (i) policies and procedures forpersonnel standards; (j) single line of authority in a leadagency designated or established by the governor; (k)policy pertaining to contracting or making arrangementsfor services; (I) procedure for securing timely reim-bursement of funds; (m) procedural safeguards; (n)system for compiling data on the early interventionsystem; (o) state interagency coordinating council; and(p) policies and procedures to ensure that to themaximum extent appropriate, early intervention servicesare provided in natural environments.

Funding for the Part C program is based upon censusfigures for the number of infants and toddlers in thegeneral population. Allocations for each state arederived from this figure, with the stipulation that nostate will receive less than .5% of the funds available,or $500,000, whichever is greater. Allocations areprescribed for other governing jurisdictions (AmericanSamoa, District of Columbia, Guam, Northern MarianaIslands, Republic of Palau, Puerto Rico, and the VirginIslands), and for American Indian tribes or tribalorganizations through the Department of the Interior.Under Part C, Federated States of Micronesia andRepublic of the Marshall Islands are not eligibleapplicants.

Early Education Program forChildren With Disabilities (EEPCD)The Handicapped Children's Early Education Program(HCFFP) renamed the Early Education Programfor Children with Disabilities (EEPCD) in 1990 wasestablished in 1968 with a mandate to set up modeldemonstration projects for the delivery of specialeducation and related services to young children withdisabilities, from birth through the third grade. In thecongressional hearings that led to passage of the legis-lation establishing HCEEP, three major needs wereidentified for early intervention programs: (a) locallydesigned ways to serve infants, young children, andtheir families; (b) more specific information on effectiveprograms and techniques; and (c) distribution of visible,replicable models throughout the country.

ii1997-98 Directory of Selected Early Childhood Programs

Two major assumptions underlie this program.First, only through early intervention with tested andsuccessful program models can the highest qualityservices be provided for children with disabilities.Second, the program should provide models of servicesrather than be a direct service delivery program.HCEEP was intended to provide an opportunity for anypublic or private nonprofit organization to develop anddemonstrate high-quality services for a selected groupof children and their families. It also was intended toprovide an opportunity to demonstrate the effectivenessof locally designed approaches and disseminate thoseideas across the nation to other agencies that mightchoose to use the model rather than develop their ownprogram.

Activities during the past 26 years have been multifac-eted. HCEEP began with 24 demonstration projects in1968 and was extended in 1972 to include outreachprojects that would disseminate proven procedures andmodels, or components of models. Research instituteswere added in 1977 to develop and analyze newinformation about early intervention and methods forenhancing services. During the 1980s experimentalprojects, inservice training projects, research projects onearly childhood program features, and informationmanagement projects were added.

Although wide geographic distribution of these projectshas been emphasized throughout the program's exist-ence, cohesiveness has been maintained through agrowing emphasis on interagency and interprojectnetworking. This cooperative approach, facilitated bynational technical assistance, has fostered a cohesivenational program and has helped to develop knowledgeand expertise in early childhood special education. Tohelp projects and states achieve their objectives in earlychildhood services, HCEEP has funded technicalassistance since 1971, through the Technical AssistanceDevelopment System (TADS), the Western StatesTechnical Assistance Resource (WESTAR), the StateTechnical Assistance Resource Team (START), and,currently, the National Early Childhood TechnicalAssistance System (NECTAS).

Introduction

The passage of P.L. 99-457 and subsequent amend-ments to IDEA (PL. 101-476 and P.L. 102-119) hashad a significant impact upon HCEEP activities, one ofwhich is the change in the program's name to the EarlyEducation Program for Children with Disabilities(EEPCD). Through the 1997-98 funding period, theprogram placed increased emphasis on providingsupport to states in the development of comprehensiveservices for infants and toddlers with disabilities, birththrough ages 2, and their families, and in the expansionof services for children with disabilities, ages 3 through5, and their families. EEPCD grantees are encouragedto coordinate their project activities with the stateagency personnel responsible for administering theseprograms. This discretionary program is significantlychanged by the Amendments to IDEA 1997, andEEPCD will no longer be a unique, free-standingprogram.

For the year 1997-98, EEPCD supported 106 projects,including 39 demonstration projects,.10 inservicetraining projects, 51 outreach projects, 5 researchinstitutes, and 1 national technical assistance center.

Demonstration Projects. Model demonstrationprojects are funded for 3 years and, projects initiallyfunded before 1996 have had the option to apply forand receive an additional 2 years of funding. Demon-stration projects address a range of topics, includingdevelopmentally appropriate practices; increasing andimproving child care options for children with disabili-ties; early intervention services for very young childrenwith autism; assistive and interactive technologies;inclusion of children with disabilities in communitysettings; building language and literacy skills duringearly childhood; family-centered care in newbornintensive care units; and transitioning young, culturallydiverse children with disabilities into general educationsettings. Projects are sponsored by private, nonprofitagencies and organizations; local schools; universities;and state education agencies. Among the 39 projectsfunded during 1997-98, 5 are in their fifth and fmal yearof funding, 8 are in their fourth year of funding, 8 are in

1 2

1997-98 Directory of Selected Early Childhood Programs xi

Introduction

their third year of funding, 8 are in their second year offunding, and 10 are in their first year of funding.

Inservice Training Projects. Projects in this priorityarea are developing and evaluating inservice trainingmodels that will prepare professionals and paraprofes-sionals to provide, coordinate, or enhance early inter-vention, special education, and related services forinfants and toddlers with disabilities and/or for preschoolchildren with disabilities. Inservice training projects arefunded for 3 years. During 1997-98, no new projectshave been funded and 10 inservice training projectscontinue to receive funding. These 10 projects are intheir third and fmal year of funding.

Outreach Projects. The outreach component has twogoals. First, to promote and increase high-qualityservices to preschool children with disabilities, birththrough age 8, and their families; and second, tostimulate replication of innovative models, many ofwhich were developed and refined during EEPCD(formerly HCEEP) demonstration project funding.Outreach projects engage in awareness activities;stimulation of model replication sites; training ofprofessionals, paraprofessionals, and parents; promotionof state involvement; product development and dissemi-nation; and consultative activities. Originally, only

HCEEP demonstration projects were eligible to applyfor outreach funding, but with the passage of P.L. 98-199, eligibility was extended to other programs withsimilarly documented capabilities. In 1988, the fundingperiod for outreach projects was expanded from 1 to 3years.

Outreach efforts have contributed significantly tonetworking effective programs for young children, toproviding improved training and services, and to building

continuity and interagency/interstate collaborations.Some projects have incorporated the use of newtechnologies, such as video- or computer-basedinstruction, while others have emphasized specificdisability areas, such as sensory impairments or learningdisabilities. Several projects have served as resources

xii

to state education agencies and other state agencies intheir efforts to expand or improve services for infantsand preschool children.

All of the 51 projects receiving funding during 1997-98have a multistate or national focus and are funded for 3years. Of these, 17 projects are in their last year offunding, 18 are in their second year of funding, and 16are in their first year of funding.

Research Institutes. The early childhood researchinstitutes began in 1977 as a joint effort betweenHCEEP and OSEP's Research Projects section. Theirgoal was to discover and disseminate information thatcould be used to improve services and programs foryoung children with disabilities and their families. Sincethe program began, OSEP has supported 14 institutes insuch varied research efforts as assessing familyintervention issues, exploring the relationship betweenenvironmental characteristics and child development,and assessing the cost and effectiveness of usingparents and paraprofessionals to deliver interventionservices.

During 1997-98, five research institutes are funded.These institutes address providing services to youngchildren with di sabilities that are culturally and linguisti-cally appropriate; measuring growth and development,increasing learning opportunities for children throughfamilies; the adoption of successful early interventionpractices in children's early elementary education inorder to improve the education of children with disabili-ties; and increasing learning opportunities for childrenthrough families.

Technical Assistance Center. The National EarlyChildhood Technical Assistance System (NECTAS),established in 1987 under P.L. 99-457, and refundedunder IDEA in 1991 and in 1996, brings togetherindividuals and organizations which represent diversedisciplines and parent perspectives to address theinfant, toddler, and preschool provisions of IDEA. Thesystem is comprised of six organizations: the FrankPorter Graham Child Development Center at the


University. of North Carolina, Chapel Hill (the system'sprime contractor and coordinating office); Federationfor Children with Special Needs; Georgetown Univer-sity Child Development Center; Hawai'i Center onDisability Studies; National Association of StateDirectors of Special Education (NASDSE); and ZEROTO THREE: National Center for Infants, Toddlers and

Families.

NECTAS, with assistance from an advisory board andconsultants, offers technical assistance and supportservices to states and other governing jurisdictions andEEPCD projects. Support services also are offered tothe Federal Interagency Coordinating Council (FICC).NECTAS is committed to seven goals:

To assist states in accomplishing their goals andactivities for providing services through their Part CProgram and their Part B-Section 619 Program ofIDEA;

To assist OSEP-sponsored early childhood discre-tionary projects in accomplishing their goals andactivities for demonstration, inservice, and outreachprograms related to IDEA;

To identify emerging early intervention and pre-school service system issues and potential solutions;

To share across client groups the solutions andsuccessful strategies and practices developed byone another;

To promote the utilization of state-of-the-art re-search and practice;

To promote collaboration across federal agenciesand programs, states, and other organizations andprograms that impact client programs; and

To contribute to the understanding and provision ofefficient, effective, and high-quality TA.

Technical assistance is an ongoing, systematic, andnonevaluative process that uses a variety of strategiesto help clients accomplish targeted goals. The technicalassistance approach designed by NECTAS addressesthe unique needs of each state and jurisdiction, as wellas states' collective needs. NECTAS has conductedneeds assessments and planning meetings for the 50

Introduction

states, the District of Columbia, the Bureau of IndianAffairs, and eight other jurisdictions (American Samoa,Federal States of Micronesia, Guam, the NorthernMariana Islands, Palau, Puerto Rico, the Republic ofthe Marshall Islands, and the Virgin Islands). Topicalareas identified by Part C grantees for technicalassistance include fmance, interagency issues, proce-dural safeguards, personnel, data collection, monitoring,child identification (including eligibility), guidelines to

services for specific populations such as children withautism, and service delivery in nral and in urbancommunities. Topical areas identified by Section 619grantees for technical assistance include programstandards and monitoring, least restrictive environmentand inclusion, personnel, fmance, interagency agree-ments, child identification, legislation, and transition.Topical areas identified by EEPCD projects fortechnical assistance include program evaluation, modeldevelopment, dissemination, and project management.Technical assistance is provided to address theseidentified needs, as well as other relevant areas, suchas multicultural and health issues.

Services available to states and jurisdictions andEEPCD projects include annual meetings, needsassessments, individualized technical assistance andconsultations, topical meetings and workshops, topicalteleconferences and videoconferences, electronictopical discussion forums, ongoing listserv communica-tion, telephone consultation, information publishedthrough print and electronic media, information andreferral, and networking with other professionals and

organizations.

NECTAS also provides limited services includingresource referral, selected publications in print andelectronic formats, and news and information throughelectronic bulletin boards on Education AdministrationOnline and GTE EdLink to other technical assis-tance organizations, resource centers, policy groups,associations of service providers, advocacy groups, andparent groups involved in developing comprehensiveservices for young children with special needs and theirfamilies.

1 41997-98 Directory of Selected Early Childhood Programs

Introduction

Research GrantsFor many years, individual research projects related toyoung children with disabilities have been supported inOSEP through the Research in Education of Individualswith Disabilities Program, through the Field-InitiatedResearch competition, the Student-Initiated Researchcompetition, and other special competitions. Thepurpose of the program is to support research andrelated activities designed to increase knowledge andunderstanding of disabling conditions and of teaching,learning, and education-related developmental practicesand services for infants, toddlers, children, and youthwith disabilities.

Among the research projects funded by OSEP during1997-98 are the following 86 projects focusing on earlychildhood issues: 29 field-initiated research projects; 14technology in education projects; 10 projects on school-linked services to support better outcomes for childrenwith disabilities; 10 student-initiated research grants; 5projects on policy and program evaluation; 5 projects onpreventing the development of serious emotionaldisturbance among children and youth with emotionaland behavioral problems; 5 projects on special studiesprograms; 5 initial career award projects; 2 projects onadvancing and improving research knowledge base;and 1 project on the prevention of reading difficulties inyoung children.

Personnel Preparation GrantsThe Training Personnel for the Education of Individualswith Disabilities Program under IDEA assists colleges,universities, state and local agencies, and nonprofitorganizations in developing personnel preparationprograms to improve the quality and increase thequantity of special educators and related servicespersonnel.

In September 1984, OSEP announced the availability offunds for a newly established priority: preparing specialeducation and related services personnel to work withinfants and toddlers with disabilities or at risk fordevelopmental delay.

Projects supported under this priority are intended toprepare personnel to work in programs characterizedby strong interaction of the medical, educational, andrelated service communities, and by involvement of theprimary caregivers for these children. In almost all ofthese projects, departments within universities collabo-rate in the program, and, in several cases, the traininginstitutions cooperate with medical facilities, localeducation or health agencies, or state educationagencies.

The 1997-98 Directory includes information on 234grants addressing various aspects of the preparation ofearly intervention and early childhood personnel that arefunded by OSEP: 76 parent training and informationgrants (including a technical assistance center for thesegrants), 40 grants to prepare personnel to serve infantsand toddlers, 29 preservice personnel training grants, 24grants related to low-incidence conditions, 20 grants toprepare leadership personnel, 16 projects in minorityinstitutions, 15 special projects, 8 grants to preparespecial educators, 5 grants to prepare related servicespersonnel, and 1 grant to a state education agency.Most of these projects provide training leading to amaster's or doctoral degree, although some providetraining at the undergraduate or associate degree level;many provide training at the paraprofessional level andmay lead to certification. Some programs are disciplineor disability specific, but most are interdisciplinary, havea strong family focus, and emphasize field experience.

15

xiv 1997-98 Directory of Selected Early Childhood Programs

Directory of Addresses ofKey Personnel and Projects(Alphabetically by state or governing jurisdiction)

3-5 (Section 619) Contact

James Waid, 619 CoordinatorProgram for Exceptional Children and

YouthState Department of EducationGordon Persons Building, Room 334650 North Ripley StreetP() Box 302101M antgomery, AL 36130-2101(334) 242-8114Fax: 334-242-9192E-mail: [email protected]

Infant/Toddler (Part C) Contact

Ouida Holder, Part C CoordinatorKimberly Hill, Part C StaffAlabama's Early Intervention System2129 East South BoulevardPO Box 11586Montgomery, AL 36111-0586(334) 281-8780, Ext. 398 (Holder)

281-8780, Ext. 393 (Hill)Fax: 334-613-3541E-mail: [email protected]: http://www.rehab.state.al.us/

intervention.html

Chair, Interagency CoordinatingCouncilDr. Joseph BustaAlabama Institute for the Deaf and

BlindPO Box 698Talladega, AL 35160(205) 761-3200Fax: 205-761-3344

ALABAMA

1 7


Personnel Preparation GrantsSamera Baird, Project DirectorPreparing Personnel to Serve Young

Children With Low-IncidenceDisabilities

Department of Rehabilitation andSpecial Education

Auburn University1234 Haley CenterAuburn, AL 36849(205) 844-5943Fax: 205-844-2080

Carol Blades, Project DirectorSpecial Education Action Committee600 Bel Air Boulevard, #210Mobile, AL 36606-3501(334) 478-1208(800) 222-7322 (AL only)Fax: 334-473-7877E-mail: [email protected]: http://www.hsv.tis.net/-cja/

Terry Cronis, Project DirectorProject RECEIPTPreservice and

Inservice Training for EarlyDepartment of Special EducationIntervention and Preschool PersonnelCollege of EducationUniversity of South AlabamaMobile, AL 36688(334) 460-6461Fax: 334-380-2748


Di Ann Brown, Acting 619 CoordinatorState Director of Special EducationOffice of Special Services and

Supplemental ProgramsDivision of Teaching and Learning

SupportAlaska Department of Education801 West 10th Street, Suite 200Juneau, AK 99801-1894(907) 465-2972Fax: 907-465-2806E-mail: [email protected]: http://www.state.ak.us


Jane Atuk, Part C CoordinatorLizette Stiehr, Health PlannerInfant Learning ProgramSection of Maternal/Child HealthDepartment of Health and Social

Services1231 Gambell StreetAnchorage, AK 99501-4627(907) 269-3400 (program)

3419 (Atuk)269-3460 (Stiehr)

Fax: 907-269-3465E-mail: [email protected]

Chair, Interagency CoordinatingCouncil

Jennifer Reynolds, ICC ChairDino Allen, Staff to EI CommitteeGovernor's Council on Disabilities and

Special EducationPO Box 240249Anchorage,,AK 99524-0249(907) 269-8993Fax: 907-269-8995

andEileen Cummings, Early Intervention

Committee Chair of ICCGolden Heart Head Start1949 Gilliam Way, Suite AFairbanks, AK 99701(907) 452-4267Fax: 907-452-4203

2

ALASKA

EEPCD Demonstration ProjectTodd Risley, Project DirectorCheryl Risley, Project CoordinatorSusan Ward, Program Development

SpecialistAlaska's Autism Intensive EI Project2600 Denali StreetSuite 304Anchorage, AK 99503(907) 276-4192Fax: 907-276-4114E-mail: [email protected]

Personnel Preparation GrantsKaren Ward, Project DirectorAlaska's Early Intervention Home-Based Personnel PreparationProgramCompetencies ofParaprofessionals

Department of Special EducationUniversity of Alaska at Anchorage3211 Providence DriveAnchorage, AK 99508(907) 272-8270Fax: 907-274-4802

Susan Ryan-Vincek, Project DirectorEarly Childhood PersonnelPreparation Project

Center for Human Development2330 Nichols AvenueAnchorage, AK 99508(907) 286-4854Fax: 907-286-4856

Faye Nieto, Project DirectorP.A.R.E.N.T.S. Resource Center4743 East Northern Lights BoulevardAnchorage, AK 99508(907) 337-7678(800) 478-7678 (AK only)Fax: 907-337-7671E-mail: [email protected]: http://www.alaska.net/-parents/

1997-98 Direclory of Selected Early Childhood Programs


Mai le Wilson, 619 CoordinatorSpecial Education DivisionDepartment of EducationBox 434Pago Pago, AS 96799(684) 633-1323 or -4789Fax: 684-633-4240

andJane French, DirectorSpecial Education DivisionDepartment of EducationPago Pago, AS 96799(684) 633-1323 or -4789Fax: 684-633-7707Home: (preferred mailing address)Box 2202Pago Pago, AS 96799


Julia Lyons, Part C CoordinatorDepartment of HealthGovernment of American SamoaPago Pago, AS 96799(684) 633-4929 or -2697Fax: 684-633-2167


Matt TunoaLBJ Tropical Medical CenterAmerican Samoa Hospital AuthorityGovernment of American SamoaPago Pago, AS 96799(684) 633-4929Fax: 684-633-2167

AMERICAN SAMOA

1 9

1997-98 Directory of Relected Early Childhood Programs

Personnel Preparation GrantFa' Anati Penitusi, Project DirectorAmerican Samoa PAVEPO Box 3432Pago Pago, AS 96799(684) 633-2407Fax: 684-633-2408


Lynn Busenbark, PreschoolCoordinator

Division of Special EducationState Department of Education1535 West JeffersonPhoenix, AZ 85007(602) 542-3852Fax: 602-542-5404E-mail: lbusenb @mail 1 .ade.state.az.usURL: http://ade.state.az.us

Infant/Toddler (Part C) ContactDiane Renne, Part C CoordinatorArizona Early Intervention ProgramGovernor's ICC for Infants and

ToddlersDepartment of Economic Security1717 West Jefferson, Room 109Phoenix, AZ 85007Mailing: PO Box 6123 801-A-6Phoenix, AZ 85005(602) 542-5577Fax: 602-542-5552E-mail: [email protected]

Chair, Interagency CoordinatingCouncilAnnabel RoseCo-Chair (parent)The Blake FoundationChildren's Achievement Center3825 E. Second StreetTucson, AZ 85716(520) 325-0611Fax: 520-327-5414

andGinger Mach-WardCo-ChairSouthwest Human Development202 East Ear 11 (#140)Phoenix, AZ 85012(602) 266-5976E-mail: [email protected]

4

ARIZONA

20

Research Grant

Ron Nelson, Project DirectorInvestigation of Sequence of

Reciprocal Interactions WithinBehavioral Episodes of ProblemBehavior

Division Of Curriculum InstituteCollege of EducationArizona State UniversityPO Box 872011Tempe, AZ 85287-2001(602) 965-0488Fax: 602-965-4942E-mail: [email protected]


Jeanne Wilcox, Project DirectorInterprofessional Training

Opportunities for Participants onEarly Intervention Teams

Special Education ProgramArizona State UniversityBox 872011, PEBE 111,Tempe, AZ 85287(602) 965-6156Fax: 602-965-0223

Jeanne Wilcox, Project DirectorPost Doctoral Training in Early

Childhood Language: AppliedResearch and Applications toPractice

Department of Speech and HearingArizona State UniversityPO Box 870101Tempe, AZ 85287-0102(602) 965-9394Fax: 602-965-0965E-mail: [email protected]: http://www.asu.edu/clas/shs-

wilcoxlindex.htm

Shirin Antia, Project DirectorProject Hear: Preparation of Teachers

to Work With Elementary, Preschool,Multiply Handicapped, or BilingualDeaf or Hard-of-Hearing ChildrenDepartment of Special Education andRehabilitation

College of EducationUniversity of ArizonaTucson, AZ 85721(520) 621-0944Fax: 520-621-3821E-mail: [email protected]

continued

1997-98 &Mc tory of Selected Early Childhood Programs

Personnel Preparation Grants,continued

Candace Bos, Project DirectorProject RIME: Providing EarlyElementary and Special EducationTeachers With Preparation in ReadingInstruction Methods of Efficacy

Department of Special Education andRehabilitation

University of Arizona412 Education BuildingTucson, AZ 85721(520) 621-7822Fax: 520-621-9724

Jane Erin, Project DirectorSouthwestern Orientation and

Mobility Preparation ProgramDepartment of Special Education and

RehabilitationCollege of EducationUniversity of ArizonaPO Box 210069Tucson, AZ 85721(602) 621-0945Fax: 520-621-9448

Jane Erin, Project DirectorVisually Impaired Personnel

Preparation (VIPP)Department of Special Education and

RehabilitationCollege of Education, Room 405University of ArizonaPO Box 210069Tucson, AZ 85721(520) 621-0945

2 1

Arizona, continued

1997-98 Directory of Selected Early Childhood Programs 5


Sandra Reifeiss, CoordinatorPreschool ProgramsSpecial Education SectionState Department of Education#4 Capitol Mall, Room 105-CLittle Rock, AR 72201(501) 682-4225Fax: 501-682-4313


Sherrill Archer, Interim Part CCoordinator

Division of DevelopmentalDisabilities ServicesDepartment of Human ServicesDonaghey Plaza, North, 5th FloorPO Box 1437, Slot 25207th and Main StreetLittle Rock, AR 72203-1437(501) 682-8680 (program)

682-8676 (Archer)Fax: 501-682-8890E-mail: [email protected]


Venita Lovelace-Chandler, Co-Chair14609 Brown BearLittle Rock, AR 72212(501) 450-5548 (office)

868-5335 (home)Fax: 501-450-5822E-mail: [email protected]

andDana Green, Co-Chair (parent)2107 HoustonEl Dorado AR 71730(870) 864-6435 (office)

862-8000 (home)

6

ARKANSAS

22


Wanda Stovall, Project DirectorArkansas Disability Coalition2801 Lee Avenue, Suite BLittle Rock, AR 72205(501) 614-7020(800) 223-1330 (AR only)Fax: 501-614-9082E-mail: [email protected]

Elizabeth Stafford, Project DirectorFOCUS Incorporated305 West Jefferson AvenueJonesboro, AR 72401(870) 935-2750Fax: 870-931-3755E-mail: [email protected]

1997-98 Direolory of Selected Early Childhood Programs

I BUREAU OF INDIAN AFFAIRS (BIA)


Ken Whitehorn, CoordinatorBranch of Exceptional EducationBureau of Indian AffairsMail Stop 3512; MIBCode 5231849 C Street NWWashington, DC 20240-4000(202) 208-3596TDD: (202) 208-5993Fax: 202-273-0030


Ken Whitehorn, CoordinatorBranch of Exceptional EducationBureau of Indian AffairsMail Stop 3512, 01E-231849 C Street, NWWashington, DC 20240(202) 208-3596

208-5993 (TDD)Fax: 202-273-0030



Constance J. Bourne, 619Coordinator

Special Education DivisionCalfornia Department of EducationPO Box 944272Sacramento, CA 94244-2720(916) 327-3696Fax: 916-327-8878E-mail: [email protected]

infant/Toddler (Part C) Contact

Carlos Flores, ManagerBen Traverso, ChiefKen Freedlander, Research Program

SpecialistEarly Intervention ProgramDepartment of Developmental Services1600 9th Street, Room 310Sacramento, CA 95814(916) 654-2773 (Flores)

654-1596 (Traverso)654-2760 (Freedlander)

Fax: 916-654-3255E-mail: [email protected]: http://www.dds.cahwnet.gov/

prev004.htm

Virginia Reynolds, 0-5 TA StaffCEITAN650 Howe Avenue, Suite 300Sacramento, CA 95825(916) 641-2927 ext. 268Fax: 916-641-5871

Chair, Interagency CoordinatingCouncilRaymond M. Peterson, Executive

DirectorSan Diego-Imperial Counties

Developmental Services Inc.4355 Ruffin Road, Suite 206San Diego, CA 92123-1648(619) 576-2932Fax: 619-576-2873

8

CALIFORNIA

EEPCD Demonstration ProjectGeorge Singer, Project DirectorA Family-Centered NICU ModelGraduate School of EducationUCSB- 2321 Phelps HallSanta Barbara, CA 93106(805) 893-2198Fax: 805-893-7264

EEPCD Outreach ProjectTony Appoloni, Project DirectorLinda Cranor, Project CoordinatorE.X.C.E.P.T.I.O.N.A.L. Challenge

ProjectCalifornia Institute on Human Services1801 East Cotati AvenueRohnert Park, CA 94928-3609(707) 664-2416 (Appoloni)(707) 664-2945 (Cranor)Fax: 707-664-2417E-mail: [email protected]: http://www.sonoma.edu/cihs/

Research Institute

Marci Hanson, Co-InvestigatorEarly Childhood Research Institute on

Inclusion4 Tapia DriveSan Francisco, CA 94132(415) 338-6353Fax: 415-338-3325E-mail: [email protected]: http://222.inform.umd.edu/

EDUC/WWW/Depts/ecrii/

Research GrantsKathy Hebbeler, Principal InvestigatorLongitudinal Study of the Impact of

Early Intervention Services onInfants and Toddlers WithDisabilities

600 Mockingbird PlaceDavis, CA 95616(916) 758-7483Fax: 916-753-0832E-mail: [email protected]

andMary Wagner, Project DirectorLongitudinal Study of the Impact of

Early Intervention Services onInfants and Toddlers WithDisabilities

SRI International333 Ravenswood AvenueMenlo Park, CA 94025(650) 859-2867Fax: 650-859-2861E-mail: [email protected]: http://www.sri.com/policy/cehs/

Jay Chambers, Principal InvestigatorCenter for Special Education FinanceAmerican Institutes for Research1791 Arastradero RoadPalo Alto, CA 94304(650) 843-8111E-mail: [email protected]: http://www.csef.ari.org/

William Frey, Project DirectorTesting the Use of an Instrument toMeasure Student Progress

American Institutes for Research1791 Arastradero RoadPalo Alto, CA 94304(650) 843-7232

Donald L. MacMillanProject DirectorLongitudinal Educational and

Behavioral Outcomes for StudentsAt Risk

Office of Research AffairsSchool of EducationUniversity of CaliforniaRiverside, CA 92521-0217(909) 787-5200

Pam Hunt, Project DirectorInclusive Reform in Urban SchoolsThrough Peer-to-Peer Support FromSchool TeamsOffice of Research and Sponsored

ProgramsSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-7848Fax: 415-338-2845E-mail: [email protected]


Joan Tellefsen, Project DirectorTASK100 West Cerritos AvenueAnaheim, CA 92805(714) 533-8275Fax: 714-533-2533E-mail: [email protected]

Diane Lipton, Project DirectorDREDF2212 Sixth StreetBerkeley, CA 94710(510) 644-2555 (TDD available)(800) 466-4232 (CA only)Fax: 510-841-8645E-mail: [email protected]: http://www.dredLorg/

continued



Doris Okada, Project DirectorInterdisciplinary Preservice Early

Intervention Training of RelatedServices Personnel and SpecialEducators to Serve a CulturallyDiverse Community

Dominguez Hills FoundationCalifornia State University1000 East Victoria StreetCarson, CA 90747-0001(213) 243-3927Fax: 213-265-1685E-mail: [email protected]

Marian Karian, Executive DirectorExceptional Parents Unlimited4120 North First StreetFresno, CA 93726(209) 229-2000Fax: 209-229-2956E-mail: [email protected]

Margaret Hughes, Project DirectorMinority Personnel Preparation

ProjectCalifornia State UniversityFullerton, CA 92634(714) 773-2106

Diane Klein, Project DirectorGraduate Training of Personnel to

Serve Infants and Young ChildrenWith Low-Incidence Disabilities

California State University5151 State University DriveLos Angeles, CA 90032(213) 343-4400Fax: 213-343-5605E-mail: [email protected]

Diane Fazzi, Project DirectorPersonnel Preparation in Visual

Impairment and BlindnessUniversity Auxiliary ServicesCalifornia State University5151 State University DriveLos Angeles, CA 90032(212) 343-4400

Sue Sears, Project DirectorCOMETS: Collaboration for

Maximizing Early Teacher SupportsCalifornia State University1811 Nordhoff StreetNorthridge, CA 91330-8232(818) 677-2522

Deborah Chen and Linda Brekken,Project Co-Directors

CRAFT: Culturally Responsive andFamily-Focused Training

California State University, Northridge18111 Nordhoff StreetNorthridge, CA 91330-8265(818) 677-4604Fax: 818-677-7804E-mail: [email protected]

Claire Cavallaro, Project DirectorMentors in Early Childhood Special

EducationCalifornia State University1811 Nordhoff StreetNorthridge, CA 91330(818) 885-2596Fax: 818-677-7804

Nancy Burstein, Project DirectorSpecial Educators for Culturally and

Linguistically Diverse Learners WithDisabilities

1811 Nordhoff StateCalifornia State UniversityNorthridge, CA 91364-8265(818) 677-3189

Steve Kramer, Project DirectorPreparation for Multicultural Early

Childhood ServicesCommunicative DisordersSan Diego State University5178 College AvenueSan Diego, CA 92182-1900(619) 594-6140Fax: 619-594-7109E-mail: [email protected]

Richard Miller, Co-DirectorTASK, San Diego3750 Convoy St., Suite 303San Diego, CA 92111-3741(619) 874-2386Fax: 619-874-2375

Marci Hanson, Project DirectorEarly Childhood Special Education and

Services Joint Doctoral LeadershipInstitute

College of EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325

Marci Hanson, Project DirectorEarly Childhood Special Educator

ProgramDepartment of EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325

Marci Hanson, Project DirectorInfant Specialist Training ProgramDepartment of Special EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325


California, continued

Lois Jones, Project DirectorParents Helping Parents of San

Francisco594 Monterey BoulevardSan Francisco, CA 94127-2416(415) 841-8820Fax: 415-841-8824

Juno Duenas, Project DirectorSupport for Families of Children With

Disabilities2601 Mission #710San Francisco, CA 94110-3111(415) 282-7494Fax: 415-282-1226E-mail: [email protected]

Gil Guerin, Project DirectorFamily-Centered, Parent-Professional

Collaborative Training to PrepareMinority Professionals to ServeFamilies of Preschool Children WithDisabilities

Division of Special Education andRehailitative Services

San Jose State UniversityOne Washington SquareSan Jose, CA 95192-0078(650) 574-4753Fax: 408-924-3713E-mail: [email protected]

Chris Hagey, Project DirectorThe Full Option Curriculum for the

Utilization of Social Skills (FOCUS)San Jose State UniversityPO Box 720130San Jose, CA 95172(408) 924-3695

Deidre Hayden, Project DirectorMatrix555 Northgate Drive, Suite ASan Rafael, CA 94903(415) 499-3877415-499-3854 (TDD)Fax: 415-507-9457E-mail: [email protected]: http://www.matrixparents.org/

Mary Ellen Peterson, Project DirectorParents Helping Parents of Santa Clara3041 Olcott StreetSanta Clara, CA 95054-3222(408) 727-5775408-727-7655 (TDD)Fax: 408-727-0182E-mail: [email protected]: http://www.php.com/

Shirley Sparks, Project DirectorPreparing Early Intervention

Specialists for Service in HispanicCommunities

Department of Special EducationSanta Clara UniversityBannan HallSanta Clara, CA 95053(408) 554-4435Fax: 408-554-4301

9


Jane L. Amundson, 619 CoordinatorPrevention Initiatives/Early Childhood

InitiativesState Department of Education201 East Colfax, Room 305Denver, CO 80203-1799(303) 866-6712Fax: 303-866-6662E-mail: [email protected]

Infant/Toddler (Part C) ContactSusan Smith, Part C CoordinatorPrevention Initiatives/Early Childhood

InitiativesState Department of Education201 East Colfax, Room 301Denver, CO 80203(303) 866-6709Fax: 303-866-6662E-mail: smith_s @cde.state.co.us


Steven Smetak, Co-Chair (parent)The Disability Connection9051 Hoyt StreetWestminster, CO 80021(303) 966-6495Fax: 303-403-4410E-mail: [email protected]

andSandra Scott, Co-Chair (parent)2707 Maroon CourtFort Collins, CO 80525(970) 223-5958 (phone and fax)E-mail: [email protected]

10

COLORADO

EEPCD Demonstration ProjectsCordelia Robinson, Project DirectorRenee Charlifue-Smith, CoordinatorIntegrating Daily Activities/ENRICHJFK Center for Developmental Disab.University of Colorado Health Science

Center4200 East Ninth Avenue, Box C-221Denver, CO 80262(303) 864-5261 (Robinson)(303) 864-5278 (Charlifue-Smith)Fax: 303-864-5270E-mail: [email protected]

[email protected]

Cordelia RobinsonProject Co-DirectorProject Access: A Model for

Capitated Early InterventionTransdisciplinary HabilitativeServices

Colorado UAPUniversity of Colorado Health

Sciences CenterBox C-2214200 East Ninth AvenueDenver, CO 80262-0234(303) 864-5261Fax: 303-864-5270E-mail: [email protected]

Beth Gaffney, Project Co-DirectorThe Children's HospitalBox A0361B2651065 East 19th AvenueDenver, CO 80218(303) 861-6008Fax: (303) 764-8048E-mail: [email protected]

andGenean Craig, Service Coordinator501 South Cherry Street #700Denver, CO 80246(303) 333-0900 ext. 515Fax: 303-333-9677

EEPCD Outreach Projects

Susan Moore, Project Co-DirectorWilliam Eiserman, Project Co-DirectorThe Spectrum ProjectFamilies andTeams Together: ImprovingInformation Sharing and ProgramPlanning Processes

University of ColoradoCB#409Boulder, CO 80309-0409(303) 492-5284Fax: 303-492-3274E-mail: [email protected]

26

Philip Strain, Project DirectorCassandra Danko, Project Co-

CoordinatorJudy Lawry, Project CoordinatorLEAP Outreach1444 Wazee Street, Suite 230Denver, CO 80202-1326(303) 620-4494 (Strain)

620-4082 (Danko and Lawry)Fax: 303-620-4588E-mail: [email protected]

[email protected]

Cordelia Robinson, Project DirectorChristy Blakely, Project CoordinatorSteven Rosenberg, EvaluatorParticipate OutreachJFK Center for Developmental

DisabilitiesUniversity of Colorado Health Science

Center4200 East Ninth Avenue, Box C-221Denver, CO 80262-0234(303) 864-5261 (Robinson)

864-5273 (Blakely)315-0178 (Rosenberg)

Fax: 303-864-5270E-mail:

[email protected]@[email protected]

Hal Lewis, Project Co-DirectorWestern Regional Faculty Institute for

Training (WRFIT)JFK Center for Developmental

DisabilitiesUniversity of Colorado Health Science

Center4200 East Ninth Avenue, Box C-221Denver, CO 80262(303) 315-8607Fax: 303-315-6844and

Linda Flynn, Project Co-DirectorWestern Region Faculty Institute

(WRFIT)Western Kentucky University310 Pate Page HallBowling Green, KY 42101(502) 745-4615Fax: 502-745-2939E-mail: [email protected]

continued


Research Grants

Nancy French, Principal InvestigatorThe Paraprofessional Role in InclusionThe PARA Center1444 Wazee Street, Suite 230Denver, CO 80202(303) 620-4078Fax: 303-620-4588E-mail:

[email protected]

Phillip S. Strain, Project DirectorRemediation and Prevention of

Aggression in Young Children WithSevere Emotional Disturbance

University of Colorado at DenverPO Box 173364Denver, CO 80217-3364(303) 556-2771Fax: 303-620-4587E-mail: [email protected]

Phillip S. Strain, Principal InvestigatorSocial Relationship Development in

Community Contexts for YoungChildren With Severe Disabilities

University of Colorado at DenverPO Box 173364Denver, CO 80217-3364(303) 556-2771Fax: 303-620-4587E-mail: [email protected]


Barbara Buswell and Judy Martz,Project Co-Directors

PEAK Parent Center, Inc.6055 Lehman Drive, Suite 101Colorado Springs, CO 80918(719) 531-9400719-531-9403 (TDD)Fax: 719-531-9452E-mail: [email protected]

Toni Linder, Project DirectorInterdisciplinary Leadership Training

ProgramCollege of EducationUniversity of DenverDenver, CO 80208(303) 871-2474Fax: 303-871-4456E-mail: [email protected]

Marilyn Krajicek, Project DirectorProfessional Preservice Personnel

Preparation for Early InterventionUsing the First Start Model

School of NursingUniversity of Colorado4200 East 9th Avenue, C287Denver, CO 80262(303) 315-5026Fax: 303-315-5215E-mail: [email protected]

Susan M. Moore, Project DirectorSpecialized Training in

Communication, Language, andLiteracy for Personnel to ServeChildren With Low-IncidenceDisabilities and Their Families inInclusive Settings

Department of CommunicationDisorders and Speech Sciences

University of ColoradoDenver, CO 80217(303) 492-5375Fax: 303-492-3274

Judith Whichard, Project DirectorGreat BeginningsOffice of Institutional GrantsAims Community College5401 West 20th StreetGreeley, CO 80632(970) 223-6745

Kay Ferrell, Project DirectorPara-Educator Training System About

Communication With Children WithSensory Impairments, Aged 3-8

Division of Special EducationUniversity of Northern ColoradoMCKFEE #318Greeley, CO 80639(970) 351-1653

Kay Ferrell, Project DirectorPreparation of Teachers as Orientation

and Mobility Specialists to ServeChildren with Visual DisabilitiesAWestern Regional DistanceEducation

Extension Mode 318 McKee HallDivision of Special EducationUniversity of Northern ColoradoGreeley, CO 80639(303) 351-1890Fax: 303-351-1061

0


Colorado. continued

11

COMMONWEALTH OF NORTHERN MARIANA ISLANDS


Suzanne Lizama, 619 CoordinatorEarly Childhood/Special Education

ProgramsCNMI Public School SystemPO Box 1370 CKSaipan, MP 96950(670) 664-3754Fax: 670-664-3766


Suzanne Lizama, CoordinatorEarly Childhood/Special Education

ProgramsCNMI Public School SystemPO Box 1370 CKSaipan, MP 96950(670) 664-3754Fax: 670-664-3796


VACANT

28



Maria Synodi, 619 CoordinatorBureau of Early ChildhoodEducation and Social ServicesConnecticut State Department of

Education25 Industrial Park RoadMiddletown, CT 06457(860) 638-4211Fax: 860-638-4218


Linda Goodman, Part C CoordinatorDepartment of Mental Retardation460 Capitol AvenueHartford, CT 06106(860) 418-6147Fax: 860-418-6003E-mail: [email protected]: http://www.birth23.org


Mary Beth BruderChild and Family StudiesUCONN Health CenterDowling North, MC-6222263 Farmington Avenue, Suite A-200Farmington, CT 06030(860) 679-4632Fax: 860-679-1368E-mail: [email protected]

CONNECTICUT

EEPCD Demonstration ProjectMary Beth Bruder, DirectorDiane Hatcher, CoordinatorEarly Childhood Collaborative Service

Delivery ModelChild and Family StudiesDowling North, MC-6222263 Farmington Ave.Farmington, CT 06030-6222(860) 679-4632 (Bruder)

679-2146 (Hatcher)Fax: 860-679-1368E-mail: [email protected]

[email protected]


Mary Beth Bruder, Project DirectorNifios Especiales Outreach ProjectChild and Family StudiesDowling North, MC-6222263 Farmington AvenueFarmington, CT 06032-6222(860) 679-4632Fax: 860-679-1368E-mail: bruder@[email protected]

Research Institute

Mary Beth Bruder, Co-PrincipalInvestigator

ECRI on Increasing LearningOpportunities for Children ThroughFamilies

Child and Family StudiesDowling North, MC-6222263 Farmington AvenueFarmington, CT 06030-6222(860) 679-4632Fax: 860-679-1368E-mail: [email protected]



Mary Beth Bruder, Project DirectorInterdisciplinary Certificate

Credentialing Process for EarlyInterventionists Across Disciplines

Child and Family StudiesDowling North, MC-6222263 Farmington AvenueFarmington, CT 06030(860) 679-4632Fax: 860-679-1368E-mail: bruder@nsol @uchc.edu

Nancy Prescott, Project DirectorCPAC338 Main StreetNiantic, CT 06357(860) 739-3089(800) 445-2722 (CT only)Fax: 860-739-7460(Call first)E-mail: [email protected]: http://members.aol.com/cpacinc/

cpac.htm

Marion Cohen and Antonia MaxonProject Co-Directors

Childhood Hearing ImpairmentProgram: An M.A. Training Programfor Audiological Specialists inHearing-Impaired Infants, Toddlers,and Preschoolers

Communication Sciences, U-85University of Connecticut850 Bolton RoadStorrs, CT 06269(806) 486-3687Fax: 860-486-5422E-mail: [email protected]

[email protected]

13


Martha Toomey, 619 CoordinatorDepartment of Public InstructionTownsend BuildingPO Box 1402Dover, DE 19703(302) 739-4667Fax: 302-739-2388E-mail: [email protected]


Rosanne Griff-Cabelli, Part CCoordinator

Division of Management ServicesDepartment of Health and Social

Services2" Floor, Room 2041901 North Dupont HighwayNewcastle, DE 19720(302) 577-4647 (Griff-Cabelli)Fax: 302-577-4083E-mail: [email protected]


Beth MacDonald35 West Fairfield DriveDover, DE 19901(302) 577-4083Fax: 302-577-4083

14

DELAWARE

30

Personnel Preparation GrantsMarie-Anne Aghazadian, Project

DirectorParent Information Center (PIC)700 Barksdale Road, Suite 3Newark, DE 19711(302) 366-0152302-366-0178 (TDD)Fax: 302-366-0276E-mail: [email protected]

Susan Epps, Project DirectorTransdisciplinary, Interagency and

Family-Centered Model forPromoting EarlyChildhood Specialization inPsychology

Division of PsychologyUniversity of DelawareNewark, DE 19716(302) 651-4558


DEPARTMENT OF DEFENSE DEPENDENT SCHOOLS


Carrie Rofenbaker, InstructionalSystems Specialist

Special EducationDepartment of Defense Dependent

Schools4040 North Fairfax DriveArlington, VA 22204(703) 696-4386, ext. 147Fax: 703-696-8924

31


DISTRICT OF COLUMBIA


Ann Palmore, 619 CoordinatorDC Public SchoolsGiddings Administration315 G Street SEWashington, DC 20003(202) 727-1977Fax: 202-724-5083

Infant/Toddler (Part CContactJoan Christopher, Part C CoordinatorDC EIP ServicesOffice of Early Childhood

Development609 H Street, Northeast, 5th FloorWashington, DC 20002(202) 727-5930Fax: 202-727-5971


Tawara TaylorGeorgetown University Child

Development Center3307 M Street, NWWashington, DC 20007(202) 687-8635Fax: 202-687-8899

16

EEPCD Demonstration ProjectsPhyllis Magrab, Principal InvestigatorMarisa Brown, Project CoordinatorDevelopmental Access Through

Primary Care: the DAP Care ModelGeorgetown University Child

Development Center3307 M Street NW, Suite 401Washington, DC 20007-3935(202) 687-8837 (Magrab)

687-8907 (Brown)Fax: 202-687-1954E-mail:

[email protected]

Carole Brown, Project Co-DirectorDebra Jervay-Pendergrass, Project

Co-DirectorSTORIES: Stories Told by Young

Children with Disabilities, Observedand Fostered by Recipients inInclusive Settings, as the Basis for aMcidel Program Promoting EarlyLiteracy Skills That Are CulturallySensitive

Lt. Joseph P. Kennedy Institute801 Buchanan Street, NEWashington, DC 20017(202) 529-7600Fax: 202-529-2028E-mail: [email protected]

andDebra_Jervay-

[email protected]

EEPCD Inservice Project

Michael Castleberry, PrincipalInvestigator

Penny Wald, Project DirectorProject REALIGNThe George Washington UniversityRoom 4162134 G Street NWWashington, DC 20052(202) 994-1510 (Castlebury)

994-6170 (Wald)Fax: 703-691-0677E-mail: [email protected]

32

Research Grants

James Hamilton, Project DirectorCenter to Identify and Meet Technical

Assistance Needs of Elementary andMiddle Schools

American Institutes for Research1000 Thomas Jefferson Street NWWashington, DC 20007(202) 944-5300Fax: 202-944-5454E-mail: [email protected]

Susan Burns, Principal InvestigatorCommittee on Prevention of Reading

Difficulties in Young ChildrenNational Academy of Sciences2101 Constitution Avenue NWHA-178Washington, DC 20418(202) 334-3062Fax: 202-334-3584E-mail: [email protected]

Martha Burk, Project DirectorA Computerized AssessmentEnvironment to Promote Literacy in

Assessment for Individuals WithDisabilities

A.U. Software1735 S Street NWWashington, DC 20009(202) 265-6443Fax: 202-265-6245E-mail: [email protected]

Maurice McInerney, Project DirectorTechnical Support for the Department

of Education's Initiative to LinkResearch and Practice to ImproveResults for Individuals WithDisabilities

Suite 4001000 Thomas Jefferson Street NWWashington, DC 20007(202) 944-5300Fax: 202-944-5454E-mail: [email protected]


Kathy Katz, Project DirectorA Leadership Training Program to

Prepare Doctoral LevelPsychologists for a Specialization inServices for Drug Exposed Infantsand Their Families

Child Development CenterGeorgetown University3307 M Street NW, Suite 401Washington, DC 20007(202) 687-8778Fax: 202-687-7161E-mail: [email protected]

continued



Carol Kochhar, Project DirectorMaster's Training Program in

Traumatic Brain Injury, AComprehensiveNeurodevelopmental Perspective

George Washington University2134 G Street NW, 41st FloorWashington, DC 20052(202) 994-1536Fax: 202- 994-3365E-mail: [email protected]

Marilyn Sass-Lehrer, Project DirectorPreparation of Family-Centered Early

Education Specialists of DeafChildren

Department of EducationGallaudet University800 Florida Avenue NEWashington, DC 20002(202) 651-5530Fax: 202-651-5860E-mail:

[email protected]

Kay Payne, Project DirectorPreparation of Speech-Language

Pathologists to Improve theCondition of Persons WithCommunication Disorders inMulticultural Populations

Department of CommunicationSciences and Disorders

Howard University2400 Sixth Street NWWashington, DC 20059(202) 806-4054Fax: 202- 806-4046E-mail: [email protected]

Eugene Wiggins, Project DirectorRecruiting and Training Minority

Students in Speech-Language Pathology to ServeInfants-Toddlers Preschoolers andTheir Families

4200 Connecticut Avenue NWWashington, DC 20001(202) 274-6162Fax: 202-274-6350E-mail: [email protected]

Maxine Freund, Project DirectorShifting Paradigms in Clinical Training:

Preparing the Early ChildhoodEducator to Facilitate Inclusion

George Washington University2121 I Street NW, 6th FloorWashington, DC 20052(202) 994-1510Fax: 202-994-3365E-mail: [email protected]

District of Columbia, continued

Maxine Freund, Project DirectorSpanning Boundaries: DoctoralLeadership Training in EarlyIntervention

Department of Teacher Preparationand Special Education

Georgetown University2134 G Street NW, Suite 416Washington, DC 20052(202) 994-1547Fax: 202- 994-3365E-mail: [email protected]

George Jesien, Project DirectorWEIPP: Wisconsin Early Intervention

Preservice ProjectThe Joseph P. Kennedy, Jr.,

Foundation1325 G Street NW, Suite 500Washington, DC 20005(202) 393-1250Fax: 202- 824-0351E-mail: [email protected]


FEDERATED STATES OF MICRONESIA

3-5 (Section 619) ContactMakir Keller, Special Education

AdministratorCatalino Cantero, Secretary of

EducationDivision of Community ServicesDepartment of Human ResourcesOffice of EducationMogethin BuildingNational GovernmentFederated States of MicronesiaKolonia, Pohnpei, FM 96941(691) 320-2302/2647Fax: 691-320-5500

Ary Kumos, Special EducationCoordinator

Department of EducationBox 460Weno, Chuuk, FM 96942(691) 330-2202Fax: 691-330-2233

Wilson Kephas, CoordinatorDepartment of EducationBox ED, Kosrae StateLe lu, Kosrae, FM 96944011 (691) 370-3189/3208Fax: 691-370-2045

Casiano ShoniberSpecial Education CoordinatorDepartment of EducationPohnpei StateKolonia, Pohnpei, FM 96941(691) 320-2492Fax: 691-320-5510

Henry Fa lanSpecial Education CoordinatorDepartment of EducationYap StateCo Ionia, Yap, FM 96943(691) 350-2218Fax: 691-350-2399


Not Eligible to Participate



3 4



Carole West, CoordinatorPre-Kindergarten Disability ProgramsOffice of Early Intervention and

School ReadinessDivision of Public SchoolsFlorida Department of Education325 West Gaines Street, Suite 754Tallahassee, FL 32399-0400(850) 487-0016Fax: 850-487-0946E-mail: [email protected]


Fran Wilber, DirectorFlorida Department of HealthDivision of Children's Medical

Services1309 Winewood Boulevard Building 6Tallahassee, FL 32399-0700(850) 487-1546Fax: 850-488-3813

Janice Kelley, ConsultantOffice of Early Intervention and

School ReadinessDivision of Public SchoolsState Department of Education325 West Gaines Street, Suite 754Tallahassee, FL 32399-0400(850) 487-8718Fax: 850-487-0946


Katherine Karniya1310 Cross Creek Circle, Suite ATallahassee, FL 32301(850) 487-0037 (main)

487-8871 (Kamiya)894-4416 (home)

Fax: 850-487-0045

FLORIDA

EEPCD Demonstration Projects

Susan Gold, Project DirectorFaye Farnsworth and Michele Scott,

Project Co-CoordinatorsEnterprise ZonePreschool Inclusion

Project EZ-PIPDepartment of PediatricsUniversity of MiamiPO Box 016820Miami, FL 33101(305) 243-6624Fax: 305-243-5978E-mail: [email protected]

Mary Frances Han line,Project Co-Director

Pam Phelps, Project Co-DirectorDevelopmentally Appropriate Play-

Based Early Intervention/Educationfor Young Children With Disabilities(Project Play)

Department of Special EducationFlorida State UniversityStone Building 205Tallahassee, FL 32306-3024(850) 644-4880Fax: 850-644-8715

Lise Fox, Project DirectorIndividualized Support for Young

Children With Severe Problems inCommunication and Behavior

Florida Mental Health Institute13301 Bruce B. Downs Boulevard,

MHC 250-ATampa, FL 33612-3899(813) 974-6100Fax: 813-974-6115E-mail: fox @hal.frnhi.usf. edu

EEPCD Outreach ProjectGlen Dunlap, Project Co-DirectorDelivering Individualized Support for

Young Children With Autism:Outreach for State Service Systems

University of South FloridaFlorida Mental Health Institute4202 East Fowler FAO 126Tampa, FL 33620-7900(813) 974-4612Fax: 813-974-6115

andLise Fox, Project Co-DirectorFlorida Mental Health Institute13301 Bruce B. Downs BoulevardMHC6-250-ATampa, FL 33612-3899(813) 974-6100Fax: 813-974-6115E-mail: fox @hallmhi.usf. edu

r)J


Research GrantsJan LaBelle, Project DirectorFamily Network on Disabilities2735 Whitney RoadClearwater, FL 33760-1610813-523-1130(800) 825-5736 (FL only)Fax: 813-523-8687E-mall: [email protected]: http://www.gate.net/-fnd/

Marjorie Montague, Project DirectorProject Success: Preventing

theDevelopment of SED AmongChildren With Emotional andBehavioral Problems

University of MiamiPO Box 248065Coral Gables, FL 33124-2040(305) 284-2891Fax: 305-284-3003E-mail:

[email protected]

Keith Scott, Principal InvestigatorStudies of Infants and Toddlers

Prenatally Exposed to CocaineDepartment of Psychology AnnexUniversity of MiamiPO Box 249229Coral Gables, FL 33124-0721(305) 284-1740Fax: 305-284-1632E-mail: [email protected]

Janette Klingner, Project DirectorSustaining Effective Practices (STEP)University of MiamiPO Box 248065Coral Gables, FL 33124(305) 284-5937Fax: 305-284-3003E-mail: [email protected]

Karen Kilgore, Project DirectorThe Socialization of Beginning Special

Education Teachers: AnInvestigation of Their Problems ofPractice and the Influence of Context

University of FloridaG 315 NRN HallGainesville, FL 32611-7050(352) 392-0701, 286Fax: 352-392-2655E-mail: [email protected]

Rebecca R. Fewell, Project DirectorAttention Deficit Hyperactivity

Disorder Early IdentificationResearch Project

Department of PediatricsUniversity of Miami1601 NW 12th AvenueMiami, FL 33136(305) 243-6517

continued

19

Florida, continued

Research Grants, continued

Patricia Mathes, Principal InvestigatorPreventing Early Reading Failure by

Enhancing Classroom Technologies:An Analysis of Peer-AssistedLearning Strategies, ComputerAssisted Instruction and ContinuousProgress Monitoring in PrimaryGeneral Education Classrooms

Florida State University109 HMB Innovation ParkTallahassee, FL 32306(850) 644-4880Fax: 850-644-8715E-mail: [email protected]

Sherman Dorn, Project DirectorA History of Special Education,

Nashville, Tennessee,1940-1990University of South FloridaFAO-100VTampa, FL 33620-7750(813) 974-9482Fax: 813-974-5814E-mail: [email protected]: http://www.coedu.usf.edu/

dorn/research/nashsped/nashhome.htm


Liz Rothlein, Project DirectorEarly Childhood Special Education

Master's Degree/EndorsementSchool of EducationPO Box 248065University of MiamiCoral Gables, FL 33124(305) 284-2102Fax: 305-284-3003E-mail: [email protected]

Liz Rothlein, Project DirectorMaster's Training in Early Childhood

Special Education for Hatian CreoleSpeaking Personnel

PO Box 248065University of MiamiCoral Gables, FL 33124(305) 284-2102Fax: 305-284-3003E-mail: [email protected]

20

Vivian Correa, Project DirectorLeadership 2000: A Unified Early

Childhood and Early ChildhoodSpecial Education Doctoral Program

Department of Special EducationUniversity of FloridaG 315 Norman HallGainesville, FL 32611-7050(904) 392-0701Fax: 904-392-2655

Mary Francis Han line, ProjectDirector

Leadership Personnel Preparation inEarly Childhood Special Education

Department of Special EducationCollege of EducaitonFlorida State UniversityTallahassee, FL 32306(850) 644-4880Fax: 850-644-8715E-mail: [email protected]

Sandra Lewis, Project DirectorThe Preparation of Personnel to Teach

Individuals With Visual ImpairmentFlorida State UniversityTallahassee, FL 32306(850) 644-4880

3 6



Toni Waylor Bowen, ConsultantDepartment for Exceptional Children

and StudentsGeorgia Department of Education1866 Twin Towers EastAtlanta, GA 30334-5010(404) 657-9955Fax: 404-651-6457E-mail: [email protected]

Infant/Toddler (Part C) ContactEve Bogan, DirectorCharlotte Duggan, ICC Staff at Part CWendy Sanders, CoordinatorBabies Can't Wait Local EI ProgramDepartment of Human Resources, 7th

FloorDivision of Public Health2 Peachtree Street NEAtlanta, GA 30303(404) 657-2727Fax: 404-657-2763E-mail:

[email protected] (Bogen)[email protected] (Sanders)[email protected] (Duggan)

URL: http://www.ph.dhr.state.ga.us/bcw.htm

Chair, Interagency CoordinatingCouncilKatherine McCormickColumbus State UniversityDepartment of Counseling and Clinical

Programs4225 University AvenueColumbus, GA 31907-5679(706) 568-2222Fax: 706-569-3441 or 3134E-mail: [email protected]

GEORGIA

EEPCD Outreach ProjectMary Wood, Project DirectorDevelopmental Therapy

Development Teaching: AnOutreach Project for Young ChildrenWith Social-Emotional-BehavioralDisabilities

Family Service UnitCollege of Family and Consumer

SciencePO Box 5153Athens, GA 30604(706) 369-5689Fax: 706-369-5690E-mail: [email protected]


3 7

Research Grant

Amy Lederberg, Project DirectorVocabulary Acquisition of Young Deaf

and Hard-of-Hearing ChildrenEducational Psychology and SpecialEducation Department

University PlazaAtlanta, GA 30303(404) 651-0115Fax: 404-651-4901E-mail: [email protected]

Personnel Preparation GrantsElizabeth Straka, Project DirectorInterdisciplinary Preservice

Specialization Project: (IPSP)Training Early InterventionPersonnel to Provide Part H Services

Department of CommunicationSciences and Disorders

The University of Georgia593 Aderhold HallAthens, GA 30602-3622(706) 542-6093

David Gast, Project DirectorThe University of Georgia

Development and BehaviorDisabilities Personnel PreparationProject

Department of Special EducationUniversity of Georgia521 AdderholdAthens, GA 30602(706) 542-5069Fax: 706-542-2929E-mail: [email protected]: http://www.coe.uga.edul

Linda Shepard, Project DirectorParents Educating Parents and

Professionals for All Children(PEPPAC)

8318 Durelee Lane #101Douglasville, GA 30134(770) 577-7771Fax: 770-577-7774E-mail: [email protected]

Charles Campbell, Project DirectorDevelopment, Field Test, and

Evaluation of a CD-R Prototype for,Nonaversive Behavior Interventionfor Young Children

School of EducationValdosta State UniversityValdosta, GA 31698(912) 333-5932Fax: 912-259-5149E-mail: [email protected]

continued

21

Georgia, continued


Julie Lee, Project DirectorInfant/Toddler Specializaton: Rural

Interdisciplinary CollaborativeServices

College EducationValdosta State University1500 North Paterson StreetValdosta, GA 31698-0102(912) 333-5932Fax: 912-333-7167E-mail: [email protected]

38


GUAM


Vincent T. Leon Guerrero, AssociateSuperintendent

Cathy Tydingco, Preschool ProgramCoordinator

Division of Special EducationDepartment of EducationPO Box DEAgana, GU 96932(671) 475-0549Fax: 671-475-0562E-mail: [email protected]


Vincent T. Leon Guerrero, AssociateSuperintendent

Part C ProgramDivision of Special EducationDepartment of EducationPO Box DEAgana, GU 96932(671) 475-0549Fax: 671-475-0562E-mail: [email protected]

Elaine Eclavea, Program AdministratorGuam UAPCollege of Education303 University DriveUOG StationMangilao, GU 96923(671) 735-2484Fax: 671-734-5709E-mail: [email protected]

Chair, Interagency CoordinatingCouncilMarnie C. BalajadiaDepartnient 'of Mental Health and

Substance Abuse790 Government Carlos Camacho

RoadTamuning, GU 96911(671) 647-5440Fax: 671-649-6948



Michael Fahey, 619 CoordinatorSpecial Education SectionDepartment of Education637 18th Avenue, Room 102Building C, Room 102Honolulu, HI 96816(808) 733-4840Fax: 808-733-4404E-mail:

[email protected]

Infant/Toddler (Part C) ContactJean Johnson, Project CoordinatorSue Brown, Assistant CoordinatorPatti Nishimoto, Parent Involvement

CoordinatorZero-to-3 Hawai'i ProjectPan Am Building1600 Kapiolani Boulevard, Suite 925Honolulu, HI 96814(808) 957-0066Fax: 808-946-5222E-mail:[email protected]

Alan Taniguchi, ChiefSpecial Health Needs BranchDepartment of Health741 Sunset AvenueHonolulu, HI 98616(808) 732-3197Fax: 808-732-8580

Chair, Interagency CoordinatingCouncilHa' aheo Mansfield655 A Analu StreetHonolulu, HI 96817(808) 595-2783 (home)

847-3285 (work)

24

HAWAI'I

EEPCD Demonstration ProjectsJean Johnson, Principal InvestigatorStacey Kong, Project CoordinatorProject Kako'oDepartment of Health1600 Kapiolani Boulevard, Suite 1401Honolulu, HI 96814(808) 942-8223Fax: 808-946-5222

EEPCD Outreach Project

Robert Stodden, Principal InvestigatorDotty Kelly, Outreach TrainerPacific Outreach Project to Provide

and Improve Services for CulturallyDiverse Children Ages Birth to Eightwith Disabilities Using a FamilyCentered TransdisciplinaryTransagency Service

Center on Disability StudiesUniversity of Hawai'i at Manoa1776 University Avenue, UA4-6Honolulu, HI 96822(808) 956-9199 (Stodden)(808) 956-6449 (Kelly)Fax: 808-956-4734E-mail: [email protected]

andGeneva Woodruff, Project Director25 Monmouth CourtBrookline, MA 02146(617) 232-0600Fax: 617-735-1888

4 0

Research Grant

Peter Dowrick, Principal InvestigatorVideo Feedforward to PromoteReading, Communication, andEffective Judgments by YoungChildren With Disabilities

Hawai'i University Affiliated Program1776 University AvenueManoa, HI 96882(808) 956-5009Fax: 808-956-7878E-mail: [email protected]

Personnel Preparation Grant

Jennifer Schember-Lang, ExecutiveDirector

AWARE200 North Vineyard BoulevardSuite 310Honolulu, HI 96817(808) 536-9684808-536-2280 (TDD)Fax: 808-537-6780E-mail: [email protected]

1997-98 Direciory of Selected Early Childhood Programs

3-5 (Section 619) ContactJane Brennan, Specialist and 619

CoordinatorRobin Carter, Preschool ConsultantJana Jones, 619 StaffMary Bostick, 619 StaffIdaho Department of Education650 West State StreetPO Box 83720Boise, ID 83720(208) 334-3940

332-6915 (Brennan)385-4273 (Carter)236-2885 (Jones)885-6544 (Bostick)


[email protected]

Infant/Toddler (Part C) ContactPaul Swatsenbarg, ChiefMary Jones, Project ManagerBureau of Developmental DisabilitiesDepartment of Health and WelfareInfant/Toddler ProgramPO Box 83720450 West State Street, 5i" FloorBoise, ID 83720-0036(208) 334-5531

334-5518 (Swatsenbarg)334-5523 (Jones)



Jana Jones3560 HandleyIdaho Falls, ID 83404(208) 236-3610Fax: 208-236-4224

IDAHO

EEPCD lnservice Project Personnel Preparation GrantsJennifer Olson, Project DirectorInservice Training Grant That

Develops, Delivers, Evaluates, andDisseminates an Inservice TrainingModel for Teams of CollaboratingPublic School and Head StartPreschool Teachers

University of Idaho129 West Third StreetICDDMoscow, ID 83843(208) 885-3588Fax: 208-885-3628


Ruth Griggs, Project DirectorIdaho Parents Unlimited Incorporated4696 Overland Road, Suite 478Boise, ID 83705(208) 342-5884(800) 242-4785 (ID only)Fax: 208-342-1408E-mail: [email protected]: http://homesmci.net/IPULI

Thomas Longhurst, Project DirectorIntermountain Hearing-Impaired

Partnership (I-HIP)Idaho State University, CB# 8116Pocatello, ID 83209(208) 236-2204Fax: 208-236-4602E-mail: [email protected]

25


Pamela Reising-Rechner, SeniorConsultant

Department of Special EducationState Board of Education100 North First Street, S-233Springfield, IL 62777-0001(217) 524-4835Fax: 217-785-7849E-mail: [email protected]: http://www.isbe.state.il.us/

Infant/Toddler (Part C) ContactMary Miller, Part C CoordinatorDepartment of Hurman ResourcesBureau of Early InterventionOffice of Community Health and

Prevention622 east Washington, 2" FloorPO Box 19429Springfield, IL 62794-9429(217) 782-1981Fax: 217-524-6248


Susan Walter, Vice-Chair/Interim ChairInstitute on Disability and Human

Development150 Sunflower DriveHighland, IL 62249(618) 654-7629Fax: 618-654-7629 (call first)

26

ILLINOIS

EEPCD Demonstration ProjectPatricia Hutinger, DirectorLinda Robinson, CoordinatorThe Early Childhood Interactive

Technology Literacy CurriculumProject (ITLC)

College of EducationWestern Illinois University27 Horrabin HallMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail:

pl-hutinger @ [email protected]


Susan Fowler, Project DirectorFamily and Child Transitions Into'

Least Restrictive Environment(FACTS/LRE)

Children's Research CenterUniversity of Illinois51 Gerty Drive, Room 61Champaign, IL 61820(217) 333-4123Fax: 217-244-7732E-mail: s-fowle @ fuiuc.eduURL: http://www.ed.uiuc.edu/coe-

spedlfacts.html

Jeanette McCollum, PrincipalInvestigator

Tweety Yates, Project DirectorPIWI Outreach: Facilitating

Development Through Parent-InfantPlay Groups

Children's Research CenterUniversity of Illinois51 Gerty Drive, Room 61Champaign, IL 61820(217) 333-4123Fax: 217-333-6555

Susan Fowler, Principal InvestigatorBeverly Lewman, Project CoordinatorSPARK! Skills Promoted Through

Arts,Reading, and KnowledgeChildren's Research CenterUniversity of Illinois51 Gerty Drive, Room 61Champaign, IL 61820(217) 333-0960Fax: 217-244-7732E-mail: [email protected]

b-lewman @uiuc.eduURL: http://www.ed.uiuc.edu/coe-

spedlsparki

42

Patricia Hutinger, Project DirectorJoyce Johanson, Project CoordinatorExpressive Arts OutreachWestern Illinois UniversityHorrabin Hall, Room 271 University CircleMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: pl-hutinger @ wiu.edu

[email protected]

URL: http://www.mprojects.wiu.edu/

Patricia Hutinger, Project DirectorJoyce Johanson, Project CoordinatorLitTECH InteractiveWestern Illinois UniversityHorrabin Hall, Room 271 University CircleMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: pl-hutinger @ wiu.edu

and [email protected]: http://www.mprojects.wiu.edu/

Research InstituteSusan Fowler and Lilian Katz

Co-Principal InvestigatorsECRI for Culturally and Linguistically

Appropriate Services (CLAS)College of Education38 C Education BuildingUniversity of Illinois1310 South 6th StreetChampaign, IL 61820(217) 333-0960Fax: 217-244-7732E-mail: [email protected]

Research Grants

Johnell Bentz, Project DirectorCurriculum-Based Measurement:

Alternative Assessment to MeasureEnglish Reading Proficiency ofBilingual Students

Department of Special EducationCollege of EducationUniversity of Illinois801 South Wright StreetChampaign, IL 61820(217) 333-0260Fax: 217-333-6550E-mail: [email protected]

continued



Norma Lopez-Reyna, Project DirectorEffects of Use of Authentic

Assessment Procedures on LiteracyDevelopment of Bilingual andMonolingual Students With LearningDisabilities

University of Illinois1040 West Harrison M/C 147Chicago, IL 60607(312) 996-4526FaX: 312-996-6400E-mail: [email protected]

Maria Elena Rodriguez-Sullivan,Project Director

National Center for Latinos WithDisabilities

1921 South Blue Island AvenueChicago, IL 60608(312) 666-3393(800) 532-3393 (IL only)312-666-1788 (TTY)Fax: 312-666-1787E-mail: [email protected]

Ruth Pearl, Project DirectorRisk and Resilience of Behavior and

Adjustment Problems in StudentsWith and Without Disabilities

College of EducationUniversity of Illinois809 South Marshfield AvenueChicago, IL 60612-7205(312) 996-4895

Patricia Hutinger, PrincipalInvestigator

The Early Childhood ComprehensiveTechnology System (ECCTS)Elementary Education and Reading

Western Illinois UniversityHorrabin Hall, Room 27Macomb, IL 61455(309) 298-1634E-mail: [email protected]

Patricia Hutinger, Project DirectorTEChPLACEs: Technology in Early

Childhood-Planning and LearningAbout Community Environments

Western Illinois University1 University CircleMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: [email protected]

Personnel Preparation GrantsMichaelene Ostrosky, Project DirectorPersonnel for Integrated EarlyChildhood Environments

Department of SpecialEducation

University of Illinois801 South Wright StreetChampaign, IL 61820(217) 333-0260Fax: 217-333-6555E-mail: [email protected]

Jeanette McCollum, Project DirectorRelationships as the Foundation ofEarly Intervention EfficacyACurriculum to Assist Trainers ofEarly Intervention Personnel Project

Department of Special EducationUniversity of Illinois-Champaign1310 South Sixth StreetChampaign, IL 61820-6690(217) 333-0260Fax: 217-333-6555E-mail: [email protected]

Donald Moore and Jim McGovern,Project Co-Directors

Designs for Change6 North Michigan Avenue, Suite 1600Chicago, IL 60602(312) 857-9292312-857-1013 (TDD)(800) 851-8728 (IL only)Fax: 312-857-9299E-mail: [email protected]

Charlotte Des Jardins, Project DirectorFamily Resource Center on Disabilities20 East Jackson Boulevard, Room 900Chicago, IL 60604(312) 939-3513312-939-3519 (ITY/TTD)800-952-4199 (IL only )Fax: 312-939-7297

James Andrews, Project DirectorPreparation of Speech-

Language Pathologists as Membersof Transdisciplinary EarlyIntervention Teams

Speech-Language Pathology ProgramNorthern Illinois UniversityDekalb, IL 60115(815) 753-6526

4 3


Illinois, continued

Norma DeMario, Project DirectorPreparation of Teachers in Visual

Impairments, With a RuralEmphasis and Distance LearningOpportunities

Department of Special EducationDevelopment

Illinois State University533 DeGarmo Hall, CB#5910Normal, IL 61790(309) 438-8980Fax: 309-438-8699E-mail: [email protected]

Deb Kunz, Project DirectorFamily T.I.E.S. Network830 South SpringSpringfield, IL 62704(217) 544-5809(800) 865-7842 (IL only)Fax: 217-544-6018E-mail: [email protected]

27


Sheron Cochran, 619 CoordinatorIndiana Department of EducationDivision of Special EducationRoom 229 State HouseIndianapolis, IN 46204-2798(317) 232-0570 or -9500Fax: 317-232-0589E-mail: [email protected]


Maureen Greer, Part C DirectorFirst StepsBureau of Child DevelopmentDivision of Family and Children402 West Washington Street, W-386Indianapolis, IN 46204(317) 232-2291 (Program)

232-2429 (Greer)Fax: 317-232-7948E-mail: [email protected]


Dawn Carlson500 8th AvenueTerre Haute, IN 47804(812) 231-8342Fax: 812-231-8208E-mail: [email protected]

28

INDIANA

4 4

Personnel Preparation GrantRichard Burden, Project DirectorIN*SOURCE809 North Michigan StreetSouth Bend, IN 46601-1036(219) 234-7101(800) 332-4433 (IN only)Fax: 219-234-7279E-mail: [email protected]: http://homel.gte.net/insource/



Dee Gethmann, ConsultantIowa Department of EducationBureau of Children, Family and

Community ServicesGrimes State Office BuildingDes Moines, IA 50319-0146(515) 281-5502Fax: 515-242-6019E-mail: [email protected]

Penny Milburn, ECSE ConsultantIowa Bureau of Special EducationIowa State University Extension2020 DMACC BoulevardAnkeny, IA 50021(515) 965-9355Fax: 515-965-9388E-mail: [email protected]

Infant/Toddler (Part C) ContactLynda Pletcher, CoordinatorPart C ProgramBureau of Children, Family andCommunity ServicesIowa State Department of EducationGrimes State Office BuildingDes Moines, IA 50319-0146(515) 281-7145Fax: 515-242-5988E-mail: [email protected]


Paul Greene335 Columbia CircleWaterloo, IA 50701(319) 232-9418E-mail: [email protected]

I OWA

EEPCD Demonstration Project

Martin Ikeda, Project Director andPrincipal Investigator

Development, Testing, andDissemination of NonaversiveTechniques For Working withAutism: Demonstration of a "BestPractices" Model For Parents andTeachers

Heartland AEAInter-American University6500 Corporate DriveJohnston, IA 50131-1603(515) 270-9030 ext. 4494Fax: 515-270-5383E-mail: mikeda@aeal 1 .k12.ia.us

4 5


Personnel Preparation GrantsCarla Peterson, Project DirectorSchool Psychologists in EarlyChildhood Services (SPECS) Training

ProjectDepartment of Human Development

and Family Studies101 Child Development BuildingIowa State UniversityAmes, IA 50011(515) 295-3040

Kate Payne, Project DirectorSEEK Parent Center406 Southwest School Street, Suite

207Ankeny, IA 50021(515) 965-0155(888) 431-4332 (IA only)Fax: 515-276-8470 (call first)

Donna Raschke, Project DirectorNewly Implemented Highway for

Training Teachers in ECSEAcross Three Iowa RegentInstitutions

Department of Special EducationUniversity of Northern Iowa150A Schindler Education CenterCedar Falls, IA 50614-0601(319) 273-6061Fax: 319-273-6997E-mail: [email protected]

Donna Raschke, Project DirectorPreparing General and Special

Education Teacher Teams inInclusionary Practices for ChildrenWith Severe Disabilities, Utilizingan Information Highway ina Cooperative Program AcrossThree Iowa Regents Institutions

Department of Special EducationUniversity of Northern Iowa150A Schindler Education CenterCedar Falls, IA 50614(319) 273-3258Fax: 319-273-6997E-mail: [email protected]

Marion Panyan, Project DirectorDual Endorsement Training: Early

Childhood Special Education andPre K/Kindergarten

Department of Special EducationSchool of Education and Human

ServicesFine Arts CenterDrake UniversityDes Moines, IA 50311(515) 271-4124Fax: 515-271-4848E-mail: [email protected]

29


Carol Dermyer, Early ChildhoodDirector

Marnie Campbell, ECSE ConsultantSpecial Education AdministrationState Department of Education120 East 10th AvenueTopeka, KS 66612-1182(785) 296-7454Fax: 785-296-7933E-mail: [email protected]

[email protected]: http://www.ksbe.state.ks.us/


Jayne Garcia, Part C CoordinatorKansas Infant Toddler ProgramState Department of Health and

Environment10th FloorLandon State Office Building900 SW JacksonTopeka, KS 66612-1290(913) 296-6135 or -6136Fax: 913-296-8626E-mail: [email protected]: http://www.ink.org/public/kdhe/

bcyf/cds.html

Doug Bowman, ICC ExecutiveCoordinator

Kansas Infant Toddler ProgramState Department of Health and

Environment10th FloorLandon State Office Building900 Southwest JacksonTopeka, KS 66612-1290(913) 296-1329Fax: 913-296-8626


Laura K. Clark600 Minnesota Ave.Kansas City, KS 66101(913) 551-3700Fax: 913-551-3706

30

KANSAS

EEPCD Demonstration ProjectBarbara Thompson, Project DirectorDeann Lovell, Project CoordinatorProject CircleDepartment of Special EducationUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785) 864-0685Fax: 785-864-4149E-mail:

[email protected]@falcon.cc.ukans.edu

URL: http://circleofinclusion.org/


Judith Carta, Project DirectorJeanie Schiefelbusch, Project

CoordinatorProject SLIDE: Skills for Learning

Independence in DevelopmentallyAppropriate Environments

Juniper Gardens Children's ProjectUniversity of Kansas650 Minnesota, 2"d FloorKansas City, KS 66101(913) 321-3143Fax: 913-371-8522

David Lindeman, Project Co-DirectorFACETS: Family-guided Approaches

to Collaborative Early InterventionTraining and Services

Kansas University Affiliated Program2601 GabrielParson, KS 67357(316) 421-6550Fax: 316-421-6550 Ext. 1702E-mail:

[email protected]

Juliann Cripe, Project Co-DirectorDepartment of Special Education and

Communication DisordersValdosta State UniversityValdosta, GA 31698(912) 333-5932Fax: 912-333-7167E-mail: [email protected]

4 6

David Lindeman, Project DirectorSTAIRS Outreach ProjectKansas University Affiliated Program2601 GabrielParsons, KS 67357(316) 421-6550 ext 1887 (McLean)

421-6550 ext 1859 (Lindeman)Fax: 316-421-6550 ext 1702E-mail:

[email protected]

Lee McLean, Project ConsultantSTAIRS Outreach ProjectUniversity of ConnecticutA. J. Pappanikou Center249 Glenbrook Road, Box U-64Storrs, CT 06269-2064(860) 486-3493Fax: 860-486-5037E-mail: [email protected]

Research InstituteJudith Carta and Charlie Greenwood,

Co-Principal InvestigatorsEarly Childhood Research Institute on

Measuring Growth andDevelopment

Juniper Gardens Children's ProjectUniversity of Kansas650 Minnesota Avenue, 2" FloorKansas City, KS 66101(913) 321-3143Fax: 913-371-8522E-mail: [email protected]:

http://www.ici.coled.umn.edu:8001/ecri/

Research GrantsJudith Carta, Principal InvestigatorA Longitudinal Study of Risk and

Protective Factors Affecting theDevelopment of Children PrenatallyExposed to Illicit Drugs and Alcohol

650 Minnesota AvenueKansas City, KS 66101(913) 321-3143Fax: 913- 371-8522E-mail: [email protected]

Doug Guess, Principal InvestigatorLongitudinal Assessment of Emerging

Behavior State Patterns AmongInfants and Children With Severeand Profound Disabilities

Institute for Life Span StudiesUniversity of Kansas1052 DoleLawrence, KS 66045(875) 864-4954Fax: 913-864-4149E-mail: [email protected]

continued



Debra Kamps, Project DirectorProactive Home-School Programming

for the Prevention of SeriousEmotional Disturbance in ChildrenWith Behavior Problems

University of Kansas1052 DoleLawrence, KS 66045(913) 321-3143Fax: 913-371-8522E-mail: [email protected]

Raymond Hull, Project DirectorThe Influence of Real-Time Frequency

Transposition on the Develomentand Refinement of Skills ofArticulation in Severely andProfoundly Hearing- ImpairedChildren

Communicative Disorders and SciencesWichita State UniversityWichita, KS 67260-0075(316) 978-3240Fax: 316-978-3291E-mail: [email protected]


Lynn Hayes, Project DirectorGreat Plains Deaf Education/Deaf

Blind ProjectHearing and Speech DepartmentUniversity of Kansas Medical Center3031 Miller Building3901 Rainbow BoulevardKansas City, KS 66160-7605(913) 588-5750Fax: 913-588-5923E-mail: lhayes @kumc.edu

Ann Turnbull, Project DirectorDoctoral Training Program in Families

and Disability: Focusing onTransition, Goals 2000, andMulticulturalism in PreparingSpecial Education LeadershipPersonnel

Department of Special EducationUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(913) 864-7600Fax: 913-864-5825E-mail: [email protected]

Karen Gallagher, Project DirectorEstablishing Interprofessional

Community/School Linkages inEarly Childhood Intervention (0-8)

Institute for Life Span StudiesSchool of Education112 Bailey HallUniversity of KansasLawrence, KS 66045(785) 864-4297Fax: 785-864-5076E-mail: [email protected]

Barbara Thompson, Project 1-jirectorEstablishing A Blended Early

Childhood and Early ChildhoodSpecial EducationUndegraduate Program andRestructuring the Current EarlyChildhood Special EducationProgram

University of Kansas3001 Dole BldgLawrence, KS 66045(913) 864-4954

Mabel Rice, Project DirectorIntegrated Interdisciplinary Leadership

Personnel Training for EarlyChildhood Language Intervention

Institute of Life Span StudiesUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785) 864-4570Fax: 785-864-4571E-mail: [email protected]

Jeanne Kleinhammer-Tramill, ProjectDirector

University of Kansas SchoolPsychology/Early ChildhoodSpecial Education PersonnelPreparation Project

Institute of Life Span StudiesUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785) 864-4950Fax: 785-864-5338E-mail: [email protected]

Sharon Rosenkoetter, Project DirectorACCK Preservice Early InterventionProgram

Special EducationAssociated Colleges of Central Kansas105 East Kansas AvenueMcPherson, KS 67460(316) 241-7754Fax: 316-241-5153E-mail: [email protected]

4 7


Kansas, continued

Sharon Rosenkoetter, Project DirectorRight From the Start: Partners in

EducationDepartment of Special EducationAssociated Colleges of Central Kansas105 East Kansas AvenueMcPherson, KS 67460(316) 241-7754Fax: 316-241-5153E-mail: [email protected]

31

3-5 (Section 619) ContactDebbie Schumacher, DirectorBarbara Singleton, 619 CoordinatorDivision of Preschool ServicesKentucky Department of EducationCapitol Plaza Tower, 16th Floor500 Mero StreetFrankfort, KY 40601(502) 564-7056Fax: 502-564-6771E-mail: [email protected]: http://www.kde.state.ky.us


Jim Henson, Part C CoordinatorInfant-Toddler ProgramsGerrnaine O'Connell, Part C StaffDivision of Mental RetardationDepartment of Mental Health and

Mental Retardation Services275 East Main StreetFrankfort, KY 40621(502) 564-7722Fax: 502-564-0438E-mail:

[email protected]


Vicki StaytonDepartment of Teacher Education360-TPHCollege of EducationWestern Kentucky UniversityBowling Green, KY 42101(502) 745-5414Fax: 502-745-6474E-mail: [email protected]

32

KENTUCKY

EEPCD Demonstration ProjectDarlene Hilsenbeck, Project DirectorThe RIDE Project Reaching Individuals

With Disabilities Early Ohio ValleyEducational Cooperative

100 Alpine DriveShellyville, KY 40065(502) 647-3533Fax: 502-647-3581E-mail: [email protected]


Beth Rous, Principal InvestigatorProject STEPS: National Outreach

University of Kentucky205 Mineral Industries BuildingLexington, KY 40506-0051(606) 257-9115Fax: 606-257-4353E-mail: [email protected]: http://www.ihdi.uky.edu/

hdiprojects.htm

Research InstituteMary Louise Hemmeter, InvestigatorJohn Schuster, InvestigatorEarly Childhood Follow-Through

Research InstituteDepartment of Special Education and

RehabilitationUniversity of Kentucky229 Taylor Education BuildingLexington, KY 40506-0001(606) 257-8594Fax: 606-257-1325E-mail: [email protected]

jw schu01 @pop.uky.edu

4 8

Research Grant

Edward Blackhurst, Project DirectorExamination of the Effectiveness of a

Functional Approach to theDelivery of Assistive TechnologyServices in Schools

Research FoundationUniversity of Kentucky105 Kinkead HallLexington, KY 40506(606) 257-7908Fax: 606- 257-7908


Vicki Stayton, Project DirectorPreparation of Early Childhood

PersonnelDepartment of Teacher Education360 Tate Page HallWestern Kentucky UniversityBowling Green, KY 42101(502) 745-3899Fax: 502-745-2939

Elizabeth L. Jones, Project DirectorProject Team: Interdisciplinary

Family-Centered Preparation ofRelated Services Personnel for EarlyIntervention Collaboration

Department of PsychologyWestern Kentucky University260 Tate Page HallBowling Green, KY 42101(502) 745-4414

Mary Louise Hemmeter, ProjectDirector

Preparing Early Childhood Educatorsas Specialists in Emotional andBehavioral Disorders

Department of Special Education229 Taylor Education BuildingUniversity of KentuckyLexington, KY 40506(606) 257-7905Fax: 606-257-1325E-mail: [email protected]

Jennifer Grisham-Brown,Project DirectorProject Options: An Interdisciplinary

Outcome-Based Training Programfor Preparing Early ChildhoodPersonnel

University of Kentucky ResearchFoundation

College of Education201 Kinkead HallLexington, KY 40506(606) 257-7909Fax: 606-257-1325

continued



Be Iva Collins, Project DirectorTraining Rural Educators in Kentucky

Through Distance LearningUniversity of Kentucky229 Taylor Education BuildingLexington, KY 40506-0001(606) 257-8591Fax: 606- 257-1325E-mail: [email protected]

Paulette Logsdon, Project DirectorFamily Training and Information

Center2210 Goldsmith Lane, Suite 118Louisville, KY 40218(502) 456-0923(800) 525-7746Fax: 502-456-0893E-mail: [email protected]

4 9

Kentucky, continued



Janice Zube, 619 CoordinatorSharon Compton, Program ManagerAngela Hawkins, Program ManagerPreschool ProgramsOffice of Special Education ServicesState Department of EducationPO Box 94064Baton Rouge, LA 70804-9064(504) 342-1190 (Zube)

342-3366Fax: 504-342-5880 (Zube)504-342-4474 (Hawkins and

Compton)E-mail:[email protected]@[email protected]


Evelyn Johnson, Part C CoordinatorJanie W. Martin, ICC StaffOffice of Special Education ServicesState Department of EducationPO Box 1509Baton Rouge, LA 70821(504) 342-3730 (Johnson)342-3638 (Martin)Fax: 504-219-4678E-mail:

[email protected]@mail.doestate.laus


Rep. Renee Pratt1636 Toledano StreetSuite 304New Orleans, LA 70115(504) 896-1307Fax: 504-896-1306

34

LOUISIANA

5O

Personnel Preparation GrantLeah Knight, Project DirectorProject PROMPT4323 Division Street, Suite 110Metairie, LA 70002-3179(504) 888-9111(800) 766-7736 (LA only)Fax: 504-888-0246E-mail: [email protected]


MAINE


Joanne C. Holmes, 619 CoordinatorChild Development ServicesState House Station #146Augusta, ME 04333(207) 287-3272Fax: 207-287-5900E-mail: [email protected]

Infant/Toddler (Part C) ContactJoanne C. Holmes, Part C CoordinatorChild Development ServicesState House Station #146Augusta, ME 04333(207) 287-3272Fax: 207-287-5900E-mail: [email protected]


Jean EatonCDS Lincoln CountyPO Box 1114Damariscotta, ME 04543(207) 563-1411Fax: 207-563-6312


Personnel Preparation GrantJanice LaChance, Project DirectorSpecial Needs Parents Info NetworkPO Box 2067Augusta, ME 04338-2067(207) 582-2504(800) 870-SPIN (ME only)Fax: 207-582-3638E-mail: [email protected]: http://www.mpf. org/

35

REPUBLIC OF THE MARSHALL ISLANDS (MH)

3-5 (Section 619) ContactKanchi Hosia, CoordinatorSpecial Education CoordinatorDepartment of EducationBox 3179Republic of the Marshall IslandsMajuro, Marshall Islands, MH 96960(692) 625-3559Fax: 692-625-3861

Infantfrodd ler (Part C) Contact




52


3-5 (Section 619) ContactNancy Vorobey, EC Staff Specialist/

619 CoordinatorMonica Vacca, Prevention SpecialistMD Infant and Toddler/Preschool

Services BranchDivision of Special EducationState Department of Education200 West Baltimore StreetBaltimore, MD 21201(410) 767-0234 (Vorobey)

333-0337 (Vacca)Fax: 410-333-8165 (Vorobey)410-333-2379 (Vacca)E-mail: [email protected]


Debdrah Metzger, Branch ChiefMD Infants and Toddlers ProgramMD Department of EducationDivision of Special Education200 West Baltimore Street, 4'h FloorBaltimore, MD 21201(410) 767-0261Fax: 410-333-2661E-mail: [email protected]: http://www.msde.state.md.us/

sped/

Chair, Interagency CoordinatingCouncilRenee C. WachtelDirector of Developmental PediatricsUniversity of MarylandSchool of Medicine630 West Fayette StreetRoom 5686,Baltimore, MD 21201(410) 706-3542Fax: 410-706-0835

MARYLAND

Research InstitutePaula Beckman, Co-InvestigatorEarly Childhood Research Institute on

InclusionDepartment of Special EducationUniversity of Maryland1308 Benjamin BoulevardCollege Park, MD 20742(301) 405-6513Fax: 301-314-9158E-mail:

[email protected]

5 3


Research Grants

Lynn Halverson, Project DirectorA National Perspective on Special

Educators' Use of Technology toPromote Literacy

Macro International11785 Beltsville DriveCalverton, MD 20705(301) 572-0477Fax: 301- 572-0999E-mail: [email protected]

Steve Graham, Project DirectorA Comparison of the Effects ofProleptic Versus Direct StrategyInstruction on the Composition Skillsof Students With LearningDisabilities

Research Administration andAdvancement

University of Maryland at CollegePark

Lee Building, Room 2100College Park, MD 20742-5141(301) 405-6493Fax: 301-314-9158E-mail: [email protected]

Nathan Fox, Project DirectorLinkages to Learning: An Integrated

Multi-Agency, School-Based Programfor the Delivery of Health, MentalHealth, and Social Services toStudents and Their Families

University of MarylandLee Building, Room 2100College Park, MD 20742-5141(301) 405-2816Fax: 301 405-2891

Margaret King-Sears, Project DirectorSelf-Management TowardIndependence for Students WithDisabilities

Johns Hopkins University9601 Medical Center DriveRockville, MD 20850(301) 254-7040

Marsha Brauen, Project DirectorTechnical Assistance in Data Analysis,

Evaluation, and Report PreparationWESTAT1650 Research BoulevardRockville, MD 20850-3129(301) 251-1500Fax: 301-251-4475E-mail: braueml @westat. com

continued

37

Maryland, continued

Personnel Preparation GrantsJaneen Taylor, Project DirectorHopkins Mentor Program: Early

Intervention and Early ChildhoodSpecial Education PersonnelPreparation

School of Continuing StudiesJohns Hopkins University3400 North Charles Street - WhiteheadBaltimore, MD 21218(410) 290-8273Fax: 410-290-0467E-mail: [email protected]

Janeen Taylor, Project DirectorPartnership for Preparation of Early

Intervention/Preschool SpecialEducation Specialists

Johns Hopkins University3400 North Charles Street - WhiteheadBaltimore, MD 21218(410) 516-8273Fax: 410-290-0467E-mail: [email protected]

Paula Beckman, Project DirectorMaster's Program in Early Childhood

Special EducationDepartment of Special EducationUniversity of MarylandRoom 2100 Lee BuildingCollege Park, MD 20742(301) 405-6492

Josie Thomas, Project DirectorParents Place of Maryland

Incorporated7257 Parkway Drive, Suite 210Hanover, MD 21076-1306(410) 712-0900Fax: 410-712-0902E-mail: [email protected]: http://www.somerset.net/

Parents Place/

Dawn Ellis, Project DirectorProject MEETInnovative Models

and Effective Educational Tools toPrepare Personnel to Serve ChildrenWith Severe Communication andMultiple Disabilities

Professional Practices DepartmentAmerican Speech Language Hearing

Association10801 Rockville PikeRockville, MD 20852(301) 897-5700Fax: 301-897-7354E-mail: [email protected]: http://www.asha.org/

5 4



Elisabeth Schaefer, DirectorCarol McNeill, ConsultantEarly Childhood ProgramsState Department of Education350 Main StreetMalden, MA 02148-5023(781) 388-3300Ext. 341 (Schaefer)Ext. 360 (McNeill)Fax: 781-388-3394E-mail: [email protected]: http://info.doe.mass.edu


Ron Benham, Part C Coordinator andDirector of Early Intervention

Early Intervention ServicesDepartment of Public Health250 Washington Street, 4'h FloorBoston, MA 02108-4619(617) 624-5070(617) 624-5969 (Benham)Fax: 617-624-5990E-mail: [email protected]


Kathy Barrett-Lewis, ICC StaffEarly Intervention ServicesDepartment of Public Health250 Washington Street, 4th FloorBoston, MA 02108-4619(617) 624-5070Fax: 617-624-5990

Phillip PrintzEducational Development Center, Inc.55 Chapel StreetNewton, MA 02158(617) 969-7100Fax: 617-969-3440E-mail: [email protected]

MASSACHUSETTS


Margaret O'Hare, Project DirectorKaren Sheaffer, Project SupervisorProject Child Care 2000 Enhanced

Child Care Resource and ReferralServices for Children With LowIncidence Disabilities

Office of Child Care ServicesOne Ashburton PlaceBoston, MA 02108(617) 626-2080Fax: 617-626-2027E-mail: [email protected]

EEPCD Inservice Projects

Evelyn Hausslein, Project DirectorGlenn Gabbard, Project CoordinatorICC Parent Training and Technical

Assistance ProjectFederation for Children with Special

Needs95 Berkeley Street, Suite 104Boston, MA 02116(617) 482-2915Fax: 617-695-2939E-mail:[email protected]@fcsn.org

URL: http://www.fcsn.org


Heidelise Als, Project DirectorEarliest Intervention: Setting the Stage

for SuccessEnders Pediatric Research LabsChildren's Hospital320 Longwood AvenueBoston, MA 02115(617) 355-8249Fax: 617-355-7230E-mail: [email protected]

5 5


Research Grants

Richard Robison, Project DirectorFederation for Children with Special

Needs95 Berkeley Sreet, #104Boston, MA 02116(617) 482-2915 (voice/ TTY)800-331-0688 (MA only)Fax: 617-695-2939E-mail: [email protected]: http://www.fcsn.org/

Heidelise Als, Project DirectorThe Forgotten Newborn:

Individualized, Family-FocusedDevelopment Care for the MedicallyLow-Risk Preterm Infant

Children's Hospital Corporation300 Longwood AvenueBoston, MA 02115(617) 355-8249

Debra Hart and William Kiernan,Project Co-Directors

Formulate and Conduct ResearchAround Improving Education andTechnology Related Services at theLocal Level

Institute for Community InclusionChildren's Hospital300 Longwood AvenueBoston, MA 02115(617) 355-7443Fax: 617-355-7940E-mail: hart_d@a 1 .tch.harvard.edu

Gary Siperstein, Project DirectorThe Influence of Teacher

Characteristics on the AcademicPerformance and BehavioralAdjustment of Students WithAttention Deficit HyperactivityDisorder

University of Massachusetts100 Morrissey BoulevardBoston, MA 02155-3393(617) 287-7250Fax: 617- 287-7249E-mail:

siperstein @umbsky.cc.umb.edu

Judith Singer, Project DirectorPersistence in Inclusionary SettingsGraduate School of Education

Holyoke Center 4401350 Massachusetts AvenueCambridge, MA 02138(617) 495-5501Fax: 617-495-3626E-mail: [email protected]

continued

39

Massachusetts, continued


Judith Zorfass, Project OirectorCenter to Link Local School DistrictsWith Information and Support on theUse of Technology,Educational Media, and Materials

Educational Development Center55 Chapel StreetNewton, MA 02158(617) 969-7100Fax: 617-969-7100E-mail: [email protected]

David Rose, Project DirectorBeyond Assistive Technology: Policy,

Curriculum and Technology forInclusion

CAST, Incorporated39 Cross StreetPeabody, MA 01960(978) 531-8555Fax: 978-531-0192E-mail: [email protected]

Personnel Preparation GrantsBarry Prizant, Project DirectorTraining of Speech-Language

Pathologists: Young Children ofDiverse Cultural Backgrounds WhoAre Living in Poverty

100 Beacon StreetEmerson CollegeBoston, MA 02116(617) 824-8500 or 8308

Allison Gottlieb, Project DirectorInterdisciplinary Training in Special

Needs: A Multicultural EmphasisEunice Kennedy Shriver Center200 Trapelo RoadWaltham, MA 02254(781) 642-0237Fax: 781-642-0238

5 6

40 1997-98 Directory of Selecied Early Childhood Programs


Carol Regnier, CoordinatorJulie Banfield, ConsultantSpecial Education ServicesState Department of EducationPO Box 30008Lansing, MI 48909(517) 373-2949 (Regnier)

335-3888 (Banfield)Fax: 517-373-7504E-mail: [email protected]

Infant/Toddler (Part C) ContactJulie Banfield, Part C CoordinatorTammy Freeberg, EI SpecialistVanessa Winbom, ConsultantEarly On MichiganOffice of Special Education and Early

Intervention ServicesState Department of EducationPO Box 30008Lansing, MI 48909(517) 373-8483

335-3888 (Banfield)241-2591 (Freeberg)335-4865 (Winborn)


[email protected]@state.mi.us

URL:http://www.earlyon-mi.org/index.htmland

Joan Blough, Interagency StaffDepartment of Mental Health1738 CommonwealthKalamazoo, MI 49006(616) 373-5140Fax: 616-373-5109

Lisa Cook-Gordon, Interagency StaffState Department of Public HealthPO Box 30035Lansing, MI 48909(517) 335-9230Fax: 517-335-8560E-mail: [email protected]

Donna Mullins, Interagency StaffDepartment of Social Services235 Grand Avenue, Suite 403Lansing, MI 48909(517) 335-3541Fax: 517-373-2799

Chair, Interagency CoordinatingCouncilMac Miller, SICC Chair PersonLivingston County CMH Services206 South Highlander WayHowell, MI 48843(517) 546-4126Fax: 517-546-1300

MICHIGAN

5 7


Research GrantCarol Englert, Principal InvestigatorThe Development and Evaluation of an

Early Intervention Program for Non-Readers and Non-Writers

334 Erickson Hall CEPSEMichigan State UniversityEast Lansing, MI 48824-1034(517) 355-1835Fax: 517-353-6393E-mail: [email protected]

Personnel Preparation GrantsSue Pratt and Patrick Strong,Project Co-Directors

CAUSE3303 West Saginaw, # F-1Lansing, MI 48917-2303(517) 886-9167 (voice/TDD/TDY)(800) 221-9105 (MI only)Fax: 517-886-9775E-mail: info-cause@ voyager.netURL: http://www.taalliance.org/ptis/

Jessie Mullins, Project DirectorParents are Experts23077 Greenfield Road, #205Southfield, MI 48075-3744(248) 557-5070 (voice/TDD)Fax: 248-557-4456E-mail: [email protected]

41

3-5 (Section 619) Contacts

Robyn Widley, Early ChildhoodSpecialist

Michael Eastman, Early ChildhoodSpecialist

Minnesota Department of Children,Families and Learning

Capitol Square Building, Rm. 303550 Cedar StreetSt. Paul, MN 55101(612) 296-5007 (Widley)

297-3056 (Eastman)Fax: 612-296-5076 (Widley)E-mail: [email protected]

[email protected]

Infant/Toddler (Part C) ContactsJan Rubenstein, CoordinatorInteragency Early Intervention ProjectMinnesota Department of Children,

Families and LearningCapitol Square Building, Room 987550 Cedar StreetSt. Paul, MN 55101(612) 296-7032Fax: 612-296-5076E-mail:

[email protected]

Sheryl Sanderson, Part C PlannerIPPYCHDepartment of HealthPO Box 9441717 Delaware Street SEMinneapolis, MN 55440(612) 623-5489Fax: 612-623-5442E-mail:

[email protected]

Sue Benollcen, Part C PlannerDepartment of Human Services444 Lafayette RoadSt. Paul, MN 55155-3832(612) 296-2612Fax: 612-297-1949E-mail: [email protected]

Chair, Interagency CoordinatingCouncilJudy Swett, Chair (parent)1126 Blair AvenueSt. Paul, MN 55104-2001(612) 642-9533 (home)Fax: 612-221-1100 (attn: Norm

Swett)

42

MINNESOTA


Paula Goldberg, Project DirectorBrenda Carlson, Project CoordinatorBuilding Inclusion in the Early

Childhood Classroom Through theUse of Cultural Sensitivity and theUse of Assistive Technology

PACER Center Incorporated4826 Chicago Avenue SMinneapolis, MN 55417-1098(612) 827-2966 ext. 262 (Carlson)Fax: 612-827-3065E-mail: [email protected]

[email protected]: http://www.pacer.org/kite-

kite.htm

EEPCD Outreach ProjectsMary McEvoy, Project Co-

InvestigatorMulti-Statewide Outreach: Technical

Assessment Teams to AddressChallenging Behavior

Center for Early EducationUniversity of Minnesota207 Pattee Hall150 Pillsbury Drive SEMinneapolis, MN 55455-0223(612) 624-5780Fax: 612-625-6619E-mail: [email protected]

andJoe Reich le, Project Co-InvestigatorUniversity of Minnesota115 Shevlin Hall164 Pillsbury Drive SEMinneapolis, MN 55455(612) 625-6542Fax: 612-624-7586E-mail: [email protected]

Linda Kjerland, Project DirectorProject Dakota Outreach to

Disseminate and Replicate FamilyCentered, Community Based EarlyIntervention Practices Lifeworks

1380 Corporate Center Curve # 305Eagan, MN 55121(612) 454-2732Fax: 612-454-3174E-mail: [email protected]

58

Research Institute

Scott McConnell and Mary McEvoyCo-Principal Investigators

Jeff Priest, CoordinatorEarly Childhood Research Institute on

Measuring Growth andDevelopment

Institute on Community IntegrationUniversity of Minnesota215 Pattee Hall150 Pillsbury Drive SEMinneapolis, MN 55455(612) 624-6365 (McConnell)

624-5780 (McEvoy)624-8020 (Priest)


[email protected]@tc.umn.edu

URL:http://www.ici.coled.umn.edu:8001/ecri/

andRoland Good and Ruth Kaminski, Co-

Principal InvestigatorsSchool Psychology ProgramCollege of Education5208 University of OregonEugene, OR 97403-5208(541) 346-2145Fax: 541-346-5818E-mail:

[email protected]: http://

www.ici.coled.umn.edu:8001/ecri/and

Judith Carta and Charlie GreenwoodProject Co-Principal InvestigatorsJuniper Gardens Children's ProjectUniversity of Kansas650 Minnesota Avenue, 2nd FloorKansas Ciy, KS 66101(913) 321-3143Fax: 913-371-8522E-mail: [email protected]: http://

www.ici.coled.umn.edu:80001/ecri/

Research Grants

James Ysseldyke, Project DirectorThe Center to Support the

Achievement of World ClassOutcomes

350 Elliott HallUniversity of Minnesota750 East River RoadMinneapolis, MN 55455(612) 624-4014Fax: 612-624-0879E-mail: [email protected]: http://www.coled.edu/ncco/

continued


Research Grants, continuedMary McEvoy, Principal InvestigatorExpanding Behavioral Momentum:Linking High-Probability Requestsand Peer Interactions to PromoteSkills Acquisition and GeneralizationIn Young Children With

Severe DisabilitiesUniversity of Minnesota215 Pattee Hall150 Pillsbury Drive SEMinneapolis, MN 55455-0223(612) 626-7819Fax: 612-625-6619E-mail: [email protected]

James Ysseldyke, Project DirectorNational Center on Assessment of

Outcomes for Children and YouthWith Disabilities

University of Minnesota350 Elliott Hall750 East River RoadMinneapolis, MN 55455(612) 624-4014Fax: 612- 624-0879E-mail: [email protected]


Paula Goldberg, Marge Goldberg andVirginia Richardson, Project Directors

The PACER Center4826 Chicago Avenue SouthMinneapolis, MN 55417-1098(612) 827-2966(800) 537-2237 (MN only)612-827-7770 (TTY)Fax: 612-827-3065E-mail: [email protected]: http://www.pacer.org/

Paula Goldberg and Sharaman DavisBarrett, Project Co-Directors

Technical Assistance for ParentCenters

The PACER Center4826 Chicago Avenue SouthMinneapolis, MN 55417-1098(612) 827-2966(800) 537-2237 (MN only)612-827-7770 (TrY)Fax: 612-827-3065E-mail: [email protected]: http://www.taalliance.org

Joe Reich le, Project DirectorTraining Leadership Personnel toAddress the Needs of PreschoolersWho Engage in Challenging Behavior

University of MinnesotaDepartment of Communication

Disorders164 Pillsbury Drive SEMinneapolis, MN 55455(612) 624-3322Fax: 612-624-7586E-mail: [email protected]

5 9

1997-98 Directory of 9elecied Early Childhood Programs

Minnesota, continued

43


Dot Bowman, 619 CoordinatorOffice of Special EducationState Department of EducationPO Box 771Jackson, MS 39205-0771(601) 359-3490Fax: 601-359-2198E-mail:

[email protected]

Infant/Toddler (Part C) ContactRoy Hart, CoordinatorInfant and Toddler ProgramMississippi State Department of

Health2423 North State Street, Room 105APO Box 1700Jackson, MS 39215-1700(601) 960-7427Fax: 601-354-6087


Representative John Moore, Co-Chair101 Shiloh RoadBrandon, MS 39042(601) 366-4100

Louis Aldridge, Co-Chair (parent)PO Box 2611Tupelo, MS 38803(601) 842-3569

44

MISSISSIPPI


Stella Fair, Project DirectorProject COACH Outreach:

TransdisciplinaryConsultation/Coaching Training forBuilding Infant/Toddler Teams andLinking to Part B to PromoteServices to Natural Environments

Institute for Disability StudiesUniversity of Southern MississippiBox 5163Hattiesburg, MS 39406-5163(601) 266-5163Fax: 601-266-5114E-mail: [email protected]

6 0

Personnel Preparation GrantsAgnes Johnson, Project DirectorProject Empower1427 South Main, # 8Greenville, MS 38701(601) 332-4852(800) 337-4852 (MS only)Fax: 601-332-1622

Royal Walker, Project DirectorInterdisciplinary Personnel Leadership

Training Program for PolicyDevelopment and Implementation

Institute for Disability StudiesUniversity of Southern MississippiBox 5163Jackson, MS 39406-5163(601) 266-5163E-mail: [email protected]

Aretha Lee, Project DirectorParent Partners3111 North State StreetJackson, MS 39216(601) 366-5707(800) 366-5707 (MS only)Fax: 601-362-7361E-mail: [email protected]: http://www.taalliance.org/ptis/

ms/



Paula Goff, Early Childhood DirectorEarly Childhood Special EducationDepartment of Elementary and

Secondary EducationPO Box 480Jefferson City, MO 65102-0480(573) 751-0185Fax: 573-526-4404E-mail: [email protected]


Paula Goff, Early Childhood DirectorSection of Special EducationDepartment of Elementary and

Secondary EducationPO Box 480Jefferson City, MO 65102-0480(573) 751-0185Fax: 573-526-4404E-mail: [email protected]

Chair, Interagency CoordinatingCouncilRoger Garlich, DirectorChildren's Therapy CenterPO Box 1565Sedalia, MO 65302(816) 826-4400Fax: 816-826-4420

MISSOURI

G1


Personnel Preparation GrantsPhil Parette, Project DirectorCulture, Families, and Augmentative

and Alternative CommunicationImpact: A Multimedia InstructionalProgram for Related ServicesPersonnel and Family Members

Department of Teacher EducationSoutheast Missouri State UniversityOne University PlazaCape Girardeau, MO 63701-4799(573) 651-5048Fax: 573-651-2410E-mail: [email protected]

Suzanne Lamorey, Project DirectorExtended Training for Early

Intervention and PreschoolPersonnel

University of Missouri310 Jesse HallColumbia, MO 65211(314) 882-7383

Kent Kolaga, Executive DirectorMissouri Parents Act (MPACT)208 East High Street, Room IJefferson City, MO 65101(573) 635-1189Fax: 573-635-7802

Carolyn Stewart, Project DirectorParent Education and Advocacy

ResourceMissouri Parents Act (MPACT)1 West Armour, #301Kansas City, MO 64111(816) 531-7070Fax: 816-531-4777E-mail: [email protected]

Lynda Campbell, Project DirectorPreservice Training of M.A.-Level

Speech-Language Pathologists toProvide Appropriate Services toMinority Infants, Toddlers, andTheir Families

Department of CommunicationDisorders

St. Louis University3750 Lindell BoulevardSt. Louis, MO 63108(314) 977-2948Fax: 314-977-3360

45


Daniel McCarthy, Preschool SpecialistDivision of Special EducationOffice of Public InstructionState CapitolPO Box 202501Helena, MT 59620-2501(406) 444-4425Fax: 406-444-3924E-mail: [email protected]: http://161.7.114.15/opi/opi.html


Jan Spiegle, Part C CoordinatorMike Hanshew, ChiefManagement Operations BureauDevelopmental Disabilities Program of

the Division of Disability Servicesof the Department of Public Healthand Human Services

PO Box 4210Helena, MT 59604-4210(406) 444-2995Fax: 406-444-0230E-mail: [email protected]: http://www.mt.gov

Chair, Interagency CoordinatingCouncilMillie KindleHC 65, Box 6100Malta, MT 59538(406) 654-2097

46

MONTANA

EEPCD Demonstration ProjectLisbeth Vincent, Project DirectorRichard van den Pol, Principal

InvestigatorBuilding Language and Literacy Skills

During the Early Childhood Years:Preparing Children with Disabilitiesfor Success in Early ElementarySchool

Division of Educational Research andService

School of EducationUniversity of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797E-mail: [email protected]

[email protected]

EEPCD Inservice Project

Richard van den Pol, PrincipalInvestigator

Lisbeth Vincent, Project DirectorThe Confluences Inservice Project:

Collaborative Influences ForExcellent Services

Division of Educational ResearchServices

School of EducationThe University of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797E-mail: [email protected]


Sarah Mulligan, Project DirectorChild Care Plus+ Outreach Project

Providing Training and TechnicalAssistance to Child Care andPreschool Programs

Montana University Affiliated RuralInstitute on DisabilitiesUniversity of Montana

52 Corbin HallMissoula, MT 59812(406) 243-5814Fax: 406-243-4730

Richard van den Pol, PrincipalInvestigator

Co-TEACH Early InterventionOutreach Project

Division of Educational Research andService

School of EducationUniversity of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797

62

Sandra L. Morris, Project DirectorTIME (Training in a Manila

Envelope): A Child Care Plus+Outreach Project to Expand Care andEducation Options for YoungChildren With Disabilities and TheirFamilies

University of Montana52 Corbin HallMissoula, MT 59812(406) 243-2891Fax: 406-243-4730E-mail: slmorris @ sel way.unitedu

Personnel Preparation,Grants

Katharin Kelker, Project DirectorParents Let's Unite for KidsSpecial Education Building1500 North 30th Street, Room 183Billings, MT 59101-0298(406) 657-2055(800) 222-7585 (MT only)Fax: 406-657-2061E-mail: [email protected]

Sue Forest, Project DirectorRural Family Support Specialist

Training Program in EarlyIntervention

University Affiliated RuralInstitute on Disabilities, UMT

Pharmacy/Psychology BuildingMissoula, MT 59812(406) 243-5763Fax: 406-243-4353E-mail: [email protected]



Jan The len, 619 CoordinatorSpecial Education OfficeNebraska Department of EducationPO Box 94987Lincoln, NE 68509(402) 471-4319Fax: 402-471-0117E-mail: [email protected]


Joan Luebbers, Part C CoordinatorSpecial Education OfficeNebraska Department of EducationPO Box 94987Lincoln, NE 68509(402) 471-2463Fax: 402-471-0117E-mail: [email protected]

Mary Jo lwan, CoordinatorLinda Shandera, Program SpecialistNebraska Department of Health and

Human ServicesPO Box 95026Lincoln, NE 68509(402) 471-9345 (Iwan)(402) 471-9462 (Shandera)Fax: 402-471-9455

Nina Baker, Parent Partner3610 Hodge Street, #102Omaha, NE 68131(402) 346-9233


Sandy PetersonESU #36949 South 110th StreetOmaha, NE 68128(402) 597-4934Fax: 402-597-4811E-mail: [email protected]

NEBRASKA

63



Glenda Davis, Project DirectorNebraska Parents Center1941 South 42nd Street, #122Omaha, NE 68105-2942(402) 346-0525(800) 284-8520 (NE only)Fax: 402-346-5253E-mail: [email protected]: http://techlab.esu3.k12.ne.us/

npc/ParentsCenter.html

47


Gloria Dopf, State Director of SpecialEducation

Special Education BranchNevada Department of EducationCapitol Complex700 East Fifth StreetCarson City, NV 89701-9050(702) 687-9123Fax: 702-687-9123E-mail: [email protected]

Infant/Toddler (Part C) ContactMarilyn Walter, ChiefEarly Intervention ServicesDivision of Child and Family ServicesDepartment of Human Resources3987 South McCarran BoulevardReno, NV 89502(702) 688-2284Fax: 702-688-2558E-mail: [email protected]

Chair, Interagency CoordinatingCouncilSharon RogersNevada Department of EducationEducational Equity700 East Fifth StreetCarson City, NV 89710(702) 687-9145Fax: 702-687-9123E-mail: [email protected]

48

NEVADA

64

Personnel Preparation GrantsAnn Marek, Project DirectorState Education Agency ProgramNevada Sea400 West King StreetCarson City, NV 89710(702) 687-3140

Karen Taycher, Project DirectorNevada Parents Encouraging Parents

(PEP)601 South Rancho Drive, # C25Las Vegas, NV 89106(702) 388-8899(800) 216-5188 (NE only)Fax: 702-388-2966E-mail: [email protected]



Ruth Littlefield, 619 CoordinatorBureau of Early LearningState Department of EducationState Office Park South101 Pleasant StreetConcord, NH 03301(603) 271-2178Fax: 603-271-1953E-mail: [email protected]

Infant/Toddler (Part C) ContactPam Miller-Sallet, Part C CoordinatorCarolyn O'Hara, Program SpecialistDivision of Mental Health and

Developmental ServicesBureau of Developmental Services,

Supports for Children and FamiliesDepartment of Health and Human

Services105 Pleasant StreetConcord, NH 03301(603) 271-5144 (Miller)

271-5122 (O'Hara)Fax: 603-271-5058 (Miller)603-271-5166 (0' Hara)E-mail: [email protected]


Jane Weisman, Acting DirectorDivision of Special EducationState Department of EducationState Office Park South101 Pleasant StreetConcord, NH 03301-3860(603) 271-3776Fax: 603-271-1953

NEW HAMPSHIRE


Ann G. Haggart, DirectorSusan Craig, Project CoordinatorTransitioning Young, Culturally

Diverse Children with DisabilitiesInto the General Education Setting

Ann G. Haggart Associates219 Drakeside RoadPO Box 130Rockingham CountyHampton, NH 03842(603) 926-1316Fax: 603-926-3689 (call first)

Debra Nelson, Principal InvestigatorBeyond the Barriers: Enhancing

Community Options for Families ofYoung Children

Institute on DisabilityUniversity of New Hampshire7 Leavitt Lane, Suite 101Durham, NH 03824-3522(603) 862-4320Fax: 603-862-0555E-mail: [email protected]

andNancee Tracy, Project Resource PersonHood Center for Family SupportDartmouth-Hitchcock Medical Center1 Medical Center DriveLebanon, NH 03756(603) 650-4419Fax: 603-650-7722E-mail: [email protected]

EEPCD Outreach ProjectAnn G. Haggart, Project CoordinatorSusan Craig, Project ManagerOutreach: Successful Integration of

Infants and Toddlers WithDisabilities ThroughMultidisciplinary Training

Ann Haggart Associates, Inc.219 Drakeside RoadPO Box 130Hampton, NH 03843(603) 926-1316Fax: 603-926-3689E-mail: [email protected]

[email protected]


Personnel Preparation GrantJudith Raskin, Project DirectorParent Information CenterPO Box 2405Concord, NH 03302-2405(603) 224-7005 (voice/TDD)(800) 232-0986 (NH only)Fax: 603-224-4365E-mail: picnh@aoLcomURL: http://www.taalliance.org/ptis/

nhpic/text.htm

49


Barbara Tkach, 619 CoordinatorOffice of Special Education ProgramsDivision of Special EducationState Dept of Education, CN 500River View Executive Plaza, Bldg. 100PO Box 500Trenton, NJ 08625(609) 984-4950Fax: 609-292-5558E-mail: [email protected]: http://www.state.nj.us/education


Terry Harrison, Part C CoordinatorNJ Dept of Health and Senior ServicesDivision of Family Health ServicesEarly Intervention ProgramPO Box 364Trenton, NJ 08625-0364(609) 777-7734Fax: 609-292-3580E-mail: [email protected]


Louise McIntosh109 Beechwood RoadSummit, NJ 07901(908) 277-2883Fax: 908-277-1969E-mail: [email protected]

50

NEW JERSEY

EEPCD Inservice ProjectG. Gordon Williamson, Project

DirectorGambi White-Tennant, Associate

DirectorEnhancing Resilience and Adaptation:

The E.R.A. ProjectPediatric Rehabilitation DepartmentJohn F. Kennedy Medical Center2050 Oak Tree RoadEdison, NJ 08820-2012(908) 548-7610Fax: 908-548-7751

6 6

Personnel Preparation GrantsBrian Hurwitz, Project DirectorRecruiting and Training Minority

Students Into an Early ChildhoodSpecial Education Graduate Program

Department of Special EducationJersey City State College2039 Kennedy BoulevardJersey City, NJ 07305-9809(201) 200-3023Fax: 201-200-3141E-mail: brianh@jcs 1 .jcstate.edu

Diana MTK Autin, Project DirectorStatewide Parent Advocacy Network

(SPAN)35 Halsey Street, 4th FloorNewark, NJ 07102(973) 642-8100(800) 654-SPAN (NJ only)Fax: 973-642-8080E-mail: [email protected]



Maria Landuzuri, 619 CoordinatorSpecial Education UnitNew Mexico Department of Education300 Don Gaspar AvenueSanta Fe, NM 87501-2786(505) 827-6788Fax: 505-827-6791E-mail: [email protected]


Cathy Stevenson, Interim Part CCoordinator

Long Term Services DivisionDepartment of Health1190 St. Francis DrivePO Box 26110Santa Fe, NM 87502-6110(505) 827-2578Fax: 505-827-2455


Sally Van Curen, DirectorParents Reaching Out (PRO)1000 A Main StreetLos Lunas, NM 87104(505) 865-3700Fax: 505-865-3737

NEW MEXICO

EEPCD Demonstration ProjectHolly Harrison Project DirectorJeanne Du Rivage, Project CoordinatorProject SELF (Supports for Early

Learning Foundations)Center for Family and Community

PartnershipsCollege of EducationUniversity of New MexicoHokona Hall, Room 377Albuquerque, NM 87131-1231(505) 277-0204 (Harrison)

277-0207 (Du Rivage)Fax: 505-272-9382E-mail: [email protected]

andMeave Dominguez, Principal

InvestigatorCenter for Family and Community

PartnershipsCollege of EducationUniversity of New MexicoHokana Hall, Room 378Albuquerque, NM 87137(505) 843-2941Fax: 505-272-5280E-mail: [email protected]

EEPCD Inservice ProjectJane Merrill, Project DirectorAnn Sullivan, Project CoordinatorSEED Inclusion Training ProjectCenter for Developmental DisabilitiesHealth Sciences CenterUniversity of New Mexico2300 Menaul NEAlbuquerque, NM 87107(505) 272-3000Fax: 505-272-5280E-mail:[email protected]

67



Gary Adamson, Project DirectorDistance Education in Assistive

Technologies for Speech-LanguagePathologists, OccupationalTherapists, Physical Therapists, andEarly Intervention and PreschoolPersonnel

RIATTUniversity of New Mexico801 University SE, Suite 105Albuquerque, NM 87106(800) 345-1807Fax: 505- 272-3526E-mail: [email protected]

Mary Bolton-Koppenhaver, ProjectDirector

Project COMP-CARE: PreparingPersonnel to Create Competent andCaring Early ChildhoodEnvironments Responsive toDiversity in Children and Families

Department of Special EducationUniversity of New Mexico3006 Mesa Vista HallAlbuquerque, NM 87131(505) 277-6195

Carol E. Westby, Project DirectorProject LIFECollege of EducationUniversity of New MexicoSimpson HallAlbuquerque, NM 87131-0000(505) 272-3000Fax: 505- 272-5280

Isaura Barrera, Project DirectorVENTANAS: Opening Window of

Opportunity for Young ChildrenWith Special Needs ThroughExpanded Training of Minority,Rural, and Other EducatorsDepartment of CommunicationDisorders

University of New Mexico1634 University Boulevard NEAlbuquerque, NM 87131(505) 277-5018Fax: 505-277-8679E-mail: [email protected]

Martha J. Gorospe, Project DirectorEPICS ProjectPO Box 788Bernalillo, NM 87004(505) 67-3396(800) 765-7320 (NM only)Fax: 505-867-3398E-mail: epics @highfiver.com

Sally VanCuren, Project DirectorParents Reaching Out, Project ADOBE1000-A Main Street NWLos Lunas, NM 87031(505) 865-3700 (voice/TDD)(800) 524-5176 (NM only)Fax: 505-865-3737

51


Michael Plotzker, 619 CoordinatorOffice for Special Education Services1 Commerce Plaza Room 1624 OCP1Albany, NY 12234(518) 473-4823Fax: 518-486-4154E-mail: [email protected]

Contact Infant/Toddler (Part C)Donna Noyes, DirectorEarly Intervention ProgramState Department of HealthCorning Tower, Room 208Empire State PlazaAlbany, NY 12237-0618(518) 473-7016Fax: 518-473-8673

[email protected]

Chair, Interagency CoordinatingCouncilThomas RoachUlster County Social Services7 Cicero AvenueNew Paltz, NY 12561(914) 255-1713Fax: 914-255-3202

52

NEW YORK


Susan Mistrett, Project DirectorLet's Play! ProjectState University of New York at

Buffalo515 Kimball Tower3435 Main StreetBuffalo, NY 14214-3079(716) 829-3141Fax: 716-829-3217E-mail: [email protected]: http://cosmos.ot.buffalo.edu/

letsplay/

68

Research Grants

William Mann, Project DirectorTesting a Strategy for Computer-Based

Assistive Technology Interventionto Support Inclusion

Center for Assistive TechnologyUniversity of New York at Buffalo510 Kimball TowerBuffalo, NY 14214(716) 829-3141Fax: 716-829-3217E-mail: [email protected]

Joanna Williams, Project DirectorComprehensive and Critical Thinking

Instruction for Students withLearning Disabilities

Teachers CollegeColumbia University525 West 120 Street, Box 238New York, NY 10027(212) 678-3832Fax: 212-678-3194E-mail: [email protected]

Personnel Preparation GrantsCarl Narrett, Project DirectorTraining School Psychologists to Work

in Rural Areas to Facilitate ParentInvolvement

Division of School PsychologyAlfred University26 North Main StreetAlfred, NY 14802(607) 871-2212

Joseph Winnick, Project DirectorProfessional Preparation in Adapted

Physical Education: EarlyChildhood Emphasis

Department of Physical Education andSport

State University of New YorkBrockport, NY 14420(716) 395-2383E-mail: [email protected]

Ana Espada and Galen Kirkland,Project Co-Directors

Advocates for Children of New York105 Court Street, #402Brooklyn, NY 11201(718) 624-8450Fax: 718-624-1260E-mail: advocatl @idt.com

George Morales, Project Co-DirectorMedgar Evers College Special

Education Teacher Training ProgramEducation DepartmentMedgar Evers College1650 Bedford AvenueBrooklyn, NY 11225-2298(718) 270-5794

continued



Judith Bondurant-Utz,Project Director

Early Intervention: RecruitingMinorities/PreparingParaprofessionals and SpecialEducators

State University of New YorkBuffalo, NY 14209(716) 878-5429Fax: 716-878-5410E-mail: [email protected]

Joan Watkins, Project DirectorParent Network Center250 Delaware Avenue, # 3Buffalo, NY 14202(716) 853-1570(800) 724-7408 (NY only)Fax: 716-853-1574

Katherine Sheng and Joseph Giggett,Project Co-DirectorsMinority Personnel Preparation

ProjectDepartment of EducationCUNY138th Street and Convent AvenueNew York, NY 10031(212) 650-5183Fax: 212-650-7530

Lisa Fleisher, Project DirectorPersonnel Preparation: Early

Childhood Special Education inInclusive Settings

NYU School of EducationShimkin Hall50 West 4th StreetNew York, NY 10003(212) 998-5460Fax: 212-995-4049E-mail: [email protected]

Karen Schlesinger, DirectorResources for Children With Special

Needs200 Park Avenue S, # 816New York, NY 10003(212) 677-4650Fax: 212-254-4070E-mail: [email protected]: http://www.epsty.com/

resourcesnyc/

Richard Lash, Executive DirectorSinergia/Metropolitan Parent Center15 West 65th Street, 6th FloorNew York, NY 10023(212) 496-1300Fax: 212-496-5608E-mail: [email protected]: http://www.panix.com/sinergia/

Karin Kauffman, Project DirectorSpecialist Training Program in

Behavioral Approaches to theEducation of Children with AutisticSpectrum Disorders

Warner Graduate School of Educationand Human Development

University of RochesterRochester, NY 14627-0251(717) 275-8300

69

1997-98 Directory of Selecled Early Childhood Programs

New York, continued

53


W. L. Rose, Chief ConsultantKathy Baars, 619 CoordinatorExceptional Children DivisionState Department of Public Instruction301 North Wilmington StreetRaleigh, NC 27601-2825(919) 733-3921 or -3193(919) 715-1598 (Baars)Fax: 919-715-1569 (Baars)E-mail: [email protected]: http://www.dpi.state.nc.us

Infant! Toddler (Part C) Contact

Duncan Munn, Chief of Day ServicesDevelopmental Disabilities SectionDivision of Mental, Health/

Developmental Disabilities/Substance Abuse Services

Department of Health and HumanServices

325 North Salisbury StreetRaleigh, NC 27603(919) 733-3654Fax: 919-733-9455E-mail: [email protected]: http://www2.check-it-out.org/

check-it-out/calendar.html

Karen Chester, Executive DirectorNC-ICC

Program Development BranchDivision of Child DevelopmentPO Box 29553Raleigh, NC 27626-0553(919) 662-4543 ext. 278Fax: 919-662-4568E-mail: [email protected]


Susan Pee le, Co-Chair (professional)Rockingham County Consolidated

Schools511 Harrington HighwayEden, NC 27288(910) 627-2615Fax: 910-627-2660

Sandy Steel, Co-Chair (parent)2415 West Vernon AvenueKinston, NC 28504(919) 559-5156Fax: 919-559-5350

54

NORTH CAROLINA

EEPCD Demonstration ProjectsCarl Dunst, DirectorCheri Novak, Community

Development SpecialistBuilding Community Resources

ProjectOrelena Hawks Puckett Institute189 East Chestnut StreetAsheville, NC 28801(704) 255-0470Fax: 704-255-9035

Karen J. O'Donnell, Project DirectorCindy Fair, Project DirectorChild Services Integration ProjectDepartment of PediatricsDuke University Medical CenterDUMC Box 3364Durham, NC 27710(919) 684-5513 (O'Donnell)

684-0266 (Fair)Fax: 919-684-8559E-rniil: [email protected]

[email protected]

Karen J. O'Donnell, Project DirectorMultiple Risk Associated with

Prenatal HIVDepartment of PediatricsDuke University Medical CenterDUMC, Box 3364Durham, NC 27710(919) 684-5513Fax: 919-684-8559E-mail: [email protected]

EEPCD Inservice ProjectPhyllis Mc William, Project DirectorCarolina Model Inservice Training

ProjectFrank Porter Graham Child

Development CenterUniversity of North Carolina at

Chapel Hill, CB# 8185521 South Greensboro StreetChapel Hill, NC 27599-8185(919) 966-6010Fax: 919-966-0862E-mail: [email protected]


Melinda Raab, Project Co-DirectorCarl Dunst, Project Co-DirectorProject SEARCH Outreach: Systems

Effects of the Acquisition ofResponse-Contingent HumanBehavior

Orelena Hawks Puckett Institute189 East Chestnut StreetAsheville, NC 28801(704) 255-0470Fax: 704-255-9035E-mail: [email protected]

[email protected]

Melinda Raab, Project Co-DirectorCarl Dunst, Project Co-DirectorProject SUNRISE Outreach:

Systematic Use of NewlyResearched Interventions by SpecialEducators


[email protected]

Robin Mc William, Project InvestigatorProject INTEGRATE: Integrated and

Naturalistic Therapy and EducationGarnered from Research andTreatment Experiences

Frank Porter Graham ChildDevelopment Center

University of North Carolina105 Smith Level Road, CB #8180Chapel Hill, NC 27599-4100(919) 966-7485Fax: 919-966-7532E-mail: [email protected]

Pam Winton, Project DirectorCamille Catlett, Project CoordinatorSIFT-OUT: Training for Systems

Change in Early InterventionFrank Porter Graham Child

Development CenterUniversity of North Carolina at

Chapel Hill, CB # 8185521 South Greensboro StreetChapel Hill, NC 27599-8185(919) 966-7180Fax: 919-966-0862E-mail: [email protected]

[email protected]

Carol Trivette, Project CoordinatorFamily Enhancement ProjectOrelena Hawks Puckett Institute128 South Sterling StreetPO Box 2277Morganton, NC 28680(704) 432-0063Fax: 704-432-0068E-mail: [email protected]

7 0continued

1997-98 Directory of Selecled Early Childhood Programs

Research InstitutesMark Wolery, Principal InvestigatorDon Bailey, Co-Principal InvestigatorRobin McWilliam, InvestigatorKelly Maxwell, InvestigatorEarly Childhood Follow-Through

Research InstituteFrank Porter Graham Child

Development Center105 Smith Level Road, CB #8180Chapel Hill, NC 27599(919) 966-1703 (Bailey)

966-9720 (Wolery)966-7485 (McWilliam)966-9865 (Maxwell)


[email protected][email protected]@mail.fpg.unc.edu

andCarl Dunst, InvestigatorOrelena Hawks Puckett Institute189 East Chestnut StreetAsheville, NC 28801(704) 255-0470Fax: 704-255-9035E-mail: [email protected]

andCarol Trivette, InvestigatorOrelena Hawks Puckett Institute128 South Sterling StreetPO Box 2277Morganton, NC 28680(704) 432-0065Fu: 704-432-0068E-mail: [email protected]

Samuel Odom, Principal InvestigatorEarly Childhood Research Institute on

Inclusion (ECRI)School of EducationUniversity of North CarolinaCB# 3500Chapel Hill, NC 27599-3500(919) 962-5579Fax: 919-962-1533E-mail: [email protected]: http:llwww.inform.umd.edu/

edres/colleges/educ/depts/ecrii/and

Eva Horn, Co-InvestigatorEarly Childhood Research Institute on

Inclusion (ECRI)Peabody CollegeVanderbilt UniversityBox 328Nashville, TN 37203(615) 322-8185Fax: 615-322-8236E-mail: [email protected]

Susan Janko, Co-InvestigatorEarly Childhood Research Institute on

Inclusion (ECRI)College of EducationBox 353600Seattle, WA 98195(206) 543-1827Fax: 206-543-8439and

Illene Schwartz, Co-InvestigatorEarly Childhood Research Institute on

Inclusion (ECRI)Experimental Education UnitBox 357925Seattle, WA 98195E-mail: [email protected]

andPaula Beckman, Co-InvestigatorEarly Childhood Research Institute on

Inclusion (ECRI)University of Maryland1308 Benjamin BoulevardCollege Park, MD 20742(301) 405-6513Fax: 301-314-9158

Carl Dunst, Co-Principal InvestigatorEarly Childhood Research Institute on

Increasing Learning Opportunitiesfor Children Through Families


EEPCDTechnical AssistanceCenter

Pascal Trohanis, Project DirectorNational Early Childhood Technical

Assistance Center500 NationsBank Plaza137 East Franklin StreetChapel Hill, NC 27514(919) 962-2001

962-8300 (TDD)Fax: 919-966-7463E-mail: [email protected]: http://www.nectas.unc.edu/

Research Grants

Donald Bailey, Project DirectorBehavioral Regulation in Males With

Fragile XFrank Porter Graham Child

Development CenterUniversity of North CarolinaCB #8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919- 966-7532E-mail: [email protected]: http://www.fpg.unc.edu/


North Carolina, continued

Deborah Hatton, Project DirectorEarly Development and Intervention

Needs of Young Children WithVisual Impairments

Frank Porter Graham ChildDevelpment Center

University of North CarolinaCB #8180, Room 428-CChapel Hill, NC 27599-4100(919) 966-7186Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Virginia Buysse, Project DirectorEffects of Setting on Friendship and

Acceptance of Young Children Withand Without Disabilities


University of North CarolinaCB#8180, Room 428-CChapel Hill, NC 27599-4100(919) 966-7171Fax: 919- 966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Donald Bailey, Principal InvestigatorElementary School and Boys with

Fragile X SyndromeUniversity of North CarolinaFrank Porter Graham Child

Development CenterCB# 8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919- 966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Donald Bailey, Project DirectorFamily Adaptations: The Division of

Responsibilities in Mexican Familiesof Children With DevelopmentalDisabilities


University of North CarolinaCB #8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Donald Bailey, Principal InvestigatorA Longitudinal Study of Young

Children With Fragile X Syndromeand Their Families


University of North CarolinaCB# 8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

71.continued

55

North Carolina, continued


Harriet Boone, Project DirectorToward Resilience: The Ecology of

Motherhood for Women WithSerious Mental Illness


University of North CarolinaCB #4100Chapel Hill, NC 27599-4100(919) 962-5579Fax: 919-962-5097E-mail: [email protected]

Bob Algozzine, Project DirectorImproving the Lives of Children: An

SED Primary Prevention ProjectUniversity of North CarolinaHighway 49 NCharlotte, NC 28223(704) 547-2531Fax: 704-547-2916E-mail: [email protected]

Carol Trivette, Project DirectorSecond Generation Research in Early

Intervention: Long-Term Outcomesin Children and Their Families

Orelena Hawks Puckett InstitutePO Box 2277Morganton, NC 28680(704) 432-0065Fax: 704-432-0068E-mail: [email protected]


Sam Odom, Project DirectorDoctoral Training in Early Childhood,

Families, and Early InterventionSchool of EducationUniversity of North Carolina at

Chapel HillCB#4100, 300 Bynum HallChapel Hill, NC 27599-4100(919) 962-5579Fax: 919-962-5097E-mail: [email protected]

Pam Winton, Project DirectorSupporting Change and Reform in

Interprofessional PreserviceTrainingAn Innovative InserviceModel for Faciliating PreserviceImprovements

Special Education ProgramUniversity of North Carolina301 Peabody HallChapel Hill, NC 27599(919) 966-7180Fax: 919-962-1533E-mail: [email protected]

56

Suzanne Lamorey, Project DirectorConceptualizers, Instructors,

Listeners: Preparing Infant-ToddlerEarly Interventionists in NorthCarolina

Department of Teaching SpecialistsUniversity of North Carolina at

Charlotte9201 University City BoulevardCharlotte, NC 28223(704) 547-2531Fax: 704-547-2916E-mail: [email protected]

Connie Hawkins, Project DirectorECAC, IncorporatedPO Box 16Davidson, NC 28036(704) 892-1321(800) 962-6817 (NC only)Fax: 704-892-5028 (call first)E-mail: [email protected]

72

1997-98 Direclory of Selected Early Childhood Programs


Jeanette Kolberg, 619 CoordinatorRegional Coordinator for Special

EducationDepartment of Public Instruction600 East BoulevardBismarck, ND 58505-0440(701) 328-2277Fax: 701-328-4149E-mail: [email protected]


Robert E. Graham, Co-CoordinatorDebra Balsdon, Co-CoordinatorDevelopmental Disabilities UnitDepartment Of Human Services600 S. 2na Street, Suite 1 ABismarck, ND 58504-5729(701) 328-8929Fax: 701-328-8969E-mail: [email protected]@ranch.state.nd.us

Deanne Home, Part C (ICC Staff)NDICC Minot State University500 University Avenue WestMinot, ND 58071(701) 858-3048Fax: 701-858-3483E-mail:

[email protected]


Nyla Juhl Imler, DirectorParent-Child NursingUniversity of North Dakota College of

NursingBox 9025Grand Forks, ND 58202-9025(701) 777-4532Fax: 701-777-4096E-mail: [email protected]

NORTH DAKOTA

73


Personnel Preparation GrantsKathryn Erickson, Project DirectorNative American Family Network

SystemArrowhead Shopping Center1600 2nd Avenue SWMinot, ND 58701(701) 852-9426

852-9436 (M)(800) 245-5840 (ND only)Fax: 701-838-9324E-mail: [email protected]: http://www.ndcd.org/pathfinded

Kathryn Erickson, Project DirectorPathfinder Family CenterArrowhead Shopping Center1600 2nd Avenue SWMinot, ND 58701(701) 852-9426(800) 245-5840 (ND only)701-852-9436 (17Y)Fax: 701-838-9324E-mail: [email protected]: http://www.ndcd.org/pathfinder/

57


Jane Wiechel, DirectorEarly Childhood SectionState Department Of Education65 South Front Street, Room 309Columbus, OH 43215-4183(614) 466-0224Fax: 614-728-2338

Edith Greer, Associate Directorand 619 CoordinatorEast Central Regional OfficeDivision of Early Childhood Education170 West High AvenueNew Philadelphia, OH 44663(330) 364-5567Fax: 330-343-3038E-mail: [email protected]


Cindy Oser, Part C CoordinatorBureau of Early Intervention ServicesState Department of Health246 North High Street, 5th FloorPO Box 118Columbus, OH 43266-0118(614) 644-8389Fax: 614-728-9163E-mail: [email protected]

Mary Lynne Marx, ICC StaffBureau of Early Intervention ServicesState Department of Health246 N. High Street, 5th FloorPO Box 118Columbus, OH 43266-0118(614) 644-8389Fax: 614-728-9163E-mail: [email protected]

Chair, Interagency CoordinatingCouncilAnn Dietrich, Co-Chair

(Professional)Lake County Society for

Rehabilitation9521 Lake Shore BoulevardMentor, OH 44060(440) 352-8993Fax: 440-352-6632E-mail: [email protected]

Emily Krieger, Co-Chair (Parent)1313 Woodglen CircleBellefontaine, OH 43311(513) 599-6333 (work)

599-5306 (home)Fax: 513-599-2811

58

OHIO


Gerald Mahoney, Project DirectorDevelopmentally Appropriate

Practices for Preschool ChildrenWith Disabilities

Family Child Learning CenterChildren's Hospital Medical Center of

Akron143 Northwest Avenue, Building ATallmadge, OH 44278(330) 633-2055Fax: 330-633-2658E-mail: [email protected]

Gerald Mahoney, Project DirectorUsing Innovative Technologies With

Children With Disabilities inDevelopmentally AppropriatePractice Preschool Programs

Family Child Learning CenterChildren's Hospital Medical Center of

Akron143 Northwest Avenue, Building ATallmadge, OH 44278(330) 633-2055Fax: 330-633-2658E-mail: [email protected]

EEPCD.Inservice ProjectLaurie Dinnebeil, Project Co-DirectorInservice Training for Child Care

Personnel and Early InterventionProfessionals in Early Education

The University of Toledo156 Snyder MemorialToledo, OH 43606(419) 530-4330Fax: 419-530-7719E-mail: [email protected]

William McInemey,Project Co-Director

Training for Child Care PersonnelDepartment of Special Education5006 Gillham HallUniversity of ToledoToledo, OH 43606(419) 530-2284Fax: 419-530-8447E-mail: [email protected]


Cynthie Johnson, Project DirectorJodie Fisher, Project CoordinatorCOACT Team Training OutreachDepartment of Mental Retardation and

Developmental DisabilitiesOffice of Family and Children's

Services30 East Broad Street Suite 1250Columbus, OH 43266-0415(614) 466-7203

752-9177 (Jackson)Fax:. 614-728-7072E-mail: [email protected] (Johnson)[email protected] (Jackson)

Research Grant

Dorothy Jackson, Project DirectorTelevision Literacy: Comprehension of

Program Content Using ClosedCaptions for the Deaf

Research FoundationOhio State University1960 Kenny RoadColumbus, OH 43210-1063(614) 688-4175Fax: 614-292-4537E-mail: [email protected]


Gerald Mahoney, Project DirectorInterdisciplinary Infant/Newborn

Specialist Training Program FamilyChild Learning Center

Children's Medical Center1 Perkins SquareAkron, OH 44308(216) 633-2055E-mail: [email protected]

Cathy Heizman, Project DirectorChild Advocacy Center1821 Summit Road, Suite 303Cincinnati, OH 45237(513) 821-2400Fax: 513-821-2442E-mail: [email protected]

Jeanne Prendville, Project DirectorPreparing Speech Pathologists to

Support Preschool Children WithCommunication Disorders In TheirTransition to School: Kindergartento Preschool

Special Education Program339 Teachers CollegeUniversity of CincinnatiPO Box 210002Cincinnati, OH 45221-0002(513) 556-4542Fax: 513-556-1581

74 continued



Philip Safford, Project DirectorCommunity-Based Interdisciplinary

Team Training of Special Educators,Speech-Language Pathologists andAudiologists for Early Interventionand Preschool Roles

Kent State University405 White HallKent, OH 44242(330) 672-2294Fax: 330-672-2512

Carol Toncar, Project DirectorGraduate Training in Services for

Infants and Toddlers Who Are Deafor Hard-of-Hearing and TheirFamilies

Department of Education Foundationand Special Services

Kent State University405 White HallKent, OH 44242-0001(216) 672-2512

Philip Safford, Project DirectorInterdisciplinary Training for

Leadership in Serving Infants,Toddlers, and Preschoolers WithDisabilities

Kent State UniversityRoom 233 Lowry HallPO Box 5190Kent, OH 44242-0001(216) 672-2580

Margaret Burley, Project DirectorOCECDBank One Building165 West Center Street, Suite 302Marion, OH 43302-3741(614) 382-5452 (voice/TDD)(800) 374-2806Fax: 614-383-6421E-mail: [email protected]: http://www.taalliance.org/PTIs/

regohio/text.htm

Bill McInerney and Laurie Dinnebeil,Project Co-Directors

Personnel Preparation Early ChildhoodSpecial Education Ages 3-5 ItinerantTeacher Services

University of ToledoGillham Hall, Room 5008Toledo, OH 43606(419) 530-2284Fax: 419-530-8447E-mail: [email protected]

[email protected]


Severe Disabilities-Early InterventionUniversity of ToledoGillham Hall, Room 5008Toledo, OH 43606(419) 530-2284Fax: 419- 530-8447E-mail: [email protected]

[email protected]


Ohio, continued

59


Darla Griffin, Special EducationDirector

(Acting 619 Coordinator)Section for Exceptional ChildrenState Department of Education2500 North Lincoln BoulevardOklahoma City, OK 73105-4599(405) 521-4868Fax: 405-522-2066


Cathy Perri, Early InterventionCoordinator

Mark Sharp, Interim Part CCoordinator

Special Education OfficeState Department of EducationOliver Hodge Memorial Education

Building, 41" Floor2500 North Lincoln BoulevardOklahoma City, OK 73105-4599(405) 521-4880Fax: 405-521-6205E-mail:

[email protected]

Patrice Dunkelgod, CoordinatorInteragency Coordinating CouncilOklahoma Commission on Children

and Youth4545 North Lincoln, Suite 114Oklahoma City, OK 73105(405) 521-4016 ext. 111Fax: 405-524-0417E-mail:

[email protected]


Candye ChavezBox 12501Oklahoma City, OK 73157-2501(405) 440-2538 (office)

771-3185 (home)Fax: 405-789-1662

60

OKLAHOMA

76

Personnel Preparation GrantsSharon Bishop, Project DirectorParents Reaching Out in Oklahoma1917 South Harvard AvenueOklahoma City, OK 73128(405) 681-9710(800) PL94-142Fax: 405-685-4006E-mail: prookl @aol.comURL: http://www.ucp.org/probase.htm

Vyonda Martin, Project DirectorTOPS (Training Oklahoma Providers

of Service): Special Education,Related Services, Early Intervention,and Preschool

University Affiliated ProgramOklahoma University Health Sciences

CenterPO Box 26901, ROB 342Oklahoma City, OK 73190(405) 271-4500Fax: 405-271-1459E-mail: [email protected]



Nancy Johnson-Dorn, 619Coordinator

Special Education ProgramsDepartment of EducationPublic Service Building255 Capitol Street NESalem, OR 97310-0203(503) 378-3598 ext. 625 (Johnson)

378-2892 (TDD)Fax: 503-373-7968E-mail:

[email protected]: http://www.ode.state.or.us/


John Killoran, CoordinatorEarly Intervention ProgramsPublic Services BuildingOregon Department of Education255 Capitol Street, NESalem, OR 97301-0203(503) 378-3598 ext. 651Fax: 503-373-7968E-mail: [email protected]


Ginger Gorham (parent)112 Whitney CourtUmpqua, OR 97486(541) 459-5116Fax: 541-459-5301

OREGON

EEPCD Demonstration ProjectCharity Rowland, Principal

InvestigatorPhilip Schweigert, Research SupervisorFunctional Problem Solving Skills for

Children with PervasiveDevelopmental Disorders

OHSU Center on Self-DeterminationOregon Health Sciences University3608 Southeast Powell BoulevardPortland, OR 97202(503) 232-9154 ext. 103Fax: 503-232-6423E-mail: [email protected]

[email protected]


Tony Piazza Templeman, ProjectDirector

The Core Competency Project: AState-Wide Systems Approach tothe Inservice Preparation of El/ECSE Personnel

Teaching Research DivisionWestern Oregon State College345 North Monmouth AvenueMonmouth, OR 97361(503) 838-8766Fax: 503-838-8150and

Jane Moore68975 Graham CourtSisters, OR 97759


Diane Bricker, Principal InvestigatorMisti Waddell, Project CoordinatorCreating Systems Change to Improve

Services to Young Children WithDisabilities: An Outreach Project

Early Intervention ProgramUniversity of Oregon5253 University of OregonEugene, OR 97403-5253(541) 346-0807 (Bricker)

346-2635 (Waddell)Fax: 541-346-5639

Carol Bunse, Project DirectorThe Family Consultant Training

ModelTeaching Research DivisionWestern Oregon State College345 Monmouth Ave.Monmouth, OR 97361-1314(503) 838-8774Fax: 503-838-8150

7 7


Jane Squires, Project DirectorLawanda Potter, Project CoordinatorInfant Child Monitoring

Questionnaires Training OutreachCenter on Human DevelopmentUniversity of Oregon901 East 18th AvenueEugene, OR 97403-5253(541) 346-2634Fax: 541-346-5639E-mail: jane_squires@ccmail.

uoregon.edu

Charity Rowland, PrincipalInvestigator

Philip Schweigert, InstructorMaking the Right to Communicate a

Reality for Young Children WithMultiple Disabilities

Oregon Health Sciences UniversityPortland Projects

3608 Southeast Powell BoulevardPortland, OR 97202(503) 232-9154Fax: 503-232-6423E-mail: [email protected]

[email protected]

Tom Udell, Project DirectorThe TRAC Outreach ProjectTeaching Research DivisionWestern Oregon State College345 Monmouth AvenueMonmouth, OR 97361-1314(503) 838-8785Fax: 503-838-8150

Research Institute

Ruth Kaminski and Roland GoodCo-Principal Investigators

Early Childhood Research Institute onMeasuring Growth andDevelopment

School Psychology ProgramCollege of Education5208 University of OregonEugene, OR 97403-5208(541) 346-2142 (Kaminski)

346-2145 (Good)Fm: 541-346-5818(Specify School Psychology Program)E-mail:

[email protected][email protected]

URL: http://www.ici.coled.umn.edu:8001/ecri/

continued

61

Oregon, continued

Research Grants

Thomas Keating, Project DirectorAchieving Curriculum Inclusion and

Integrating Technology WithInstruction Through BackwardMapping and Collaborative ActionResearch

Eugene Research Institute132 East Broadway, Suite 747Eugene, OR 97401(541) 342-1553Fax: 541-342-4310E-mail: [email protected]

Russell Gersten, Project DirectorA Center to Study Sustainability

(CSS) of Research-BasedInterventions for Students WithLearning Disabilities

Eugene Research Institute132 East Broadway, Suite 747Eugene, OR 97401(541) 342-4268Fax: 541-342-4310

Mark Shinn, Project DirectorThe Effects of Student Performance

Feedback on the Reading Progress,Achievement, and InstructionalPrograms of Students At Risk forLearning Disabilities

School Psychology ProgramUniversity of Oregon5219 University of OregonEugene, OR 97403-5219(541) 346-2144Fax: 541- 346-2897E-mail: [email protected]


Jeff McCubbin, Project DirectorMaster's Degree Preparation in

Adapted Physical Education, With aDistance Learning Component

Department of Exercise and SportScience

Oregon State University120 WBCorvallis, OR 97331-0029(503) 737-5921Fax: 503-737-4230E-mail: [email protected]

Kristi Pretti-Frontczak, ProjectDirector

Examining the Effects of EmbeddingYoung Children's Goals andObjectives in Daily Activities

Center on Human DevelopmentUniversity of Oregon,do Office of Research Services and

Administration5219 University of OregonEugene, OR 97403-5219(541) 346-2580Fax: 330-672-2580E-mail: [email protected]

62

Ruth Kaminski, Project DirectorImproving Quality of Instruction for

Students At Risk or Identified withDisabilities by Training SchoolPsychologists in InstructionalConsultation

School Psychology ProgramUniversity of Oregon5219 University of OregonEugene, OR 97403-5219(541) 346-2142Fax: 541-346-2897E-mail:

[email protected]

Douglas Carnine, Project DirectorInstitute to Improve the Quality of

Technology, Educational Media, andMaterials for Individuals WithDisabilities

National Ceter to Improve the Tools ofEducation

Institute for Development ofEducational Achievement

5219 University of OregonEugene, OR 97403-5219(541) 346-5131Fax: 541-683-7543E-mail: [email protected]

Diane Bricker, Project DirectorInterdisciplinary Early Intervention/

Early Childhood Special EducationLeadership Program

Center for Human DevelopmentUniversity of Oregon901 East 18th AvenueEugene, OR 97403(541) 346-0807Fax: 541-346-5639E-mail:

[email protected]

Jane Squires, Project DirectorRural Early Intervention Training

Project (REITP)Early Intervention Program

University of OregonBox 5253East 18th AvenueEugene, OR 97403-5253(541) 346-2634Fax: 541-346-5639E-mail:

[email protected]

7 8

Deborah Simmons, PrincipalInvestigator

Project VOCABULARY:Understanding Early Growth andRemediation Effects for StudentsWith Disabilities or At Risk ofReading Failure

College of EducationUniversity of Oregon5219 UniversityEugene, OR 97403-5219(541) 346-3486

Carol Bunse, Project DirectorFamily Consultant Training Proj ect

Best Practices in Early InterventionTeaching Research DivisionWestern Oregon State College345 North Monmouth AvenueMonmouth, OR 97361(503) 838-8774Fax: 503- 838-8150E-mail: [email protected]

Jill Crawford, Project DirectorOregon COPE Project999 Locust Street NESalem, OR 97303(503) 581-8156 (voice/TDD)(888) 505-COPEFax: 503-391-0429E-mail: [email protected]


3-5 (Section 619) ContactJemmy Blelai, CoordinatorSpecial EducationDepartment of EducationBox 278Koror, Palau, PW 96940(680) 488-2568Fax: 680-488-2830


Elizabeth Watanabe, CoordinatorNora Renguul, Teaching StaffPart C ProgramSpecial EducationDepartment of EducationBox 189Koror, Palau, PW 96940(680) 488-2537Fax: 680-488-2830

Special Education Advisory CouncilGillian Johannes, ChairBox 716Koror, Palau, PW 96940(680) 488-2318 or 2552

587-3632 (home)Fax: 680-488-1211

REPUBLIC OF PALAU



Richard D. Price, Special EducationAdvisor

Bureau of Special EducationState Department of Education333 Market Street, 7th FloorHarrisburg, PA 17126-0333(717) 783-6882Fax: 717-783-6139

Esther Beck, Special EducationAdvisor

Bureau of Special EducationPennsylvania Department of Education333 Market Street, 7th FloorHarrisburg, PA 17126-0333

Infant/Toddler (Part C) ContactJacqiieline Epstein, Part C

Coordinator/Division ChiefMaureen Cronin, Part C StaffNorma Schoppel, Part C StaffDivison of Early Intervention ServicesOffice of Mental RetardationDepartment of Public WelfarePO Box 2675Harrisburg, PA 17105-2675(717) 783-8302 (Epstein)

783-7213 (Cronin)783-5661 (Schoppel)

Fax: 717-772-0012E-mail:

[email protected]


Phillipa CampbellAllegheny University of Health

Sciences .Medical Office BuildingRowland Hall4190 City Avenue, Suite 4034'h FloorPhiladelphia, PA 19131-1696(215) 871-2710Fax: 215-871-2715E-mail: [email protected]

64

PENNSYLVANIA

EEPCD Demonstration ProjectsLouise Kaczmarek, Project DirectorDoug Florey, Project CoordinatorBuilding Community Supports: A

Family-Centered PreschoolUniversity of Pittsburgh4F25 Forbes Quadrangle230 South Bouquet StreetPittsburgh, PA 15260(412) 624-7449 (Kaczmarek)

648-1770 (Florey)Fax: 412-648-7081E-mail: [email protected]

[email protected]

Christine Salisbury, Project DirectorInteragency Planning and Support

ProjectChild and Family Studies ProgramAllegheny University of the Health

SciencesOne Allegheny Square, Suite 510Pittsburgh, PA 15212(412) 359-1628Fax: 412-359-1601E-mail: [email protected]: http://www.asri.edu/cfsp/

8 0

Research Grant

Christine Salisbury, Project DirectorPrincipals' ProjectChild and Family Studies ProgramAllegheny University of the Health

SciencesOne Allegheny SquarePittsburgh, PA 15212(412) 359-1600Fax: 412-359-1601E-mail: [email protected]: http://www.asri.edu/cfsp/


Kenneth Thurman, Project DirectorEarly Childhood Speciality

Certification for SchoolPsychologists

College of EducationTemple UniversityBroad Street and Montgomery AvenuePhiladelphia, PA 19122(215) 204-6018Fax: 215- 204-1414

Janet Lonsdale, Project DirectorParents Union for Public Schools311 South Juniper Street, Suite 200Philadelphia, PA 19107(215) 546-1166Fax: 215-731-1688E-mail: [email protected]

Kenneth Thurman, Project DirectorUnified Preparation for Better Early

Education Teachers (UPBEET)College of EducationTemple UniversityBroad Street and Montgomery AvenuePhiladelphia, PA 19122(215) 204-6018Fax: 215-204-1414

Josephine Hatley, Project DirectorInterdisciplinary Preparation of

Leadership Personnel in EarlyIntervention and Prevention ofDevelopmental Disabilities

Programs in Special EducationUniversity of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412- 624-7408E-mail: [email protected]

res.pittedu

continued



George Zimmerman, Project DirectorPreparation of Teachers of the Visually

Impaired, SupplementaryPreparation in Orientation andMobility, and a New Component inEarly InterventionPrograms in Special Education

University of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412- 648-7081E-mail: gjzt @ pittedu

Louise Kaczmarek, Project DirectorTraining Early Interventionists in

Low-Incidence DisabilitiesUniversity of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412- 648-7081E-mail: [email protected]

John Neisworth, Project DirectorPenn State Collaborative Leadership

Program for Early InterventionPsychology and Special EducationDepartment of Education School227 Cedar BuildingPenn State UniversityUniversity Park, PA 16802(814) 863-2280Fax: 814- 863-7750

Dona Bauman, Project DirectorTraining of Paraprofessionals to Work

with Children Ages Birth to 5 andTheir Families

Lehigh Carbon Community CollegeDepartment of EducationSchnecksville, PA 05602(610) 799-1706Fax: 610-799-1706

Louise Thieme, Project DirectorParent Education Network333 East Seventh AvenueYork, PA 17404(717) 845-9722 Voice and TTY(800) 522-5827 (PA only)(800) 441-5028 (Spanish in PA)Fax: 717- 848-3654E-mail: pen @ parentednet.orgURL: http://

www.homepagecreations.com/pen/

S

Pennsylvania, continued


3-5 (Section 619) ContactMyrta Reyes, Director for Early

ChildhoodDepartment of EducationSpecial Education ProgramsGPO Box 759Hato Rey, PR 00919(787) 759-7228Fax: 787-754-7195


Naydamar Perez de Otero, Part CCoordinator

Department of HealthOffice of the SecretaryCall Box 70184San Juan, PR 00936(787) 274-5659Fax: 787-274-3301


Atenaida Gonzalez Velez, PresidentConsejo Interagencial

Department of HealthPO Box 70184San Juan, PR 00936(787) 767-0870Fax: 787-767-5675

66

PUERTO RICO

Personnel Preparation GrantsCarmen Sellés de Vila, Project DirectorParents Training Parents by APNIPO Box 21301San Juan, PR 00928-1301(787) 250-4552(800) 981-8492Fax: 787-767-8492E-mail: [email protected]

Lourdes Gonzales, Project DirectorPreparation of Personnel Qualified to

Serve Young Children WithDisabilities in Puerto Rico

Inter-American UniversityGPO Box 363255San Juan, PR 00936(787) 758-0899

82


RHODE ISLAND

3-5 (Section 619) ContactAmy Cohen, Preschool ECSE

ConsultantOffice of Integrated Social ServicesDepartment of EducationShepherd Building255 Westminister RoadProvidence, RI 02903-3400(401) 222-4600 ext. 2408Fax: 401-222-4979E-mail: [email protected]


Ron Caldarone, Part C CoordinatorDivision of Family HealthState Department of Health3 Capitol Hill, Room 302Providence, RI 02908-5097(401) 222-1185, ext. 112Fax: 401-222-1442


James HealeyRhode Island Arc99 Bald Hill RoadCranston, RI 02920(401) 463-9191Fax: 401-463-9244

Personnel Preparation GrantElizabeth Priestley, Project DirectorRhode Island Parent Information

Network500 Prospect StreetPawtucket, RI 02860(401) 727-4144(800) 464-3399 (RI only)401-727-4151 (TDD)Fax: 401-727-4040



Norma Donaldson-Jenkins,619 CoordinatorOffice of Programs for Exceptional

ChildrenState Department of EducationRutledge Building1429 Senate StreetColumbia, SC 29201(803) 734-8811Fax: 803-734-4824E-mail: [email protected]


Kathy Hart, CoordinatorBabyNetDivision of Community Health

ServicesDepartment of Health and

Environmental ControlRobert Mills Complex, Box 101106Columbia, SC 29201(803) 737-4045 or -4046Fax: 803-734-4459E-mail:

[email protected]: http://www.scbabynet.org


Susanna V. Duckworth230 0 Withers BuildingRock Hill, SC 29733(803) 323-2453Fax: 803-323-2585E-mail: [email protected]

Heather Gilmer, Director of State ICCOffice of GovernorDivision of Health and Human Services1205 Pendleton StreetColumbia, SC 29201(803) 734-0561Fax: 803-734-0241E-mail: [email protected]

68

SOUTH CAROLINA

EEPCD Demonstration ProjectsWilliam H. BrownProject Co-InvestigatorProject RESPOND: Responsive

Services for Maltreated PreschoolChildren With Behavior Problems orDevelopmental Delays

Department of EducationalPsychology

College of EducationUniversity of South CarolinaColumbia, SC 29208(803) 777-6582Fax: 803-777-3045E-mail: [email protected]

Laurie Ford, Project Co-InvestigatorDepartment of PsychologyUniversity of South CarolinaColumbia, SC 29208(803) 777-4373Fax: 803-777-9558E-mail: [email protected]

8 4

Personnel Preparation GrantsMargaret Emery, Project DirectorPreparation of Leadership Personnel

for Responsible Inclusion: WorkingTogether to Provide EquityEducation

Sponsored ProgramsClemson University300 Brackett HallBox 345702Clemson, SC 29634-0709(864) 656-5109E-mail: [email protected]

Janie Hodge, Project DirectorPreparing Special Educators With

Expertise in Early LiteracyInstruction: Translating ResearchInto Practice

Sponsored ProgramsClemson University300 Brackett HallBox 345702Clemson, SC 29634(864) 656-1613

Gale Coston, Project DirectorInterdisciplinary Early Intervention

Preparation of Speech-LanguagePathologists

Graduate Program inSpeech-Language Pathology

University of South CarolinaColumbia, SC 29208(803) 777-7093

William Brown, Project DirectorPreparation of ECSE Personnel in

South CarolinaUniversity of South CarolinaCollege of EducationEducational Psychology CollegeColumbia, SC 29208(803) 777-6582Fax: 803-777-2824E-mail: [email protected]

Mary Eaddy, Project DirectorPRO-PARENTS2712 Middleburg Drive, Suite 203Columbia, SC 29204(803) 779-3859(800) 759-4776 (SC only)Fax: 803-252-4513E-mail: pro-parents @aol.com


SOUTH DAKOTA


Michelle Powers, 619 CoordinatorOffice of Special EducationDepartment of Education and Cultural

AffairsKneip Building, 700 Governors DrivePierre, SD 57501(605) 773-3678Fax: 605-773-6139E-mail: [email protected]: http://www.state.sd.us/deca/

Infant/Toddler (Part C) ContactBarb Hemmelman, Education Program

Assistant ManagerOffice of Special EducationDepartment of Education and Cultural

Affairs700 Governors DrivePierre, SD 57501(605) 773-4478 or 773-3678Fax: 605-773-6846E-mail: [email protected]


Joanne Wounded HeadSD UAPSchool of Medicine414 East Clark StreetVermillion, SD 57069(605) 677-5311Fax: 605-677-6274E-mail: [email protected]


Personnel Preparation GrantsCheryl Medearis, Project DirectorLakota Early Childhood ProjectSinte Gleska University2nd and Lincoln Marcus BuildingMission, SD 57555-0008(605) 856-2886Fax: 605-856-2326E-mail: cmedearis @rosebud.sinte.edu

Bev Schreck, Project DirectorSouth Dakota Parent Connection3701 West 49th Street, Suite 200BSioux Falls, SD 57106(605) 361-3171 (voice/TDD)(800) 640-4553 (SD only)Fax: 605-361-2928E-mail: [email protected]: http://www.dakota.net/sdpc/

69


Doris Mattraw, DirectorOffice for Special EducationState Department of Education8th Floor - Gateway Plaza710 James Robertson ParkwayNashville, TN 37243-0380(615) 741-3537Fax: 615-532-9412E-mail: [email protected]


Brenda Bledsoe, Part C CoordinatorOffice for Special EducationState Department of Education81h Floor - Gateway Plaza710 James Robertson ParkwayNashville, TN 37243-0380(615) 741-2851Fax: 615-532-9412E-mail: [email protected]


Wesley Brown, DirectorCenter for Early ChildhoodEast Tennessee State UniversityBox 70434Johnson City, TN 37614-0434(423) 439-4192 or -5849Fax: 423-439-5821E-mail: [email protected]

70

TENNESSEE

EEPCD Demonstration ProjectLynda Pearl, Project Director and

Principal InvestigatorProject TIES: Toward Inclusion in

Early EducationEast Tennessee State UniversityBox 70434Johnson City, TN 37614-0434(423) 929-5614 or 5849Fax: 423-929-5821E-mail: [email protected]: http://child.etsu-tn.edu

Research Institute

Eva Horn, Co-InvestigatorEarly Chilodhood Research Institute

on InclusionBox 328 Peabody CollegeNashville, TN 37203(615) 322-8185Fax: 615-322-8236E-mail: [email protected]: http://222.inform.umd.edu/

EDUC/WWW/Depts/ecrii/

86

Research Grants

Paddy Favazza, Principal InvestigatorStrategies for Promoting Social

Relationships Between YoungChildren With and WithoutDisabilities

University of MemphisCollege of EducationDepartment of Instruction and

Curriculum CB # 526017Memphis, TN 38152-6017(901) 678-3451Fax: 901-678-4778E-mail:

[email protected]

Lynn Fuchs, Project DirectorPromoting Attention, Literacy, and

Socialization (PALS) AmongStudents With Emotional/BehaviorDisorders

Department of Special EducationPeabody CollegeRoom 512 Kirkland HallVanderbilt UniversityNashville, TN 37240(615) 343-4782

Fred Bess, Principal InvestigatorA Study of the Auditory

Characteristics of Children WithAutism

Bill Wilkerson Center1114 19th Avenue SouthNashville, TN 37212(615) 322-4099Fax: 615-343-7705E-mail:

[email protected]


Nancy Diehl, Project DirectorSTEP424 East Bernard Avenue Suite 3Greeneville, TN 37745(423) 639-0125(800) 280-STEP (TN only)423-636-8217 (TDD)Fax: 423-636-8217E-mail: [email protected]: http://www.tnstep.org/

Sharon Judge, Project DirectorProject Prepare: Preparing Early

Childhood Special Educators forInclusive Settings

Inclusive Early Childhood EducationUniversity of Tennessee404 Andy Holt TowerKnoxville, TN 37996-0140(423) 974-4456Fax: 423- 974-8718E-mail: [email protected]

continued



Ann Kaiser, Project DirectorDoctoral Leadership Training in Early

Childhood Special EducationDepartment of Special Educaton

Vanderbilt UniversityBox 328 Peabody CollegeNashville, TN 37240(615) 322-8186Fax: 615-343-1570E-mail: [email protected]

Eva Horn, Project DirectorMaster's Preparation in Early

InterventionDepartment of Special EducationVanderbilt UniversityNashville, TN 37203(615) 322-8185Fax: 615-343-1570E-mail: [email protected].

Fred Bess, Project DirectorPreparation of Audiologists to Serve

Infants, Toddlers, and Preschool-Age Children

Division of Hearing and SpeechSciences

Vanderbilt UniversitySchool of MedicineNashville, TN 38505(615) 322-4099Fax: 615- 343-7705E-mail:

[email protected]

Fred Bess, Project DirectorPreparation of Communication

Specialists to Serve Young ChildrenWith Autism Spectrum Disorders:Speech Pathology and Audiology

Vanderbilt UniversityDivision of Hearing and Speech

SciencesSchool of MedicineNashville, TN 37203(615) 322-4099Fax: 615-343-7705E-mail:

[email protected]

Janice Baker, Project DirectorProject ROLESRe-Organizing the

Learning of Early Childhood SpecialEducators

Vanderbilt UniversityDepartment of Special EducationPeabody CollegeBox 328Nashville, TN 37203(615) 322-7311Fax: 615-343-1570

8 7

Tennessee, continued


3-5 (Section 619) ContactKathy Clayton, CoordinatorSpecial Education ProgramsTexas Education Agency1701 North Congress, Room 5-120Austin, TX 78701(512) 463-9414Fax: 512-463-9434E-mail: [email protected]


Mary Elder, AdministratorTexas ECI Program4900 North LamarAustin, TX 78751-2399(512) 424-6754(512) 424-6751 (Elder)Fax: 512-424-6749E-mail: [email protected]


Alba OrtizOffice of the DeanCollege of Education; EBB 210The University of Texas at AustinAustin, TX 78712(512) 471-7255Fax: 512-471-0846

72

TEXAS


Michael Wehmeyer, ProjectInvestigator

Susan Palmer, Project DirectorThe Self-Determined Learning Model

of Instruction for Early Elementary-Age Students

Department of Research and ProgramServices

The Arc of the United States500 East Border Street, Suite 300Arlington, TX 76010(817) 261-6003Fu: 817-277-3491E-mail: [email protected]

[email protected]

Research Grants

Michael Wehmeyer, Project DirectorTeaching Students With Significant

Disabilities to Support Themselves:Promoting Inclusion ThroughStudent Directed Learning Strategies

Department of Research and ProgramServices

The Arc500 East Border Street, Suite 300Arlington, TX 76010(817) 261-6003

Jean Andrews, Project DirectorTrains Teachers to Develop English

Literacy Lesson Using HispanicCulture and MultimemdiaTechnology

Lamar University, BeaumontPO Box 10076Beaumont, TX 77710(409) 880-8170


Keith Turner, Project DirectorInclusive Early Childhood TrainingDepartment of Special EducationUniversity of TexasPO Box 726Austin, TX 78712(512) 471-4161Fax: 512-471-4061E-mail: tumerkeith @ mail.utexas.edu

Sharon Vaughn, Project DirectorPreparation of African-American

Personnel for Early ChildhoodSpecial Education

Department of Special EducationSZB Building - 306Austin, TX 78712-1290(512) 471-4161Fax: 512-284-3014E-mail: [email protected]

Millicent Kushner, Project DirectorPreparation of Special Education

Teachers, Rehabilitation Counselors,Early Intervention and PreschoolPersonnel

Department of Special EducationUniversity of Texas at Austin306 Education BuildingAustin, TX 78712-1290(512) 471-6424Fax: 512-471-6564

continued



Sharon Vaughn, Project DirectorTraining for Early Childhood Special

Education/Teaching English toSpeakers of Other LanguagesMaster's Degree

Department of Special EducationSZB Building - 306Austin, TX 78712-1290(512) 471-4161Fax: 512-284-3014E-mail: [email protected]

Janice Meyer, Project DirectorPartners Resource Network

Incorporated1090 Longfellow Drive, Suite BBeaumont, TX 77706-4819(409) 898-4684 (voice/TDD)(800) 866-4726 (TX only)Fax: 409-898-4869E-mail: [email protected]: http://www.salsa.net/path/

Agnes A. Johnson, Project DirectorGrassroots Consortium6202 BelmarkPO Box 61628Houston, TX 77208-1628(713) 643-9576Fax: 713-643-6291E-mail: [email protected]

Melanie Jephson, Project DirectorA New Interdisciplinary Program to

Prepare Undergraduate Students toWork as Early InterventionSpecialists

Departmerit Counseling and SpecialEducation

Stephen Austin State UniversityPO Box 13019Nacogdoches, TX 75962(409) 568-2906

Linda Thibodeau, Project DirectorPersonnel Training in Pediatric Rural

RehabilitationProgram in CommunicationDisorders

Callier Center CommunicationDisorders

University of Texas at DallasRichardson, TX 75080(214) 905-3108Fax: 214-905-3006E-mail: [email protected]

Yvette Hinojosa, Project DirectorProject PODER1017 North Main Avenue, Suite 207San Antonio, TX 78212(210) 222-2637(800) 682-9747 (TX only)Fax: 210-222-2638E-mail: [email protected]


Texas, continued

73


Brenda Broadbent, 619 CoordinatorSpecial Education Services UnitState Office of Education250 East 500 SouthSalt Lake City, UT 84111(801) 538-7700(801) 538-7708 (Broadbent)(800) 662-6624Fax: 801-538-7991URL: http://www.usde.k12.ut.usE-mail:

[email protected]


Darla Saunders, CoordinatorEarly Intervention programBaby Watch Early InterventionDivision of Family Health ServicesUtah Department of HealthPO Box 144101Salt Lake City, UT 84114-4101(801) 538-6165 (Delavan)

584-8226 (Saunders)Fax: 801-584-8496E-mail: [email protected]

Chair, Interagency CoordinatingCouncilDiana Newcomb7646 Coachman CircleSalt Lake City, UT 84121-5111(801) 944-4701Fax: 801-944-1975E-mail: [email protected]

74

UTAH

EEPCD Demonstration ProjectLinda Alsop, Project DirectorProject TRUST: A Model for

Addressing Critical EarlyTransitions in Lives of YoungChildren who are Deaf/Blind

SKI-HI InstituteHSRC Building, 3rd FloorUtah State University6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]


Paula Pittman, Project DirectorDeaf Mentor Outreach Project:

Bilingual-Bicultural Services forInfants and Toddlers Who Are Deafor Hard-of-Hearing

SKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Dorothy Johnson, Project DirectorA Family-Centered Approach to

Integrated Intervention ServingInfants, Toddlers, and Preschool AgeChildren Who Are Deaf or Hard-of-Hearing

SKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580

Lori Rowan, Project DirectorProject AHEAD (At Home and At

Day Care)SKI-HI InstituteUtah State UniversityHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580

Dorothy Johnson, Project DirectorProject INSITESKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

so

Elizabeth Morgan, Project DirectorProject VIISA: Outreach Services to

Assist States to Replicate a TrainingModel for Early Interventionists in aLow Incidence Disability Condition:Blindness and Visual Impairment

SKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Research Grant

Sarah Rule, Project DirectorUsing Constant Time Delay to Teach

Preventative Safety Skills toPreschoolers With Disabilities

Center for Persons With DisabilitiesUtah State UniversityLogan, UT 84322-6800(801) 797-1987Fax: 801-797-3944E-mail: [email protected]

Personnel Preparation GrantsSarah Rule, Project DirectorA Collaborative Program to Prepare

Early Intervention and EarlyChildhood Special EducationPersonnel


Sarah Rule, Project DirectorDevelopment and Evaluation of a

Program to Teach Naturalistic EarlyIntervention Strategies to Personnelin Inclusive Environments

Utah State UniversityLogan, UT 84322(435) 797-1987Fax: 435- 797-3944E-mail: [email protected]

continued


Utah, continued


James Blair, Project DirectorPreparation of Personnel to Serve

Students With HearingImpairmentsTeachers of the Deaf,Speech-Language Pathologists,Audiologists, Early Intervention andPreschool Personnel

Department of CommunicativeDisorders

Utah State UniversityCollege of EducationLogan, UT 84322-2865(435) 797-1388Fax: 435- 797-0221E-mail: [email protected]

Sarah Rule, Project DirectorPreparation of Rural Personnel to

Serve Young Children WithDisabilities and Their Families: AMulti-University Consortium

Utah State UniversityCenter for Persons With DisabilitiesUMC #6845Logan, UT 84322-6805(801) 797-1987Fax: 801-797-3944E-mail: [email protected]

Sarah Rule, Project DirectorA Program to Prepare Doctoral-Level

Special Educators With an EarlyChildhood Emphasis Area


Kathleen Robins, Project DirectorUtah Multi-University Consortium:

Statewide Preparation of EarlyChildhood Specialists in Vision andHearing

Department of Special EducationUniversity of Utah221 MBHSalt Lake City, UT 84112(801) 581-6082Fax: 801-585-6476E-mail: [email protected]: http://www.gse.utah.edu/

Helen Post, Project DirectorUtah Parent Center2290 East 4500 South, Suite 110Salt Lake City, UT 84117(801) 272-1051(800) 468-1160 (UT only)Fax: 801-272-8907E-mail: [email protected]


3-5 (Section 619) ContactKathy Andrews, 619 CoordinatorSpecial Education UnitState Department of Education120 State StreetMontpelier, VT 05620(802) 828-5115Fax: 802-828-3140E-mail: [email protected]


Beverly Mac Carty, Part CCoordinatorWendy Smith, Part C StaffFamily, Infant and Toddler Project of

Vermont108 Cherry StreetPO Box 70Burlington, VT 05402(802) 651-1786Fax: 802-863-7635E-mail: [email protected]


Mary Alice Leonard-HeathCo-Chair (parent)R R 1 Box 99CTunbridge, VT 05077-9718(802) 685-3035Fax: 802-685-3035E-mail: [email protected]

Wayne FoxCo-Chair (professional)499C Waterman BuildingUniversity Affiliated Program of

VermbntBurlington, VT 05405(802) 656-4031Fax: 802-656-1357E-mail: [email protected]

76

VERMONT

EEPCD Outreach ProjectWayne Fox, Project DirectorJane Ross-Allen, Project CoordinatorNational TEEM Outreach: A Process

for Systematic Transition Planningand Collaborative Decision-Makingfor Young Children EnteringKindergarten and Other GeneralEducation Settings

University Affiliated Program ofVermont

499-C Waterman BuildingBurlington, VT 05405-0160(802) 656-4031Fax: 802-656-1357E-mail: [email protected]@zoo.uvm.edu

URL: http://www.vum.edu/uapvt/earlyed/teem.html

92

Research Grants

Wayne Fox, Project DirectorThe Effects of a Supportive Classroom

Community on the Inclusion ofStudents With Severe Disabilities

University Affiliated Programs ofVermont

University of Vermont340 Waterman BuildingBurlington, VT 05405(802) 656-4031Fax: 802-656-1357E-mail: [email protected]

Martha Fitzgerald, PrincipalInvestigator

Preventing the Development of SeriousEmotional Disturbance AmongChildren and Youth with Emotionaland Behavioral Problems

University of Vermont429 Waterman BuildingBurlington, VT 05405(802) 656-8551

Susan Hasazi, Project DirectorState and Local Education Efforts to

Implement theTransition Requirements in theIndividuals With Disabilities Act

University of Vermont499B Waterman BuildingBurlington, VT 05405(802) 656-2936Fax: 802-656-1357E-mail: [email protected]


Angela Capone, Project DirectorEarly Childhood Personnel Preparation

ProjectUniversity of Vermont405A Waterman BuildingBurlington, VT 05405(802) 656-1147Fax: 802-656-1357E-mail: [email protected]

George Salembier, Project DirectorPreparation of Consulting Teacher/

Reading Coordinators to Serve ,Students With Mild to ModerateDisability in Vermont Elementaryand Middle Schools

University of Vermont499-C Waterman BuildingBurlington, VT 05405(802) 656-4031

continued

1997-98 Directory of Selected Early Childhood Progratns


Lee Lauber, Project DirectorPreparation of Community-Based

Child Care ProvidersWashington County Family Center32 College Street, Suite 100Montpelier, VT 05602(802) 828-8765Fax: 802-828-8796E-mail: [email protected]

Patricia Pre lock, Project DirectorPreparing Speech-Language

Pathologists and Early ChildhoodProviders to Serve the Needs ofChildren with Autism SpectrumDisorders in Rural Settings

Department of CommunicationSciences

University of Vermont407 PomeroyBurlington, VT 05405(802) 656-2529Fax: 802- 656-2528E-mail: [email protected]

Connie Curtin, Project DirectorVermont Parent Information Center1 Mill Street, Suite A7Burlington, VT 05401(802) 658-5315 (voice/TDD)(800) 639-7170 (VT only)Fax: 802-658-5395E-mail: [email protected]: http://www.together.net/vpic/

9 3

Vermont, continued



Elsie Monsanto, Special EducationDirector (Acting)

Division of Special EducationDepartment of Education44-46 Kongens GadenCharlotte AmalieSt. Thomas, VI 00802(340) 774-4399Fax: 340-774-0817


Kim Gomez, DirectorBirth to Three ProjectDepartment of HealthCharles Harwood Memorial HospitalChristiansted3500 RichmondSt. Croix, VI 00820-4370(340) 773-1311 ext. 3006(340) 777-8804 (St. Thomas)Fax: 340-774-2820 or 809-773-9376


Zenaida CondeDepartment of Human ServicesPO Box 6361Sunny IsleSt. Croix, VI 00823(340) 773-2323 ext. 117Fax: 340-773-6121

78

VIRGIN ISLANDS

Personnel Preparation GrantCatherine Rehema Glenn, Project

DirectorV.I. FIND2 Nye GadeSt. Thomas, US VI 00802(340) 775-3962Fax: 340-775-3962E-mail: [email protected]

94



Linda Bradford, Principal Specialist inSpecial Education

Office of Special EducationState Department of EducationPO Box 2120Richmond, VA 23218-2120(804) 225-2675FaX: 804-371-8796E-mail: [email protected]: http://pen I .pen.k12.va.us:80/

gov/DOE


Anne Lucas, Part C CoordinatorInfant and Toddler ProgramDepartment of Mental Health, Mental

Retardation and Substance AbuseServices

PO Box 1797Richmond, VA 23218(804) 371-6592Fax: 804-371-7959E-mail: [email protected]


John E. Frederick, Jr.511 Decatur DriveSalem, VA 24153(540) 989-8006 (work)

389-7330 (home)Fax: 540-772-0159

VIRGINIA

EEPCD Demonstration ProjectsCorinne Garland, Project Co-DirectorBarbara Kniest, Project Co-DirectorFran Gallagher, Project CoordinatorCaring for Infants and Toddlers with

Disabilities: New Roles for Nurses(CFIT-N)

Child Development ResourcesPO Box 280Norge, VA 23127-0280(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Adrienne Frank, Project Co-DirectorCorinne W. Garland, Project Co-

DirectorLisa Ownby, Project CoordinatorPartners Plus A Model of Respite

Care Designed, Implemented andEvaluated by Families

Child Development Resources1490 Government RoadWilliamsburg, VA 23185(757) 220-1168Fax: 757-253-1779E-mail: [email protected]

EEPCD Outreach ProjectsCorinne Garland, Project Co-DirectorBarbara Kniest, Project Co-DirectorAndrea Quigley, Project CoordinatorCaring for Infants and Toddlers With

Disabilities: New Roles forPhysicians (CFIT-P)

Child Development ResourcesPO Box 280Norge, VA 23127(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Nona Flynn, Project Co-DirectorMulticultural Early Childhood Team

Training: Outreach (MCETT)Parent Educational Advocacy Training

Center10340 Democracy Lane, Suite 206Fairfax, VA 22030(703) 691-7826Fax: 703-691-8148E-mail: [email protected]: http://gse.gmu.edu/

andEva Thorp, Project Co-DirectorKyppee Evans, Project CoordinatorGraduate School of EducationGeorge Mason UniversityFairfax, VA 22030-4444(703) 993-2035Fax: 703-993-3681E-mail: [email protected]: http://gse.gmu.edu/

1997-98 Directory of Selected Early Childhood Programsft,

Corinne Garland, Project Co-DirectorSheri Osborne, Project Co-DirectorLouise Canfield, Project CoordinatorMarilyn Dunning, Project CoordinatorSpecialcare OutreachChild Development ResourcesPO Box 280Norge, VA 23127-0280(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Corinne Garland, Project Co-DirectorAdrienne Frank, Project Co-DirectorTrans/Team Outreach: An In-Service

Model Replication ProjectChild Development ResourcesPO Box 280Norge, VA 23127(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Research Institute

Bruce Ramirez, Co-PrincipalInvestigator

Early Childhood Research Institute forCulturally and LinguisticallyAppropriate Services (CLAS)

Council for Exceptional Children1920 Association DriVeReston, VA 20191-1589(703) 264-9404Fax: 703-620-2521E-mail: [email protected]

Research Grants

Steve Braman, Project DirectorA Nationwide Evaluation of Inclusive

Practices and Outcomes inMainstream Residential Camp andOutdoor School Programs ServingYouth With and Without Disabilities

Institute For Career and LeisureDevelopment

4110 Sunburst CourtAlexandria, VA 22303-1147(703) 722-7045Fax: 503-239-1166E-mail: [email protected]

Eileen Ahern, Project DirectorState-Federal AdministrativeInformation Exchange ProjectNational Association of State

Directors of Special Education(NASDSE)

1800 Diagonal Road, Suite 320Alexandria, VA 22314(703) 519-3800Fax: 703-519-3808E-mail: [email protected]

continued

EST COPY AVAILABLE79


Cheri Takemoto, Project DirectorParent Educational Advocacy Training

Center10340 Democracy Lane, Suite 206Fairfax, VA 22030-2518(703) 691-7826(800) 869-6782 (VA only)Fax: 703-691-8148E-mail: [email protected]: http://members.aol.com/peatcinc/

index.htm

Eric Kirkland, Principal InvestigatorCaptioning Instructional Videos to

Improve LiteracyNational Captioning Institute1900 Gallows Road, Suite 3000Vienna, VA 22182(703) 917-7600Fax: 703-917-9878URL: http://www.us.net/nci/

Chriss Walther-ThomasProject DirectorAssessments of Preschoolers'

Resilience in Special Education andPoverty-Related Programs

School of EducationCollege of William and MaryPO Box 8795Williamsburg, VA 23187-8795(757) 221-2310Fax: 757-221-5053E-mail: [email protected]


Robert Planta, Project DirectorAn Early Intervention Training

Curriculum for Parent-ChildRelationshipsVideotext Materials

Department of Curriculum, Instructionand Special Education

235 Ruffner HallUniversity of Virginia405 Emmet StreetCharlottesville, VA 22903(804) 985-5483

Martha E. Snell, Project DirectorInterdisciplinary Training for Early

Intervention and PreschoolPersonnelUniversity of Virginia

Curry School of Education405 Emmet Street SCharlottesville, VA 22903-2495(804) 924-0768Fax: 804-924-0747E-mail: [email protected]

80

Virginia, continued

Eva Thorp, Project DirectorEarly Childhood Curriculum and

Teaching MaterialsDepartment of Special EducationGeorge Mason University4400 University DriveFairfax, VA 22030(703) 993-2011Fax: 703-993-2013

Debbie Woodward, Project DirectorFamily-Centered Personnel

Preparation: From Rhetoric toReality

Virginia Commonwealth UniversityRichmond, VA 23298(804) 828-1305Fax: 804-828-7495

Ann Cox, Project DirectorNew Connections: Linking and

Enhancing Graduate Training inLow-Incidence Disabilities forRelated Services, Early Intervention,and Preschool Personnel

Virginia Insitute for DevelopmentalDisabilities MCV Station

Box 980568Virginia Commonwealth UniversityRichmond, VA 23298-0568(804) 828-8244Fax: 804-828-0042

96



Anne Shureen, 619 CoordinatorOffice of the Superintendent of Public

InstructionOld Capitol Building, FG-11PO Box 47200Olympia, WA 98504(360) 753-0317Fax: 360-586-0247E-mail:

[email protected]: http://ospi.wednet.edu


Sandy Loerch, Part C CoordinatorKaren Woodsum, Associate for

Consumer ParticipationInfant Toddler Early Intervention

Program Department of Social andHealth Services

12th and Franklin StreetsPO Box 45201Olympia, WA 98504-5201(360) 902-8490 (Loerch)(360) 902-8496 (Woodsum)Fax: 360-902-8497E-mail: [email protected]


Kathy Christiansen, Early ChildhoodCoordinator

ESD 101West 1025 IndianaSpokane, WA 99205(509) 456-6320Fax: 509-456-2999E-mail:

kathy christiansen @aquicksmtp.esd101.wednet.edu

WASHINGTON


Ilene Schwartz, Project DirectorBonnie McBride, Project CoordinatorSchool-Based Preschool Programs for

Children with Autism: BlendingApproaches to Meet IndividualNeeds

Experimental Education UnitUniversity of WashingtonBox 357925Seattle, WA 98195-7925(206) 543-4011Fax: 206-616-8177E-mail: [email protected]

[email protected]

Rodd Hedlund, Project DirectorAngela Notari-Syverson, Curriculum

and Evaluation SpecialistSupporting Neurobehavioral

Organizational Development inInfants With Disabilities: TheNeurobehavioral Curriculum forEarly Intervention

Washington Research Institute150 Nickerson Street, Suite 305Seattle, WA 98109(206) 285-9317Fax: 206-285-1523E-mail: [email protected]

[email protected]


Mary Maddox, Co-PrincipalInvestigator

Kevin Cole, Co-Principal InvestigatorAngela Notari-Syverson, Research

ScientistInservice Training for Staff Serving

Young Children With Disabilitiesand Limited English Proficiency:Constructive Interaction AroundBooks and Play


[email protected]@wri-edu.org

URL: http://www.wri-edu.org/bookplay/


7

EEPCD Outreach ProjectsJoseph Stowitschek, Project DirectorIlene Schwartz, Project Co-DirectorJames Rodriguez, Project CoordinatorGenerative Empowerment of Early

Educators to Engage in ContinuousProgram Renewal for YoungChildren With Disabilities: ATechnology Supported Approach

Experimental Education UnitUniversity of WashingtonBox 357925Seattle, WA 98195(206) 543-4011Fax: 206-543-8480E-mail: [email protected]

Kevin Cole, Co-Principal InvestigatorAngela Notari-Syverson, Co-Principal

InvestigatorMediated Learning Outreach Training:

Promoting DevelopmentallyAppropriate Practices in InclusiveSettings


[email protected]: http://ww.mediatedlearning.org/

Research InstituteIlene Schwartz, Co-InvestigatorEarly Childhood Research Institute on

InclusionExperimental Education UnitBox 357925Seattle, WA 98195(206) 543-4011Fax: 206-616-8177E-mail: [email protected]:http://222.inform.umd.edu/

EDUC/WWW/Depts/ecrii/and

Susan Janko, Co-InvestigatorECRI on InclusionCollege of EducationBox 353600Seattle, WA 98195(206) 543-1827Fax: 206-543-8439E-mail: [email protected]: http://222.inform.umd.edu/

EDUCLWWW/Depts/ecrii/

81

Washington, continued

Research GrantsKevin Cole, Principal InvestigatorA Longitudinal Follow-up of

Graduates from Two ContrastingPreschool Instructional Models:Phase 2

Experimental Education UnitUniversity of WashingtonBox 37-7925Seattle, WA 98195-7925(206) 543-4011Fax: 206-543-8480

Ilene Schwartz, Project DirectorPreparing Personnel to Teach Young

Children With Severe Disabilities inIntegrated Preschool Classrooms

Experimental Education Unit, WJ-10University of WashingtonSeattle, WA 98195(206) 543-4011Fax: 206-543-8480E-mail: [email protected]

Patricia Vadasy, Project DirectorSustainability of Promising

InnovationsWashington Research Institute\150 Nickerson Street, Suite 305Seattle, WA 98109(206) 285-9317Fax: 206-285-1523E-mail: pvadasy @ wri-edu.orgURL: http://www.wri-edu.org/

Heather Hebdon, Project DirectorPAVE/STOMP6316 South 12th StreetTacoma, WA 98465(253) 565-2266 (voice/TTY)(800) 572-7368 (WA only)Fax: 253-566-8052E-mail: [email protected]: http://idt.net/wapave9/

Joanne Butts, Project DirectorWashington PAVE6316 South 12th StreetTacoma, WA 98465-1900(253) 565-2266 (voice/TDD)(800) 572-7368 (WA only)Fax: 253-566-8052E-mail: [email protected]: http://idt.net/wapave9/

9 8



Ginger Huffman, 619 CoordinatorWest Virginia Department of EducationOffice of Special Education

AdministrationCapitol ComplexBuilding 6, Room 3041900 Kanawha Boulevard EastCharleston, WV 25305-0330(304) 558-2696Fax: 304-558-3741E-mail: [email protected]


Pam Roush, Part C CoordinatorEarly InterventionDepartment of Health and Human

ResourcesBureau for Public HealthOffice of Maternal and Child Health1116 Quarrier StreetCharleston, WV 25301(304) 558-3071

558-6311 (Roush)Fax: 304-558-4984

Mary SkinnerDirector of Children's ServicesOffice of Maternal and Child HealthDepartment of Health and Human

Services1411 Virginia StreetBuilding 3, Room 462Charleston, WV 25301(304) 555-5388

Brian Turley, ICC StaffUACDD (University Affiliated Center

for Developmental Disabilities)West Virginia University955 Hartman Run RoadMorgantown, WV 26505-8334(304) 293-4692Fax: 304-293-7294


Ken PriceHC71 Box 43AFranklin, WV 26807(304) 567-2515Fax: 304-567-2695

WEST VIRGINIA

9 3


Personnel Preparation GrantsPat Haberbosch, Project DirectorWest Virginia Parent Training Institute371 Broaddus AvenueClarksburg, WV 26301(304) 624-1436 Voice and TTY(800) 281-1436 (WV only)Fax: 304-624-1438E-mail: wvpti @ aol.com

Wilfred Wienke, Project DirectorPreparing Early Intervention

Personnel: An InterdisciplinaryServices Model

West Virginia UniversityPO Box 6845Morgantown, WV 26506(304) 293-3450Fax: 304-293-6834E-mail: [email protected]

83


Brent C. Odell, ChiefEarly Childhood Sensory andLanguage

Impaired ProgramsJenny Lange, Program SupervisorJill Haglund, EI SpecialistEarly Childhood Handicapped

ProgramsBureau for Exceptional ChildrenWisconsin Department of Public

InstructionPO Box 7841Madison, WI 53707(608) 266-6981 (Odell)

267-9172 (Lange)267-9625 (Haglund)



Beth Wroblewski, Part C CoordinatorDivision of Community ServicesDepartment of Health and Social

ServicesPO Box 7851Madison, WI 53707(608) 266-7469Fax: 608-261-6752

Mitchell Kremer, Part C CoordinatorBirth to 3 ProgramDivision of Supportive LivingDepartment of Health and Family

Services1 West Wilson StreetPO Box 7851Madison, WI 53370-7851(608) 267-3270Fax: 608-261-6752E-mail: [email protected]: http://www.dhfs.state.wi.us/

disabilities/developmental/birth.html

Jill Haglund, Early InterventionSpecialist

Early Childhood HandicappedPrograms

Division for Equity and AdvocacyState Department of Public InstructionPO Box 7841Madison, WI 53707(608) 267-9625Fax: 608-267-1052

Chair, Interagency CoordinatingCouncilStacy H. Wigfie ld, Acting ChairDevelopment and Training Center2125 Third StreetEau Claire, WI 54703(715) 833-7755Fax: 715-833-7757

84

WISCONSIN

EEPCD Demonstration ProjectJulia Herwig, Project DirectorKaren Wollenberg, Project CoordinatorPortage Project Demonstration ModelCooperative Educational Service

Agency #5626 East Slifer StreetPortage, WI 53901(608) 742-8811 ext. 226 (Herwig)

742-8811 ext. 258 (Wollenberg)Fax: 608-742-2384E-mail: info @portageproject.orgURL: http://www.portageprojectorg/


Liz Hecht, Project CoordinatorPathways: Service Coordination

Outreach ProjectWaisman CenterUniversity of Wisconsin1500 Highland Avenue, Room 619Madison, WI 53705-2280(608) 263-5984 (Rosin)Fax: 608-263-0529E-mail: [email protected]

[email protected]: http://www.waisman.wisc.edu/

earlyint/pathways/

Julia Herwig, Project DirectorKaren Wollenberg, Project CoordinatorPortage Project ModelCooperative Educational Service

Agency #5626 East Slifer StreetPortage, WI 53901(608) 742-8811 ext. 226 (Herwig)

742-8811 ext. 258 (Wollenberg)Fax: 608-742-2384

Research Institute

Ann Haim, Co-Principal InvestigatorECRI for Culturally and Linguistically

Appropriate Services (CLAS)Department of Exceptional EducationUniversity of Wisconsin at MilwaukeePO Box 413Milwaukee, WI 53201(414) 229-4615Fax: 414-229-5300E-mail: [email protected]

_1,00

Research Grants

Thomas Krotochwill, Project DirectorEnhancing Treatment Utility in

Instructional Consultation ProblemSolving: Comparison of AlternativeAssessment Technologies

Wisconsin Center for EducationalResearch

University of Wisconsin125 West Johnson StreetMadison, WI 53706-1490(608) 262-5912Fax: 608-262-1427E-mail: [email protected]

Thomas Kratochwill, Projeci DirectorFamilies and Schools

Together: An Experimental Analysisof a Parent-Mediated EarlyIntervention Program for ElementaryChildren

Wisconsin Center for EducationResearch

University of Wisconsin102 West Johnson StreetMadison, WI 53706(608) 262-5912Fax: 608-262-5912E-mail: [email protected]


Anne Donne Ilan, Project DirectorEducational Leadership Preparation

Program to Support Learners withSevere Communication/BehaviorDisorders and Autism inHeterogeneous and InclusiveSettings

Wisconsin Center EducationalResearch

University of Wisconsin1025 West Johnson StreetMadison, WI 53706(608) 263-4362Fax: 608-262-8108E-mail: [email protected]

Thomas Krotochwill, Project DirectorEnhancing Treatment Utility in

Instructional Consultation ProblemSolving: Comparison of Alternative

Assessment TechnologiesWisconsin Center for Educational

ResearchUniversity of Wisconsin125 West Johnson StreetMadison, WI 53706-1490(608) 262-5912Fax: 608-262-1427E-mail: [email protected]

continued



Thomas Kratochwill, Project DirectorFamilies and Schools Together: An

Experimental Analysis of a Parent-Mediated Early InterventionProgram for Elementary Children

Wisconsin Center for EducationResearch

University of Wisconsin102 West Johnson StreetMadison, WI 53706(608) 262-5912Fax: 608-262-5912E-mail:[email protected]

S. Patrice Colletti, SDSParent Education Project of Wisconsin2192 South 60th StreetWest Allis, WI 53219-1568(414) 328-5520(800) 231-8382 (WI only)414-328-5525 (TDD)Fax: 414-328-5530E-mail: [email protected]: http://members.aol.com/

pepofwi/

101

Wisconsin, continued

1997-98 Directory of Selecied Early Childhood Programs 86


Sara Mofield, 619 ConsultantState Department of EducationSpecial Education Unit2300 Capitol Avenue, 2nd FloorCheyenne, WY 82002-0050(307) 777-6236Fax: 307-777-6234E-mail: [email protected]

David Haines, Children's ServicesManager

Division of Developmental Research1409 First Floor WestHerschler Building122 West 25th StreetCheyenne, WY 82002-0050(307) 777-5246Fax: 307-777-6047


Mitch Brauchie, Part C CoordinatorPam Frisby, Part C StaffDivision of Developmental DisabilitiesDepartment of Health1413 First Floor WestHerschler Building122 West 25'h StreetCheyenne, WY 82002(307) 777-6972Fax: 307-777-6047


Joan Hoffman750 Michael DriveSheridan, WY 82801(307) 674-6544Fax: 307-674-5947 (call first)

86

WYOMING

Research Grant

Ken Heinlein, Project DirectorTeaming With Technology Research

ProjectUniversity of Wyoming Wind UAPPO Box 4298Laramie, WY 82071-4298(307) 766-2766Fax: 307-766-2763E-mail: [email protected]


Terri Dawson, Project DirectorParent Information Center5 North LobbanBuffalo, WY 82834(307) 684-2277 (voice/TDD)(800) 660-9742 (WY only)Fax: 307-684-5314E-mail: [email protected]

102


EEPCD Projecf Abstracts

Demonstration Projects 87

Inservice Training Projects 106

Outreach Projects 111

Research Institutes 137

Technical Assistance Center 139

Index of Descriptors of EEPCD Project 141

,J 3

Alaska's Autism Intensive Early InterventionProjectDemonstration ProjectGrant No. H024B 60061 (1996-99[99-0 I ])Fiscal Agency: University of Alaska at Anchorage

Todd Risley, Project DirectorCheyrl Risley, Project Coordinator2600 Denali Street, Suite 304Anchorage, AK 99503(907) 276-4192Fax: 907-276-4114E-mail: [email protected]

Purpose: To develop a training and consultationsystem for long-distance delivery of a family-basedearly intervention program to serve children withautism in remote locations.

Target: Young children, ages birth to 8 years, withautism who live in remote locations.

Approach: The project trains home-based teams towork with young children with autism. A designatedteam leader is trained on specific competencies, suchas working with the child and family and team manage-ment. Team members work with the child in pairs andcritique each other's techniques. Every 4 months, avideo assessment protocol is used to measure thechild's expressive language, social play, and engage-ment in activities and with other people. The childconsultant trains the team in collaborative skills. Eachteam member provides the child with 2 to 4 hours ofdirect instruction each day. The team leader completesweekly team summaries; logs child progress andteaching hours; and records behavioral data, teammeeting minutes, and consultation requests. Thetransition phase involves the parents taking over asteam leaders, decreasing treatment, and integration ofmore community and family activities into the child'sday. The child consultant supports the family in takingover this responsibility, and the team members inchanging strategies to accommodate natural situationsfor the child. Communication is maintained from adistance via comprehensive and exportable trainingmanuals, monitoring and tracking by speaker phones,written reports, video assessments, and regularconsulting with the team and family on the child'sdevelopmental progress.

Outcomes: This model will increase the availability ofintensive, community-based, cost-effective early inter-vention services to children with autism in rurallocations. Children will make developmental progressthrough interventions provided in their naturalenvironment. Manuals and videos will assist intraining volunteers and families thereby increasing theavailability of appropriate services.

1 0

EEPCD Demonsfration Projects

A Family-Centered NICU ModelDemonstration ProjectGrant No. H024B50095 (1995-98[98-00])

(originally Grant No. H024B50017)Fiscal Agency: University of California at

Santa Barbara

George Singer, Project DirectorGraduate School of Education2321 Phelps HallUniversity of California at Santa BarbaraSanta Barbara, CA 93106(805) 893-2198Fax: 805-893-7264

Purpose: To establish a model family-centerednewborn intensive care unit (NICU) and todisseminate the model nationally.

Target: Infants in the NICU and their families.

Approach: The model will consist of the followingcomponents: (a) family partnership in governance;(b) parent-to-parent support; (c) family-centered stafftraining; (d) community linkage to local physicians,hospitals, and early intervention programs; (e) family-centered information systems; (f) partnerships indecision making; (g) family psychosocial supports;and (h) family-centered follow-up services. A steeringcommittee consisting of parents, physicians, nurses,social workers, early childhood educators, and specialeducators will oversee the design and implementationof each model component. The planning process willincorporate best practice for the development of anIndividualized Family Service Plan (IFSP) along withthe elements of a transition plan and a formalized planto aid the family in taking the child into the home,including scheduled visits to follow-up clinics.Support for families will include family support groupsfor parents and siblings; "rooming in" for parentsbefore discharge; and videotapes of parents caring forthe special needs of their infants. The model willinclude training sessions for NICU staff on the IFSPprocess to ensure that they understand the law,recommended planning practices, and implementationof plans.

Outcomes: The family-centered NICU model isexpected to improve social and emotional outcomesfor families served by the NICU and to improvedevelopmental outcomes for infants. A randomizedgroup comparison design will study the efficacy of theinterventions on measures of infant development,parental emotional and psychological status, familyneeds, and social support. A follow-up study willevaluate the impact of these practices over time. Aqualitative evaluation will describe the processes ofimplementing the model and the impact of modelcomponents that cannot be evaluated experimentally.

1997-98 Directory of Selected Early Childhood ProgramsBEST COPY AVAIIABLE

87


Integrating Daily Activities/ENRICHDemonstration ProjectGrant No. H024B40059 (1994-97 [97-99])Fiscal Agency: University of Colorado Health

Sciences Center

Cordelia Robinson, Project DirectorRenee Charlifue-Smith, Project CoordinatorJFK Center for Developmental DisabilitiesUniversity of Colorado Health Sciences Center4200 East Ninth Avenue, Box C-221Denver, CO 80262(303) 864-5261Fax: 303-864-5270E-mail: [email protected]

[email protected]

Purpose: To develop an innovative model forassessment and intervention in natural settings basedon functional goals integrated into the child andfamily's daily routines.

Target: Infants and toddlers who have low-incidencephysical, sensory, or multiple disabilities, and theirfamilies.

Approach: A highly qualified team including a parentof a child with significant delays will develop, pilot,and disseminate a functionally oriented, outcome-based model for the delivery of early interventionservices to infants and toddlers with significantdisabilities. Assessment will be transdisciplinary andwill focus on functioning related to routine dailyactivities that are deemed priorities by the child'sfamily and day care setting. Intervention will bedesigned to fit into the family's and/or day caresetting in a non-intrusive manner. Recommendationsand assistance related to assistive technology will beincorporated.

Outcomes: Children will show progress indevelopmental and functional goals. Families willperceive themselves as more competent, contributingteam members, and schedules will be more conduciveto quality family time. Competence of Part C programstaff in collaboration on interagency teams willincrease. Part C services for children with low-incidence disabilities will reflect to a greater degreeprinciples of family-centered, culturally competent,inclusive services. Print and video products willdocument the process and impact of this model.

88

Project Access: A Model for Capitated EarlyIntervention Transdisciplinary HabilitativeServicesDemonstration ProjectGrant No. H024B 60042 (1996-99 [99-01])Fiscal Agency: University of Colorado

Cordelia Robinson, Project DirectorBeth Gaffney, Project Co-DirectorColorado University Affiliated Program/TCHUniversity of Colorado Health Sciences Center4200 East Ninth Avenue, Box C-221Denver, CO 80262-0234(303) 864-5261Fax: 303-864-5270E-mail: [email protected](see directory portion of this resource foradditional addresses)

Purpose: To develop and evaluate the costs andbenefits of a capitated model for transdisciplinary,habilitative early intervention services and servicecoordination, which are family centered and consistentwith the spirit and values of IDEA.

Target: Children in metropolitan Denver, ages birth to5 years, who are Part C eligible and who receive earlyintervention services through Colorado Access(Medicaid HMO).

Approach: The proposed system will hold providersaccountable for integrating their interventions acrossdisciplines (i.e., physical, occupational, and speechtherapies) and settings (home, school, and recreation)and around functional outcomes and healthpromotion. The transdisciplinary habilitation team willoperate under a capitated rate. The team will haveflexibility within that rate to design and implementservices using instructional and consultativestrategies. Colorado Access will contract with TheChildren's Hospital of Denver and the UniversityAffiliated Program of the University of ColoradoHealth Sciences Center to provide rehabilitation andtherapy services on a capitated basis.

Outcomes: Data will be provided on the quality andeffectiveness of care, integration of services, childoutcomes, family satisfaction, and costs under acapitated versus a fee-for-service model of earlyintervention services. Project products will includedocumentation of standards of care, quality assurancecriteria for all program components, anddocumentation of the process for shifting focus to acapitated model.

105


Early Childhood Collaborative ServiceDelivery ModelDemonstration ProjectGrant No. H024B 30001 (1993-96 [96-98])Fiscal Agency: University of Connecticut Health

Center, School of Medicine, Pediatrics

Mary Beth Bruder, Project DirectorDiane Hatcher, CoordinatorChild and Family Studies, UCONN Health CenterDowling North, MC-6222263 Farmington Avenue, A-200Farmington, CT 06032-6222(860) 679-4632Fax: 860-679-1368E-mail: [email protected]

hatcher @ nsol.uchc.edu

Purpose: To develop, implement, and evaluate amodel of collaborative early childhood services withinan urban school district that is effective for families,children, staff, and administrators.

Target: Early childhood staff, related services staff,families, and policy makers involved with youngchildren who have or are at risk for developingdisabilities, particularly children who were prenatallyexposed to alcohol or other drugs and young childrenfrom cultural, linguistic, and racial minoritypopulations in Hartford, Connecticut, especiallyamong the city's large Puerto Rican community.

Approach: This project encompasses three modelcomponents. The first component, family collabora-tions, focuses on adopting policies and practices thatwill increase the availability of family support servicesin the school district. The second component, servicedelivery collaborations, facilitates the adoption ofservice delivery practices, including transdisciplinaryprocess, inclusive placements, social competencycurriculum, and individual health care plans. Lastly,interagency collaborations are emphasized to assist inpolicy development in local and statewide planning.During the first project year, the model developmentprocess will be initiated with one district school.During years 2 and 3, the model will be replicated in allcity schools with early childhood or special educationclassrooms. During years 4 and 5, the model will beavailable for replication throughout Connecticut andin other states.

Outcomes: During its first 3 years, the project willimpact all 700 children enrolled in early childhoodspecial education programs in Hartford PublicSchools. The project also will benefit 840 childrenenrolled in the school district's early childhoodreadiness program, 1,000 children in Head Start, and600 children in citywide day care. Administrators,service providers, and families will also benefit.


Developmental Access Through PrimaryCare: DAP Care ModelDemonstration ProjectGrant No. H024B 60010 (1996-99[99-01]Fiscal Agency: Georgetown University ChildDevelopment Center

Phyllis Magrab, Principal InvestigatorMarisa Brown, CoordinatorGeorgetown University Child Development

Center3307 M Street NW, Suite 401Washington, DC 20007-3935(202) 687-8635Fax: 202-687-8899E-mail: [email protected]

Purpose: To develop a system for early identificationand referral for children with disabilities that can beused by primary health care personnel.

Target: Young children, ages birth to 8 years, withdisabilities; families who are Medicaid eligible andhave young children with disabilities; and agenciesand primary health care physicians who serve thesechildren and their families.

Approach: A variety of training and technical assist-ance will be provided to community agencies, such aschild care centers, Head Start programs, and elemen-tary schools, that provide or could provide services tochildren enrolled in the project. Consultation will beprovided regarding appropriate adaptations and inter-ventions for children with a wide range of disabilities,directed first at the needs of individual children andsecond at building the agency's overall capacity toserve other young children with disabilities. Themodel includes four tiers: (a) family level, focusing thefamilies' well-being and ability to meet the needs oftheir young children; (b) basic community level,focusing on the of informal supports and activities tomeet the needs of young children; (c) intermediatesupport, focusing on enhancing skills and capacitiesof formal supports and activities; and (d) specializedservices, focusing on linking families and their infor-mal supports with needed specialized care. A needsassessment will identify informal and formal supportsfor children and families. A family advocacycomponent will facilitate use of family task forces.

Outcomes: The development of a system of earlyidentification and referral for services that uses pri-mary pediatrics will increase options to assure that allyoung children are screened for disabilities. Themodel will include a tracking and monitoring system toassure that children receive the services they need.Family well-being and ability to meet children's needswill be enhanced. Agencies will increase their capacityto meet children's needs via a continuum of services.

1997-98 Directory of Selected Early Childhood Programs 10 G 89


STORIES: Stories Told by Young ChildrenWith Disabilities, Observed and Fostered byRecipients in Inclusive Settings, as the Basisfor a Model Program Promoting EarlyLiteracy Skills That Are Culturally SensitiveDemonstration ProjectGrant No. H024B70072 (1997-01)Fiscal Agency: Lt. Joseph P. Kennedy Institute

Carole Brown and Debra Jervay-Pendergrass,Project Co-Directors

Lt. Joseph P. Kennedy Institute801 Buchanan Street NEWashington, DC 20017(202) 529-7600Fax: 202-529-2028E-mail: [email protected]

[email protected]

Purpose: To translate sociolinguistic research on pre-narrative development into a rich, story-basedprogram model that promotes language and earlyliteracy skills.

Target: Children, ages birth to 3 years, at risk for orhaving disabilities.

Approach: Seven components include: (a) a model ofintervention based on 12 stages of pre-narrativedevelopment; (b) developing observational skills ofparents, caretakers, and staff within conversationalexchanges: via in-service, individualized trainingmodules, and extensive videotaping of day-to-dayinteractions; (c) enhancing the abilities of caretakersto listen and respond to elements of children's stories;(d) using "story journals" to test extending the focuson stories in the day care setting to the homeenvironment and vice versa; (e) developing andtesting the model in inclusive settings; (f) enhancingthe developmental link between linguistics and earlypre-emergent literacy as the basis for model activities;and (g) relating oral storytelling traditions in differentcultures to assure the model's efficacy for childrenand families in different cultures.

Outcomes: STORIES will demonstrate impacts onchild language from birth to age 3, caregiver andfamily communicative interactions, observationalmethods to assess pre-narrative language in childrenwith disabilities, and early literacy skills in inclusiveand natural settings. Language acquisition forchildren will be increased. Knowledge andunderstanding of early stories and their ability torecognize the form and nature of these stories willincrease. Parents and caregivers will increase theirskills in facilitating pre-narrative storytelling inconversations. Clinicians will increase the use of ascreening protocol to analyze the presence or absenceof pre-narrative elements of children's language.

90

Developmentally Appropriate Play-BasedEarly Intervention/Education for YoungChildren With Disabilities (Project Play)Demonstration ProjectGrant No. H024B40064 (1994-97[97-99])Fiscal Agency: Florida State University

Mary Frances Hanline and Pam Phelps,Project Co-Directors

Department of Special EducationFlorida State UniversityStone Building 205Tallahassee, FL 32306-3024(850) 641-4880Fax: 850-644-8715

Purpose: To implement and evaluate adevelopmentally appropriate play-based earlyintervention and education model for toddlers andpreschoolers with a variety of disabilities in acommunity child care program.

Target: Toddlers and preschoolers with a variety ofdisabilities in a community child care program.

Approach: The model involves four majorcomponents: (a) the arrangement of the physicalenvironment to promote learning within the context ofplay; (b) a daily schedule that allows childrenadequate time to learn through play; (c) the role of theadults; and (d) adaptations and accommodations forchildren with disabilities. The project will implementthe model with children with disabilities and their non-disabled peers. Evaluation methods will attend to theproduct and process of children's learning and toprocedural and social validity. Findings will bedisseminated nationally.

Outcomes: Toddlers and preschoolers with andwithout disabilities will benefit from project activities.A model for developmentally appropriate, play-basedearly intervention/education will be developed,implemented, and evaluated. Evaluation data will betranslated into practical applications. Preschool staffwill improve their intervention skills throughparticipation in project activities. Project products(videotape and manuals) will be disseminatednationally.

1 7


Enterprise ZonePreschool InclusionProject (EZ-PIP)Demonstration ProjectGrant No. H024B70071 (1997-01)Fiscal Agency: University of Miami

Susan Gold, Project DirectorMichele Scott and Faye Farnsworth,Project Co-Coordinators

Department of PediatricsUniversity of MiamiPO Box 016820Miami, FL 33101(305) 243-6624Fax: 305-243-5978E-mail: [email protected]

Purpose: To develop, implement, and replicate amodel to expand the range of quality inclusive childcare choices for young children with disabilities, andtheir families.

Target: Children, ages birth to 5 years withdisabilities, their families, and their child careproviders.

Approach: EZ-PIP will expand the range of qualityinclusive child care choices through the training ofchild care providers, provision of direct service tochildren with disabilities, and collaboration with otherstate and local organizations and agencies.Participating sites will provide extended child care andwill work towards accreditation. EZ-PIP will provideculturally sensitive specialized training and mentoringfor child care providers and families based onindividual needs. The project will work closely withcommunity resources that provides services to familychild care homes. Project staff are active in statewidesystems change efforts: developing strategies forinclusion, revamping child care training to incorporateinclusion in training, and working for a "set aside" offunds to serve low-income children with disabilities ininclusive settings. An Internet site will assist in thedissemination of information from the project.Replication materials will be available in Spanish andEnglish.

Outcomes: The implementation of the EZ-PIP modelwill expand the number of inclusive child care sites inenterprise zones, and increase the number of childrenwho attend quality inclusive child care sites.Awareness and competence of child care providerswill increase. Parent's knowledge about the benefitsof inclusion will increase. Specialized educationalservices to children with disabilities attendinginclusive child care sites will be provided. Afunctioning system will remain in place to assure thecontinuation of these services.


Individualized Support for Young ChildrenWith Severe Problems in Communication andBehaviorDemonstration ProjectGrant No. H024B30022 (1993-96[96-98])Fiscal Agency: University of South Florida

Lise Fox, Project DirectorFlorida Mental Health InstituteUniversity of South Florida13301 Bruce B. Downs Boulevard, MHC 250-ATampa, FL 33612-3899(813) 974-6100Fax: 813-974-6115E-mail: [email protected]

Purpose: To initiate, demonstrate, evaluate, andreplicate a model of individualized support for youngchildren with severe disabilities of communication andbehavioral adaptation that demonstrates the value ofcommunication-based skill development and familysupport.

Target: Children less than 4 years of age who havedevelopmental delays, with particular problems inbehavior and communication, and their families in theTampa Bay area.

Approach: The model seeks to optimize the child'sdevelopment in the areas of functional communicationand social interactions, and will attempt to provideeducational and positive interventions in order toprevent the future occurrence or reoccurrence ofserious problem behaviors such as aggression, self-injury, and other disruptive responses that are deemedincompatible with integrated educational andcommunity participation. The program will conductcomprehensive assessments, provide information andtraining on an individual basis, and implement a home-and community-based curriculum of functionalcommunication, social facilitation, cognitivestimulation, and skill development. Support will beprovided to facilitate placement and adjustment inintegrated preschool and day care environments.Comprehensive evaluations will be conducted todemonstrate program efficacy.

Outcomes: Participating children will demonstrateimprovement in functional communication skills, skillenhancement in other developmental domains, andreduced problem behaviors. Families will gain:increased knowledge about their child's disability andappropriate interventions; better understanding ofservice systems and effective advocacy efforts; andexpanded support in dealing with their child'sdisability. Participating service systems will gain:increased awareness of the needs of these children;increased knowledge of teaching strategies toenhance skills and reduce behavioral problems; and anincrease in integrated programs.



Project KakceoDemonstration ProjectGrant No. H024B50029 (1995-98[98-00])Fiscal Agency: Hawai'i Department of Health

Jean Johnson, Principal InvestigatorStacey Kong, Project CoordinatorDepartment of Health1600 Kapiolani Boulevard, Suite 1401Honolulu, HI 96814(808) 942-8223Fax: 808-946-5222

Purpose: To create a model project of a statewidesystem of services for young children with disabilitieswhose parents have cognitive disabilities, so thatthese parents can best support the optimaldevelopment of their children.

Target: All infants and toddlers in the State ofHawai'i who are eligible for early intervention servicesunder Part C of P.L. 105-17 and who have parents withcognitive disabilities.

Approach: The project will identify, implement, anddisseminate those components most critical in asystem of services for children who have parents withcognitive disabilities. The priorities, concerns, andresources of families will identified and documentedthrough the development of an Individual FamilySupport Plan (IFSP). Training materials will bedeveloped for parent coaches to support families. Apeer educator (Parent Involvement Assistant) will bean integral part of Project Kako'o. Peer education willinvolve the sharing of information, attitudes, andbehaviors. The project will incorporate previousresearch findings to create a culturally sensitive,community-based, family-centered system of servicesthat builds on natural supports in the community sothat families can more fully meet the needs of theirchildren.

Outcomes: Parents who have cognitive disabilitieswill be enabled to more fully meet the needs of theirchildren and to more fully participate in theircommunities. Through the provision of additionalsupport services, a mechanism for the primaryprevention of mental retardation and child abuse andneglect in this population will be institutionalized.

92

The Early Childhood Interactive TechnologyLiteracy Curriculum Project (ITLC)Demonstration ProjectGrant No. H024B50064 (1995-98[98-00]Fiscal Agency: Western Illinois University

Patricia Hutinger, Project DirectorLinda Robinson, Project CoordinatorCollege of Education27 Horrabin HallWestern Illinois UniversityMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: [email protected]

L-Robinsonl@ wiu.edu

Purpose: To develop and demonstrate adevelopmentally appropriate Interactive TechnologyLiteracy Curriculum (ITLC) component for programsthat serve young children with disabilities.

Target: Children, ages 3 to 6 years, who have mild tosevere and multiple disabilities and their families wholive in rural and urban areas.

Approach: The ITLC will combine interactivemultimedia computer software with emergent literacyexperiences. Children with severe disabilities will useadaptive assistive technology tools to access literacyactivities. The ITLC will be based on integrating acontemporary emergent literacy approach withsuccessful assistive technology experiences foryoung children. Software will be selected according toan analysis of its quality and interactivity levels,appropriateness, and appeal to children. The ITLC willbe organized in three sections that will includeactivities designed for: (a) interactive commercialsoftware; (b) interactive software that the modelclassrooms produce using Hyper Studio, a softwareauthoring system; and (c) tool function software suchas graphics and story making. Each section of thecurriculum will contain on- and off-computer activities.Content will emphasize naturally occurring events inchildren's lives. A variety of materials to be used willinclude computers, peripherals, books, paper, crayons,paint, and the props of dramatic play. Developmentallyappropriate activities will provide children withopportunities for child-directed learning. The use oftechnology will offer adaptive options, includingspeech and alternative inputs, which make participa-tion possible for children with severe impairments.

Outcomes: Outcomes are expected to include positiveeffects on the emergent literacy knowledge andabilities of the children. Children will participate inactivities with typically developing children in naturalsettings. Children with severe disabilities will engagein literacy activities using assistive technologyadaptatipns.


Development, Testing, and Dissemination ofNonaversive Techniques for Working WithChildren With AutismDemonstration ProjectGrant No. H024B60027 (1996-99[99-01))Fiscal Agency: Heartland Area Education Agency 11

Martin Ikeda, Project DirectorHeartland AEA6500 Corporate DriveJohnston, IA 50131-1603(515) 270-9030, ext. 4363 (Volmer)

ext. 4494 (Ikeda)Fax: 515-270-5383E-mail: mikeda@ aeal 1.k12.ia.us

Purpose: To develop, implement, evaluate, anddisseminate approaches to prepare teachers andparents to intervene and teach children with autism.

Target: Children, ages birth through 8 years, who arediagnosed with autism.

Approach: The project will develop a model programto train parents and educators in proactive strategies,using both antecedents and consequences, forteaching young children with autism. The project willfield test the effects of the training program andevaluate changes in student outcomes as a function ofenhanced skills of classroom personnel. Inservicepreparation materials will be disseminated regionally.The project will explore managing behaviors usingtechniques that hypothesize the function of behaviorand teach children replacement behaviors. Interven-tions will enhance communication, and reducedisruptive behaviors that are a function of frustrationrelated to inability to communicate. The model willincorporate family participation, individualization ofprograms, and earlier intervention to promote bettereducational and social outcomes for children. Theproject will focus on teaching parents and teachers toincrease communication skills within the context ofage-appropriate activities. Functional analysis ofbehavior will promote proactive, nonpunitivestrategies that link assessment and intervention. Thiscomprehensive training program will incorporatecomponents of the best of behavioral, educational,and social supports that are empirically validated.

Outcomes: This project will incorporate procedures toassess project effects on a variety of outcomemeasures, which will enable comparisons of treatmentmethods to be made. The project will provideimportant information on treatment efficacy usingnonaversive strategies developed based on individualchild and family needs.


Project CircleDemonstration ProjectGrant No. H024B70042 (1997-01)Fiscal Agency: University of Kansas

Barbara Thompson, Project DirectorDeann Lovell, Project CoordinatorDepartment of Special EducationUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785) 864-0685Fax: 785-864-4149E-mail: [email protected]

[email protected]: http://circleofinclusion.org

Purpose: To develop a model Web site to support,facilitate, and train service providers and families forparticipation in inclusive early childhood programs ofhigh quality for young children with disabilities.

Target: Children, ages birth through 8 years, withdisabilities their families and service providers.

Approach: The Web site will showcase exemplaryprogram sites including administrative arrangements.It will offer ongoing and responsive technicalassistance; high-quality on-line training; state-of-theart position papers from pools of experts; directaccess to information, resources, and materials forimmediate hands on use; useful links to other sites onthe World Wide Web related to curriculumdevelopment and research to practice. The Web sitewill serve as a hub for meaningful networking,collaboration and sharing among users. It will createportfolios for users to verify their use of the Web siteand link this work with CEUs, inservice points ordescriptive information about the work. On-line databases will collect specific data on the use andevaluation of the Web site functions by users.

Outcomes: The functions of the Web site will support,facilitate, and train service providers and families toparticipate in inclusive early childhood programs of highquality. Features for designing and creating a Web sitewith multiple functions to affect system change around aspecific issue in the education of young children withdisabilities will be made available to other agencies andstates. Multimedia and interactive instructional units andcourses will be available for on-line use or trainingapplications. Unique innovative features of the site (e.g.,user portfolios) will be available for dissemination andapplication. Individuals concerned with services forchildren birth through age 8 and families of these childrenwill be connected around a critical need for systemchange. Long-term institutionalization is planned byKansas and Nebraska.


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The RIDE Project (Reaching Individuals WithDisabilities Early)Demonstration ProjectGrant No. H024B50035 (1995-98[98-00])Fiscal Agency: Ohio Valley Educational Cooperative

Darlene Hilsenbeck, Project DirectorOhio Valley Educational Cooperative100 Alpine DriveShellyville, KY 40065(502) 647-3581Fax: 502-647-3501E-mail: [email protected]

Purpose: To enhance child find efforts for 3- and 4-year-old children with disabilities in order to provideearly intervention services that will minimize declinesin development and, in some cases, eliminate identi-fied disabilities. The model also is designed to helpmeet the assistive technology needs of 3- to 8-year-old children with disabilities, in order to improve theirintegration in regular classrooms and in the family.

Target: Children ages 3 to 8 years with disabilities,especially low-incidence disabilities, their families, andthe professionals who serve them.

Approach: The model will demonstrate a regionalcollaborative approach to addressing child find andassistive technology barriers common in rural areas.The project will provide on-site support to elementaryschools and communities. Project staff will use diag-nostic screening and assessment materials and anarray of assistive technology devices to provide out-reach services in the community, the home, and theschool. Additional strategies employed for on-sitesupport include a child find awareness campaign;teacher and parent trainings in assistive technology; anewsletter and a resource directory about assistivetechnology; videotaping of children's use of assistivetechnology for parent viewing; and occupational andphysical therapies and technology support services.

Outcomes: Anticipated child find outcomes includeincreases in the number of referrals from physiciansand social agencies, of families attending annualscreenings, of children receiving initial screenings, ofchildren assessed within 30 days of referral, of chil-dren identified by their fifth birthday, and of referralsof infants and toddlers who are at risk for developingdisabilities. Anticipated assistive technology out-comes include improved teacher knowledge, attitudes,and comfort in using assistive technology in theclassroom; greater use of assistive technology in theclassroom; increased participation in regulareducational settings by children with disabilities;increased parent interest in assistive technology forhome use; and greater parent satisfaction with thebenefits of assistive technology.

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Project Child Care 2000 Enhanced ChildCare Resource and Referral Services forChildren With Low-Incidence DisabilitiesDemonstration ProjectGrant No. H024B 50046 (1995-98[98-00])Fiscal Agency: Massachusetts State Office for

Children

Margaret O'Hare, Project DirectorKaren Sheaffer, Project SupervisorOffice of Child Care ServicesOne Ashburton Place, Room 1111Boston, MA 02108(617) 626-2080Fax: 617-626-2027E-mail: [email protected]

Purpose: To develop, implement, evaluate, and dis-seminate an enhanced child care resource and referralservice for children with disabilities and their families.

Target: The project will meet the unique child careneeds of all young children with disabilities, and willtarget children with severe or low-incidence disabili-ties and their families.

Approach: The Office for Children will collaboratewith 13 child care resource and referral (CCR&R)agencies to develop an enhanced CCR&R service forchildren, using an improved child care database,parent counseling, individualized technical assistance,access to needed resources via the Information onDisabilities Exchange, and consultation that linksservice providers with experts in serving children withdisabilities. The project will develop systems to referfamilies to child care providers who are able to admin-ister medication, provide site modification, and accessspecial equipment and other accommodations to meetthe child's communication, mobility, behavior manage-ment, and other special needs. CCR&R counselors willrefer families to appropriate providers with confirmedopenings. Follow-up services include facilitating ateam approach for those working with the child.Through training at Wheelock College, the model willbe available to other states.

Outcomes: CCR&R agencies will become uniquelycompetent to help families searching for inclusivechild care for children with low-incidence disabilities.The amount and quality of inclusive child care willincrease through improved accessibility and the coor-dination of training and services. The project will pro-duce, pilot, and evaluate training modules for modelreplication in all state-funded CCR&R agencies inMassachusetts. Career development for CCR&R staffwill improve through college credit training. Materialsand information about the model will be available toother states.


Building Inclusion in the Early ChildhoodClassroom Through the Use of CulturalSensitivity and the Use of AssistiveTechnologyDemonstration ProjectGrant No. H024B40011 (1994-97[97-99])Fiscal Agency: PACER Center

Paula Goldberg, Project DirectorBrenda Carlson, Project CoordinatorPACER Center4826 Chicago Avenue SMinneapolis, MN 55417-1098(612) 827-2966Fax: 612-827-3065E-mail: [email protected]

[email protected]: http://www.pacenorg/Idte/kite.htm

Purpose: To develop a model for serving youngchildren with disabilities that increases thecompetence of early childhood personnel to usedevelopmentally appropriate assistive technology inorder to facilitate the inclusion of children fromdiverse cultures with their peers.

Target: Young children ages 3 to 8 with disabilitiesfrom diverse cultures and low-income families, theirfamilies, and the personnel providing services to them.

Approach: The project will develop an innovativeapproach integrating training with practical experiencefor early childhood personnel and family members. Amodel curriculum will give parents and professionalsknowledge and skills in using assistive technologyand in evaluating computer software for cultural anddisability bias. Participants will design a series ofactivities for particular children, and develop andpresent information sessions for colleagues andfamilies. Project staff will provide training andtechnical assistance, using videotapes for discussionand evaluation.

Outcomes: For children, access to assistivetechnology and opportunities for inclusionary andculturally appropriate services will increase. Earlychildhood personnel will gain expertise in usingdevelopmentally appropriate and culturally sensitiveassistive technology. Families will gain culturallysensitive information about technology, and willparticipate and serve as trainers for the curriculum.

,


Building Language and Literacy Skills Duringthe Early Childhood Years: PreparingChildren With Disabilities for Success in EarlyElementary SchoolDemonstration ProjectGrant No. H024B 60034 (1996-99[99-01])Fiscal Agency: University of Montana

Richard van den Pol, Principal InvestigatorLisbeth Vincent, Project DirectorDivision of Educational Research and ServiceSchool of EducationUniversity of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797E-mail: [email protected]

[email protected]

Purpose: To develop a model for fostering emergingliteracy skills in young children with disabilities.

Target: Children, ages 3 to 8 years, with disabilitiesprimarily from Anglo-European and Native Americanbackgrounds who are enrolled in preschool throughsecond grade classrooms.

Approach: One fully integrated preschool program,and classrooms in early childhood special education,Head Start, kindergarten, and first and second gradeon the Flathead Indian Reservation, will serve asmodel demonstration sites. The project will alsocooperate with speech and language resourceprograms operated by tribes on the FlatheadReservation. The model will include developmentallyappropriate and culturally sensitive play, storytelling,and reading materials, with support provided tofamilies to encourage their involvement in the earlyliteracy activities of their children. Data will begathered on (a) child progress in language and literacyacquisition; (b) family involvement and satisfactionwith literacy activities; (c) teacher judgment of theappropriateness and ease of use of the early literacyactivities and materials; and (d) attainment of projectgoals and objectives. The project will develop asystem to track family and community involvement inliteracy activities. The project will work with expertcommunity groups to evaluate the inservice trainingactivities undertaken with staff and families at themodel sites. A values model will be utilized to ensurethat the practices developed enhance the strength ofthe families and meet the unique needs of the childrenand families.

Outcomes: The project will produce a family-centered,culturally sensitive, and developmentally appropriatemodel for fostering early language and literacy skills inyoung children with disabilities. Media and print materialswill support model implementation in a variety of settings.


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Beyond the Barriers: Enhancing CommunityOptions for Families of Young ChildrenDemonstration ProjectGrant No. H024B40014 (1994-97[97-99])Fiscal Agency: University of New Hampshire

Debra Nelson, Principal InvestigatorInstitute on DisabilityUniversity of New Hampshire7 Leavitt Lane, Suite 101Durham, NH 03824-3522(603) 862-4320Fax: 603-862-0555E-mail: [email protected]

Nancee Tracy, Project Resource PersonHood Center for Family SupportDartmoth-Hitchcock Medical Center1 Medical Center DriveLebanon, NH 03756(603) 650-4419Fax: 603-650-7722E-mail: [email protected]

Purpose: To enhance local and regional capacity tosupport young children with disabilities or specialhealth care needs and their families in inclusive,family-centered, community-based environments.

Target: Young children ages birth to 6 years withdisabilities or special health care needs and theirfamilies.

Approach: Model demonstrations will directly benefitchildren and families, and promote change at the local,community and regional level. Each project willinclude a regional resource team including families andrepresentatives from a variety of agencies. The projectwill provide financial support and technical assistanceto teams. Teams will support families to enhance theircommunity options. The project will collaborate withkey groups and individuals to (a) establish a statewidetechnical assistance and support network, and (b)implement activities in education, public awareness,and personnel development.

Outcomes: Children and families will benefit byincreased access to inclusive, community-based,family-centered early care and education programs.Families will benefit from participation in a validatedleadership training series. Families, providers, andothers will benefit from enhanced public awarenessand access to training and technical assistance.National dissemination will increase the capacity ofother states to enhance community options.

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Transitioning Young, Culturally DiverseChildren With Disabilities Into the GeneralEducation SettingDemonstration ProjectGrant No. H024B 30060 (1993-96[96-98])Fiscal Agency: Ann G. Haggart Associates

Ann G. Haggart, Project DirectorSusan Craig, Project CoordinatorAnn G. Haggart Associates219 Drakeside RoadPO Box 130Hampton, NH 03842(603) 926-1316Fax: 603-926-3689 (call first)

Purpose: To develop, implement, evaluate, anddisseminate new approaches to serving youngchildren with disabilities and their families fromdiverse cultures within the context of typical settings.

Target: Local school.district personnel includingeducators and support staff from regular education,special education, bilingual education, and ChapterOne programs and the families of young childrenwith disabilities who are moving from preschool intokindergarten settings.

Approach: The project will demonstrate effectivestrategies for developing strong parent/schoolpartnerships through the development of interagencyteams composed of parents, community leaders, andschool personnel. Parents will receive training toincrease their understanding of the culture andexpectations of public school, and will participate indeveloping staff training sessions that describe thefamilies' cultures and the role of schools andeducation in them. Inservice training materials will bedeveloped that enhance the formation of strongparent/school partnerships and prepare teachers tosuccessfully include young culturally diverse childrenwith disabilities in general education. Training will beprovided in transition, inclusion, and culturalcompetence. Follow-up activities and technicalassistance will be available to parents, administrators,and teachers. A best practices guidebook and othertraining materials will be disseminated.

Outcomes: The project will serve 100 young childrenwith disabilities, and their parents will be giventraining opportunities. The project will train 115special education preschool program staff and generaleducation kindergarten and grade 1 teachers. By theend of year 3, the project will have documented thesteps necessary for developing a replicable model forinclusive practices, and an inservice training modelwill have been disseminated. By the end of years 4 and5, the project will have documented the replication ofproject activities at additional sites.


Project SELF (Supports for Early LearningFoundations)Demonstration ProjectGrant No. H024B50055 (1995-98[98-00])Fiscal Agency: New Mexico University Affiliated

Program (UAP)

Holly Harrison, Project DirectorMeave Dominguez, Principal InvestigatorCenter for Family and Community PartnershipsCollege of EducationHokona Hall, Room 378(505) 843-2941Fax: 505-272-5280E-mail: [email protected]

[email protected]

Purpose: To develop an innovative, transdisciplinarymodel of assessment and intervention that focuses onthe qualitative aspects of a child's performance andidentifies supports necessary for early learning.

Target: Infants and toddlers, ages birth through 2years, in inclusive settings, especially those with low-incidence disabilities, and personnel in community-based programs.

Approach: Project SELF will address key factors thatsupport early learning, including self-regulationstrategies, temperament, and the social and physicalexpectations and requirements of the child's environ-ment. Three major model components include (a) aSELF observation tool for interventionists and fami-lies to use to identify a child's current strategies forself-regulation and efficient adaptive responding;(b) a SELF strategies curriculum/menu that identifiesstrategies for self-regulation used by normally devel-oping young children and methods for supportingstra-tegies in young children; and (c) the SELFinteractive, multimedia training package that providesinstruction and practice in the use of the observationtool and the strategies curriculum.

Outcomes: Specific outcomes are anticipated for eachmodel component, including demonstration of familysatisfaction and enhanced strategies in children; in-creased understanding by early interventionists aboutthe foundations needed by young children for earlylearning; a curriculum that is directly related to theassessment tool and that moves research and clinicalfindings into application; evidence of instructionalutility and satisfaction from interventionists andfamilies; and enhanced or increased strategies inyoung children; documentation of trainee satisfaction;evidence of improved knowledge, skill, andperformance following the completion of the training;the development of a high-quality, easily disseminatedtraining package that will support the use of the SELFobservation tool and strategies curriculum.


Let's Play! ProjectDemonstration ProjectGrant No. H024B50051 (1995-98[98-00])Fiscal Agency: State University of New York at

Buffalo

Susan Mistrett, Project DirectorLet's Play! ProjectState University of New York at Buffalo515 Kimball Tower3435 Main StreetBuffalo, NY 14214-3079(716) 829-3141Fax: 716-829-3217E-mail: [email protected]

Purpose: To develop, implement, evaluate, and repli-cate a model to enhance the ability of infants andtoddlers with significant disabilities to play asindependently as possible.

Target: Families and children, ages birth through 2years, who are experiencing significant physical,sensory, and/or cognitive disabilities which interferewith their ability to interact with objects and people intheir environments.

Approach: The project will facilitate the application ofassistive technology (AT) within daily living envi-ronments. The project model will employ five distinctyet interrelated strategies: (a) the assessment, choiceof adaptations, and implementation of the play planwill be family directed; (b) play will be the focus of theintervention; (c) the selection of low-tech AT will bethe critical intervention tool used to facilitate play anddevelopment; (d) these concepts will be extended intonatural environments, and (e) a toy and AT lendinglibrary will ensure that families have access toappropriate toy and play adaptations. Emphasis will beon the use of AT to support parent/child interac-tionsin natural environments. This family-directed, play-based model will promote awareness of the importanceof play to typical development and will focus onfacilitating play through the application of AT.Caregivers will take the lead in every aspect of thisproject, using the transdisciplinary resource team asan information resource how to circumvent identifiedbarriers to play.

Outcomes: The project will increase the knowledgelevel of service coordinators and other early inter-vention personnel about the importance of play andAT applications. The development of resourcematerials that match identified barriers to play with ATsolutions and toy choices will contribute to replicationat other sites. Statewide early intervention programswill gain expertise in developing and administering alending system for toys and AT.

114 BEST COPY AVAILABLE

1997-98 Directory of Selected Early Childhood Programs97


Building Community Resources ProjectDemonstration ProjectGrant No. H024B 60119 (1994-97 [97-99])

(originally Grant No. H024B40020)Fiscal Agency: Orelena Hawks Puckett Institute

Carl Dunst, Project DirectorCheri Novak, Community Development SpecialistOrelena Hawks Puckett Institute189 East Chestnut StreetAsheville, NC 28801(704) 255-0470Fax: 704-255-9035

Purpose: To promote the mobilization and integrationof community resources and early interventionservices to maximize the inclusion of children andfamilies in their communities.

Target: Children, ages birth to 5 years withdisabilities and their families, and early interventionpractitioners and community people.

Approach: The project will be implemented in severaldifferent kinds of communities. A resource-basedintervention model will be developed, field-tested, andvalidated as a particular approach for meeting childand family inclusion needs. The three major goals ofthe project, to which products are related, are (a) todevelop and implement procedures for mappingcommunity resources, (b) to build the capacity ofcommunity people and organizations to providesupport and services to children and families, and (c)to expand the supports and resources used byintervention programs to include a wide range ofcommunity programs to meet child and family needsand provide experiences with typically developingchildren.

Outcomes: Children, families, and providers will bemore aware of community resources, and theirutilization of these resources will increase. Communityorganizations will be more available to meet child andfamily needs. Use of resources mapping and capacityinventories will increase as strategies to promote useof these resources. Better utilization is expected tohave a significant impact on community inclusion.

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Child Services Integration ProjectDemonstration ProjectGrant No. H024B70063 (1997-01)Fiscal Agency: Duke University Medical Center

Cindy Fair and Karen O'Donnell, Project DirectorsDepartment of PediatricsDuke University Medical CenterDUMC Box 3364Durham, NC 27710(919) 684-5513Fax: 919-684-8559E-mail: [email protected]

[email protected]

Purpose: This project will develop, implement,evaluate, and disseminate a model to serve the needsof children living in families that use drugs.

Target: Children, ages birth to 8 years, with specialneeds in learning and behavioral areas whose mothersare in substance abuse treatment programs.

Approach: This project will integrate special educationfor children with existing adult mental health andsubstance abuse services. The specific components ofthe model are: (a) the center-based diagnosticallyoriented program for children with their mothers; (b)intensive child-community inclusion activities; (c) theintegration of adult and child service models; (d)modeling the costs and reimbursement potential forchild services provided in existing adult treatmentsettings, including future funding for the modelprogram; (e) the feasibility of implementing the modelin a residential setting; and (f) dissemination of themodel. The model will be replicated for a one-yearperiod moving from an intensive outpatient program toa residential on.

Outcomes: The project will provide a descriptivestudy of the issues, barriers, and methods required tointegrate child and adult service models. Individualand group assessments will establish the interventionneeds of these children. An integrated curriculum willbe developed for children and mothers together.Intensive community liaison and advocacy will bedefined and described for dissemination. Learning andbehavior profiles will improve after 18 and 24 months.Mothers will demonstrate increased understandingand will retain custody of their children at a higherrate. A guide for implementation of the model in othersettings will be developed. Future fundingpossibilities for this model and for other applicationswill be demonstrated.

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Multiple Risk Associated With Prenatal HIVDemonstration ProjectGrant No. H024B 30012 (1993-96[96-981)Fiscal Agency: Duke University Medical Center

Karen O'Donnell, DirectorDepartment of PediatricsDuke University Medical CenterDUMC Box 3364Durham, NC 27710(919) 684-5513Fax: 919-684-8559E-mail: [email protected]

Purpose: To demonstrate a model for the transition ofdevelopmental care and family coordination andservices from tertiary AIDS centers to community-based services.

Target: Infants, less than 3 months of age, who are atsignificant developmental risk from prenatal exposureto HIV and, possibly, to teratogenic drugs, as wellfrom possible environmental factors including poverty,parental substance abuse, poor supports fromextended family and community, and sick or deceasedfamily members; and professionals providing servicesto these infants and their families in communitysettings.

Approach: Project RISK consists of three components:direct service, community linkage, and communityprovider education. First, an interdisciplinaryassessment package will be developed that can beindividualized and used to assess infants and familiesin terms of their service needs, including childdevelopmental intervention, social services, andparent substance abuse care. The project will developa linkage system for the communities of the infantsand families being served, aimed at establishing andcontinuing communication regarding child and familyneeds, and community referral sources. The projectwill assess the communities' needs for education andconsultation necessary to accept responsibility forcare and service coordination of children with or atrisk for HIV infection and their families. A communityeducation curriculum will be developed anddisseminated. The model will be replicated duringproject years 4 and 5.

Outcomes: Sixty children and their families will receivedirect services through the project, and will benefitfrom the overall project goal of integrated communitycare within one year after initial referral to the projectteam. Local community agency personnel will benefitfrom training through the project. The project'scommunity education curriculum, teaching methods,and materials will be available to these agencies to inturn train other health and developmental providers.

EEPOD Demonstration Projects

Developmentally Appropriate Practices forPreschool Children With DisabilitiesDemonstration ProjectGrant No. H024B30048 (1993-96[96-981)Fiscal Agency: Children's Hospital Medical Center of

Akron

Gerald Mahoney, DirectorFamily Child Learning CenterChildren's Hospital Medical Center of Akron143 Northwest Avenue, Building ATallmadge, OH 44278(330) 633-2055Fax: 330-633-2658E-mail: [email protected]

Purpose: To develop, validate, and implement twoprogram components necessary to ensure theeffective integration of children with disabilities intodevelopmentally oriented preschool programs.

Target: Children, ages 3 through 5, with disabilitiesand their families, living in an urban area, most ofwhom are from low socioeconomic status and minorityfamilies; and early childhood program supervisors,teachers, and aides.

Approach: The project will develop procedures foradapting developmentally appropriate preschoolcurriculum models to the educational anddevelopmental needs of children with and at risk fordisabling conditions. This adaptation will focus onfive components: (a) developmentally appropriateinstructional activities for children with disabilities;(b) guidelines for adapting classroom procedures androutines; (c) procedures for evaluating children'sactive participation; (d) instructional strategies forpromoting active engagement and participation; and,(e) procedures for developing developmentallyappropriate Individualized Education Programs (IEPs).The project also will develop a family service modelthat can be implemented in Head Start and othercommunity-based preschool programs, which willinclude procedures and guidelines for providing fivecategories of services to families: (a) systemsengagement activities; (b) child information;(c) family instrumental activities; (d) personal andfamily assistance; and (e) resource assistance.Following their development, both components will bedemonstrated and validated. Training and technicalassistance will be provided to Head Start and othercommunity-based preschool agencies. Data on modeleffectiveness will be collected and evaluated.

Outcomes: More than 200 children will be servedthrough the project and approximately 30 preschoolstaff members will receive training. The curriculum willbe disseminated to Head Start programs.


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Using Innovative Technologies With ChildrenWith Disabilities in DevelopmentallyAppropriate Practice Preschool ProgramsDemonstration ProjectGrant No. H024B40054 (1994-97[97-99])Fiscal Agency: Children's Hospital Medical Center of

Akron

Gerald Mahoney, Project DirectorFamily Child Learning CenterChildren's Hospital Medical Center of Akron143 Northwest Avenue, Building ATalmadge, OH 44278(216) 633-2055Fax: 216-633-2658E-mail: [email protected]

Purpose: To develop a model that will ensureeffective use of assistive technology with preschoolchildren with disabilities, both in developmentallyappropriate practice (DAP) programs and at home.

Target: Preschool children with disabilities and theirfamilies.

Approach: The project will develop and validateprocedures and guidelines, including teacher's guides,for selecting and using assistive technology withchildren with disabilities in DAP preschool programs,and for assisting families in integrating technology innatural environments. The project will provide trainingand technical assistance to community-basedpreschool agencies on these procedures.

Outcomes: Child care providers and trainers willincrease their knowledge of the needs of children withdisabilities, allowing more appropriate placementdecisions. This increased knowledge will also allowprovision of developmentally appropriate programs forintegrating children with disabilities in typical childcare settings. These providers will have a foundationfor understanding and measuring delayed anddifferent development. Training in specific health andsafety practices will be critical to the safe placement ofchildren with disabilities. Providers and trainers will beable to plan, implement, and evaluate quality inclusiveprograms within child care settings. They will be ableto provide positive support to families; makeappropriate referrals and collaborate with relatedservice personnel; interact more effectively with staff,children and families; and provide services that modelrespect for all kinds of individual differences.

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Functional Problem-Solving SkillsDemonstration ProjectGrant No. H024B60015 (1996-99[99-01])Fiscal Agency: Washington State University

Charity Rowland, Principal InvestigatorPhilip Schweigert, Research SupervisorWashington State University1818 Southeast Division StreetPortland, OR 97202(503) 232-9154Fax: 503-232-6423E-mail: [email protected]

[email protected]

Purpose: To examine the cognitive development ofchildren with Pervasive Developmental Disorders(PDD) as demonstrated through their relationshipswith objects and to develop instructional strategiesfor encouraging the development of functionalinteractions with the physical environment.

Target: Children aged 3 to 6 years who have adiagnosis of PDD.

Approach: Assessment and intervention strategieswill help children who do not have the verbal skillsand who are unable to process visual or auditoryinformation to learn the problem-solving skillsnecessary to function effectively and independently.Instructional strategies will provide children with (a)generic skills that are necessary to solve problemsthat arise in the physical environment, (b) themotivation to attempt to solve problems as they arise,and (c) systematic problem-solving experiences in avariety of generalization settings. The model willinclude a functional approach to the child'srelationships with objects just as has already beenaccomplished in the realm of their relationships withthe social world. The project will focus on skills suchas opening containers, searching for objects, andusing objects as simple tools, that are essential toindependent functioning across the other skill areasnecessary to succeed in inclusive early childhoodsettings and at home.

Outcomes: Children will benefit from the creation ofphysical environments in the classroom thatencourage development of cognitive problem-solvingskills in children with PDD in the contexts of regularclassroom activities. Teachers in demonstration andreplication sites will learn how to adapt typicalclassroom activities and routines to provideopportunities for the child with PDD to master thephysical environment. Materials will include a manualdescribing a systematic approach to instruction, andstrategies for documenting change in environmentalsupports that enhance performance.


Building Community Supports: A Family-Centered PreschoolDemonstration ProjectGrant No. H024B 40033 (1994-97[97-99J)Fiscal Agency: University of Pittsburgh

Louise Kaczmarek, Project DirectorDoug Florey, Project CoordinatorDepartment of Instruction and LearningUniversity of Pittsburgh4D23 Forbes Quadrangle230 South Bouquet StreetPittsburgh, PA 15260(412) 624-7449 (Kaczmarek)

624-1770 (Florey)Fax: 412-648-7081E-mail: [email protected]

[email protected]

Purpose: To extend the concept of family-centeredearly intervention to the preschool years for childrenwith disabilities and their families.

Target: This model will be particularly sensitive to theneeds and concerns of African-American families aswell as families who are economically disadvantaged.

Approach: This model of service delivery, based onfamily identification of priorities, will offer families awide range of supports, including expansion of socialnetworks, increased access to community resources,and parent-to-parent education with emphasis oncommunity and family integration. A familyconsultant, the parent of a child with a disability, willfacilitate the establishment of family support networksand maintain liaison with classroom staff to improveintegration. Family support volunteers providesupport to other families from their own community.The project emphasizes strategies for transition fromtraditional approaches to a family-centered approach.

Outcomes: Families will experience enhanced,culturally sensitive social support through family andcommunity networks and will gain skills to identifyand obtain chosen outcomes and to collaborate withprofessionals. Children will be more fully integrated intheir communities and families, and it is expected thatthere will be positive developmental outcomes. Thepractices of the child care program, as perceived bystaff and families, will become more family-centeredand more culturally appropriate.


Interagency Planning and Support ProjectDemonstration ProjectGrant No. H024B70021 (1997-01)Fiscal Agency: Allegheny University Health Sciences

Chris Salisbury, Project DirectorChild and Family Studies ProgramAllegheny University Health SciencesOne Allegheny Square, Suite 510Pittsburgh, PA 15212(412) 359-1628Fax: 412-359-1601E-mail: [email protected]: http://www.asri.edu/cfsp/

Purpose: To demonstrate the integration of planningand delivery of educational and human services toyoung children with identified disabilities and theirfamilies through the development and implementationof a school-linked, interagency partnership model thatresults in better coordinated and more comprehensivelocal services.

Target: Children, ages birth through 8 years, withidentified disabilities, their families, local earlyintervention program practitioners and administrators,state and local public school administrators andhuman service personnel, early elementary teachers,and state CSPD technical assistance providers.

Approach: The locus of planning for the model is theneighborhood school. The process helps earlyintervention providers, local coordinating councils,and community agencies examine, refine, andrestructure policies and practices so that they canmore efficiently and effectively support children withdisabilities and their families. The model will produce aunified planning document that travels with the childand family across agency lines. The design of themodel consists of eight major components: (a) aproject advisory council; (b) identification of stateand local partners; (c) assessment of state and localservices and priorities; (d) training of local partners;(e) technical assistance to local district and agencypersonnel; (f) regularly scheduled feedback loopsamong local and state representatives; (g) anevaluation plan for each component to assess impactsand changes; and (h) dissemination of resultsnationwide through collaborative partnerships withparents, professionals, other funded projects, andorganizations.

Outcomes: Agencies in areas using the model will beable to examine, refine, and restructure policies andpractices so that they can more efficiently supportchildren and their families. Feedback loops amonglocal and state representatives will contribute to morecoordinated and more comprehensive local services.

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Project RESPOND: Responsive EcologicalServices for Maltreated Preschool ChildrenWith Behavior PrOblems or DevelopmeNtalDelaysDemonstration ProjectGrant No.H024B 70068 (1997-01)Fiscal Agency: South Carolina Research Institute

William Brown and Laurie Ford,Project Co-Investigators

University of South CarolinaColumbia, SC 29208(803) 777-4373Fax: 803-777-9558E-mail: [email protected]

[email protected]

Purpose: To provide inclusive early childhood specialeducation for children, ages 3 through 5 years, whohave been maltreated and have either behavioralproblems, developmental delays, or both.

Target: Children as described above, andtransdisciplinary team members, including parents,early childhood special educators, psychologists,child protective services workers, and related servicespersonnel.

Approach: The project is comprised of fiveinterrelated components. In the Inclusive EarlyChildhood Special Education Component,participating children will be enrolled in publicpreschool programs where Individualized FamilyService Plans (IFSPs) will be developed andimplemented by transdisciplinary teams. In theFamily Support component, IFSPs will be developedby the transdisciplinary team, with identified servicesand resources being provided or obtained as needed.In the Preschool-Based Psychological Servicescomponent, when necessary, psychological serviceswill be provided on-site at the preschool programs.An appropriate transdisciplinary team member willprovide service coordination for each child and family.In the Peer-Related Social Competence component,interventions for enhancing children's peer-relatedsocial competence will be implemented systematicallywithin the inclusive child care setting. In theTransition Services component, plans to supportchildren's and families' transitions will be developed.

Outcomes: The project anticipates that: (a) childrenwill acquire developmental and behavioralcompetencies and maintain them; (b) parents willexperience greater social support, becoming betterinformed consumers of services and resources andmore effective advocates for their children; (c)transdisciplinary team members will betteraccommodate and meet the individual needs of thispopulation, and services provided will be more costeffective; and (d) children will receive high-quality,inclusive early childhood special education.

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Project TIES:Toward Inclusion in EarlyEducationDemonstration ProjectGrant No. H024B 60032 (1996-99 [99-01])Fiscal Agency: East Tennessee State University

Lynda Pearl, Project DirectorEast Tennessee State UniversityBox 70434Johnson City, TN 37614-0434(428) 929-5614Fax: 423-929-5821E-mail: [email protected]: http://child.etsu.edu/

Purpose: To develop a model inservice trainingprogram focused on information and strategies thatenhance the abilities of child care paraprofessionalsand trainers to include young children with disabilitiesin developmentally appropriate settings.

Target: Children with disabilities ages birth to 5 years.

Approach: The project will develop eight trainingmodules and training manuals to incorporateinformation about inclusion in early childhood trainingfor child care providers. The model will promotecollaboration with the state comprehensive traininginitiatives to meet the federal requirements under theChild Care Block Grant Program. The projectemphasizes the use of the model in rural, isolatedareas with paraprofessionals. TIES interdisciplinaryfaculty will train personnel to train early childhoodparaprofessionals. To promote successful inclusion,project materials will focus on building healthy andsafe environments, developmentally appropriatecurricula, and appropriate guidance and managementstrategies; understanding typical and atypical childdevelopment and values that respect cultural andindividual diversity; building professionalism;supporting family relationships; and utilizingappropriate observation and assessment materials.TIES will provide paraprofessional trainees with fieldplacements in inclusive programs and will subsidizethe cost of substitute child care providers duringtrainee practicum periods. TIES will interface with theTennessee Early Childhood Training Alliance, astatewide systematic, comprehensive training effortfor early childhood paraprofessionals.

Outcomes: Providers and trainers will be able to plan,implement, and evaluate quality inclusive programswithin child care settings. They will be able to providepositive support to families; make appropriate referralsand collaborate with related services personnel;interact more effectively with staff, children, andfamilies; and provide services that model respect forindividual differences.


The Self-Determined Learning ModelInstruction for Early Elementary-Age ofStudentsDemonstration ProjectGrant No. H024B70059 (1997-01)Fiscal Agency: The Arc of the United States

Michael Wehmeyer, Project InvestigatorSusan Palmer, Project DirectorDepartment of Research and Program ServicesThe Arc of the United States500 East Border Street, Suite 300Arlington, TX 76010(817) 261-6003Fax: 817-277-3491E-mail: [email protected]

[email protected]

Purpose: To develop, implement, and disseminate amodel of teaching based on the principles of self-determination and student-directed learning.

Target: Early-elementary students, ages 5 to 8 years,with mental retardation and other cognitive anddevelopmental disabilities, their families, and theirteachers.

Approach: This model will increase opportunities forstudents to learn critical self-determination skills. Theproject will provide a model that teachers can use todevelop curricula and instructional strategies toenhance social skills; self-awareness; self-knowledge;choice making, decision making, and non-socialproblem-solving skills, and goal setting and attainmentskills. The learning model consists of a three-phaseinstructional process: (a) set goal; (b) take action; and(c) adjust goal or plan. The model provides studentoutcomes and parallel teacher objectives, andinstructional strategies that accomplish theseoutcomes and objectives. The model is based on auniversal problem-solving strategy and can be usedacross multiple content areas and with a wide range ofages. The student is the primary agent for choices,decisions, and actions. Student objectives will berevised to be appropriate for early elementary-agestudents and to involve parents in the decision-makingprocess. Teacher objectives and strategies will bemodified to reflect the educator's important role in theeducation of young children. Project personnel willsupport teachers, students, and parents in identifyingappropriate content areas implementing the model. AGoal Attainment Scaling process will be used toevaluate the model's efficacy.

Outcomes: A model will be available and accessible toteachers working with young children with disabilities.Guides for teachers and parents for the use of thismodel will ensure replication and dissemination of themodel.



Project TRUST: A Model for AddressingCritical Early Transitions in Lives of YoungChildren Who Are Deaf/BlindDemonstration ProjectGrant No. H024B70026 (1997-01)Fiscal Agency: SKI-HI Institute

Linda Alsop, Project DirectorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To develop a model of providing services toyoung children, families, school and agency personnel,and significant persons in the life of the young childwho is deaf-blind through a system designed tofacilitate collaborative planning for transitions.

Target: Young children, ages birth through 8 who areidentified as deaf-blind, their families, and significantfriends and professionals in their lives.

Approach: This project will develop a new proactiveecological approach, an asset-based approach thatviews the young child from the perspective of his orher abilities and not his/her disabilities or inabilities.The project will use the validated approach andprocesses of personal futures planning (PFP), and willexpand transition practices focusing on five criticaltransition periods: (a) hospital NICU to home; (b)home to early intervention program; (c) earlyintervention to preschool; (d) preschool tokindergarten; and (e) kindergarten to elementaryschool. Materials and processes will enhance thecollaboration and coordination of parent goals, childneeds, and agency abilities. The project will foster andprovide training for a system of parent, teacher,paraeducator teams who assist in laying thegroundwork for more meaningful IFSP/IEP meetings.

Outcomes: A new model to address critical transitionsin the lives of young children will be available to otherstates for replication. Training protocols and materialswill be available to integrate with state guidelines fortransition. The model will include a system forinformation sharing and training, a staff developmentapproach that addresses the low incidence of deaf-blindness, and self-study packages for direct accessby families, school and agency personnel, and otherindividuals significant in the lives of young childrenwho are deaf-blind. Parent, teacher, and paraeducatorteams will be identified, trained, and be available totrain others in PFP strategies that will lead to moresuccessful transitions. Parents will be linked to otherparents and to these teams to support state systemsfor services.

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Caring for Infants and Toddlers WithDisabilities: New Roles for Nurses (CFIT-N)Demonstration ProjectGrant No. H024B70075 (1997-01)Fiscal Agency: Child Development Resources

Corinne Garland and Barbara Kneist,Project Co-Directors

Child Development Resources1490 Government RoadPO Box 280Norge, VA 23127-0280(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Purpose: To develop a model of training to ensurethat nurse practitioners and registered nurses havethe information and skills needed to be fullparticipants in the early intervention system for youngchildren with disabilities and their families.

Target: Infants and toddlers with disabilities,'theirfamilies, and nursing practitioners who serve them.

Approach: The project is developing a curriculum.andsupporting materials that reflect the "NationalStandards of Nursing Practice for Early InterventionServices" of the American Nurses Association. Thecurriculum will include information related to thenurse's new roles regarding child find, servicecoordination, evaluation and assessment, IFSPplanning, and transition. The levels of traininginclude Foundations; Independent Study, using anindependent study manual, audiotapes, and technicalsupport; and Clinical Application with technicalsupport. The CFIT-N model will be developed, fieldtested, and evaluated in one of Virginia's five earlyintervention regions, revised as indicated,implemented in the other regions, and disseminatednationally. To ensure that the model is incorporatedwithin the state Part C and CSPD systems, a stateLeadership Planning Group will be formed to adviseand assist in planning CFIT-N training in Virginia. Thegroup will be comprised of representatives from thelead agency for Part C, its ICC and CSPD; the StateDepartment of Health; nurses and nurse educators;physicians; families; representatives of each regionalconsortium of local ICCs; and other key stakeholders.CFIT-N will offer continuing nursing educationcredits.

Outcomes: The project will ensure the earlyidentification and the integration of health care,developmental, and other early intervention servicesthrough the development and implementation of amodel of training for nurses. There will be an increasein nurse participation in the early intervention system.

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PARTners Plus A Model of Respite CareDesigned, Implemented, and Evaluated byFamiliesDemonstration ProjectGrant No. H024B40032 (1994-97[97-99])Fiscal Agency: Child Development Resources

Corinne W. Garland and Adrienne FrankProject Co-Directors

Child Development Resources1490 Government RoadPO Box 280Norge, VA 23127-0280(757)566-3300Fax: 757-566-8977E-mail: [email protected]

Purpose: To expand respite care options for familiesand children by developing a natural and family-centered model that involves families in the design,implementation, and evaluation of respite careservices.

Target: Children, ages birth to ages 8 years withspecial needs and their families, especially childrenwho have low-incidence disabilities or are technologydependent.

Approach: The project is a model for helping familiesfind and train their own respite care providers.Families will design caregiver training specific to theirchild's needs, and the project will support this processand the building of family and community networks.Families will take a leadership role in a communityadvisory group, in finding support for modelcontinuation, and in establishing a cooperative tomaintain the number and quality of care providers.

Outcomes: Children and families will benefit fromincreased options for family-centered respite care innatural settings and a larger group of trained respiteproviders. Families will benefit from increased accessto respite, increased social support, and decreasedstress. Planners and policy makers will increase theirawareness of child and family needs for respite, andwill have evidence of model efficacy and materials toassist other communities in replication of the model.


School-Based Preschool Programs forChildren With Autism: Blending Approachesto Meet Individual NeedsDemonstration ProjectGrant No. H024B70091 (1997-01)Fiscal Agency: University of Washington

Ilene Schwartz, Project DirectorBonnie McBride, Project CoordinatorExperimental Education UnitUniversity of WashingtonBox 357925Seattle, WA 98195-7925(206) 543-4011Fax: 206-616-8177E-mail: [email protected]

[email protected]

Purpose: To develop, implement, evaluate,disseminate, and replicate a program for youngchildren with autism that is effective, sustainable, andacceptable to consumers (e.g., families and schooldistrict personnel).

Target: Preschool children with a diagnosis of autism,their families, and the professionals who teach andwork with these children and families.

Approach: The model has five main components: ahigh-quality, integrated preschool program; anextended instructional day; family support; stafftraining; and systematic collaboration, planning forgeneralization, and transition planning. The core ofthis model is a school-based, high-quality earlychildhood special education program, which features:(a) opportunities to interact successfully with typicalpeers; (b) functional assessment and evaluationstrategies; (c) curriculum to meet individual childneeds; (d) effective instructional strategies; and (e)strategies to program for the generalization ofbehavior change. The project will provide an extendedprogram with specialized instruction, and blend thestrengths of different disciplines, producing astronger model than would come from any one ofthese traditions alone.

Outcomes: The project will provide an effective andecologically and socially valid model to educateyoung children with autism in public school programs.The children served by the model program willdemonstrate improved skills in multiple areasincluding attending, imitation, communication, play,social interaction, self-care, and cognitive skills.Families will benefit from receiving comprehensive,coordinated services, including training that willimprove their ability to deal with challengingbehaviors. Professionals, including students, willbenefit from training and from instructional_materialsspecific to meeting the needs of youni children withautism. 1 21997-98 Directory of Selected Early Childhood Programs

EEPCD Demonsfralion Projects

Supporting Neurobehavioral OrganizationalDevelopment in Infants With Disabilities:TheNeurobehavioral Curriculum for EarlyInterventionDemonstration ProjectGrant No. H024B50020 (1995-98[98-00])Fiscal Agency: Washington Research Institute

Rodd Hedlund, Project DirectorAngela Notari-Syverson, Evaluation SpecialistWashington Research Institute150 Nickerson Street, Suite 305Seattle, WA 98109(206)285-9317Fax: 206-285-1523E-mail: [email protected]

[email protected]

Purpose: To assist parents and professionals insupporting the neurobehavioral organization ofinfants born with very low birthweight or with severedisabilities.

Target: Infants, newborn to 8 months developmentalage, born with very low birthweight or with severedisabilities, and their families.

Approach: The project will develop, field test, andevaluate a curriculum to assist early intervention pro-fessionals, parents, and paraprofessionals in recogniz-ing and supporting the neurobehavioral organizationof these infants. This proposed curriculum consists ofthree major components: (a) the NeurobehavioralStrategies for Intervention which will assist profes-sionals in supporting the neurobehavioral organiz-ation of infants during assessment, intervention, orcaregiving sessions; (b) the NeurobehavioralFacilitation Guide for Parents which will assistprofessionals in training and facilitating parents'observation, interpretation, and support of theirinfants' neurobehavioral organization; and (c) theNeurobehavioral Instructional Guide forParaprofessionals which will assist professionals intraining paraprofessionals to support infants'neurobehavioral organization. The curriculum willinclude an ecological emphasis; can be implemented inthe infant's home-, center-, or community-basedprogram; and will foster positive adult-infantinteractional patterns.

Outcomes: The project model will increase satisfyingparent-infant interactions and parents' confidence intheir ability to support their child's needs. Earlyintervention professionals and paraprofessionals willlearn to provide appropriate neurobehavioralfacilitation to these fragile infants. The proposedcurriculum will result in the formation of aneurobehavioral assessment and curriculum systemfor early childhood special education.

105

EEPCD Demonstration Projects Inservice Training Project

Portage Project Demonstration ModelDemonstration ProjectGrant No. H024B 60056 (1996-99 [99-01])Fiscal Agency: Cooperative Educational Service

Agency #5

Julia Herwig, Project DirectorKaren Wollenberg, Project CoordinatorCooperative Educational Service Agency #5626 East Slifer StreetPortage, WI 53901(608) 742-8811 ext. 226 (Herwig)

ext. 258 (Wollenberg)Fax: 608-742-2384E-mail: info @portageproject.orgURL: http://www.portageproject.org/

Purpose: To develop an interactional model forchange that will increase the use of family-centeredpractices with families of children with disabilities.

Target: Children with disabilities, birth to 3 years.

Approach: The model will impact changes inknowledge, skills, and attitudes in order to promotefamily-centered services. The model will providesystematic mentoring and case-based learningopportunities for providers in different birth-to-3programs. A checklist to assess program policies andpractices will assist in monitoring program andindividual changes impacting family-centeredpractices. The project will gather and analyze data todemonstrate the relationship between staffdevelopment, mentoring, and case-based learning andthe provision of family-centered practices. Videoguides will include information on the interventionprocess, IFSP process, embedding goals into familyways and rhythms, communication strategies,developmental guidance and previewing, strengths-based observation and dialogue, and advocating withthe family for family-centered services.

Outcomes: Assessment and planning, informationsharing, regular group and individual mentoring, andplanned case-based learning opportunities will lead tochanges in providers' attitudes, skills, and knowledge,which will impact the family's satisfaction with earlyintervention services. An indirect outcome will be theallocation of resources specifically related to ongoingstaff development that is most effective in creatingfamily-centered programs. A mentor facilitation guide,video mentoring modules and guides, and a book ofcase studies will benefit new and experienced mentors.An ethnographic review of growth and changeperceived by service providers will contribute toprocess analysis and replication of mentoring.

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Project REALIGNInservice Training ProjectGrant No. H024P50038 (1995-98)Fiscal Agency: The George Washington University

Michael Castlebury, Principal InvestigatorPenny Wald, Project DirectorThe George Washington University2134 G Street NW, Room 416Washington, DC 20052(202) 994-1510 (Castlebury)

994-6170 (Wald)E-mail: [email protected]

Purpose: To develop an inservice training model thatprepares multidisciplinary teams to provide inclusiveoptions for children, ages 3 through 6 years, withdisabilities.

Target: Multidisciplinary teams consisting of earlychildhood regular and special educators andeducation paraprofessionals, related serviceproviders, administrators, and parents of children withand without disabilities.

Approach: The project will effect change at theservice delivery and the system levels. At the servicedelivery level, grade-level multidisciplinary teams frompreschool through first grades in targeted schools willdesign and implement inclusive options for youngchildren with disabilities. At the system level, trainerswill be prepared to conduct the Inclusion TeamTraining, thereby increasing the capacity of districtpersonnel to sustain and expand inclusive options forchildren with disabilities. The project will develop andimplement a core curriculum offering two levels oftraining. First, the Inclusion Team Training will focuson increasing the competency of multidisciplinaryteams. Second, the Trainer Development Processprepares selected multidisciplinary team members forfuture leadership roles in the Inclusion Team Training.

Outcomes: At the project's conclusion, approxi-mately 144 multidisciplinary professionals and para-professionals will be active members of 12 inclusionteams throughout Fairfax County, Virginia. Parents ofchildren with and without disabilities will have par-ticipated in the inclusion training. Four schools willbe able to offer a continuum of inclusive options frompreschool through first grade. A cadre of trainer can-didates will be prepared to support continued inclu-sion training in the school district. A participant and atrainer manual will be available for dissemination.Most importantly, a replicable inservice training modelto prepare professionals and paraprofessionals frommultiple disciplines to collaboratively developinclusive options will have been developed, docu-mented, and evaluated.

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Inservice Training Grant That Develops,Delivers, Evaluates, and Disseminates anlnservice Training Model for Teams ofCollaborating Public School and Head StartPreschool TeachersInservice Training ProjectGrant No. H024P50019 (1995-98)Fiscal Agency: University of Idaho, Idaho Center on

Developmental Disabilities

Jennifer Olson, Project DirectorIdaho Center on Developmental DisabilitiesUniversity of Idaho129 West Third StreetMoscow, ID 83843(208) 885-3588

. Fax: 208-885-3628

Purpose: To meet the needs of teams which areserving culturally diverse young children, ages 3through 5 years, in collaborative, inclusive settings.

Target: Teams of early childhood personnel,including certified teachers, parents,paraprofessionals, supportive services personnel, andadministrators from public schools and Head Startprograms.

Approach: In year one, the project will engage in twomajor activities. First, 10 public school and Head Startpreschool teams will receive training and participate inan intensive follow-up phase. Twenty percent ofthese first teams will serve Native American childrenand another 20% will serve primarily Hispanicchildren. Second, video-taped examples of successfulteaming, collaboration, activity-based learning, andfamily involvement in inclusive settings will bedeveloped. During the second year, 20 teams willreceive the inservice training cycle that wasdeveloped and refined in year one. The training ma-terials will be further refined based on trainee feed-back and staff evaluations. At the end of first 2 years,a trainer's manual with accompanying videotapeexamples and participant workbooks will be produced.In the third year, a training facilitator will be selectedfrom each of the additional 20 teams to attend a 2-dayworkshop on directing a self-inservice program.

Outcomes: Four major outcomes will result from thisproject: (a) an inservice training package will bedeveloped to assist public school preschool staff andHead Start personnel; (b) the 50 participating teamswill increase their skills in collaborative teaming,activity-based learning, and family involvement ininclusion resulting in improved service delivery;(c) the modules will have been adapted to the NativeAmerican and Latino populations; and (d) the self-inservice training package will be developed forwidespread dissemination.

EEPCD Inservice Training Projects

Interagency Coordinating Council (ICC)Parent Training and Technical AssistanceProjectInservice Training ProjectGrant No. H024P50026 (1995-98)Fiscal Agency: Federation for Children with Special

Needs

Evelyn Hausslein, Project DirectorGlenn Gabbard, Project CoordinatorFederation for Children with Special Needs95 Berkeley Street, Suite 104Boston, MA 02116(617) 482-2915Fax: 617-695-2939E-mail: [email protected]

[email protected]: http://www.fcsn.org/

Purpoie: To provide training and technical assistanceto parent representatives on state ICCs to enhancetheir skills as effective ICC members and to improvetheir support networks.

Target: Parents of children with special needs whoare serving on state ICCs.

Approach: The project will provide formal trainingand will develop and field test leadership institute forICC parent teams. The institute will offer independentstudy of topical modules, team preparation for aleadership seminar, an annual conference,development of individual and team action plans, andfollow-up support and consultation. The independentstudy topical modules will focus on such topics asorganizational culture and development, networking,roles of ICC parents, survival skills, negotiation, anoverview to Part C, and technical skills development.The project also will provide information and resourcereferral support to ICC parents through a toll-freetelephone service. The project will link parents withmore experienced ICC parents, with parent leaders, andwith professionals who can serve as advisors andmentors. The project also will disseminate the trainingand technical assistance models, including ways toadapt the programs for use by individual states.

Outcomes: As a result of this project a replicabletraining and technical assistance program will beavailable for all ICCs; parent representatives on stateICCs will be less isolated and have more supportwithin and outside of their own states; parent repre-sentatives will be more effective ICC members; ICCswill be more effective because their members are bet-ter trained and supported; and parents will developskills that are applicable beyond early interventionand ICCs, enhancing their effectiveness as members oftheir children's education and health teams.

1997-98 Directory of Selected Early Childhood Programs1 4 107


The Confluences Inservice Project:Collaborative Influences For ExcellentServicesInservice Training ProjectGrant No. H024P50023 (1995-98)Fiscal Agency: The University of Montana

Richard van den Pol, Principal InvestigatorLisbeth Vincent, Project DirectorDivision of Educational Research ServicesSchool of EducationThe University of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797E-mail: [email protected]

Purpose: To stimulate community-wide efforts in ruralcommunities to identify and strengthen effective earlyintervention services, and to plan and implementtransdisciplinary collaborative strategies to meet newneeds.

Target: Professionals and paraprofessionals servingyoung children: Part C service coordinators, pre-school special education teachers, related service pro-viders, Head Start staff, private child care providers,paraprofessionals, kindergarten and primary gradepublic school personnel, health care providers,administrators, and adult members of families of youngchildren with disabilities.

Approach: The project will demonstrate theeffectiveness of a rural inservice model which offers a1-day workshop, participant carryover plans, andongoing technical assistance. Project features includeintegration of collaborative practices into communitycoordination, transition, family-centered service, andinclusion; identification and accommodation of uniquecultural issues by each inservice site; coordination ofworkshop planning with ongoing staff developmentefforts; intensive follow-along support by grant staffin collaboration with community liaisons; stipends tosupport family participation; and systematic evalua-tion of project impact through objective and qualita-tive measures. An average of 15 individuals willparticipate in each of 24 workshops, resulting in a totalof 360 individuals receiving training. Continuingeducation and academic credit will be available.

Outcomes: The project will facilitate the developmentof committed, effective transdisciplinary teams. Long-term effects will include the streamlining of servicedelivery processes in rural communities by reducingunnecessary duplication of services and competitionamong agencies. The project will provide rural areas areplicable, affordable model for inservice training andfollow up.

108

Enhancing Resilience and Adaptation:The E.R.A. ProjectInservice Training ProjectGrant No. H024P50085 (1995-98)Fiscal Agency: John F. Kennedy Medical Center

G. Gordon Williamson, Project DirectorGambi White-Tennant, Associate DirectorPediatric Rehabilitation DepartmentJohn F. Kennedy Medical Center2050 Oak Tree RoadEdison, NJ 08820-2012(908) 548-7610Fax: 908-548-7751

Purpose: To enhance the adaptive behavior and resil-ience of children, ages birth to 5 years, with limitedcoping resources, and to support their families.

Target: Professionals, paraprofessionals, and familiesfrom early intervention and preschool programs indesignated urban areas.. Many of the families willhave significant chronic stress related tohomelessness, HIV/AIDS, histories of drug abuse, andadolescent parenting with inadequate social support.

Approach: Project ERA offers an inservice traininginitiative to build the capacity of agencies providingearly intervention and preschool programs. The pro-ject uses a train-the-teams approach. During eachgrant year, 15 training teams from different agencies ina designated city will participate in an intensive, 1-week institute. Content areas for training will include(a) an overview of the coping process; (b) understand-ing parent-child transactions from an adaptational per-spective; (c) assessing coping styles of young chil-dren; (d) developing the IFSP and IEP; (e) interven-tion guidelines to increase adaptation and resiliencies;(f) strategies and activities to facilitate specific adap-tive behaviors in young children; (g) interventionbased on the child's coping style; (h) methods to fos-ter play and social development; and (i) problemsolving using the ERA models. These 45 teams willthen return to their local site and train other profes-sionals and family members over the following 6months. Project ERA will assist agency teams throughco-teaching, consultation, and technical assistanceduring this on-site inservice period. A Train-the-Teams Self-Study Guide will be developed fordistribution to the field.

Outcomes: Project ERA will impact the interventionand decision-making models that guide the delivery ofservices, as well as provide professionals and familieswith therapeutic procedures, strategies, and activitiesto promote social and adaptive skills. The projectanticipates developmental progress by the childrenand an increase in resources and sense of well-beingof participating families.


SEED Inclusion Training ProjectInservice Training ProjectGrant No. H024P50087 (1995-98)Fiscal Agency: University of New Mexico

Jane Merrill, Project DirectorAnn Sullivan, Project CoordinatorCenter for Developmental DisabilitiesHealth Sciences CenterUniversity of New Mexico2300 Menaul NEAlbuquerque, NM 8707(505) 272-3000Fax: 505-272-5280E-mail: jmerrill @unm.edu

Purpose: To provide training to ensure high-qualityservices for American Indian children with specialneeds and their families in rural, underserved areaswithin full-inclusion early childhood settings.

Target: Paraprofessionals, primarily from Indian HeadStart, who work with preschool children with specialneeds and their families.

Approach: The SEED Training Project is designed tomeet existing needs of New Mexico Indiancommunities by (a) identifying early childhoodinclusion training needs; (b) developing a mechanismfor assessing the competencies of early childhoodparaprofessionals; (c) enlisting communityparticipation in the development of curriculum andtraining materials; (d) field testing materials to ensuretheir cultural relevance and effectiveness; (e) workingwith state agencies to incorporate the SEED modelinto both the early childhood licensure framework andthe Early Childhood Associate of Arts degreecurricula; (f) disseminating curricula and learningmaterials at state and national levels; (g) developing amechanism for communities to access college-basedtraining; and (h) providing technical assistance toencourage the replication of this project. Training willconsist of on-site seminars, supervised field work, andcompetency assessment.

Outcomes: The model has the potential tosignificantly impact an estimated 1,250 Indian HeadStart teachers throughout the nation and the morethan 10,000 identified Indian preschool children withspecial needs whom they serve. In addition, the SEEDproject will provide a model for replication in otherunderserved, rural, culturally diverse communities.

EEPCD Insertdce Training Projects

Carolina Model Inservice Training ProjectInservice Training ProjectGrant No. H024P50015 (1995-98)Fiscal Agency: University of North Carolina at

Chapel Hill, Frank Porter Graham ChildDevelopment Center

Phyllis McWilliam, Project DirectorFrank Porter Graham Child Development CenterUniversity of North Carolina at Chapel Hill521 South Greensboro StreetChapel Hill, NC 27599-8185(919) 966-6010Fax: 919-966-0862E-mail: [email protected]

Purpose: To assist early intervention programs inapplying a family-centered approach in their work withyoung children, ages birth to 8 years, with disabilitiesand their families.

Target: Teams of early intervention direct servicepersonnel. Teams will be encouraged to include pro-fessionals, paraprofessionals, consultants, administra-tors, and parents.

Approach: Training will be conducted at the teamlevel and will consist of a series of six workshops.Participants will be presented with practical ideas forimplementing family-centered principles, practiceapplying family-centered principles through the casemethod, assess the degree to which they currentlyengage in family-centered practices in various aspectsof service provision, and develop specific plans forimproving their services at both the individual andteam level. The model features (a) a team-basedapproach to training; (b) the active participation ofparents in training; (c) the systematic development ofplans for improving services at both the program andindividual levels, and (d) use of the case method ofinstruction as a means of facilitating the application offamily-centered principles to situations encountered inworking with children and families. Heavy emphasiswill be placed on evaluating training effectiveness.

Outcomes: An inservice training model that facilitatesfamily-centered practices in early intervention servicedelivery will be developed, implemented, evaluated,and disseminated. An instructor's manual will bedeveloped and distributed for use by other inservicetraining providers, which will describe the model indetail and provide teaching materials necessary forinstructors to implement the model in whole or in part.



Inservice Training for Child Care Personneland Early Intervention Professionals in EarlyEducationInservice Training ProjectGrant No. H024P50045 (1995-98)Fiscal Agency: University of Toledo

Laurie Dinnebeil and William McInerney,Project Co-Directors

The University of ToledoDinnebeil: 156 Snyder MemorialMcInerney: 5006 Gillham HallToledo, OH 43606(419) 530-4330 (Dinnebeil)

530-2284 (McInerney)Fax: 419-530-7719E-mail: [email protected]

[email protected]

Purpose: To improve the quality of child care foryoung children ages 3 to 5 years, with disabilities.

Target: Early intervention (EI) personnel and childcare administrators and providers who care for youngchildren with special needs.

Approach: Early interventionists will be trained toprovide technical assistance to child care providersthrough a model of collaborative consultation. Train-ing goals for EI personnel include understanding im-plications of inclusive education; developing ageneral knowledge of consultation models and of thecollaborative consultation model in particular; learningand demonstrating strategies to increase collabora-tion; and possessing and using interpersonal andcommunication skills that facilitate collaboration.Participants demonstrating competency in collabo-rative consultation skills will receive stipends andgraduate credit. Child care providers and adminis-trators will be trained on topics related to caring foryoung children with disabilities. Goals for child carepersonnel include understanding the special educa-tion process and the caregiver's role on an IEP or IFSPteam; developing knowledge of typical and atypicalchild development and of characteristics of commondisabling conditions; understanding, designing, andimplementing developmentally appropriate activities,interventions, and materials; working with parents andrespecting cultural diversity; and accessing commu-nity services. Participants completing the training willreceive academic credit.

Outcomes: Training will be provided to 30 earlyinterventionists who will serve as consultants to childcare providers, and to 160 child care administratorsand providers. This multidisciplinary, collaborative,community-based effort will improve the quality ofchild care for young children with disabilities and theirfamilies.

The Core Competency Project: A StatewideSystems Approach to the InservicePreparation of El/ECSE PersonnelInservice Training ProjectGrant No. H024P50014 (1995-98)Fiscal Agency: Western Oregon State College

Torry Piazza Templeman, Project DirectorTeaching Research DivisionWestern Oregon State College345 North Monmouth AvenueMonmouth, OR 97361-1314(503) 838-8766Fax: 503-838-8150and

Jane Moore68975 Graham CourtSisters, OR 97759

Purpose: To provide a system of inservice training toassist early intervention (EI) and early childhoodspecial education (ECSE) personnel in meetingcompetencies developed by the Oregon Department ofEducation.

Target: EI and ECSE supervisors, specialists, relatedservice personnel, and assistants; and parents ofchildren, ages birth to 5 years, with special needs.

Approach: The project model will establish a networkof regional training centers which encompass all ofOregon. Project activities will seek to establish inOregon, and in other states, an approach that will pairexisting and new resources into a high-quality,statewide, replicable system to improve the quality ofEI and ECSE personnel. The system will be developedthrough the following project objectives: (a)establishment of a statewide system to coordinate thedelivery of existing inservice resources; (b) design oftraining materials in targeted core competency areas;(c) development and support of regional trainingcenters; (d) preparation of training teams at each ofthe regional training centers to conduct a variety oftraining and follow-up support activities; and (e)nationwide dissemination of project information,results, and materials.

Outcomes: The project's system for inservice train-ing and support will address the changing roles andresponsibilities of personnel serving young childrenwith disabilities in inclusive settings and the scarcityof inservice training in rural areas. Through projectactivities, training and follow-up support will beavailable throughout this primarily rural state.

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HO 1997-98 Directory of Selected Early Childhood Programs

EEPOD Inservice Training Projects EEPOD Outreach Projects

Inservice Training for Staff Serving YoungChildren With Disabilities and Limited EnglishProficiency: Constructive Interaction AroundBooks and PlayInservice Training ProjectGrant No. H024P50035 (1995-98)Fiscal Agency: Washington Research Institute

Mary Maddox and Kevin Cole,Co-Principal Investigators


[email protected]: http://www.wri-edu.org/bookplay/

Purpose: To optimize the first and second languagedevelopment of young children, ages 2 through 6years, with disabilities who also have limited Englishproficiency (LEP).

Target: Bilingual and other paraprofessionalsworking with the target group and their families,especially those from cultural, linguistic, and racialminority groups.

Approach: The model will directly address the lan-guage development needs of children whose first lan-guage is Spanish or Vietnamese (Years 1 and 2); andother languages (Year 3) through the development of aprototype videotape. Training modalities will includepeer coaching, oral presentation, informal discussions,videotapes, and on-site application of skills. A majortraining component will be presented on videotapethat can be copied and diffused throughout a commu-nity or school district. The videotape will be designedso that it may be adapted for use by programs servingchildren and parents from any linguistic group. Theproject will also develop a training for trainerscomponent to assist with model dissemination withinsmall or large geographic areas. Dissemination will beenhanced because this project is based on an ecologi-cal model and will build on existing early childhoodpractices and typical parent/child interactions. Staffand parents will be provided with specific languagefacilitation strategies to use during picture book inter-actions and play, activities universally included inearly childhood settings and in family interactions.

Outcomes: By capitalizing on current research inlanguage development, developmentally appropriatepractices, and bilingual education, the project willdevelop methods and materials for facilitatinglanguage and emergent literacy development in youngchildren with developmental delays and LEP throughincreased skill development in language facilitation byparaprofessionals and parents.

E.X.C.E.P.T.I.O.N.A.L. Challenge ProjectOutreach ProjectGrant No. H024D60034 (1996-99)Fiscal Agency: Sonoma State University Academic

Foundation

Tony Appoloni, Project DirectorLinda Cranor, Project CoordinatorCalifornia Insititute on Human Services1801 East Cotati AvenueRohnert Park, CA 94928-3609(707) 664-2416Fax: 707-664-2417E-mail: [email protected]: http://www.sonoma.edu/cihs/

Purpose: To assist states in addressing the shortageof qualified preschool and child care personnel toserve young children, ages birth through 5 years, whohave or are at high risk of developing disabilities.

Target: State and regional teams representing the PartH lead agency, state education agency, child care leadagency, prominent parent organizations, and otherrelevant networks.

Approach: The project focuses on the need for inten-sive training to improve child care services to childrenwith disabilities and their families. The project addres-ses this need on three levels: (a) statewide planning,through planning, evaluation, and technical assis-tance; (b) state/regional interagency training of train-ers; and (c) community college training of instructors.The project proposes to employ the following strate-gies in their approach: ensure that interagency teamsinclude representatives from the targeted groups;model parent-professional coordination in all activi-ties; include public awareness, product developmentand dissemination, site development, training, andtechnical assistance activities in each state; and adaptthe training for native speakers of Spanish andChinese.

Outcomes: The impact in meeting needs of childrenwith disabilities and their families is in several areas:the numbers of states and key individuals to receivetraining and technical assistance (6 states, 60 state-level staff, and 250 state or regional level interagencyinterdisciplinary staff persons; and a minimum of 1,360local leaders); the inclusion of New York (whichaccounts for approximately one tenth of the nation'schildren with disabilities); the focus on basiccurriculum adaptations for the nation's largest ethnic/linguistic minority groups; and the inculcation of thematerials into the community college curriculum. Theproject will impact the individuals served, state-levelrepresentatives, community college instructors,regional interagency leaders, local providers, andfamilies.

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LEAP OutreachOutreach ProjectGrant No. H024D70025 (1997-00)Fiscal Agency: Early Learning Institute

Phillip Strain, Project DirectorJudy Lawry and Cassandra Danko,Project Co-Coordinators

1444 Wazee Street, Suite 230Denver, CO 80202-1326(303) 620-4494Fax: 303-620-4588E-mail: [email protected]

[email protected]

Purpose: To provide training in the LEAP modelwhich features a behaviorally and developmentallyappropriate practice approach for teaching youngchildren with special needs in an integrated setting,and to develop a network of replication sites.

Target: Regular and special preschool educators,speech-language pathologists, occupationaltherapists, physical therapists, teacher assistants, andfamily members in preschool integrated settings andday care and Head Start programs serving youngchildren with special needs and their families.

Approach: The LEAP model features: (a) a compre-hensive one-week assessment for target children thatresults in individualized programming for 24-hourintervention; (b) a developmentally appropriate cur-riculum planning process that results in lessons thatare applicable to groups of children from 12 to 72months in developmental functioning; (c) a systematicmethod for teaching typical children to intervene suc-cessfully with their peers with autism; (d) a modu-larized approach to parent participation in which thelearning of specific parenting and advocacy skills isevaluated at LEAP, in the home, and in communitysettings; (e) a systematic plan for the transition ofchildren to regular class settings; and (f) the use ofcomparison group and multiple baseline designs todocument the effects of specific program components.

Outcomes: During the first project year, six replica-tion sites will be developed, which will include: train-ing approximately 90 program personnel in modelimplementation; initiating developmentally integratedservices for approximately 320 children with disabili-ties (primarily children with autism); and coordinatinglocal involvement with state early childhood plans,systems change efforts, and personnel training initia-tives. The project estimates that residential servicescan be deferred for all replication site children; that50% of the children with autism can be placed inregular education settings within 2 years; and that50% of these children will function within normaldevelopmental limits within 2 years.

Participate OutreachOutreach ProjectGrant No. H024D50065 (1995-98)Fiscal Agency: University of Colorado Health

Sciences Center

Cordelia Robinson, Project DirectorJFK Center for Developmental DisabilitiesUniversity of Colorado Health Sciences Center4200 East Ninth Avenue, Box C-221Denver, CO 80262-0234(303) 864-5261Fax: 303-864-5270E-mail: [email protected]

Purpose: To provide on-site training and technicalassistance to parents, local school districts, and childcare programs to utilize the Project Participate modelto address barriers to full participation in inclusivepreschool settings for young children, ages 3 to 8years, with developmental disabilities.

Target: Initial targets will be interdisciplinary teamsfrom Colorado school districts and early childhoodprograms which serve children with low-incidencemotor and sensory disabilities and who are fromminority populations. Teams will include administra-tors, teachers, related services personnel, and parents.

Approach: Focus on training interdisciplinary teams ina problem-solving, decision-making process. Theproject will provide training and technical assistanceto six sites each year. This training will include anoverview of the project model focusing on activeparticipation through the successful use of assistivetechnology; on-site consultation, training, technicalassistance, and follow-up; and ongoing support andinformation sharing through a newsletter, telephoneconsultation, sharing experiences across sites, and anannual conference. The participation of parents asequal team members will be modeled and emphasized.

Outcomes: Training participants will demonstrateincreased knowledge and skills in inclusion and theuse of assistance technology, including these 3competency areas: principles of family-centered,culturally competent, coordinated care; the develop-ment of inter/transdisciplinary teams and principlesand of function-focused assessments and interven-tions; and the use of natural supports and community-based services to support inclusion. Earlyintervention staff and family members will gain skills incollaboration and interdisciplinary problem solving,and program administrators and supervisory staff willgain skills in consultation and interdisciplinaryteamwork to support efforts to enhance children'sparticipation. Training materials will be developed anddisseminated, and evaluation instruments will befurther validated and disseminated.

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The Spectrum Project Families and TeamsTogether: Improving Information Sharing andProgram Planning ProcessesOutreach ProjectGrant No. H024D60007 (1996-99)Fiscal Agency: The Regents of the University

of Colorado

Susan Moore and William Eiserman,Project Co-Directors

University of ColoradoCampus Box 409, SLHSBoulder, CO 80309-0409(303) 492-5284Fax: 303-492-3274E-mail: [email protected]

Purpose: To facilitate family participation inassessment and program planning processes toimprove services for young children with disabilitiesand their families.

Target: Preservice early intervention professionals,higher education faculty, regular special educationpersonnel, and family members of children withdisabilities or developmental delays.

Approach: The project will create individual levelchange for all team members (preservice and inserviceprofessionals, family members, and higher educationfaculty) by helping them to reflect on their currentphilosophies and practices pertaining to family-directed practices and to develop skills and actionplans for implementing changes. On the team level,the project will help each individual's self-reflectionsand goals to be integrated into an overall team self-reflection, skill-building, and action planning process.As a part of this process, teams will identify systems-level resources and needs that must be addressed inorder to implement family-directed information sharingand program planning processes. The training processmodels the philosophy of full family participation bybeing designed for delivery by parent/professionaltraining teams and for the participation of familymembers providing a variety of perspectives.

Outcomes: The project will increase the number ofprofessionals, higher education faculty, families, andearly childhood assessment teams who understandand infuse family-directed, cross-cultural practices;increase the number of local interagency councils thatare providing interdisciplinary personnel preparationprograms; increase the number of early childhoodassessment team members, family members, and highereducation faculty who are collaborating to in otherpersonnel preparation efforts; and increase state-leveltechnical assistance and personnel preparationproviders' awareness of current practices and needspertaining to family-directed, cross-culturallycompetent information sharing and program planning.


Western Regional Faculty Institute forTraining (WRFIT)Outreach ProjectGrant No. H024D50045 (1995-98)Fiscal Agency: University of Colorado Health

Sciences Center

Hal Lewis, Project Co-DirectorJFK Center for Developmental DisabilitiesUniversity of Colorado Health Sciences Center4200 East Ninth Avenue, Box C-221Denver, CO 80262(303) 315-8607Fax: 303-315-6844and

Linda Flynn, Project Co-DirectorWestern Kentucky University310 Pate Page HallBowling Green, KY 42101(502) 745-4615E-mail: [email protected]

Purpose: To expand the capacity and role of highereducation faculty in meeting community-basedtraining needs in the early intervention.

Targets: Selected faculty from institutions of highereducation from 13 states and 4 jurisdictions in thewestern part of the United States.

Approach: The project will use faculty developmentmethods identified by the 4 regional faculty institutesfunded by EEPCD from 1992 through 1995.Components of these methods include ongoing liaisonwith a UAP-based state contact person to assist withneeds assessments, identification of participants, andinformation dissemination within the state; provisionof an intensive 3-day training seminar in earlyintervention content areas and in best practices inadult learning; incentives and supports for facultycapacity building and involvement in community-based training; a mini-grant program to allow facultyto implement and evaluate training techniques; anddissemination of materials and resources. Acomputerized, annotated database of informationabout key faculty in early intervention, innovations inbirth-to-3 programs, curriculum materials, and othertraining resources will be developed and madeavailable to faculty and program planners.

Outcomes: The project will increase the capacity ofhigher education faculty in western states andjurisdictions to conduct high-quality, culturallycompetent training in early intervention, and willincrease their involvement in ongoing early interven-tion training. Project activities also will increase theability of faculty and programs planners, includingPart C coordinators, to rapidly identify resources,including faculty, for early intervention training.

1997-98 Directory of Selected Early Childhood Programs 1 3 0 113


Niños Especiales Outreach Project forPreschool-Age ChildrenOutreach ProjectGrant No. H024D50023 (1995-98)Fiscal Agency: University of Connecticut Health

Center, School of Medicine-Pediatrics

Mary Beth Bruder, Project DirectorChild and Family StudiesDowling North, MC-6222263 Farmington Ave.Farmington, CT 06030-6222(860) 679-4632Fax: 860-679-1368E-mail: [email protected]

Purpose: To disseminate information about and train-ing in the Niiios Especiales Program service model topreschool programs serving children with disabilitiesand their families of Puerto Rican heritage.

Target: Service providers who design, implement,and/or evaluate preschool special education servicesfor children with disabilities and their families fromPuerto Rico. These providers will include teachers,administrators, therapists, paraprofessionals, andfamilies from preschool special education, Head Start,and day care programs.

Approach: Training, in the form of bi-weeklyworkshops, will be provided to the targeted audiencein the following elements of the program model:cultural sensitivity, family-centered orientation,interagency collaboration, transdisciplinary services,and transition to preschool. Long-term training will beprovided to develop skills in culturally sensitiveintervention services and, combined with technicalassistance, to enable early intervention and preschoolprograms to replicate the service components. Forexample, institutes designed to further modelreplication will be held for groups of 10 to 15 teachers.Each year 4 institutes, each consisting of five trainingsessions, will be conducted and follow-up andsupport provided. Evaluation will document changesas a result of training across participants, programs,and children and families.

Outcomes: The project will develop an earlyintervention service model into a preschool servicemodel and will disseminate and replicate this newmodel. As a result of training in this model, programpersonnel will improve the quality of services theyprovide through their preschool programs to childrenwith disabilities and their families of Puerto Ricanheritage.

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Delivering Individualized Support for YoungChildren With Autism: Outreach for StateService SystemsOutreach ProjectGrant No. H024D70040 (1997-00)Fiscal Agency: University of South Florida

Lise Fox, Project Co-DirectorFlorida Mental Health Institute13301 Bruce B. Downs Boulevard, MHC 250-ATampa, FL 33612-3899(813)9746100Fax: 813-974-6115E-mail: [email protected]

Glen Dunlap, Project Co-DirectorFlorida Mental Health Institute4202 East Fowler FAO 126Tampa, FL 33620-7900(813) 974-4612

Purpose: To assist state systems in implementingcomponents of a model demonstration programdeveloped to provide comprehensive and effectivesupport.

Target: Children, ages birth to 3 years, with autismand their families, early intervention providers,administrators, and state systems providing servicesto these children.

Approach: The project will develop early interventionsupports that can be delivered through the Part Csystem. The model operates as an adjunctive model tobuild the capacity of families, early interventionproviders, child care providers and communities tomeet the unique and often intensive needs of youngchildren with autism. The model provides for thedevelopment of a child's communication, socialinclusion, and family support within natural contexts;through family-guided developmental and ecologicalassessment, functional assessment of problembehavior, person-centered planning, comprehensivesupport plans, focused and communication-basedintervention, and longitudinal support for families andcommunity inclusion. Awareness workshops, an activeWeb site, and journal articles will synthesize existingknowledge pertinent to family issues, optimaloutcomes, and service integration.

Outcomes: State agency personnel, program adminis-trators, early intervention providers and families willincrease their knowledge and practice of elements ofcomprehensive support and effective early interven-tion practices. Effective approaches in supportingchildren with autism and their families will be extendedin multiple states. Project evaluation will provide aneffective and replicable model for providing compre-hensive support for young children with Autism andtheir families.


Development TherapyDevelopmentalTeaching: An Outreach Project for YoungChildren With Social-Emotional-BehavioralDisabilitiesOutreach ProjectGrant No. H024D70035 (1997-00)Fiscal Agency: University of Georgia

Mary Wood, Project DirectorFamily Service Unit, Dawson HallCollege of Family and Consumer SciencePO Box 5153Athens, GA 30604(706) 369-5689Fax: 706-369-5690E-mail: [email protected]

Purpose: To improve competencies of children withsocial-emotional-behavioral disabilities, their families,and early intervention and preschool personnelserving them.

Target: Children, ages birth to 8 years, with social-emotional-behavioral disabilities, their families, theearly childhood and preschool professionals andparaprofessionals providing services, and stateagencies coordinating service delivery.

Approach: The Developmental Therapy-Developmental Teaching model emphasizes enhancingadults' skills at each stage of social-emotional-behavioral development: selecting and conductingdevelopmentally appropriate activities; designingindividual objectives for increased competence;increasing interpersonal skills; strategies for teambuilding; selecting developmentally appropriatebehavior management; using assessment instrumentswith reliability; establishing a DevelopmentalTherapy-Developmental Teaching criterion-referencedevaluation system; and using an observational ratinginventory to measure teachers' use of specifiedpractices. The project utilizes practices that embrace aview that learning and personality development areinseparable. The model can be used in conjunctionwith regular pre-academic curricula; can besuccessfully implemented by families; and isapplicable for children with and without disabilitiessince it focuses on normal developmental milestones.This outreach project focuses on various programoptions including inclusive and pull-out settings.

Outcomes: Personnel will increase theirunderstanding of and skills to foster social-emotionaldevelopment and create positive environments.Children will increase their social competence andsocial-emotional-behavioral development. Projectfindings will contribute knowledge to the field aboutserving young children in inclusive, pull-out, andspecial settings.


FACETS: Family-Guided Approaches toCollaborative Early Intervention Training andServicesOutreach ProjectGrant No. H024D70028 (1997-00)Fiscal Agency: Valdosta State University

Juliann Cripe, Project Co-DirectorDepartment of Special Education

and Communication DisordersValdosta State UniversityValdosta, GA 31698(912) 333-5932Fax: 912-333-7167E-mail: [email protected]

David Lindeman, Project Co-DirectorKansas University Affiliated ProgramUniversity of Kansas2601 GabrielParsons, KS 67357(316)421-6550Fax: 316-421-6550 ext. 1702E-mail: [email protected]

Purpose: To replicate and disseminate a model forfamily-guided, activity-based service deliverypractices in rural settings

Target: Children, ages birth to 3 years, withdisabilities, their families, staff in early interventionand community programs, state-level agencies andprofessional associations, and national audiences.

Approach: The model consists of five components:(a) family-guided, activity-based intervention; (b) useof daily routines as a context for intervention; (c)developmentally appropriate, child-centeredintervention strategies; (d) involving care providers inteaching/learning; and (e) interagency/interdisciplinary team planning and progressmonitoring. The project will involve state agenciesand local interagency coordinating councils to insurecontinued efforts. Project personnel, cooperatingstate-level agencies, and identified programs willdevelop a long-term (one year) training plan andfollow-up assistance, individualized for state andprogram needs. Personnel in rural areas will participatein both didactic and interactive training. Team-developed plans will offer participants increasedpersonal knowledge and skills in family-guided, child-centered approaches and working together. Atechnical assistance unit will continue training afterthe model implementation is finished.

Outcomes: Children and their families will benefitfrom the use of this routines-based, family-guided,child-centered, and developmentally appropriate ruralservice delivery model.

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EEPOD Outreach Projects

Pacific Outreach Project to Provide andImprove Services for Culturally DiverseChildren Ages Birth to 8 With DisabilitiesUsing a Family-Centered,Transdisciplinary,Transagency Service ModelOutreach ProjectGrant No. H024D60030 (1996-99)Fiscal Agency: University of Hawai'i at Manoa

Robert Stodden, Principal InvestigatorDotty Kelly, Project CoordinatorCenter on Disability StudiesUniversity of Hawai'i at Manoa1110 University Avenue, Suite 302Honolulu, HI 96822(808) 956-9199 (Stodden)

956-6499 (Kelly)Fax: 808-956-4734E-mail: dotty @hawaii.edu

Purpose: To improve services to culturally diversechildren, ages birth through 8, with disabilities andtheir families by using a family-centered, transdisci-plinary, transagency model.

Target: Professionals, families, advocates, students,and the public.

Approach: The project will provide information aboutservices to children and families, and strategies tohelp them reach their optimal level of development.Training will be conducted at 3 levels: (a) awarenesstraining at conferences, early childhood programs, andcommunity organizations; (b) replication training andfollow-up technical assistance; and (c) training fortrainers workshops. Interactive training will beoffered: cultural diversity and competence; family-centered services; transdisciplinary, transagencyservice delivery model; transagency servicecoordination; characteristics of children who are at-risk and children who are resilient and their families;substance abuse; culturally diverse children who areat risk and their substance-abusing families; workingwith children who are HIV infected or affected andtheir families; center- and home-based intervention;family services and programming; and teamdevelopment.

Outcomes: Participants will gain an understanding ofthe diverse characteristics, issues, and needs offamilies. They will learn skills in coordinating theirefforts as a member of a program team within theiragency and as a member of a service coordinationteam at the community level. Administrators, families,and staff will have an opportunity to learn about andto experience how culturally competent and clinicallysound early intervention and early childhood servicescan become a reality.

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Expressive Arts OutreachOutreach ProjectGrant No. H024D70014 (1997-00)Fiscal Agency: Western Illinois University

Patricia Huntinger, Project DirectorJoyce Johanson, Project CoordinatorWestern Illinois UniversityHorrabin Hall, Rm 271 University CircleMacomb, IL, 61455(309) 298-1634Fax: 309-298-2305E-mail: [email protected]

[email protected]: http://www.mprojects.wiu.edu/

Purpose: To integrate and replicate model based ondevelopmentally appropriate experiences in theexpressive arts with an emphasis on visual arts.

Target: Children, ages 3 to 8 years, with a wide rangeof disabilities, their families, and early childhoodprofessionals who work with them.

Approach: The project will enhance the knowledgeand skills of families, professionals, and earlychildhood decision makers so they can effectively usedevelopmentally appropriate art activities for youngchildren and adaptations for children with severedisabilities. The project will serve as a nationalresource and information exchange for art-relatedmaterials and products for youngsters withdisabilities. Low- and high-tech adaptations areincorporated in the ArtExpress curriculum. Three daysof intensive competency-based training based onneeds assessment will take place. Disseminationstrategies will include teleconferencing, a home pageon the World Wide Web, e-mail, and satellitetelevision as well as more traditional strategies.Training strategies include videotape case studies andother methods.

Outcomes: Awareness of the potential of expressivearts applications will increase. As programs gainaccess to this model, the number of trained personnelwill increase, and more children will acquirecompetencies to use the expressive arts and relatedadaptations as tools to impact their environments.Program personnel and families will have access totested, successful materials reflecting new practices.States will have access to the training offered by theExpressive Arts Team in their efforts to meet thecriteria of IDEA. State early intervention personnel willuse the information and data related to expressive artsapplications in making decisions that will include artcomponents in plans and programs. Networking andcoordination will multiply the positive effects of EAOservices and result ultimately in higher qualityservices to young children with disabilities and their

3families.


Family and Child Transitions Into LeastRestrictive Environment (FACTS/LRE)Outreach ProjectGrant No. H024D50048 (1995-98)Fiscal Agency: University of Illinois at Urbana-

Champaign, College of Education

Susan Fowler, Project DirectorChildren's Research CenterUniversity of Illinois at Urbana-Champaign51 Gerty Drive, Room 61Champaign, IL 61820(217) 333-4123Fax: 217-244-7732E-mail: [email protected]: http://www.uiuc.edu/coe/sped/facts/

Purpose: To promote and improve interagency coor-dination and collaboration in the transition of childrenwith developmental disabilities at age 3 from earlyintervention to preschool special education or commu-nity programs, and in the transitioning of servicesfrom public schools to community settings.

Target: Training will be provided to community-basedteams composed of family members, the localinteragency council (LIC) coordinator, and representa-tives from each early intervention agency, from eachlocal education agency, from the child care resourceand referral service (CCR&R), and from Head Start.Other targets of project activities include personnel atstate agencies and organizations, including thedepartment of education, the Part C lead agency,interagency coordinating councils (ICCs), ParentTraining and Information Centers, and a number ofnational organizations with broad disseminationcapacity.

Approach: The project will provide technical assist-ance through (a) consultation to state ICCs and stateagencies; (b) team-based training organized throughLICs; and (c) team-based training organized throughCCR&R networks. Each team-based training will focuson either transitions for children turning 3 and writingcommunity-level interagency agreements or on naturalsettings and least restrictive environments for childrenfrom birth to 5. Training will be provided to communityteams working on interagency transition agreementsand/or on expanding services into natural settings.Follow-up technical assistance will be provided toeach team.

Outcomes: As a result of project activities, state andlocal policies, programs, and practices for transition-ing young children with disabilities between servicesystems and to community-based settings will im-prove. Project workshops and materials will reachmany more agencies and individuals, ultimately bene-fitting young children with disabilities by optimizingtheir chances for success in new service programs.


LitTECH InteractiveOutreach ProjectGrant No. H024D70020 (1997-00)Fiscal Agency: Western Illinois University

Patricia Huntinger, Project DirectorWestern Illinois UniversityHorrabin Hall, Room 271 University CircleMacomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: pl-huntinger@ wiu.eduURL: http://www.mprojects.wiu.edu/

Purpose: To replicate a developmentally appropriateinteractive technology literacy curriculum model inearly childhood special education programs servingyoung children with mild to moderate disabilities.

Target: Children, ages 3 through 6 years, with mild tomoderate disabilities, their families, and early childhoodspecial education personnel serving them.

Approach: The project will train participants toimplement the model in the early childhood specialeducation program, through direct or train-the-trainerstrategies. Training strategies include a traditional, on-site, trainer-trainee model; a home page on the WorldWide Web; e-mail; an electronic bulletin board; and atoll-free telephone number to support and continue theservice. Training modules include: emergent literacy,design, and management of the computer center tosupport literacy concepts; choosing children'ssoftware; methods to use and select interactivesoftware; using HyperStudio to author programs thatconnect real-life experiences to learning; and adultcomputer applications that support the LitTECHcurriculum.

Outcomes: Families, professionals, and the generalpublic will increase their awareness of LitTECH andthe potential of interactive emergent literacy practices.Acceptance and use of these practices will increase.Children will gain emergent literacy skills through theuse of technology. Personnel trained in theimplementation of the model will gain skills inpromoting basic emergent literacy concepts integratedtogether with communication and social interaction.Access to materials reflecting best practices willincrease. Families and professionals from a variety ofdisciplines will acquire competencies in emergentliteracy practices and computer technology. Childrenwill increase their skills and competencies and theircontrol over their environment through their inclusionin emergent literacy activities. States will have accessto training in the implementation of an effective andreplicable model.


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PIWI Outreach: Facilitating DevelopmentThrough Parent-Infant Play GroupsOutreach ProjectGrant No. H024D60042 (1996-99)Fiscal Agency: Children's Research Center

Jeanett McCollum, Principal InvestigatorTweety Yates, Project DirectorChildren's Research Center51 Gerty Drive, Room 61Champaign, IL 61820(217) 333-4123Fax: 217-333-6555

Purpose: To assist early intervention personnel tofacilitate child development through parent-infant playgroups.

Target: Children with disabilities and their families,service providers, state departments, state leadagencies for Part C, and the early intervention field.

Approach: The project will address the need for earlyintervention personnel to develop play groupsreflective of family-centered values. The project willapproach this need by developing and nationallydisseminating a set of training materials describing theguidelines, format, and procedures for implementing aparent-child play group model; and by implementing asystematic training approach through a training oftrainers model in order to develop replication sites.The model is based on a two-tier interactionalframework, the primary tier being the parent-childrelationship and the second tier being theinterventionist's relationship with the parent-childdyad. Project training components include theprovision of developmental guidance through theprocess of interaction intervention; assistance toparents in embedding goals into natural play andcaregiving routines; promoting pleasurable,developmentally appropriate dyadic interaction as acontext for development and learning; and using aparallel scaffold in which strategies are designed tomirror one another within the parent-infant dyad andthe interventionist-parent dyad. Through using themodel with dyads having a broad range ofcharacteristics, the guidelines and materials developedwill be useful with a variety of populations.

Outcomes: PIWI Outreach will provide a dynamic,replicable model for implementing a philosophy-basedapproach to parent-child play groups. Through thistraining, early interventionists will strengthen theirservice provision by recognizing and enhancing thefoundation of early intervention practice; the relation-ships between parent and child, and the relationshipbetween dyads and interventionists.

SPARK!: Skills Promoted Through Arts,Reading and KnowledgeOutreach ProjectGrant No. H024D70012 (1997-00)Fiscal Agency: Children's Research Center

Susan Fowler, Project DirectorChildren's Research CenterUniversity of Illinois51 Gerty Drive, Room 61108 South Wright StreetChampaign, IL 61820(217)333-4123Fax: 217-244-7732E-mail: [email protected]: http://www.ed.uiuc.edu/coe/sped/spark/

Purpose: To address the needs of an increasinglyculturally diverse population by providing a preschoolcurriculum model designed to provide teachers with acreative diverse ethnic arts curriculum, and trainingand support for teachers and families.

Target: Urban and rural Head Start, inclusive earlychildhood, and early childhood special educationprograms, the personnel working in these programs,and the children and families served by them.

Approach: The training modules prepare teachers tomeet these challenges of diversity in culture and inskill level. The SPARK Creative Arts Curriculumprovides developmentally appropriate activities basedon books and folk tales from many cultures. Theoutreach design consists of six major steps: (a)awareness and site selection; (b) planning of theindividual site plan; (c) implementation of training; (d)technical assistance; (e) evaluation of outreachimplementation; and (f) dissemination of information.The project used 619 Coordinators in the states toidentify sites. Two enterprise communities and 2empowerment zones are among the identified sites.

Outcomes: Children's learning and abilities to succeed attheir own skill level will be improved. Children fromdifferent cultural backgrounds will increase engagementin interesting, process-oriented activities. Families'involvement in their children's education will be in-creased. Teachers' use of effective teaching practices tomeet the widely diverse skills of young children withdisabilities will increase. Supervisors will be able toobserve teachers' implementation of the model and totrain new staff to use the model. State departments ofeducation will institute or have available a new model ofdevelopmentally appropriate and culturally appropriatepractice for young children with disabilities and theirfamilies.

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Project SLIDE: Skills for LearningIndependence in DevelopmentallyAppropriate EnvironmentsOutreach ProjectGrant No. H024D50053 (1995-98)Fiscal Agency: University of Kansas

Judith Carta, Project DirectorJeanie Schiefelbusch, Project CoordinatorJuniper Gardens Children's ProjectUniversity of Kansas650 Minnesota, 2nd FloorKansas City, KS 66101(913) 321-3143Fax: 913-371-8522E-mail: [email protected]

Purpose: To disseminate a validated model ofstrategies for facilitating the transition and integrationof young children with disabilities into regular earlyelementary classrooms.

Target: School district and other local educationagency personnel; and teachers in special and regulareducation settings serving children with mild tosevere disabilities in their final year of preschool or inkindergarten or first grade who are preparing to orhave just transitioned to the next educational setting.

Approach: The model is comprised of 3 sets ofcomponents: core components, the strategies neededwithin sites to facilitate integration, such as asssess-ment techniques for determining skills needed bychildren, and appropriateness of classroomenvironments, classroom intervention strategies thatsupport integration, strategies for promotinginteragericy collaboration, and strategies forenhancing family involvement these efforts; supportcomponents, the activities required to maintain high-quality implementation at replication sites, such asmultiple training options, the provision of site-basedtechnical assistance, ongoing program monitoring,and coordination with the state's ComprehensiveSystem of Personnel Development (CSPD); andreplication components, the activities that promotemodel dissemination such as public awareness, siteidentification, and a site adoption process in whichkey stakeholders determine how the model can betailored to meet the needs of children and families fromdiverse cultural groups.

Outcomes: The project model will be replicated at 3local sites and 2 outreach sites in year 1, at 4additional sites across the country in year 2, and at 4or more additional sites in year 3, which shouldimprove the short- and long-term outcomes for thestudents at these sites, decrease students' needs forspecial education services 1 and 2 years after inter-vention, and increase teachers' and administrators'satisfaction.


Project STAIRS Outreach ProjectOutreach ProjectGrant No. H024D50047 (1995-98)Fiscal Agency: University of Kansas

David Lindeman, Project Co-DirectorKansas University Affiliated ProgramUniversity of Kansas2601 GabrielParsons, KS 67357(316) 421-6550, ext. 1859Fax: 316-421-6550, ext. 1702E-mail: [email protected]

andLee McLean, Project Co-DirectorA. J. Pappanikou CenterUniversity of Connecticut249 Glenbrook Road, Box U-64Storrs, CT 06269-2064(860) 486-3493Fax: 860-486-5037E-mail: [email protected]

Purpose: To assist state and community early child-hood agencies to systematically identify and addressbarriers to the effective inclusion of young childrenwith low-incidence and/or severe disabilities.

Target: Three local education agencies (LEAs)responsible for providing early childhood specialeducation (ECSE) services in a rural community andthe corresponding state education agency (SEA) ineach of six predominantly rural states, and representa-tives of families, day care and Head Start programs,and other key stakeholders in these communities.

Approach: Within each participating community, anoutreach technical assistance plan will be developedby a team of representatives of the targeted audience(see above). The project will provide outreach serv-ices related to 4 components of a model of supportsneeded for preschool inclusion: administrative sup-ports, family choices and decision-making supports;supports for implementing IEP and IFSP programs ininclusive settings; and supports for positive peerinteraction and social relationships. The outreachservices provided will reflect the needs prioritized bythe participating state and community agencies andmay include team inservice training, collaborativeconsultation, facilitated networking, and facilitatedaccess to informational resources. Distance learningtechnologies will be used.

Outcomes: The project will directly impact 6 SEAsand 18 LEAs according to the goals and associatedservices specified in their individualized outreachservice plans. Each state should develop a long-rangeplan for supporting the delivery of ECSE in inclu-sionary settings and should document observableaccomplishments.

1997-98 Directory of Selected Early Childhood Programs 1 3 G 119


Project STEPS: National OutreachOutreach ProjectGrant No. H024D60011 (1996-99)Fiscal Agency: University of Kentucky

Beth Rous, Principal InvestigatorUniversity of Kentucky205 Mineral Industries BuildingLexington, KY 40506-0051(606) 257-9115Fax: 606-257-4353E-mail: [email protected]: http://www.ihdi.uky.edu/hdiprojects.htm

Purpose: To assist states in developing a statewidetransition system for children, birth through 8 years ofage, with disabilities.

Target: State-level personnel, transition facilitators,and local program administrators.

Approach: Using existing state, regional, and localagencies, the project will assist in building statewideinteragency systems for the transition of children fromearly intervention to preschool programs, and frompreschool to primary programs. The STEPS modelprovides a systematic process through 4 basiccomponents that facilitate successful transitions:administration, staff development, family involve-ment, and child preparation. The project will assist increating statewide transition systems that will providetraining and technical assistance (TA) in the develop-ment of a state transition plan; will develop a networkof transition facilitators who have knowledge andinformation needed to provide training and TA to localcommunities on transition issues; and will developpilot communities within the state that use the STEPSmodel and the policies and procedures developedthrough the state transition plan. The project willprovide liaison support to states which haveestablished a transition coordinator position withinthe state, and will host an annual transition forum withfollow-up consultation to provide states with informa-tion, training, and TA on transition issues and ondeveloping state plans. From the national transitionforum, the project will develop an annual report thatwill describe issues and strategies for addressingtransition issues associated with interagencycollaboration. The project will disseminate informationand products through a variety of activities at thenational and state levels.

Outcomes: Participating states will have developed astate plan and policy for early childhood transition, astatewide training and TA system, and local pilotsites. States which have already established systemsthrough Project STEPS, and which have created statelevel positions to continue the work of the project, willreceive ancillary support from project personnel.

Earliest Intervention: Setting theStage for SuccessOutreach ProjectGrant No. H024D50011 (1995-98)Fiscal Agency: The Children's Hospital, Boston

Heidelise Als, Project DirectorEnders Pediatric Research LabsChildren's Hospital320 Longwood AvenueBoston, MA 02115(617) 355-8249Fax: 617-355-7230E-mail: [email protected]

Purpose: To replicate the Newborn IndividualizedDevelopmental Care and Assessment Program(NIDCAP) at the Newborn Intensive Care Units(NICUs) at 4 sites serving inner-city, poor popula-tions from minority backgrounds and to develop, pro-duce, and disseminate training and replication materi-als for use at 4 additional sites in each of project years2 and 3.

Target: A core group of NICU professionals at par-ticipating sites who have at least master's level profes-sional preparation in one of the developmental disci-plines, as well as a master's level nurse and/or aneonataologist.

Approach: Integration of the NIDCAP model intoNICUs is successful in improving outcomes for high-risk infants with disabilities and for their families,especially those from minority backgrounds. Theproject will focus on 3 components that are neces-saryto the successful implementation of the NIDCAPmodel: site development, the training of core trainingteams, and the connection between the NICU and thecommunity. Project personnel will develop core train-ing teams at each of 4 sites during each project year,who in turn will develop their sites and provideN1DCAP training to those involved in the day-to-daycare of infants in the NICU and their families. Projectstaff will produce and disseminate training and repli-cation materials for use beyond the first year and willevaluate the effectiveness of the outreach activities.

Outcomes: During the first project year, 4 inner-cityNIDCAP intervention centers and training sites will beestablished, thereby improving the care deliv-ered bymore than 400 NICU professionals and potentiallyimproving the outcomes for at least 1,000 inner-cityinfants and their families. The connection of servicesbetween the NICU and community, regional, and stateagencies will be improved, with enhanced personnelpreparation for more than 500 early inter-ventionprofessionals. Manuals, videos, and other productswill be available for use by centers beyond the firstproject year.

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1997-98 Directory of el7ected Early Childhood Programs

Multi-Statewide Outreach: TechnicalAssistance Teams to Address ChallengingBehaviorOutreach ProjectGrant No. H0241D70015 (1997-00)Fiscal Agency: University of Minnesota

Mary McEvoy and Joe Reichle,Project Co-InvestigatorsCenter for Early EducationUniversity of Minnesota, 207 Pattee150 Pillsbury Drive SE115 Shevlin Hall (Reichle)Minneapolis, MN 55455-0223(612) 625-6619

625-6542 (Reichle)Fax: 612-624-5780E-mail: mmcevoy @tc.umn.edu

[email protected]

Purpose: To establish networks in 3 states for theintervention and prevention of challenging behavior inyoung children with disabilities.

Target: Professionals and paraprofessionals, teachersand administrators, regional IHEs, parent/familyorganizations, local technical assistance teams, andparents and family members of children withdisabilities who exhibit challenging behaviors.

Approach: Local school districts will establishinterdisciplinary technical assistance teams to assistparents and professionals with children who exhibitchallenging behavior. Universities in New York,Minnesota, and Tennessee will select regionalcolleges, universities, and school districts toparticipate. The 3 state universities will each host 5-day summer institutes to train faculty from theregional colleges or universities to provide preservicetraining in the area of challenging behaviors.Representatives from the local school districts andparents/family advocates will also attend theinstitutes. During year one, the three principaluniversities will provide inservice training andtechnical assistance to the local school districts. Theregional universities will then remain as the primaryresource for preservice, inservice, and technicalassistance to the now established teams. This processwill be repeated with additional colleges and schooldistricts in years 2 and 3.

Outcomes: This model will produce statewidenetworks of well-maintained and independentprograms that can reduce public schools' reliance onreactive (crisis driven) technical assistance.


Project Dakota Outreach to Disseminate andReplicate Family-Centered, Community-Based Early Intervention PracticesOutreach ProjectGrant No. H024D50024 (1995-98)Fiscal Agency: Dakota Incorporated

Linda Kjerland, Project DirectorLifeworks1380 Corporate Center, Curve #305Eagan, MN 55121(612) 454-2732Fax: 612-454-3174E-mail: [email protected]

Purpose: To replicate the Project's model componentsthrough tailored technical assistance with stateleaders and local programs.

Target: The project will work with early interventionpersonnel and/or programs in the following areas: NewYork City (Bronx); New York State; Houston; RioGrande Valley; Minneapolis/St. Paul; and the State ofMinnesota.

Approach: The project has four major goals. First, inNew York, to assist early intervention leaders andselected programs in the Bronx in incorporatingtailored and responsive IFSP evaluation andassessment practices, and to enhance the competenceand confidence of state regional training teams incritical IFSP issues and evaluate their impact on localteams. Goal 2 focuses on Texas, including assistingHouston's infant program in defining natural settingsand supports and incorporating them into earlyintervention service delivery; helping Rio GrandeValley to design a transdisciplinary and transagencyteam model; and documenting proven strategies fornatural settings for statewide use. Goal 3 is to enhancethe competence of direct service staff in Minneapolis/St. Paul to link with community cultural resources forservice flexibility, inclusion, and culturally sensitiveIFSPs; and to work with state leaders to in planning astatewide family leaders conference, designing a newfamily support system, and advising the plan forcomprehensive system for personnel development.Goal 4 focuses on national dissemination andpreparing information packets and training materials.

Outcomes: In each state, personnel will gain a betterunderstanding of specific early intervention strategiesand methods resulting in more family-centered andeffective service delivery.

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EEPCD Ou /reach Projects

Project COACH Outreach: TransdisciplinaryConsultation/Coaching Training for BuildingInfant/Toddler Teams and Linking to Part B toPromote Services to Natural EnvironmentsOutreach ProjectOutreach ProjectGrant No. H024D60054 (1996-99)Fiscal Agency: University of Southern Mississippi

Stella Fair, Project CoordinatorInstitute for Disability StudiesUniversity of Southern MississippiBox 5163Hattiesburg, MS 39406-5163(601) 266-5163Fax: 601-266-5114Ermail: [email protected]

Purpose: To encourage best practices in earlyintervention for infants, toddlers, and preschoolersand increase family-centered options in Mississippi.

Target: Local early interventionists.

Approach: The project will promote the use of naturalsettings by focusing on the development of specificconsulting and teaming competencies: ecologicalassessment, coaching, communication, planning,problem solving, leveraging resources, andcoordination. Training will also include usingindividualized coaching to address the unique needsof the child, family, and caregiver in either family- orcenter-based child care. This method is used toincrease skills and provide program-specific supportto regular early childhood professional and para-professional staff and parents. Through a variety oftraining strategies, including mentoring in the field,the training will first reach local providers at a centerin a central Part C service district, and then beexpanded through the Part C network across the state.The model site and staff will serve as ongoing mentorsand demonstrators, while an itinerant mentor team willbe based at the center led by a trained Project Coachteam leader. They will work in community sites suchas child care centers, Head Start programs, family daycare, and homes. Emphasis will be placed ondemonstrating key competencies in assessment andintervention within this model, especially the deliveryof services in group care. During years 2 and 3, theproject will train additional teams to ensure that allregions of the state are represented.

Outcomes: Four anticipated outcomes include: (a) anincrease in consultation/coaching and transdiscipli-nary team coordination skills of professionals at theinservice level; (b) the provision of models for trainingprofessionals teams at the local level; (c) delineationand refinement of training methods and materials; and(d) evaluation of model effectiveness and dissemina-tion of results and products from the project.

Child Care plus+: An Outreach ProjectProviding Training and Technical Assistanceto Child Care and Preschool ProgramsOutreach ProjectGrant No. H024D50063 (1995-98)Fiscal Agency: University of Montana

Sarah A. Mulligan Gordon, Project DirectorMontana University Affiliated Rural Institute

on DisabilitiesUniversity of Montana52 Corbin HallMissoula, MT 59812(406) 243-5814Fax: 406-243-4730

Purpose: To provide training and technical assistanceto child care and preschool programs that includeyoung children, ages birth to 5 years, with severedisabilitie and/or challenging behaviors, and toincorporate a train-the-trainer approach so that themodel can be replicated thereby increasing the numberof trainers available to early childhood providers.

Target: Child care providers and early childhoodeducation professionals, families of children withdisabilities, child care resource and referral (CCR&R)programs, and early intervention professionals.

Approach: The Child Care plus+ design includesprovision of the following outreach activities:awareness, product development, dissemination,training, technical assistance, replication, andcoordination with local, state, and national resources.Three features will added to promote continuation ofthe project. First, a demonstration site will beestablished on the University of Montana campus toserve as a training site and to further develop themodel through the incorporation of current trends andissues. Second, during the first project year, projectpersonnel will replicate the model in South Dakota andLouisiana, identified Empowerment Zones andEnterprise Communities. A minimum of five child careprograms will be selected as replication sites in bothof these areas. Finally, a train-the-trainer approach willbe undertaken focusing on rural and economically ,

disadvantaged areas. During years 2 and 3 of theproject, project staff will conduct four 5-day train-the-trainer events, after which each participant will beexpected to work with three to five child care andpreschool programs to replicate the model.

Outcomes: More than 80 trainers will be prepared toreplicate the model. Over the 3 project years, anestimated 200 child care programs and the familieswhose children with disabilities are enrolled at theseprograms will benefit from replication of the projectmodel stemming from project activities.


CO-TEACH Early Intervention OutreachProjectOutreach ProjectGrant No. H024D60019 (1996-99)Fiscal Agency: University of Montana

Richard van den Pol, Principal InvestigatorDivision of Education Research and ServicesSchool of EducationUniversity of MontanaMissoula, MT 59812(406) 243-5344Fax: 406-243-2797

Purpose: To increase the capacity and effectivenessof early intervention service providers, includingthose in areas characterized by poverty and culturaldiversity.

Target: Family support specialists serving infants andtoddlers; special education teachers supervising orproviding direct services to preschool, kindergarten,and elementary students; general education teachers;child care providers; paraprofessionals; specialistsproviding ancillary services; families; andadministrators.

Approach: The CO-TEACH model is a comprehensiveearly intervention model of services for children withdisabilities of all types, birth through 8 years, with aprimary focus on inclusive preschool services.Originally designed for use in rural areas, the modelprovides an easy-to-use, low-cost program that isparticularly applicable for use in poverty-strickenareas and among diverse cultural groups. The modelis characterized by flexible child and family supportmethods that can readily incorporate local culturalvalues and practices. The incorporation of informa-tional videos of individual children minimizes literacyrequirements of the families and enhances transitioninto inclusive kindergartens. The project's outreachprocess utilizes 2 major technical assistance activities(including a sequence of workshops and site visits)and follow-along activities. Developed in response tothe demands of best practices as well as currenteducational need, CO-TEACH components includefamily-centered services; collaborative teaming;health, safety, and accessibility; IFSP/IEPmanagement; positive behavior management; socialskills; transition; inclusion curriculum; and videotechnology.

Outcomes: The overall effects of the project willinclude enhancing the capacity of sites to provideinclusive early intervention; disseminating andreplicating an effective early intervention model; anddemonstrating the model's effectiveness andadaptability in urban areas characterized by povertyand/or cultural diversity.


TIME (Training in a Manila Envelope): A ChildCare Plus+ Outreach Project to Expand Careand Education Options for Young ChildrenWith Disabilities and Their FamiliesOutreach ProjectGrant No. H024D70006 (1997-00)Fiscal Agency: University of Montana

Sandra Morris, Project DirectorUniversity of Montana52 Corbin HallMissoula, MT 59812(406) 243-2891Fax: 406-243-4730E-mail: [email protected]

Purpose: To replicate and disseminate a trainingmodel that addresses the needs of child care providersin rural areas and promotes adoption of inclusiveprogram policies and practices.

Target: Child care providers who educate children,ages birth to 5 years with disabilities (including low-incidence disabilities), in rural areas in family childcare homes, child care centers, and other communitysettings.

Approach: TIME uses a proven curriculum thatpromotes adoption of inclusive program practices andpolicies, and the development of skills that directlyfoster inclusion. TIME provides an educationalframework for preparing providers to supplement PartC/Section 619 services for young children withdisabilities and their families. This model develops theskills of providers currently caring for and educatingyoung children with disabilities as well as providerswho have not had this opportunity. This modelincorporates effective elements of adult learning andindividualized self-study, using sequential learningsegments and activities. The model fosters ongoingrelationships among providers, families, therapists,and specialists. Learning facilitators will be chosenprimarily from CCR&R programs that havesuccessfully outlined training priorities and improvedthe quality of early childhood programs. Families andother professionals in communities will participate intraining. Community advisors will foster projectrelationships with individuals and agencies providingPart C/Section 619 services. Technical assistance willbe available via e-mail, phone, videotapedconsultation, on-site visits, and replication follow-up.

Outcomes: The number of programs that are preparedto fully include young children with disabilities willincrease. Children will benefit from these inclusivepractices. Families participating will increase theirselection and support for children's care andeducation. Trainers will be prepared to replicate themodel, and a larger number of local providers ineffective use of inclusion policies and practices.

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Successful Integration of Infants andToddlers With Disabilities ThroughTransdisciplinary TrainingOutreach ProjectGrant No. H024D70044 (1997-00)Fiscal Agency: Ann Haggart Associates Incorporated

Susan Craig, Project ManagerAnn Haggart, CoordinatorAnn Haggart AssociatesPO Box 130219 Drakeside RoadHampton, NH 03843(603) 926-1316Fax: 603-926-3689E-mail: haggartajuno.com

[email protected]

Purpose: To increase access to quality center-basedchild care for infants and toddlers with disabilities.

Target: Infants and toddlers with disabilities and theirfamilies from identified Empowerment Zones andEnterprise Communities.

Approach: Successful strategies for increasing childcare access for infants and toddlers with disabilitiesare the basis for the outreach activities. The projectwill provide 3 days of on-site training, acorrespondence course of study, and ongoingtechnical assistance in recognition of their critical rolein promoting access to child care. The project trainingmodules for caregivers build on knowledge thatcaregivers have about children, and on certificationcompetencies. Advisory groups will support thesecollaborative relationships and the centers providingservices. Technical assistance will promote thedevelopment and implementation of marketing plans toactively recruit infants and toddlers, and to monitorprogram quality to promote centers that are committedto developmentally appropriate practices andindividualized care. An independent and self-supporting training and technical assistance systemwill be developed within participating states. Thetraining package prepares program administrators totrain their staff, and provide inclusion orientation forstaff and parents.

Outcomes: Access to center-based child care forinfants and toddlers with disabilities will be increased.Collaboration will increase between local child careand early intervention programs in each participatingstate/territory. National dissemination of projectfindings and products will describe and promote theneed for, purpose and impact of increasing access tocenter-based child care for infants and toddlers withdisabilities.

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Family Enhancement ProjectOutreach ProjectGrant No. H024D60032 (1996-99)Fiscal Agency: Orelena Hawks Puckett Institute

Carl Trivette, Project DirectorOrelena Hawks Puckett Institute128 South Sterling Street, PO Box 2277Morganton, NC 28680(704)432-0063Fax: 704-432-0068E-mail: [email protected]

Purpose: To promote competencies in practitionersneeded to be responsive to the individualized needs,concerns, and priorities of families.

Target: Multidisciplinary teams consisting ofadministrators, educators, therapists, and parents ofchildren with disabilities.

Approach: The project will use the followingstrategies to enhance early interventionists' abilitiesto meet the needs of infants and toddlers withdisabilities and their families: (a) coordinate and assiststate Part C lead agencies to develop and implementstrategies for training program practitioners to carryout family-centered assessment and interventionprocedures; (b) promote practitioners' adoption of thefamily-centered assessment and intervention model foridentifying and meeting family needs and concerns;(c) conduct training and technical assistance activitiesto improve practitioners' abilities to meet child andfamily needs in natural, normalized, and normativemanners; (d) improve practitioners' abilities to identifyand promote child competencies needed to function inleast restrictive educational and community environ-ments; (e) promote optimal family involvement in theplanning and delivery of services; (f) provide trainingand technical assistance to practitioners in IFSPdevelopment and implementation within a team-basedmodel optimizing the involvement of families; and(g) disseminate information on family-centeredassessment and intervention designed to develop andimplement IFSPs in ways that support and strengthenfamily functioning. Training will be provided in acollaborative, multidisciplinary team context and willinclude onsite training sessions, parent participationas team members, a parent trainer, and parents fromdiverse backgrounds or those with children havinglow incidence disabilities.

Outcomes: The project will impact practitioners'capacities to: (a) identify the needs, concerns, andstrengths of young children and their families;(b) promote family's competencies in mobilizingresources; and (c) intervene in ways that enable andempower families.

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Project INTEGRATE: Integrated andNaturalistic Therapy and Education GarneredFrom Research and Treatment ExperiencesOutreach ProjectGrant No. H024D70034 (1997-00)Fiscal Agency: University of North Carolina at


Robin McWilliam, Project InvestigatorFrank Porter Graham Child Development CenterUniversity of North Carolina, CB#8180105 Smith Level RoadChapel Hill, NC 27599-4100(919) 966-7485Fax: 919-966-7532E-mail: [email protected]

Purpose: To foster the use of integrated models ofservice delivery with children, ages birth to 8 yearswith disabilities.

Target: Children, ages birth to 8 years withdisabilities, their families, and specialized therapiststeachers, and other program or school personnel.

Approach: Project INTEGRATE targets infants andtoddlers, emphasizing multidisciplinary andinteragency coordination and providing a structure forprofessionals to serve children in naturalenvironments. The project will focus on integratingdevelopmental, specialized therapies, and education incenter-based programs and with home routines. Themodel uses the six-model continuum of servicedelivery: individual pull-out, small-group pull-out,classroom, group activity, individualized withinroutines, and consultation. This provides a way forchildren to receive individualized intervention innatural and least restrictive environments. A secondmajor innovation are the different levels of modeladoption: awareness, knowledge, implementation andsystems change. Five levels and types ofdissemination will be employed: awarenesspresentations, articles for practitioners, researcharticles, manuals, instruments, and Internetannouncements. One of the philosophicalunderpinnings of this project is that change occursmost significantly in the context of the system. Theproject's model of consultation is collaborative. Theproject will train people to see both the specialists andthe classroom staff as resources.

Outcomes: Anticipated outcomes include: (a) greaterawareness of issues related to integrated therapy andinstruction (as a result of awareness presentations);(b) greater knowledge about integrated therapy andinstruction (as a result of knowledge workshops); and(c) implementation of more integrated therapy andinstruction.


Project SEARCH Outreach (NC)Outreach ProjectGrant No. H024D70018 (1997-00)Fiscal Agency: Orelena Puckett Institute

Carl Dunst and Melinda Raab,Project Co-Directors


[email protected]

Purpose: To promote adoption of an approach forenhancing child capabilities and documenting theoutcomes of intervention with children who are veryyoung developmentally.

Target: Young children, birth through 8 yearsfunctioning developmentally below a 6-month level,their parents and families, teachers and other earlyintervention program staff, and administrators.

Approach: The project will emphasize learning gamesas a basis for promoting child competence, a socialsystem framework for documenting the extendedbenefits of learning games on both child and caregiverbehavior, and parent- professional partnerships as themechanism for developing, implementing, anddocumenting the effects of intervention. Based onmodel demonstration and outreach projects,developmentally very young children, when providedappropriate kinds of learning opportunities, havedemonstrated the ability to interact with people andobjects. The model includes: (a) procedures foridentifying child strengths and selecting targetbehaviors, (b) procedures for developing andimplementing active learning games that provide thechild learning opportunities, and (c) procedures forassessing and documenting the extended benefits oflearning games on child and caregiver behavior.Project activities include: project awareness,dissemination, consultation/technical assistance,group training, on-site training, coordination, andproduct development.

Outcomes: Improvements in intervention andevaluation skills specific to serving young childrenwith disabilities and their families are expected to beimportant impacts of this project. Improved servicesresulting in part from the training efforts are expectedto have positive effects on children and families.Changes in knowledge and skills and the adoption ofpractices reflecting a systems-based framework fordeveloping, implementing, and documenting theeffects of optimal interventions, in turn, shouldproduce positive changes in child, parent, and familyfunctioning.


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Project SUNRISE (Systematic Use of NewlyResearched Interventions by SpecialEducators)Outreach ProjectGrant No. H024D70013 (1997-00)Fiscal Agency: Orelena Hawks Puckett Institute

Carl Dunst and Melinda Raab,Project Co-Directors


[email protected]

Purpose: Project SUNRISE will provide training andassistance to early intervention and early childhoodspecial education programs that promote the adoptionof quality practices in classroom settings (such aspublic school preschools and Head Start classrooms)serving young children with disabilities and theirfamilies.

Target: Disciplines include early interventionists,teachers, paraprofessionals, program administrators,related services personnel, researchers, trainers, leadagency personnel, and families.

Approach: The project provides training andassistance to promote the adoption of qualitypractices in both existing and newly developingclassroom settings. The model upon which outreachactivities is based focuses on the influence ofdifferent characteristics of the classroom on child andcaregiver behavior, including: the philosophicalframework of the program, staff management andtraining practices, organization of the physicalenvironment, assignment of staff responsibilities, andhow these practices optimize positive benefits tochildren. This provides a way for classroom staff toaddress the unique needs of young children withdisabilities in different kinds of classroom settings.Project SUNRISE promotes the adoption of high-quality classroom practices through: projectawareness, dissemination, consultation/technicalassistance, group training activities, on-site training,coordination, and product development.

Outcomes: Project activities are expected to: (a)increase awareness and knowledge about classroompractices; (b) increase the use of optimal classroompractices and improve the abilities and skills ofclassroom staff to provide services that are family-centered, developmentally appropriate, activity- androutine-based, functional, naturalistic, and responsiveto children and families; and (c) enable staff to meetthe unique needs of children with disabilities inclassroom settings.

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SIFT-OUT: Training for Systems Change inEarly InterventionOutreach ProjectGrant No. H024D50069 (1995-98)Fiscal Agency: University of North Carolina at


Pam Winton, Project DirectorCamille Catlett, Project CoordinatorFrank Porter Graham Child Development CenterUniversity of North Carolina at Chapel HillCB#8185521 South Greensboro StreetChapel Hill, NC 27514(919)966-7180Fax: 919-966-0862E-mail: [email protected]

[email protected]

Purpose: To prepare university faculty (broadlydefined; see "target" below) to serve as leaders inproviding early intervention personnel preparation.

Target: Family members, practica supervisors,adjunct and community college teachers, and facultyat institutes of higher education in six states outsideof the southeastern United States.

Approach: The project will promote the adoption of anapproach to faculty training developed under theSoutheastern Institute for Faculty Training (SIFT). Itaims to increase linkages among institutions of highereducation, families, and community and state agenciesaround early intervention personnel preparation; toincrease faculty members' knowledge and skills relatedto providing effective, innovative, family-centered,interdisciplinary early intervention training; and toassist faculty in embedding state-of-the-art informa-tion and instructional strategies into the training theyprovide. Four broad levels of activities will be under-taken: (a) planning and information sharing betweenthe project and key stakeholders in the state, includ-ing appointing a 10- to 15-member state faculty team;(b) implementing training activities with the facultyteam including needs assessment, a 4-day intensivetraining, and the development of individual and stateplans for embedding quality training within theirstates; (c) implementing the individual and stateplans; and (d) providing follow-up technical assis-tance to the states and faculty as they implement theirtraining plans and assisting with the identification andimplementation of additional state-specific next steps.

Outcomes: Approximately 120 early interventionstakeholders and 90 faculty will benefit directly fromproject activities. Hundreds of students, profession-als, and families will benefit indirectly through thetraining they will receive. Ultimately, their training willbenpfit the children and families served by the earlyinttr4rision and preschool networks in the six states.


COACT Team Training OutreachOutreach ProjectGrant No. H024D60010 (1996-99)Fiscal Agency: Ohio Department of Mental

Retardation and Developmental Disabilities

Cynthie Johnson, Project DirectorJodie Fisher, Project CoordinatorOffice of Family and Children's ServicesDepartment of Mental Retardation and

Developmental Disabilities30 East Broad Street, Suite 1250Columbus, OH 43266-0415(614) 466-7203Fax: 614-728-7072E-mail: [email protected]

m_cjh @ohio.gov

Purpose: To provide training and technical assistanceaimed at establishing, nurturing, and maintainingcollaborative team efforts to Ohio Family and ChildrenFirst (OFCF) Councils at the local level.

Target: OFCF Councils, which are collaborativeefforts of state and local governments, nonprofitorganizations, businesses, and parents designed toimprove the lives of families and children in Ohio.

Approach: The OFCF initiative is an emerging forcefor change throughout Ohio. The project will enhancethe effectiveness of these councils by (a) providingtraining and technical assistance for OFCF regionalconsultants to build their skills in group process andfacilitation; (b) providing leadership training opportu-nities for the executive committees of OFCF Councilsin northeast Ohio; (c) providing tailor-made teamtraining and technical assistance to local councils inthe northeast region; (d) providing team training andtechnical assistance to groups within Ohio's Enter-prise Communities and Empowerment Zones; and (e)evaluating and disseminating the COACT training andoutreach model. Direct leadership workshops will bepresented to the 18 executive committees in thenortheast region to directly impact the way in whichthe committee members work with the broader Councilmembership.

Outcomes: COACT training will cultivate a new styleof leadership, where all partners share and takeownership in a leadership role to move the Councilsforward. By encouraging true collaboration, theprovision of COACT training in team-building andleadership skills to various levels within the OFCFstructure will strengthen family-centered practices.


Creating Systems Change to ImproveServices to Young Children With Disabilities:An Outreach ProjectOutreach ProjectGrant No. H024D60023 (1996-99)Fiscal Agency: University of Oregon

Diane Bricker, Principal InvestigatorMisti Waddell, Project CoordinatorEarly Intervention Program5253 University of OregonEugene, OR 97403-5253(541) 346-0807 (Bricker)

346-2635 (Waddell)Fax: 541-346-5639

Purpose: To improve the quality of early interventionand early childhood special education servicesthrough a systems-level change approach.

Target: Administrators, coordinators, supervisors,parents, teachers, and interventionists.

Approach: The project focuses on 3 importantsystems-level changes that are necessary to improvethe quality of services delivered to infants and youngchildren and their families: linking assessment,intervention, and evaluation; using naturalisticapproaches (such as activity-based intervention); andinvolving families. The project will address theseissues by (a) assisting state, regional, and programpersonnel including parents in the identification ofneeds and the development of a collaborative trainingplan to meet those needs; (b) providing information,skills training, and support to selected personnel toprepare them to serve as stakeholder trainers for otherdesignated site/region trainees; (c) assisting trainersin developing a culture at training sites to facilitateand maintain state-of-the-art change in the delivery ofservices; (d) developing an associated set of trainingmaterials designed for the adult learner; and (e) evalu-ating training/technical assistance outcomes on stake-holder trainers and site/regional trainees. Multiplesites across several states will be targeted, with impor-tant players identified and included in choosing topicsfor training and the training approach to be used.

Outcomes: The training of stakeholder trainers andsite/region trainees is intended to directly impact thequality of services provided to children withdisabilities and their families. The project intends toprovide continuous and long-term impact throughsystems-level change in one or more of the 3components offered by the project: linkingassessment, intervention and evaluation; naturalisticapproaches; and family involvement.



The Family Consultant Training ModelOutreach ProjectGrant No. H024D60031 (1996-99)Fiscal Agency: Western Oregon State College

Carol Bunse, Principal InvestigatorTeaching Research DivisionWestern Oregon State College345 North Monmouth AvenueMonmouth, OR 97361-1314(503) 838-8774Fax: 503-838-8150

Purpose: To increase the capacity for state and localservice agencies to deliver improved services forchildren with disabilities, birth through 6 years of age,and their families.

Target: Direct service providers and administratorsfrom special education, early intervention, childdevelopment, and related services; health personnel;paraprofessionals; and others who provide services.

Approach: The project is designed to address 3 keyissues: (a) the shortage of appropriately trainedpersonnel, particularly in rural areas; (b) the lack oftraining opportunities for new roles in earlyintervention; and (c) the need to identify high-qualitymodels to interface with state competency andcertification standards and to improve statewideservice systems. To address the personnel shortagesissue, FCT staff will provide training andindividualized long-term technical assistance toreduce teacher burnout. Additionally, a training oftrainers component will be employed to assistparticipants by creating a support and informationnetwork. Local trainers will act as mentors to theindividuals they train, and project staff will assist thelocal trainers to build their own mentoring and supportnetwork. The lack of training opportunities will beaddressed by training service providers who currentlyare or will be providing early intervention services infamily-driven services. Particular emphasis will begiven to training minority staff who areunderrepresented in this field. The project also willplay a key role in facilitating a cooperative effortamong education and other key agencies in providingneeded inservice training and technical assistance toenable early intervention and early childhood specialeducation staff to develop and demonstrateestablished competencies.

Outcomes: The FCT project is designed to equipearly intervention and early childhood specialeducation providers with best-practice skills. Modeldissemination and replication through the develop-ment and support of locally based trainers andmentors will improve the quality of services in Oregonand other states interested in applying the approach.

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Infant Child Monitoring QuestionnairesTraining OutreachOutreach ProjectGrant No. H024D50015 (1995-98)Fiscal Agency: University of Oregon, Center on

Human Development

Jane Squires, Project DirectorLawanda Potter, Project CoordinatorCenter on Human Development, 1st FloorUniversity of Oregon901 East 18th Avenue, 1st FloorEugene, OR 97403-5253(541) 346-2634Fax: 541-346-5639E-mail: [email protected]

Purpose: To assist state, local agencies, and tribalservice agency personnel to include the Infant/ChildMonitoring Questionnaires (ICMQs) as part of com-prehensive and coordinated screening and trackingprograms that target underserved populations.

Target: Personnel in designated states Alaska,Arizona, and Nevada during the first project yearinvolved with screening and tracking children, birth to4 years of age. Special efforts will be made to includeculturally diverse personnel who serve typicallyunderserved populations in the region.

Approach: ICMQs provide an effective means ofscreening large numbers of infants for a relatively lowcost by using the expertise of parents to answersimple questions about their child's development.During each of the 3 project years, 3 states with largeunderserved tribal and inner-city populations will betargeted. Specific training needs in these states will beidentified and 4 to 6 days of initial training will beprovided to 30 to 40 interagency, multidisciplinaryrepresentatives in each state. Training modules in-clude best practices in screening and assessment ofyoung children; background and research on ICMQs;use of ICMQs; and evaluation of screening and track-ing efforts. The project will provide 10 to 15 of thetrainees with additional materials so that they in turncan train program staff within their region. Four daysof follow-up training will be provided to each site.

Outcomes: The project anticipates training a mini-mum of 300 trainees during project year 1, many ofwhom in turn will provide approximately 10 replicationtrainings. During the 3 project years, an estimated15,000 children will benefit indirectly from projectactivities, resulting in the referral of eligible childrento intervention services and the linking of childrenand families to other community-based services.Program personnel and families will benefit throughincreased knowledge of child development as a resultof administering and completing ICQMs.

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Making the Right to Communicate a Realityfor Young Children With Multiple Disabilities:An Early Childhood Outreach ProjectOutreach ProjectGrant No. H024D50080 (1995-98)Fiscal Agency: Washington State University

Charity Rowland, Principal InvestigatorPhilip Schweigert, Research SupervisorOregon Health Sciences Library3608 Southeast Powell BoulevardPortland, OR 97202(503) 232-9154Fax: 503-232-6423E-mail: [email protected]

[email protected]

Purpose: To disseminate strategies and materials thataddress the communication needs of children withmultiple disabilities who cannot use manual signs,speech, or high-technology communication devices.

Target: Early childhood professionals and familymembers who are involved with young children, agesbirth to 8 years, who are nonverbal and who havesevere and multiple disabilities.

Approach: Two communication approaches will bedisseminated. The Tangible Symbols (TS) approach isused with children, ages 3 to 8 years, who are not ableto understand abstract symbols, usually because ofintellectual limitations or because vision impairmentsprevent the use of 2-dimensional symbols. The secondapproach is an instructional sequence called the EarlyCommunication Process Using Microtechnology (ECP)and is useful with children from birth to 8 years who,because of severe multiple disabilities includingorthopedic impairments, may not be able to discernany relationship between their own and others' be-havior. ECP is designed to bridge the gap between theestablishment of contingency awareness and the useof symbolic communication systems by using micro-switch technology as a means of promoting inten-tional communication. The project will provide 3 levelsof training at sites throughout the country. Level Itraining, a 3-day workshop, will be conducted at 3sites in each of years 1 and 2. Level II training, whichwill be offered to 15 applicants from each of the Level Iworkshops, is intensive individualized follow-upthrough which project staff analyze monthlyvideotapes of a trainee's work with a child from thetarget population. Level III training will prepareregional experts in these approaches.

Outcomes: Up to 600 people will receive Level Itraining, up to 90 will receive Level H training, and upto 90 participants will be trained as regional experts tohelp other staff and families encourage communica-tion in nonverbal children with severe disabilities.


The TRAC Outreach ProjectOutreach ProjectGrant No. H024D60029 (1996-99)Fiscal Agency: Western Oregon State College

Tom Udell, Project DirectorTeaching Research DivisionWestern Oregon State College345 North Monmouth DriveMonmouth, OR 97361-1314(503) 838-8785Fax: 503-838-8150

Purpose: To provide services to community child careand preschool providers to enhance their skills inserving children, ages 3 through 6 years withdisabilities.

Target: Administrators, teachers, and assistantteachers from community programs including HeadStart.

Approach: The TRAC project will improve the qualityand availability of services to children with disabilitiesand their families within preschools and child carecenters. Through participation in the project, localcommunity programs can enhance their ability to serveyoung children in the most natural or least restrictiveenvironments. The project specifically will address (a)adequate preparation of early childhood educationproviders; (b) lack of quality early childhoodprograms; (c) access to training and staff developmentopportunities, and (d) availability of appropriatelytrained early childhood special education supportpersonnel. The project will address each of theseissues, respectively, by (a) providing training andtechnical assistance to early childhood teachers,assistant teachers, and administrators in identifiedareas of need; (b) training early childhood educationstaff on such topics as developmentally appropriatecurriculum, adult-child interactions, and environmentalarrangement; (c) using distance education technologyin the project as well as a train-the-trainerscomponent; and (d) providing inservice training toearly childhood special education support personnel.Individualized follow-up technical assistance andsupport will be provided to participants at first andsecond generation sites. Additionally, training effortsare designed to impact children from minoritybackgrounds and children with limited Englishproficiency.

Outcomes: The combined efforts of the project siteand the second generation trainers at other sites willresult in increased availability and improved quality ofservices to preschool children with disabilities andtheir families nationwide.



Deaf Mentor Outreach ProjectOutreach ProjectGrant No. H024D70037 (1997-00)Fiscal Agency: SKI-HI Institute

Paula Pitttman, Project DirectorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To deliver outreach services in which adultswho are deaf (deaf mentors) share their language andculture with young children who are deaf and theirfamilies.

Target: Children, ages birth to 3 years who are deaf, ,and their families, adults who are deaf who willbecome deaf mentors, and early interventionpersonnel.

Approach: The program is designed to mesh with andcomplement established "hearing" approaches tolanguage programming for young children who aredeaf, resulting in bilingual-bicultural learning. Earlylearning of American Sign Language (ASL) supportsthe child's simultaneous early acquisition of Englishand literacy and prepares the child to enter school.Deaf Mentors will act as role models for children andfamilies and will instruct them in the use of ASL intheir natural environments. The implementationprocess will consist of: primary and secondaryawareness; selection and site development; training ofdeaf mentors and parent advisors, supervisors and/orlead deaf mentors; implementation of service deliverysystem and administrative and support components;follow-up and mentoring; technical assistance supportof implementation sites; and a coordinated deafmentor service system in which the model becomespart of the comprehensive statewide system for earlychildhood special education.

Outcomes: Children will learn ASL from a proficientuser in a natural environment. They will demonstrateearly literacy and enter school with more advancedEnglish skills. Families will have a communicationmethodology of bilingual-bicultural programming andincreased communication with, and understanding oftheir child. Deaf adults will have the ability to sharetheir knowledge and experience of language and deafculture, and will be involved in their lives andeducational processes. Professionals serving thesechildren can develop personal and professionalrelationships with adults who are deaf and benefitfrom their expertise.

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A Family-Centered Approach to IntegratedIntervention Serving lnfants,Toddlers, andPreschool-Age Children Who Are Deaf orHard-of-HearingOutreach ProjectGrant No. H024D60025 (1996-99)Fiscal Agency: Utah State University

Dorothy Johnson, Project DirectorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435)797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To improve services for children withhearing loss and their families.

Target: Personnel from programs who serve or areexpected to serve infants, toddlers, and preschoolerswho are deaf or hard of hearing and their families.

Approach: The project will address (a) the effect ofhearing loss on very young children and their familiesand; (b) the need for effective early intervention pro-gramming to address the effects of hearing loss andfor the effective transfer of a proven program to stateand local agencies and service providers. The projectwill address the first issue by promoting identificationof hearing loss soon after birth and effective follow-up, and by offering innovative, individualized pro-gramming, resources, and training using the SKI-HImodel and deaf mentor approaches (deaf adult men-tors will assist children and families to understand andappreciate deafness, and serve as a role model foryoung deaf children). These 2 approaches comple-ment one another in assisting families to understanddeafness and to promote their children's optimal earlydevelopment, as well as providing psycho-emotionalsupport for families. The project will address thesecond issue, state and local agencies' need forprompt, effective early intervention, by using its out-reach process to transfer the integrated interventionmodel. Project staff will learn about each site, and col-laborate with state and local personnel to design anindividualized plan. Resource materials and follow-upalso will be provided.

Outcomes: The impact of this project will be seen in (a)the number of early interventionists who will receivetraining and assistance; (b) the number of families whowill receive the services through these professionals andtheir agencies; and (c) families' increased understandingand knowledge which they will be able to use to enhancetheir children's development.

147


Outreach Services to Assist States toReplicate a Training Model for EarlyInterventionists in a Low-Incidence DisabilityCondition: Blindness and Visual ImpairmentOutreach ProjectGrant No. H024D70036 (1997-00)Fiscal Agency: SKI-HI Institute

Elizabeth Morgan, Project DirectorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To assist states in implementing the VIISAInservice Training Model through the use of their ownstate instructors/training team who will then trainvision as well as early intervention/childhoodpersonnel to work with young children with blindness/visual impairment and their families.

Target: Young children with blindness/visualimpairment and their families, and vision, earlyintervention/childhood personnel who work withthem.

Approach: The VIISA Project works with a statewidetask force representing a variety of agencies thatassesses the state's structure, funding sources, andneeds. A contact person from the task force workswith the national VIISA instructor who is assigned tothe state. The instructor helps the task force plan howthey will implement the model and select personnel.The project trains state instructors who form a trainingteam. The teams are trained in the use of the model,and in strategies and presentation techniques forworking with adult learners. The national instructorworks with the team as they prepare to conduct theVIISA courses (infant/toddler and preschool). Vision,early intervention, and early childhood programsstatewide send in applications, and are chosen from apool; priority is given to persons working with aninfant, toddler or preschooler who is visually impaired.The national instructor returns to the state to co-teachthe first on-site class in each of the 2 courses.

Outcomes: Children and their families will receivemore comprehensive and coordinated services.Parents on teams will be more skilled andknowledgeable about the needs and strengths of theirchildren and all children with visual impairment.Awareness of the model and its contribution tocomprehensive services for children with visualimpairment and their families will be increased in manystates.


Project AHEAD Outreach (At Home and AtDay Care)Outreach ProjectGrant No. H024D60024 (1996-99)Fiscal Agency: Utah State University

Don Barringer, Project DirectorLori Rowan, Project CoordinatorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435)797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To enhance services delivered to children,ages birth through 5 years, with disabilities and theirfamilies in natural settings, both at home and in childcare.

Target: Candidates to become certified AHEADtrainers.

Approach: The project's train-the trainer model willaddress several issues related to serving young chil-dren. The first of these, the effect of disabilities onthe child and family, will be addressed by offeringtraining in: (a) building collaborative partnerships withearly intervention providers and the family; (b) pro-moting early identification and intervention; (c) offer-ing home-based intervention strategies; (d) providingmulticultural programming; (e) offering psycho-emotional support for the child and family, and (f) de-livering services within a variety of natural environ-ments. A second major issue the need to train earlyintervention personnel to deliver effective services tofamily and child care providers in natural settingswill be addressed by offering early intervention per-sonnel training in serving young children; workingwith and supporting families and child care personnel;and offering cost-effective intervention by servingchildren early, some of whom would develop age-levelfunctioning. The project will address a third problemarea the need for specialized training of child careproviders so that they can serve children with specialneeds by (a) improving the knowledge and skills ofchild care providers to care for and promote the devel-opment of young children with disabilities in the childcare setting; (b) supporting the inclusion of thesechildren in child care settings; and (c) enhancingcollaboration between child care providers and earlyinterventionists.

Outcomes: Project AHEAD training and resources willenhance the skills and knowledge of early interventionproviders, improve the quality of services afforded bychild care providers, and ultimately improve the outcomesfor children with disabilities and their families.



Outreach Services to Simulate Services forInfants,Toddlers, and Preschool-Age ChildrenWith Sensory Impairments and AdditionalDisabilities and Their FamiliesOutreach ProjectGrant No. H024D50060 (1995-98)Fiscal Agency: Utah State University

Dorothy Johnson, CoordinatorSKI-HI InstituteHSRC Building, 3rd Floor6500 University BoulevardLogan, UT 84322-6500(435) 797-5600Fax: 435-797-5580E-mail: [email protected]

Purpose: To assist targeted states Alaska, Iowa,New York, and Virginia in building their localcapacity to implement the INSITE Model, or compo-nents of the Model, to alleviate the deleterious impactof sensory and other disabilities in a developing child.

Target: Families of children, ages birth to 5 years, withmultidisability sensory impairments, including childrenwho are deaf-blind, visually or hearing impaired withother diasbilities, or with any combination of sensoryimpairment and other disabling conditions; and directservice providers, parent advisors, early interventionand imeschool education specialists, and relatedservices personnel who serve these children.

Approach: The project will work with 4 targeted statesto plan and implement INSITE programming and toestablish the support systems to ensure that theprogram continues. This will be accomplished throughseven major activities: (a) capacity building, sitedevelopment, and assistance in implementing the pro-gram; (b) coordination with the state Part C leadagency and with the state education agency for pre-school special education; (c) awareness and dissemi-nation, including disseminating research findings,best practice information, and start-up materials; (d)product development and dissemination; (e) training,including basic training, continuation training, andtraining of certified local trainers to establishstatewide trainer systems; (f) follow-up activities andtechnical assistance; and (g) evaluation of theoutreach process and of child and family progress.

Outcomes: The project will newly serve approxi-mately 140 infants, toddlers, and preschoolers whohave sensory impairments and additional disabilitiesand their families each year. At least 100 profession-als in 4 states will receive training in the INSITEModel, and an additional 1,500 families and 700 pro-fessionals in ongoing INSITE programs will receivecontinued assistance during the 3 project years.

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National TEEM Outreach: A Process forSystematic Transition Planning andCollaborative Decision Making for YoungChildren Entering Kindergarten and OtherGeneral Education SettingsOutreach ProjectGrant No. H024D50057 (1995-98)Fiscal Agency: University Affiliated Program of

Vermont

Wayne Fox, Project DirectorJane Ross-Allen, Project CoordinatorUniversity Affiliated Program of Vermont499-C Waterman BuildingBurlington, VT 05405-0160(802) 656-4031Fax: 802-656-1357E-mail: [email protected]

[email protected]: http://www.uvm.edu/uapvt/earlyed/

teem.html

Purpose: To disseminate and replicate the Transitioninto the Elementary Education Mainstream (TEEM)Model to enable school systems to establish and im-plement transition planning which meets the multicul-tural needs of preschool-age children with disabilitiesand their families moving from early childhood specialeducation (ECSE) services into kindergarten and otherpublic school settings and to address systemicchanges to support ongoing implementation.

Target: ECSE program staff, other community earlychildhood staff, physical and occupational therapists,speech-language pathologists, school nurses, regularand special educators, and school administratorsserving preschool- and kindergarten-age children withdisabilities and their families.

Approach: The project model specifies a planning anddecision-making process by which schools developtheir own transition process. With the support of thestate education agency (SEA), a transition task forcewill be established consisting of representatives ofearly childhood stakeholders. Each task force will con-duct a transition institute for planning teamsrepresenting 30 to 40 public schools. Each planningteam will leave the institute with a draft transitionprocess and a plan for its implementation, evaluation,and adoption. Project staff will provide technicalassistance to each task force as it helps participatingsites develop their transition process. Project staff,with the SEA and task force, will identify resources forcontinuing the project and adding model sites.

Outcomes: By ensuring that placement options areaddressed within local schools, project activities willeffectively reduce the need for placing children in self-contained classrooms or in out-of-district segregatedspecial education programs.

Caring For Infants and Toddlers WithDisabilities: New Roles for Physicians(CFIT-P)Outreach ProjectGrant No. H024D70019 (1997-00)Fiscal Agency: Child Development Resources, Inc.

Corinne Garland and Barbara Kniest,Project Co-Directors

Child Development Resources150 Point 0' Woods RoadPO Box 280Norge, VA 23127-0280(757) 566-3300Fax: 757-566-8977E-mail: specialcare @cdr.org

Purpose: To increase physician participation in theearly intervention system through replication of amodel of training that provides pediatricians andfamily physicians with the information and skills theyneed to be full participants.

Target: Infants and toddlers with disabilities, theirfamilies, and the pediatricians and family physicianswho serve them.

Approach: The CFIT model was developed to increasephysicians' knowledge about early interventionservices and competence related to physicians' roles.CFIT training content is based on a set ofcompetencies which was developed by the AmericanAcademy of Pediatrics. Training methodology, whichincorporates independent study, is designed to be asindividualized, self-directed, and self-paced aspossible, and to acknowledge the special difficultiesphysicians may have. The model includes 3components: state planning, introductory seminars,and independent study. In each of the states wherethe project operates, leadership planning groups,comprised of key stakeholders, including physicians,families, and early intervention leadership, work withproject staff to facilitate the replication process.Training focuses on child find, assessment, IFSP, andtransition through strategies of regional introductoryseminars and independent study supported by anindependent study manual and audiotapes. CFIT'sability to offer continuing medical education creditsgives credibility to the training and promotesphysician participation.

Outcomes: Through CFIT, physicians increase theirknowledge about their important role in referringchildren with disabilities and their families to EIservices. As a result, children and families can beexpected to have earlier access to services. Linkagesestablished between the early intervention system andphysicians, as a result of CFIT training, promotephysicians' participation on community-based earlyintervention teams.


Multicultural Early Childhood Team Training(MECTT): OutreachOutreach ProjectGrant No. H024D60012 (1996-99)Fiscal Agency: Parent Education Advocacy Center

Nona Flynn, Project Co-DirectorParent Education Advocacy Center10340 Democracy Lane, Suite 206Fairfax, VA 22030(703) 691-7826Fax: 703-691-8148E-mail: [email protected]: http://gse.gmu.edu/and

Eva Thorp, Project Co-DirectorGraduate School of EducationGeorge Mason University4400 University Drive, Mailstop 1F2Fairfax, VA 22030-4444(703) 993-2035Fax: 703-993-3681E-mail: [email protected]

Purpose: To infuse cultural competence in early child-hood programs by disseminating and replicating aproven inservice training model.

Target: Culturally diverse parents and professionals,all personnel working in early childhood programs inempowerment zones and enterprise communities, andinteragency coordinating councils.

Approach: Project objectives are (a) to prepareculturally and linguistically diverse parent/professional teams to provide leadership and trainingfor local and state early childhood programs; (b) todevelop a guide to assist parent/professional trainingteams in adapting the MECTT training materials foruse with a broad range of programs and audiences;and (c) to provide technical assistance to adoptionsites in developing and implementing state andcommunity action plans. Training focuses on problemsolving and decision making in order to enhance theprobability that real and lasting change will occur.Project materials are applicable for use with culturally,ethnically, and linguistically diverse communities.

Outcomes: Parent/professional teams will be trainedto work as family specialists with an emphasis onincreasing cultural sensitivity and reaching out tofamilies of diverse cultures. Project-developedmaterials and a comprehensive collection of multi-cultural resources and training materials willencourage new approaches and options for multi-cultural training. Evaluation data will be available,including an analysis of the advantages anddisadvantages of training teams from different typesof early childhood programs together or separately.

1997-98 Directory of Selected Early Childhood Programs 15 0 133


Special Care OutreachOutreach ProjectGrant No. H024D60016 (1996-99)Fiscal Agency: Child Development Resources

Corrine Garland and Sheri Osborne,Project Co-Directors

Child Development Resources150 Point O'Woods RoadPO Box 280Norge, VA 23127-0280(757) 566-3300Fax: 757-566-8977E-mail: [email protected]

Purpose: To expand child care and inclusiveplacement options for children with disabilities, agesbirth through 5 years, and their families, throughreplication of a proven model of training for home- andcenter-based child care providers.

Target: Children with disabilities from birth through 5years, and their families.

Approach: The project addresses the need for childcare both as a family support service and as an optionfor natural and inclusive placements within the contextof the IFSP or IEP. The Special Care Model offers a 6-unit, 8-hour curriculum that increases caregivers'knowledge and level of comfort in caring for childrenwith disabilities. The model promotes collaboration atthe community level between caregivers and the earlyintervention/early childhood special education systemand builds linkages between families and trainedcaregivers. The project will work with local inter-agency coordinating councils in each state and willgive priority to communities that are empowermentzones or enterprise communities. Project activities willbe coordinated with state agencies or organizationsresponsible for early intervention and early childhoodservices. Families and caregivers will be involved inproject activities. At each replication site, replicationtrainers will participate in project training so that theywill be familiar with the content and process oftraining. They will then conduct training in theircommunities, with support from the training manualand technical assistance from the project.

Outcomes: Project materials will be disseminatednationally, targeting agencies with responsibility fortraining child care providers. A number of states willgain experience in replication of the model. Communi-ties in those states will use the model to build linkagesamong early intervention, early childhood specialeducation, caregivers, and families. Child careproviders will increase their knowledge and level ofcomfort in caring for children with disabilities. Familieswill have increased options for inclusive child care.

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Trans/Team Outreach: An Inservice ModelReplication ProjectOutreach ProjectGrant No. H024D50030 (1995-98)Fiscal Agency: Child Development Resources

Corinne Garland, Executive DirectorAdrienne Frank, Project CoordinatorChild Development Resources150 Point O'Woods RoadPO Box 280Norge, VA 23127-0280(804) 566-3300Fax: 804-566-8977E-mail: [email protected]

Purpose: To replicate a 5-step model of inservicetraining which is designed to help early interventionteams provide more family-centered, transdisciplinaryservice delivery.

Target: Early intervention teams in 5 states NewHampshire, New Jersey, Pennsylvania, Texas, andVirginia serving children, ages birth to 3 years, withdisabilities and their families. Teams will be based inboth rural and urban settings and will serve childrenand families from culturally and racially diversegroups. Teams will include family representatives andpersonnel from a variety of disciplines.

Approach: The model of inservice training consists of5 steps: (a) an individualized needs assessment todetermine team training needs in family-centeredservices; (b) on-site training and technical assistancefor knowledge and skill development; (c) teamdevelopment of action plans for change immediatelyafter training; (d) follow-up technical support forimplementing the action plans; and (e) siteparticipation in evaluating the training as well as eval-uating the inservice model. Trans/Team curriculummaterials emphasize nine content areas: transdiscipli-nary approach to service delivery, family-centeredservice systems, a team approach to assessment,family-centered IFSP process, IFSP implementationand service coordination, interagency collaboration,building successful early intervention teams, serving ,

children in natural settings, and serving children andfamilies in culturally competent contexts.

Outcomes: The project will replicate the Trans/Teammodel and improve service delivery practices in 15 to21 early intervention teams in 5 states. The skills ofapproximately 300 personnel from disciplines includ-ing teaching, occupational and physical therapies,social work, psychology, and health care will beincreased. During the 3 project years, at least 1,500children will be served by teams replicating the model.Project dissemination activities will make productsavailable nationally.

1511997-98 Directory of Selecfed Early Childhood Programs

Generative Empowerment of Early Educatorsto Engage in Continuous Program Renewalfor Young Children With Disabilities: ATechnology Supported ApproachOutreach ProjectGrant No. H024D50039 (1995-98)Fiscal Agency: University of Washington

Joseph Stowitschek and Ilene Schwartz,Project Co-Directors

Experimental Education UnitUniversity of WashingtonBox 357925Seattle, WA 98195(206) 543-4011Fax: 206-543-8480E-mail: [email protected]

Purpose: To empower early educators to conductoutreach within their own programs and across theirorganizations in order to build capacity for continuousself-renewal and best practice assimilation.

Target: Public and private programs serving youngchildren, ages 3 through 5 years, with low-incidencedisabilities and assistive technology needs.

Approach: Elements of total quality education (TQE),rotational peer coaching, mentoring and reflectiveprocess support strategies, and interactivetelecommunications will be applied to generatecapacity to target, assimilate, and adapt best practicesin early childhood education; to infuse social andinterpersonal skill instruction, such as self-determination, into the ongoing curriculum; to en-hance in-class language instruction; and to increaseaccess to and utilization of assistive technology toelevate levels of inclusion of preschoolers with low-incidence disabilities. In each project year, an ongoingprogram of self-enhancement will be initiated with 5outreach sites (in year 1, the states of California,Nevada, Oregon, and Washington). Preschool teamsand project staff will forge clear visions for their pro-grams, analyze strengths and needs, and plan programadjustments relative to the adoption of best practices,with particular emphasis on including children withlow-incidence disabilities. During year 2, these teamswill assist in sustaining and institutionalizing the self-analysis process and will be involved in initiating out-reach activities in additional classrooms and sites.

Outcomes: Young children with low-incidence disa-bilities and their families will benefit from the adop-tion and adaptation by early childhood programs ofbest practices tailored specifically to their needs; fromincreased program capacity to accommodate childrenwith low-incidence disabilities; and from the empow-erment of educators to initiate, sustain, and extendthese practices.


Mediated Learning Outreach Training:Promoting Developmentally AppropriatePractices in Inclusive SettingsOutreach ProjectGrant No. H024D60008 (1996-99)Fiscal Agengy: University of Washington

Kevin Cole and Angela Notari-Syverson,Co-Principal Investigators


anotari@ wri-edu.orgURL: http://www.mediatedlearning.org/

Purpose: To disseminate a validated interventionmodel of mediated learning specifically designed tofacilitate the development of young children withdisabilities in integrated and inclusive settings.

Target: Young children, ages 3 to 6 years, withdisabilities in inclusive settings.

Approach: The model is based on the theories ofFeuerstein and Vygotsky that emphasize the import-ance of the adult's role in mediating children's under-standing of their environment. The model promotesdevelopmentally appropriate practices including childinitiation of activities and scaffolding of support tomatch the child's developmental level. Materialsinclude daily activity ideas and guidelines for thefollowing: (a) levels of challenge that enable childrenat different developmental levels to participate inactivities together, (b) assessment, (c) using the cur-riculum separately or in conjunction with existingpractices, and (d) embedding intervention activities inclassroom routines. Support components include iden-tification and maximization of "teachable moments,"methods of facilitating peer interaction, aspects ofcultural sensitivity, embedding intervention intoclassroom activities, developing IEPs and IFSPs, andinterdisciplinary collaboration. Implementationcomponents include program monitoring by projectstaff, peer coaching training, and facilitation ofcommunication across sites. Replication componentsinclude training on-site trainers, refinement of printand video materials, and development of publicawareness activities. The project will assist sites indeveloping an action plan for model implementation.

Outcomes: Staff in a variety of programs for youngchildren will increase their ability to facilitate develop-ment through mediated learning. Opportunities forappropriate and effective inclusion of children withdisabilities will increase through staff training andpublic awareness.

1997-98 Directory of Selected Early Childhood Programs 152 135


Pathways: Service CoordinationOutreach ProjectOutreach ProjectGrant No. H024D50078 (1995-98)Fiscal Agency: University of Wisconsin, Waisman

Center on Mental Retardation and HumanDevelopment

Liz Hecht, Project CoordinatorWaisman CenterUniversity of Wisconsin1500 Highland Avenue, Room 619Madison, WI 53705(608) 263-2063Fax: 608-263-0529E-mail: [email protected]: http://www.waisman.wisc.edu/earlyint/pathways/

Purpose: To assist six states including Minnesota,Mississippi, New Jersey, and Wisconsin in meetingtheir need for qualified and appropriately trainedpersonnel to provide service coordination for infantsand toddlers with disabilities and their families.

Target: The project targets 3 levels of participants: (a)individuals, including parents of children, ages birthto 3 years, with disabilities and early childhoodstudents and service providers; (b) service programs;and (c) the state's early intervention system, includingstate agency representatives, Parent Training andInformation Center staff, Interagency CoordinatingCouncil members, faculty from institutes of highereducation, and members of the state ComprehensiveSystem of Personnel Development.

Approach: The project will adapt and disseminate atraining and technical assistance model that is con-sumer driven, context specific, and guided by collabo-rative efforts among parents and professionals.Parent-professional partnerships will be modeled in allproject activities and trainings will be participant cen-tered. Key stakeholders within the state will begathered to develop, implement, and evaluate a statetraining and technical assistance plan (STTAP). Theplan can include choices from an array of trainingoptions that will meet participants' needs. Thecontent and activities of the service coordinationmodules will be tailored to meet each state's STTAP.Materials will be adapted, developed, and dissemi-nated for use beyond the project trainings, includingan Internet site on service coordination.

Outcomes: More than 2,400 participants from sixstates will gain knowledge and skills in family-centered service coordination. The STTAP effort willassist in developing policy and statewide systemimpact for full implementation of the state's earlyintervention program.

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Portage Project ModelOutreach ProjectGrant No. H024D60050 (1996-99)Fiscal Agency: CESA #5

Julia Herwig, Project DirectorKaren Wollenberg, Project CoordinatorCESA#5626 East SliferPortage, WI 53901(608) 742-8811Fax: 608-742-2384

Purpose: To assist states, agencies, and localprograms to develop, implement and maintain high-quality services for unserved and underservedchildren with disabilities and their families across avariety of settings and program options.

Target: Children with disabilities, ages birth to 3years, who are unserved or underserved in a variety ofenvironments.

Approach: The project will assist state educationalagencies and designated early intervention leadagencies in planning, developing, and implementingtheir comprehensive service plan for young childrenwith disabilities and their families. Outreach activitieswill affect personnel through intensive training,workshops, reflective professional guidance, andmentoring activities, and will help states meet theirpersonnel preparation objectives. Early intervention-ists to be trained include educators, child care staff,related services staff, and health care providers. Re-gional training sites, development of facilitators andtrainers, and distance learning options will increaseaccess to training. The project will focus on programsthat historically have had difficulty securing resourcesto serve children and families with special needs.

Outcomes: The skills and resources of personnel willbe expanded and improved through training providedby the project, working with families in least restrictiveenvironments, supporting the provider's ability toinvolve parents as partners and decision makers, andincreasing the competence of teachers to integratechildren with disabilities in natural environments. Thecadre of professionals qualified to provide mentoringsupport and training in the Portage Family-CenteredIntervention Model will be expanded. Children andfamilies will receive services that have been enhancedby training and support from the Portage OutreachProject. Project materials will further the implementa-tion of best practices of working with children andfamilies and assist in the training of early intervention-ists. Access to training will be increased. States willincrease their abilities to develop service systemsproviding high-quality services.

1 5 3


Early Childhood Research Institute forCulturally and Linguistically AppropriateServices (CLAS)Research InstituteGrant No. H024S60006 (1996-01)Fiscal Agency: University of Illinois Urbana-

Champaign

Susan Fowler and Lilian Katz,Co-Principal Investigators

Children's Research InstituteUniversity of Illinois51 Gerty Drive, Room 61Champaign, IL 61820-7469(217) 333-4123Fax: 217-244-7732E-mail: [email protected]

Purpose: To identify, evaluate and promote earlyintervention practices that are effective, appropriateand sensitive to children, ages birth to 5 years withdisabilities, and families who diverge culturally orlinguistically from the majority population.

Approach: The institute will conduct a rigorousreview of materials, considering issues of effective-ness and of social and cultural acceptability to cultur-ally and linguistically diverse populations. The projectwill pursue the cross-cultural applicability of signifi-cant practices identified in the intervention literaturethrough field testing and research. Each effort will bepursued across three phases: (a) screening; (b) evalu-ation by field review teams comprised of individualsrepresenting a variety of cultural perspectives andearly intervention roles; and (c) rigorous study ofmaterials and practices from the service recipients'perspectives. Practices will be reviewed according tocriteria that are research based or value based, familycentered, multicultural, cross-disciplinary, develop-mentally and chronologically age appropriate, andconsistent with the premises of normalization.Selected materials will be evaluated and validatedacross cultural groups. New materials and practiceswill be developed and tested to fill gaps, and materialswill be disseminated to relevant stakeholders.

Outcomes: The institute will produce a resource bankand catalogue of validated culturally and linguisticallyappropriate materials and documented intervention strate-gies. Effective early intervention practices and materialswill be available and accessible to practitioners andfamilies representing culturally and linguistically diversepopulations. As a result of institute activities, systems ofearly intervention providers will be better able to respondwith appropriate and effective services for children andfamilies who diverge from the mainstream.

EEPCD Research Institutes

Early Childhood Research institute onMeasuring Growth and DevelopmentResearch InstituteGrant No. H024S60010 (1996-01)Fiscal Agency: University of Minnesota

Scott McConnell, Co-Principal InvestigatorMary McEvoy, Judith Carta, Charlie Greenwood,

Ruth Kaminsky, and Roland Good, Co-PrincipalInvestigators

Institute on Community IntegrationUniversity of Minnesota215 Pattee Hall150 Pillsbury Drive SEMinneapolis, MN 55455(612) 624-6365Fax: 612-625-2093E-mail: [email protected]: http://www.ici.coled.umn.edu:8001/ecri/(see directory portion of this resource foradditional addresses)

Purpose: To produce a comprehensive, individualizedmeasurement system for children with disabilities frombirth to 8 years and their families.

Activities: The system will include two majorelements: (a) growth and development measures formonitoring the progress of individueyoung childrenand their families on a continuous basis; and (b)intervention-referenced assessments allowing familiesand early childhood and elementary-grade educatorsto identify features of classroom and home settingsthey can change to optimize children's developmentaloutcomes. Criteria have been developed for thedevelopment, selection, and evaluation of these twosets of measures. Two core features are: (a) relianceon authentic, functional assessment; and(b)sensitivity to cultural, linguistic, or disability-specific characteristics. For each outcome identified,growth indicators will be developed and studied.Information from three types of intervention-referenceassessments (measurement of critical programpractices, curriculum play-based assessment, andobservational procedures) will be linked to dataderived from the growth and development indicators.Field studies will examine the fidelity and cost ofimplementation of the measures, and the levels ofsatisfaction by the individuals who use them. Theinstitute efforts will increase the level of accountabil-ity from early childhood practitioners andadministrators, and national constituencies will bebetter able to gauge how well early childhoodpractitioners are achieving programmatic objectivesand whether services and child outcomes are beingoptimized. The systems which evaluate interactions inthe child's environment should assist early childhoodeducators to create and revise interventions to impactchildren's developmental progress.


EEPCD Research Institutes

Early Childhood Follow-Through ResearchInstituteResearch InstituteGrant No. H024Q70001 (1995-98[98-00])

(originally Grant No. H024Q50001)Fiscal Agency: Allegheny-Singer Research Institute

Mark Wolery and Don Bailey, Co-PrincipalInvestigators

Frank Porter Graham Child Development CenterUniversity of North Carolina at Chapel Hill105 Smith Level Road, CB # 8180Chapel Hill, NC 27599(919) 966-9720 (Wolery)

966-1703 (Bailey)Fax: 919-966-7532E-mail: [email protected]

bailey @mail.fpg.unc.edu

Purpose: To develop, evaluate, and disseminate infor-mation and strategies to families, educators, changeagents, and researchers involved in the early edu-cation of children in elementary schools to promotepractices that characterize desirable early interventionservices in children's early elementary education andthereby improve the education of children withdisabilities.

Activities: The institute will promote the adoption ofthe following practices as characterizing desirableearly intervention services: (a) using family-centeredapproaches and practices that acknowledge andrespect the role of parents as decision makers and thatemploy family support; (b) planning and providingservices to children that are individualized and consis-tent with the guidelines of developmentally appropri-ate practice; (c) promoting the inclusion of childrenwith disabilities in programs that serve children withtypical development and in community life; and (d)employing interdisciplinary perspectives and inter-agency collaboration in planning and delivering inte-grated and coordinated services for children and fami-lies. The institute will focus on identifying barriers tothe adoption of early intervention practices in theearly elementary grades and evaluating strategies toovercoming these barriers; on developing and validat-ing measures of those practices in elementary schools;on synthesizing information across investigations anddisseminating information and products; and evaluat-ing mechanisms for disseminating information on thesuccessful strategies to relevant audiences. Instituteproducts will describe the these areas of focus.

138

155

Early Childhood Research Institute onIncreasing Learning Opportunities forChildren Through FamiliesResearch InstituteGrant No. H024S60008 (1996-01)Fiscal Agency: Orelena Hawks Puckett Institute

Carl Dunst, Principal InvestigatorOrelena Hawks Puckett Institute189 East Chestnut StreetAsheville, NC 28801(704) 255-0470Fax: 704-255-9035E-mail: [email protected]: http://www.inform.umd.edu/EdRes/Colleges/

andMary Beth Bruder, Principal InvestigatorChild and Family StudiesDowling North, MC-6222263 Farmington AvenueFarmington, CT 06030-6222(860) 679-4632Fax: 860-679-1368E-mail: [email protected]

Purpose: To identify, develop, and evaluate strategiesand approaches for increasing the number andintensity of home and community learning activitiesthat parents, caregivers, and community members canuse to promote and enhance the learning anddevelopment of children, ages birth to 5 years, whohave or are at-risk for developing disabilities.

Activities: The institute will identify the home rou-tines and community settings that can serve ascontexts for learning and the instructional conditionsthat optimize learning opportunities. Family choiceand cultural relevance will be central to the conduct ofthe research. The first series of studies will focus onthe kinds of home routines and community settingsfamilies and children experience and will identifyfactors that impede or promote the use of homeroutines and community settings as learning contexts.The second series of studies will focus on the use ofexisting home routines and community settings, andwill emphasize the use of different instructionalmethods and materials to increase the number andintensity of learning opportunities. The third series ofstudies will focus on the development of homeroutines and community activities, and will investigatethe effects and benefits associated with consistencyin activities. In all studies, the extent and way in whichIFSP/IEP outcomes can be addressed in home routinesand community settings will be examined. Theoutcomes of using home routines and communityactivities as learning opportunities will be examined inrelation to child behavior and development, childmastery, child/family quality of life, and costs.


EEPCD Research Institutes Technical Assistance Center

Early Childhood Research Institute onInclusion (ECRII)Research InstituteGrant No. H024K60001 (1994-99)

(originally Grant No. H024K40004)Fiscal Agency: Frank Porter Graham Child

Development Center, University of North Carolina atChapel Hill

Samuel Odom, Institute DirectorSchool of EducationUniversity of North Carolina at Chapel HillCB #3500Chapel Hill, NC 27599-3500(919) 962-5579Fax: 919-962-1533E-mail: [email protected]: http://www.inform.umd.edu/edres/colleges/

educ/depts/ecrii/(see directory portion of this resource for

additional institute personnel and addresses)

Purpose: To conduct a 5-year program of researchthat identifies barriers to the inclusion of preschool-age children with disabilities in child care, Head Start,public school, and community settings, designsstrategies for overcoming such barriers, and thatexamines the effects of such strategies.

Activities: ECRII is a consortium of investigators atthe Frank Porter Graham Child Development Center atthe University of North Carolina at Chapel Hill, SanFrancisco State University, University of Maryland,University of Washington, and Vanderbilt University.Practitioners, related services personnel, families,administrators, and policymakers will play key roles indefining inclusion, developing inclusion strategies,and evaluating outcomes. During its first 2 years,investigators conducted an ecological systemsanalysis of inclusion occurring in 16 programs aroundthe country and identified factors affecting inclusionrelated to children/classrooms, adult relationships,social policy, and culture. This ecological systemsstudy is serving as the foundation for subsequentintervention studies related to curriculummodifications, strategies for embedding learningopportunities in ongoing classroom routines,collaborative team building, and procedures forsupporting children's social relationships with peers.Additional studies include an extended analysis offactors that families identify as important,identification of key social policy issues across states,and factors related to fiscal issues that affectinclusion. Dissemination activities will communicateresults to program providers, administrators,policymakers, teacher trainers, and appliedresearchers.

National Early Childhood TechnicalAssistance System (NECTAS)Technical Assistance CenterCooperative Agreement No. H024A60001 (1996-99)Fiscal Agency: Frank Porter Graham Child

Development Center, University of North Carolinaat Chapel Hill

Pascal Trohanis, Director500 NationsBank Plaza137 East Franklin StreetChapel Hill, NC 27514-3628(919) 962-2001 (voice)

962-8300 (TDD)Fax: 919-966-7463

or 962-7463E-mail: [email protected]: http://www.nectas.unc.edu/

Purpose: To assist states and communities as theydevelop and implement multidisciplinary, coordinated,culturally appropriate, community-based, comprehen-sive, and high-quality services for young children,birth through age 8, with special needs and theirfamilies; and to assist projects in the Early EducationProgram for Children with Disabilities (EEPCD).

Activities: NECTAS activities are defined by sevengoals: (a) to assist states in accomplishing their goalsand activities for providing services through their PartC Program and their Part B-Section 619 Program ofIDEA; (b) to assist OSEP-sponsored early childhooddiscretionary projects in accomplishing their goalsand activities for demonstration, inservice, and out-reach programs related to IDEA; (c) to identify emerg-ing early intervention and preschool service systemissues and potential solutions; (d) to share acrossclient groups the solutions and successful strategiesand practices developed by one another; (e) to pro-mote the utilization of state-of-the-art research andpractice; (f) to promote collaboration across federalagencies and programs, states, and other organiza-tions and programs that impact client programs; and(g) to contribute to the understanding and provisionof efficient, effective, and quality TA. TA is providedthrough meetings and workshops, on-site and tele-phone consultations, topical teleconferences, printproducts, information referral, electronic media, andnetworking opportunities. The NECTAS collaborativesystem consists of the coordinating office at the Uni-versity of North Carolina, and staff at the Federationfor Children with Special Needs, Georgetown Univer-sity Child Development Center, Center on DisabilityStudies at the University of Hawai'i at Manoa,National Association of State Directors of SpecialEducation (NASDSE), and ZERO TO THREE: NationalCenter for Infants, Toddlers and Families. NECTASalso draws on the expertise of its advisory board andprofessional and parent consultants.

E-,c61997-98 Directory of Selecied Early Childhood Programs 139

Index of Descriptors of EEPCD Projects

Children and FamiliesChildren's AgesNeonatal -87B, 99A, 104A, 105B, 120B

0 - 2 years - 87A, 87B, 88A, 88B, 89B, 90A, 90B, 91A,91B, 92A, 93A, 93B, 94B, 96A, 97A, 97B, 98A, 98B,99A, 101B, 102B, 103B, 104A, 104B, 106A, 107B, 108A,108B, 109B, 110B, 111A, 111B, 112A, 113A, 113B, 114B,

115A, 115B, 116A, 117A, 118A, 120A, 121B, 122A,

122B, 123A, 123B, 124A, 124B, 125A, 125B, 126A, 126B,

127A, 127B, 128A, 128B, 129A, 130A, 130B, 131A,

131B, 132A, 133A, 134A, 134B, 136A, 136B, 137A,

137B, 138B

3 - 5 years - 87A, 88B, 89A, 89B, 90B, 91A, 91B, 92B,93A, 93B, 94A, 94B, 95A, 95B, 96A, 96B, 98A, 98B, 99B,100A, 100B, 101A, 101B, 102A, 102B, 103A, 103B, 104B,

105A, 106B, 107A, 107B, 108A, 108B, 109A, 109B, .

110A, 110B, 111A, 111B, 112A, 112B, 113A, 114A,

115A, 116A, 116B, 117A, 117B, 118B, 119A, 119B,

120A, 121A, 121B, 122A, 122B, 123A, 123B, 125A,

125B, 126A, 127A, 127B, 128A, 128B, 129A, 129B, 130B,

131A, 131B, 132A, 132B, 133B, 134A, 135A, 135B,

137A, 137B, 138B, 139A

6 8 years - 87A, 89B, 93A, 93B, 94A, 94B, 95A, 95B,96B, 98B, 101B, 103A, 103B, 104B, 106B, 108A, 111A,112A, 115A, 116A, 116B, 117B, 119A, 120A, 123A,125A, 125B, 127A, 129A, 137B, 138A, 138B

Disabling Condition(s)Alcohol/drugs, exposed/affected by 89A, 98B, 99A,

128B

At risk (biological/environmental) - 87B, 89A, 90A, 92A,95A, 98B, 99A, 99B, 101A, 102A, 105B, 107A, 108B,109A, 111B, 116A, 120B, 122A, 123A, 128B, 135A

Attention Deficit Hyperactivity Disorder 103A

Autistic (including PDD) 87A, 91B, 93A, 100B, 103A,105A, 112A, 114B, 115A

Behaviorally, socially, or emotionally impaired - 91B,102A, 103A, 108B, 115A, 121A, 128B, 139A

Deaf-blind- 88B, 103B, 112B, 132A

Developmentally delayed/nonspecific/range of disabili-ties- 87B, 88A, 89A, 89B, 90A, 90B, 91A, 92A, 92B,93B, 94A, 94B, 95A, 95B, 96A, 96B, 97A, 97B, 98A, 99B,100A, 101A, 101B, 102A, 102B, 104A, 104B, 106A,106B, 107A, 107B, 108A, 109A, 109B, 110A, 110B,111A, 111B, 113A, 113B, 114A, 115B, 116A, 116B,117A, 117B, 118A, 118B, 119A, 119B, 120A, 121A,121B, 122A, 122B, 123A, 123B, 124A, 124B, 125A,126A, 126B, 127A, 127B, 128A, 129B, 131B, 132B, 133A,133B, 134A, 134B, 135A, 135B, 136A, 136B, 137A, 137B,138A, 138B, 139A

Hearing impaired or deaf-88B, 90A, 130A, 130B, 137A

HIV positive or AIDS - 99A, 128B

Learning disabled - 103A

Medically fragile/technology dependent - 88B, 104B,120B

Mentally disabled - 103A

Multiply impaired 88A, 88B, 92B, 97B, 103A, 112B,125B, 129A, 132B

Physically/health impaired 88A, 88B, 97B, 112B

Severely/profoundly functionally impaired - 88A, 91B,97B, 98A, 105B, 112B, 119B, 125B, 129A, 132B, 139A

Speech/language impaired- 88B, 91B, 95B, 115A, 119B

Traumatic brain injured - 112B

Visually impaired/blind- 88B, 112B, 131A

Ethnic and linguistically diverse groupsAfrican American/Black- 88A, 90A, 91A, 101A, 123A,

137A, 139A

American Indian/Native American - 88A, 90A, 91A,101A, 123A, 137A, 139A

Asian American- 88A, 111A, 111B, 137A, 139A

Hispanic/Latino- 88A, 89A, 90A, 91A, 107A, 111A,111B, 114A, 123A, 137A, 139A

Pacific Islander/Native Hawai'ian 92A, 137A

Culturally diverse groups - 87A, 89A, 90A, 91A, 95A,96B, 99B, 101B, 108B, 111A, 112B, 113A, 116A, 118B,119A, 120B, 121B, 122B, 123A, 128A, 128B, 129B, 133B,135A, 136B, 137A, 137B, 138B

Non-English language product(s): 94B, 95A, 111A, 111B,114A, 121B,128B

157



Specific family members or needsAbusive/neglectful parents 102A

Adolescent parents 108B

Economically disadvantaged 89B, 95A, 99A, 99B,101A, 108B, 109A, 116A, 120B, 121B, 122A, 123A,135A, 136B

Extended family - 87B, 89B, 121B, 132A

Fathers - 132AFoster parent/family 102A

HIV positive parent 99A, 108B, 116A

Homeless family - 108B

Limited English proficiency 89A, 101B, 107A, 111A,111B, 123A, 129B

Migrant family - 135A

Parents with disabilities 92A, 121A

Siblings - 132A

Single parent - 121A, 132A

Substance abusing parent 89A, 98B, 99A, 108B, 116A

Project's Innovation, TrainingContent, or Research FocusContent/InterventionAdaptive/self-care skills -97A, 112B, 122B, 128B, 131A

Arts/music 116B, 118B

Assistive technology/augmentive communication88A, 88B, 92B, 94A, 95A, 97B, 100A, 112B, 116B, 117B,129A, 131A, 132A

Auditory skills/audiology 130B, 132A

Child assessment methods - 91B, 95B, 98B, 99A, 102B,104A,115A,128B,

105A,117A,130B,

108B,120B,131A,

109B,121A,133A,

112A,121B,134B,

113A,122B,135B,

114A, 114B,124B, 125B,137B, 139A

127B,

Cognition-91B, 100B, 103A, 112B, 128B, 132A

Communication/speech/language 87A, 90A, 91B, 93A,98B, 112A, 114B, 115A, 118B, 121A, 122B, 128B, 130A,130B, 132A

Computer-based communicatians/dissemination - 123B,133A

Consultant teacher model 87A, 88A, 91A, 100B, 110A,112B, 121B, 122A, 123B,

Culturally appropriate practices 87A, 88A, 89A, 90A,92A, 95A, 95B, 96B, 99B, 101A, 102B, 107A, 108B,109A, 111A, 111B, 113A, 114A, 116A, 118B, 121B,

142

123A, 128A, 128B, 130A, 130B, 131B, 133B, 134B, 135B,137A, 137B, 138B

Data/information systems 99A

Developmentally appropriate practices - 87A, 88A, 90B,95B, 99B, 100A, 102B, 105A, 109A, 110A, 111A, 111B,112A, 112B, 115B, 117A, 118A, 120B, 122A, 122B,123A, 126A, 128B, 129B, 130B, 135B, 137A, 138A

Emerging literacy -90A, 92B, 95B, 111A, 112B, 117B,118B, 130B, 131A

Engagement -87A, 99B, 112B, 122B, 126A, 128B, 139A

Environments -90B, 91A, 97A, 99B, 100B, 102B, 103B,110A, 112B, 114B, 118A, 121A, 122A, 122B, 123A,125B, 126A, 129A, 129B, 132A, 136B, 137B, 138B, 139A

Evaluation/research - 93A, 137A, 137B, 138B

Family-centered/family systems - 87A, 87B, 88A, 89A,89B, 91B, 92A, 95B, 97B, 98B, 99A, 99B, 101A, 102A,102B, 103B, 104A, 105A, 106A, 107B, 108A, 109B,110A, 111B, 112B, 113A, 113B, 114A, 114B, 115B, 116A,117A, 118A, 118B, 119B, 120A, 120B, 121B, 122A, 122B,123A, 124B, 125B, 126A, 126B, 127A, 127B, 128A, 128B,130B, 131A, 131B, 132A, 133B, 134B, 136B, 137A, 137B,138A, 138B

Financing - 88B, 98B

Health/nutrition - 89A, 104A

Home visiting model - 131B

IFSP/IEP practices -87B, 99B, 101A, 102A, 103A, 103B,104A, 106A, 108B, 112B, 114B, 120A, 121B, 122A, 122B,123A, 123B, 124B, 127B, 128A, 131A, 131B, 133A,134A, 134B, 135B, 138A

Inclusion/LRE- 87A, 89A, 90A, 91A, 91B, 93B, 94B,95A, 95B, 96A, 96B, 97A, 97B, 98A, 99B, 100A, 101A,102A, 102B, 103A, 106B, 107A, 108A, 109A, 110A,110B, 111A, 111B, 112A, 114B, 117A, 118B, 119A, 119B,120A, 121B, 122A, 122B, 123A, 123B, 124A, 124B,126A, 128A, 129B, 131B, 132B, 134A, 135B, 136B, 137A,138A, 138B, 139A

Integrated therapy model - 88B, 125A

Local interagency coordination - 88A, 89A, 96A, 96B,98A, 98B, 99A, 101B, 102A, 105A, 107B, 108A, 114A,115B, 117A, 119A, 120A, 121B, 122B, 127A, 128B,134A, 135A, 138A, 139A

Motor skills - 94A, 112B, 122B, 128B, 131A, 132A

Neurobehavioral techniques 105B, 120B

Orientation/mobility - 112B, 131A, 132A

Play-based-90B, 97B, 111A, 118A, 121B, 122B, 125B,128B, 132A, 135B, 137B

Program development/management- 102B, 121B, 128B


Resource center/central directory 94B, 98A, 99A, 101A

Respite care/crisis nursery - 104B

Routines-based-- 87A, 88A, 91A, 97A, 99B, 102A, 112A,112B, 114A, 115B, 119A, 120B, 121B, 122A, 122B, 127B,128B, 129A, 132A, 137B, 138B, 139A

Screening/pub awareness/child find - 89B, 94A, 104A,116A, 128B, 132A, 133A, 135B

Service coordination - 88A, 88B, 98A, 98B, 99A, 99B,101B, 104A, 105A, 116A, 134A, 134B, 136A

Social behavior - 87A, 87B, 89A, 91B, 93A, 97A, 102A,103A, 105A, 105B, 108B, 110A, 112A, 114B, 115A,

118A, 120B, 121A, 122B, 123A, 128B, 129A, 131A,

132A, 139A

Statewide systems change - 89A, 91A, 96A, 101B, 102B,110B, 112A, 114B, 115B, 119B, 120A, 121B, 124A, 125A,127A, 127B, 128B, 131A, 138A, 139A

Transdisciplinary - 88A, 88B, 89A, 97A, 99A, 102A,108A, 112B, 114A, 115B, 116A, 120B, 121A, 121B,122A, 122B, 123A, 127A, 132A, 134B, 137A, 138A

Transition 87B, 96B, 99A, 102A, 103B, 104A, 105A,108A, 112A, 112B, 114A, 117A, 119A, 119B, 120A,120B, 122A, 123A, 128B, 131A, 132B, 133A, 134B

Video-based assessment/intervention - 87A, 90A, 94A,104A, 107A, 111A, 114B, 117B, 123A, 123B, 128B, 133A

Personnel development approachesCase method of instruction - 104B, 106A, 107A, 109A,

109B, 112B, 114B, 117B, 121B, 124B, 128B, 129A, 136A

Certification/credentialing - 91A, 104A, 109A, 109B,110B, 115A, 124A, 128A, 130B, 131B, 127A

Competency-based training -90A, 106B, 107A, 109A,109B, 110A, 110B, 111A, 111B, 112B, 114A, 116B, 120B,122A, 122B, 124A, 125B, 126A, 128A, 129B

CSPD -101B, 115A, 131A, 133B

Distance learning- 87A, 88A, 93B, 97A, 104A, 107A,107B, 110A, 110B, 111A, 112B, 115A, 116B, 117B, 118B,

122B, 123A, 124B, 128A, 128B, 129A, 129B, 130B, 132A,

135A, 136A, 136B

Inservice training innovations 87B, 90A, 93A, 93B,95A, 96B, 97A, 99A, 99B, 100A, 101A, 101B, 102B,

103B, 104A, 106A, 106B, 107A, 10713, 108A, 108B,

109A, 109B, 110A, 110B, 111A, 112A, 112B, 113A,

113B, 114A, 114B, 115A, 115B, 116A, 116B, 118B, 120A,

120B, 121A, 121B, 122A, 122B, 123A, 123B, 124B, 125A,

125B, 126B, 127A, 128A, 128B, 129A, 130B, 131A,

133A, 133B, 134A, 134B, 135B, 136A, 136B

Mentoring 91A, 106A, 122A, 123A, 128A, 130A, 130B

Index of DescrOtors of EEPCD Projects

Preservice training innovations 113A, 113B, 116A,121A, 126B

Recruitment/retention strategies - 104B, 128B

Technical assistance model - 87A, 89B, 94B, 96A, 97A,104A, 106B, 107A, 107B, 108A, 108B, 111B, 112B, 114A,114B, 116A, 117A, 119A, 119B, 120A, 121A, 121B,122A, 122B, 123A, 124B, 125A, 125B, 126A, 127A,127B, 128A, 128B, 129A, 133A, 134A, 134B, 135A, 136A

Train-the-trainers - 95A, 10213, 104A, 106B, 107A, 108B,110B, 111A, 111B, 113A, 113B, 116A, 116B, 118A, 118B,119A, 120B, 121A, 122A, 122B, 123B, 125B, 126B, 127A,12713, 128A, 128B, 129B, 130B, 131A, 131B, 132A, 135A,1358

Personnel Targeted for TrainingPersonnel disciplines/typesAdministrators -88B, 89A, 93B, 96B, 98B, 99B, 101B,

103B, 108A, 109B, 110B, 111B, 112A, 114B, 115A, 115B,116B, 117A, 118B, 119B, 121A, 1218, 122A, 123A,124A, 124B, 125A, 126A, 127A, 127B, 128A, 128B,129B, 130B, 132A, 132B, 135B, 136A, 1378, 138A, 139A

Audiologists - 88B, 130B

Community childcare/preschool providers - 89A, 89B,90A, 90B, 91A, 91B, 92B, 93A, 93B, 94A, 94B, 95A, 95B,96A, 97A, 97B, 98A, 99B, 100A, 101A, 102B, 103B,105A, 1058, 112B, 114A, 114B, 115A, 116B, 117B, 118B,119A, 119B, 121B, 122A, 122B, 123B, 124A, 125A,126A, 128B, 129B, 130B, 131A, 131B, 132B, 133B, 134A,135B, 136B, 137B, 138A, 139A

Community leaders/volunteers 87A, 96B, 98A, 101A,110A

Early interventionists/early childhood special education87A, 87B, 88A, 89A, 89B, 90A, 90B, 91B, 92B, 93A,

93B, 94B, 95B, 96B, 97A, 978, 98A, 98B, 99A, 101B,102A, 102B, 103B, 105A, 105B, 106A, 108A, 108B, 109B,110A, 110B, 112A, 112B, 113A, 114B, 115A, 115B,116A, 116B, 117A, 1178, 118A, 118B, 119A, 119B, 120B,121A, 121B, 122A, 122B, 123A, 123B, 124B, 125A, 1258,126A, 126B, 1278, 128A, 128B, 129A, 130A, 130B,131A, 131B, 132A, 132B, 133B, 134A, 135A, 135B, 136B,137B, 138A, 139A

Family members of a child with a disability - 87A, 87B,89A, 90A, 91A, 91B, 92A, 92B, 93A, 93B, 94A, 94B,95A, 96B, 97A, 97B, 98A, 98B, 99A, 99B, 100A, 101A,101B, 102A, 103A,103B, 104B, 105A, 1058, 108A, 108B,109A, 109B, 110B, 112A, 112B, 114A, 114B, 115A, 115B,116B, 117A, 117B, 118B, 119B, 121A, 121B, 122A, 123B,124B, 125A, 125B, 126A, 126B, 127A, 128B, 129A,130A, 130B, 131A, 132B, 133B, 135B, 136A, 137B, 138A,139A


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Personnel discipline/types, continued

IHE/post-secondary personnel 111B, 113A, 113B,115A, 121A, 126B, 136B

Interagency coordinating council 117A, 127A, 128B,133B, 134A

Multidisciplinary team (also see Content/intervention) -88A, 95A, 96A, 102B, 105A, 106B, 107A, 107B, 108B,109B, 110B, 111B, 112B, 113A, 114A, 115B, 116A, 117A,119B, 120A, 120B, 121A, 121B, 122A, 122B, 123A, 124B,126B, 127A, 134B, 135B

Nurses- 87B, 88B, 89B, 99A, 103B, 104A, 120B, 128B,132B, 136B

Occupational therapists 88B, 112B, 113A, 116B, 120B,122A, 124B, 125A, 126A, 126B, 128A, 130B, 132B, 136B

Paraprofessionals/aides 89A, 93A, 96B, 99B, 102B,103B, 105B, 106B, 108B, 109A, 109B, 110B, 111A, 112B,115A, 119A, 121A, 122A, 123A, 123B, 126A, 128A,128B, 132B, 135A

Parents as staff-98A, 101A, 104B, 106B, 107B, 111A,112B, 113B, 126B

Physical therapists 112B, 113A, 116B, 120B, 122A,124B, 125A, 126A, 126B, 128A, 130B, 132B, 136B

Physicians/pediatricians - 87B, 88B, 89B, 99A, 103B,126B, 128B, 133A

Psychologists 88B, 98B, 102A, 112B, 120B, 126B

Service coordinators 88A, 97B, 98A, 98B, 99A, 101A,101B, 117A, 127B, 136A

Social workers -98B, 99A, 102A, 126B, 128B

Speech-language pathologists 88B, 98B, 112B, 113A,116B, 122A, 125A, 126A, 126B, 128A, 129A, 130B,132B, 136B

Teachers, general education - 89A, 89B, 90A, 90B, 92B,93B, 94A, 95B, 96B, 98A, 99B, 100B, 101A, 101B, 103A,103B, 105A, 108A, 112B, 113A, 115A, 118B, 119A,119B, 121A, 122B, 123A, 125A, 126A, 132B, 135B, 136B,137B, 138A

Trainers/TA providers - 87A, 89B, 102B, 106B, 111A,113B, 116A, 116B, 120B, 121A, 123B, 128B, 134A, 135B,136A

Service settings

Childcare center/preschool 88A, 89A, 89B, 90A, 90B,91A, 91B, 92A, 92B, 94A, 94B, 95A, 95B, 96A, 97A,97B, 98A, 98B, 99A, 99B, 100A, 101A, 102B, 103B,104B, 105A, 105B, 106A, 107A, 109A, 110A, 111B,112A, 112B, 114A, 114B, 115A, 116B, 117A, 117B,118A, 118B, 119A, 119B, 121A, 121B, 122B, 123B, 124A,125A, 126A, 128B, 129B, 130B, 131A, 131B, 132A, 132B,134A, 134B, 135A, 135B, 136B, 138A, 139A

Family child care -90A, 91A, 114B, 115A, 116B, 118B,122A, 123B, 131A, 134A

HeadStart- 89B, 90A, 95B, 107A, 109A, 111B, 115A,116B, 118B, 119B, 122A, 126A, 129A, 135A, 135B

Home - 87B, 88A, 90A, 91B, 92A, 94A, 97A, 97B, 98A,99A, 102A, 103B, 104B, 105A, 105B, 110A, 112A, 114B,115A, 116B, 117A, 118A, 121B, 122A, 128A, 128B,.129A, 130B, 131A, 131B, 132A, 132B, 134A, 134B

Hospital (NICU/PICU)- 87B, 98A, 99A, 103B, 104A,120B, 128B, 133A

Post-secondary institution 111B, 113B, 121A, 126B

Public school, pre-K through 2 - 89A, 89B, 94A, 95A,95B, 96B, 98A, 100B, 101A, 101B, 102A, 103A, 103B,106B, 107A, 112B, 115A, 116B, 117A, 117B, 118B, 119A,119B, 121A, 122B, 125A, 129A, 129B, 132B, 135A, 135B,136B, 138A

Rural/remote- 87A, 92A, 92B, 94A, 102B, 108A, 109A,115B, 119B, 122A, 122B, 123A, 123B, 128A, 132A,135A, 139A

Urban/inner city 89A, 89B, 92B, 99B, 100A, 108B,114A, 120B, 121B,.123A, 135A, 139A

1 0


Research and Personnel PreparationGrants Listings

Research Grants

Advancing and Improving the Research Knowledge Base Grant 145

Field-Initiated Research Grants 145

Initial Career Award Grants 149

Policy and Program Evaluation Grants 149

Preventing the Development of Serious Emotional Disturbance Grants 150

Prevention of Reading Difficulties Research Program Grants 151

School-Linked Services to Support Better Outcomes Grants 151

Special Studies Program Grants 153

Student-Initiated Research Grants 154

Teclmology in Education Grants 155

Personnel Preparation GrantsInfant/Toddler Personnel Grants 159

Leadaship Personnel Grants 164

Low-Incidence Grants 166

Minority Institutions Grants 170

Parent 'Mining and Information Grants (PTIs) 173

Preservice Personnel Training Grants 181

Related Services Personnel Grants 184

Special Educators Grants 185

Special Projects Grants 186

State Education Agency Grant 188

lbl

Advancing and Improving the Research Knowledge Base GrantsField-iniftted Research Grants

The Paraprofessional Role in InclusionAdvancing and Improving the Research

Knowledge Base GrantGrant No. H023A50092 (1995-98)

Nancy French, Principal InvestigatorThe PARA Center1444 Wazee Street, Suite 230Denver, CO 80202(303)620-4078Fax: 303-620-4588E-mail: [email protected]

The Influence of Real-Time FrequencyTransposition on the Development andRefinement of Skills of Articulation inSeverely and Profoundly Hearing-ImpairedChildrenAdvancing and Improving the Research

Knowledge Base GrantGrant No. H023A50064 (1997-99)

Raymond Hull, Project DirectorCommunicative Disorders and SciencesWichita State UniversityWichita, KS 67260-0075(316) 978-3240Fax: 316-978-3291E-mail: [email protected]

Longitudinal Educational and BehavioralOutcomes for Students At RiskField-Initiated Research GrantGrant No. H023C70134 (1997-00)

Donald L. MacMillan, Project DirectorOffice of Research AffairsSchool of EducationUniversity of CaliforniaRiverside, CA 92521-0217(909) 787-5200

Remediation and Prevention of Aggressionin Young Children With Severe EmotionalDisturbanceField-Initiated Research GrantGrant No. H023C70029 (1997-00)

Phillip S. Strain, Project DirectorUniversity of Colorado at DenverPO Box 173364Denver, CO 80217-3364(303) 556-2771Fax: 303-620-4587E-mail: [email protected]

Social Relationship Development inCommunity Contexts for Young ChildrenWith Severe DisabilitiesField-Initiated Research GrantGrant No. H023C50169 (1995-98)

Phillip Strain, Principal InvestigatorUniversity of Colorado at DenverPO Box 173364Denver, CO 80217-3364(303) 556-2771Fax: 303-620-4587E-mail: phil_strain @ceo.cudenver.edu

Attention Deficit Hyperactivity Disorder-Early Identification Research ProjectField-Initiated Research GrantGrant No. H023C70231 (1997-00)

Rebecca R. Fewell, Project DirectorDepartment of PediatricsUniversity of Miami1601 North West 12th AvenueMiami, FL 33136(305) 243-6517

The Socialization of Beginning SpecialEducation Teachers: An Investigation ofTheir Problems of Practice and the Influenceof ContextField-Initiated Research GrantGrant No. H023C70161 (1997-00)

Karen Kilgore, Project DirectorUniversity of FloridaG 315 NRN HallGainesville, FL 32611-7050(352) 392-0701, 286Fax: 352-392-2655E-mail: [email protected]

Studies of Infants and Toddlers PrenatallyExposed to CocaineField-Initiated Research GrantGrant No. H023C30079 (1993-98)

162

Keith Scott, Principal InvestigatorDepartment of Psychology AnnexUniversity of MiamiPO Box 249229Coral Gables, FL 33124-0721(305) 284-1740Fax: 305-284-1632E-mail: [email protected]


Field-lniAsted Research Grants

Vocabulary Acquisition of Young Deaf andHard-of-Hearing ChildrenField-Initiated Research GrantGrant No. H023C70183 (1997-00)

Amy Lederberg, Project DirectorEducation Psychology and Special EducationDepartment

University PlazaAtlanta, GA 30303(404) 651-0115Fax: 404-651-4901E-mail: [email protected]

Curriculum-Based Measurement:Alternative Assessment to Measure EnglishReading Proficiency of Bilingual StudentsField-Initiated Research GrantGrant No. H023C70148 (1997-00)

Johnell Bentz, Project DirectorDepartment of Special EducationCollege of EducationUniversity of Illinois801 South Wright StreetChampaign, IL 61820(217) 333-0260Fax: 217-333-6550E-mail: [email protected]

Effects of Use of Authentic AssessmentProcedures on Literacy Development ofBilingual and Monolingual Students WithLearning DisabilitiesField-Initiated Research GrantGrant No. H023C50097 (1995-98)

Norma Lopez-Reyna, Project DirectorUniversity of Illinois1040 West Harrison M/C 147Chicago, IL 60607(312) 996-4526Fax: 312-996-6400E-mail: [email protected]

Risk and Resilience of Behavior andAdjustment Problems in Students With andWithout DisabilitiesField-Initiated Research GrantGrant No. H023C70103 (1997-02)

Ruth Pearl, Project DirectorCollege of EducationUniversity of Illinois809 South Marshfield AvenueChicago, IL 60612-7205(312) 996-4895

146

The Influence of Real-Time FrequencyTransposition on the Development andRefinement of Skills of Articulation inSeverely and Profoundly Hearing-ImpairedChildren: Reliability and SignificanceField-Initiated Research GrantGrant No. H023C70220 (1997-99)

Raymond H. Hull, Project DirectorCommunicative Disorders SciencesWichita State University1845 FairmountWichita, KS 67260-0075(316) 978-3240

Longitudinal Assessment of EmergingBehavior State Patterns Among Infants andChildren With Severe and ProfoundDisabilitiesField-Initiated Research GrantGrant No. H023C30029 (1993-98)

Doug Guess, Principal InvestigatorInstitute for Life Span StudiesUniversity of Kansas1052 Dole BuildingLawrence, KS 66045(875) 864-4954Fax: 913-864-4149E-mail: [email protected]

A Longitudinal Study of Risk and ProtectiveFactors Affecting the Development ofChildren Prenatally Exposed to Illicit Drugsand AlcoholField-Initiated Research GrantGrant No. H023C50111 (1995-00)

Judith Carta, Principal Investigator650 Minnesota AvenueKansas City, KS 66101(913)321-3143Fax: 913-371-8522E-mail: [email protected]

Self-Management Toward Independence forStudents With DisabilitiesField-Initiated Research GrantGrant No. H023C70066 (1997-98)

Margaret King-Sears, Project DirectorJohns Hopkins University9601 Medical Center DriveRockville, MD 20850(301)254-7040

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The Forgotten Newborn: Individualized,Family-Focused Development Care for theMedically Low-Risk Preterm InfantField-Initiated Research GrantGrant No. H023C70032 (1997-02)

Heidelise Als, Project DirectorNeurobehavioral StudiesChildren's Hospital Corporation320 Longwood AvenueBoston, MA 02115(617) 355-8249

The Influence of Teacher Characteristics onthe Academic Performance and BehavioralAdjustment of Students With AttentionDeficit Hyperactivity DisorderField-Initiated Research GrantGrant No. H023C50118 (1995-98)

Gary Siperstein, Project DirectorUniversity of Massachusetts100 Morrissey BoulevardBoston, MA 02155-3393(617)287-7250Fax: 617-287-7249E-mail: [email protected]

The Development and Evaluation of an EarlyIntervention Program for Non-Readers andNon-WritersField-Initiated Research GrantGrant No. H023C50089 (1995-99)

Carol Englert, Principal InvestigatorCEPSEMichigan State University334 Erickson HallEast Lansing, MI 48824-1034(517) 355-1835Fax: 517-353-6393E-mail: [email protected]

Field-Initialed Research Grants

Expanding Behavioral Momentum: LinkingHigh-Probability Requests and PeerInteractions to Promote Skill Acquisitionand Generalization in Young Children WithSevere DisabilitiesField-Initiated Research GrantGrant No. H023C30089 (1993-98)

Mary McEvoy, Principal InvestigatorRoom 215 Pattee HallUniversity of MinnesotaCEED 150 Pillsbury Drive SEMinneapolis, MN 55455-0223(612) 626-7819Fax: 612-625-6619E-mail: [email protected]

Comprehensive and Critical ThinkingInstruction for Students With LearningDisabilitiesField-Initiated Research GrantGrant No. H023C70132 (1997-00)

Joanna Williams, Project DirectorTeachers CollegeColumbia University525 West 120 Street, Box 238New York, NY 10027(212) 678-3832Fax: 212-678-3194E-mail: [email protected]

Elementary School and Boys With Fragile XSyndromeField-Initiated Research GrantGrant No. H023C50034 (1995-00)

Donald Bailey, Principal InvestigatorUniversity of North CarolinaFrank Porter Graham Child Development CenterCB# 8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/


Field-Initialed Research Grants

A Longitudinal Study of Young ChildrenWith Fragile X Syndrome and Their FamiliesField-Initiated Research GrantGrant No. H023C30081 (1993-98)

Donald Bailey, Principal InvestigatorFrank Porter Graham Child Development CenterUniversity of North CarolinaCB# 8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: bailey @mail.fpg.unc.eduURL: http://www.fpg.unc.edu/

Long-Term Outcomes in Children and TheirFamiliesField-Initiated Research GrantGrant No. H023C50154 (1995-98)

Carol Trivette, Project DirectorOrelena Hawks Puckett InstitutePO Box 2277Morganton, NC 28680(704)432-0065Fax: 704-432-0068E-mail: [email protected]

Second Generation Research in EarlyInterventionField-Initiated Research GrantGrant No. H023C50171 (1995-00)

Carol Trivette, Principal InvestigatorOrelena Hawks Pucket Institute128 South Sterling StreetPO Box 2277Morganton, NC 28680(704) 432-0065Fax: 704-255-9035

Project VOCABULARY: UnderstandingEarly Growth and Remediation Effects forStudents With Disabilities or At Risk ofReading FailureField-Initiated Research GrantGrant No. H023C50121 (1995-00)

Deborah Simmons, Principal InvestigatorCollege of EducationUniversity of Oregon5219 UniversityEugene, OR 97403-5219(541) 346-3486

148

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Promoting Attention, Literacy, andSocialization (PALS) Among Students WithEmotional/Behavior DisordersField-Initiated Research GrantGrant No. H023C40001 (1994-97)

Lynn Fuchs, Project DirectorDepartment of Special EducationPeabody CollegeRoom 512 Kirkland HallVanderbilt UniversityNashville, TN 37240(615) 343-4782

A Study of the Auditory Characteristics ofChildren With AutismField-Initiated Research GrantGrant No. H023C50076 (1995-98)

Fred Bess, Principal InvestigatorBill Wilkerson Center1114 19th Avenue SouthNashville, TN 37212(615) 322-4099Fax: 615-343-7705E-mail: [email protected]/

A Nationwide Evaluation of IncluSivePractices and Outcomes in MainstreamResidential Camp and Outdoor SchoolPrograms Serving Youth With and WithoutDisabilitiesField-Initiated Research GrantGrant No. H023C70057 (1997-00)

Steve Braman, Project DirectorInstitute for Career and Leisure Development4110 Sunburst CourtAlexandria, VA 22303-1147(703)722-7045Fax: 503-239-1166E-mail: [email protected]

A Longitudinal Follow-up of GraduatesFrom Two Contrasting PreschoolInstructional Models: Phase 2Field-Initiated Research GrantGrant No. H023C30007 (1993-98)

Kevin Cole, Principal InvestigatorExperimental Education UnitUniversity of WashingtonBox 37-7925Seattle, WA 98195-7925(206) 543-4011Fax: 206-543-8480


Field-Initiated Research Grants Initial Career Award GrantsPolicy Program and Evaluation Grants

Teaming With Technology Research ProjectField-Initiated Research GrantGrant No. H023C70140 (1997-02)

Ken Heinlein, Project DirectorUniversity of Wyoming Wind UAPPO Box 4298Laramie, WY 82071-4298(307)766-2766Fax: 307-766-2763E-mail: [email protected]

A History of Special Education, Nashville,Tennessee,1940-1990Initial Career Award GrantGrant No. H023N54001 (1995-98)

Sherman Dorn, Project DirectorUniversity of South FloridaFAO-100VTampa, FL 33620-7750(813) 974-9482Fax: 813-974-5814E-mail: [email protected]: http://www.coedu.usf.edu/dorn/research/nashspedinashhome.htm

Early Development and Intervention Needsof Young Children With Visual ImpairmentsInitial Career Award GrantGrant No. H023N70042 (1997-00)

Deborah Hatton, Project DirectorFrank Porter Graham Child Development CenterUniversity of North CarolinaRoom 428-CCB #8180Chapel Hill, NC 27599-4100(919)966-7186Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Effects of Setting on Friendship andAcceptance of Young Children With andWithout DisabilitiesInitial Career Award GrantGrant No. H023N70026 (1997-00 )

Virginia Buysse, Project DirectorFrank Porter Graham Child Development CenterUniversity of North CarolinaCB#8180Chapel Hill, NC 27599-4100(919)966-7171Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Examining the Effects of Embedding YoungChildren's Goals and Objectives in DailyActivitiesInitial Career Award GrantGrant No. H023N70020 (1997-00)

Kristi Pretti-Frontczak, Project DirectorCenter on Human DevelopmentUniversity of Oregonc/o Office of Research Services andAdministration

5219 University of OregonEugene, OR 97403-5219(541) 346-2580Fax: 330-672-2580E-mail: [email protected]

Strategies for Promoting SocialRelationships Between Young Children Withand Without DisabilitiesInitial Career Awards GrantGrant No. H023N50009 (1995-98)

Paddy Favazza, Principal InvestigatorDepartment of Instruction and CurriculumCollege of EducationUniversity of MemphisCB # 526017Memphis, TN 38152-6017(901)678-3451Fax: 901-678-4778E-mail: [email protected]

Center to Identify and Meet TechnicalAssistance Needs of Elementary and MiddleSchoolsPolicy and Program Evaluation GrantGrant No. HS97016001 (1997-02)

James Hamilton, Project DirectorAmerican Institutes for Research1000 Thomas Jefferson Street NWWashington, DC 20007(202) 944-5300Fax: 202-944-5454E-mail: [email protected]

161;


Policy and Program Evaluation Grants Preventing the Development of Serious EmotionalDisturbance Among Children and Youth With Emotional and Behavioral Problems Grants

Technical Support for the Department ofEducation's Initiative to Link Research andPractice to Improve Results for IndividualsWith DisabilitiesPolicy and Program Evaluation GrantGrant No. HS97017002 (1997-02)

Maurice McInerney, Project DirectorSuite 4001000 Thomas Jefferson Street NWWashington, DC 20007(202) 944-5300Fax: 202-9445454E-mail: [email protected]

Technical Assistance in Data Analysis,Evaluation, and Report PreparationPolicy and Program Evaluation GrantGrant No. HS97020001 (1997-02)

Marsha Brauen, Project DirectorWESTAT1650 Research BoulevardRockville, MD 20850-3129(301) 251-1500Fax: 301-251-4475E-mail: [email protected]

Center to Link Local School Districts WithInformational and Support on the Use ofTechnology, Educational Media, andMaterialsPolicy and Program Evaluation GrantGrantNo. HS97022001 (1997-02)

Judith Zorfass, Project DirectorEducational Development Center55 Chapel StreetNewton, MA 02158(617) 969-7100Fax: 617-969-7100E-mail: [email protected]

150

Institute to Improve the Quality ofTechnology, Educational Media, andMaterials for Individuals With DisabilitiesPolicy and Program Evaluation GrantGrant No. HS96013001 (1996-01)

Douglas Carnine, Project DirectorNational Center to Improve the Tools of EducationInstitute for Development of EducationAchievement

5219 University of OregonEugene, OR 97403-5219(541) 346-5131Fax: 541-683-7543E-mail: dcarnine @ oregon.uoregon.edu

Project Success: Preventing theDevelopment of SED Among Children WithEmotional and Behavioral ProblemsPreventing the Development of Serious Emotional

Disturbance Among Children and Youth WithEmotional and Behavioral Problems Grant

Grant No. H237F40022 (1994-98)

Marjorie Montague, Project DirectorPO Box 248065University of MiamiCoral Gables, FL 33124-2040(305) 284-2891Fax: 305-284-3003E-mail: [email protected]

Proactive Home-School Programming forthe Prevention of Serious EmotionalDisturbance in Children With BehaviorProblemsPreventing the Development of Serious Emotional


Grant No. H237F50019 (1995-99)

Debra Kamps, Project DirectorUniversity of Kansas1052 DoleLawrence, KS 66045(913) 321-3143Fax: 913-371-8522E-mail: [email protected]


Preventing the Development of Serious Emotional Disturbance Among Children and Youth WithEmotional and Behat4oral Problems Grants Prevention of Reading Difficulties in Young Children

Research Grant School-Linked Services to Support Better Outcomes for Children WithDisabilties Grants

Linkages to Learning: An Integrated Multi-Agency, School-Based Program for theDelivery of Health, Mental Health, and SocialServices to Students and Their FamiliesPreventing the Development of Serious Emotional


Grant No. H237F50014 (1995-99)

Nathan Fox, Project DirectorUniversity of MarylandLee Building, Room 2100College Park, MD 20742-5141(301)405-2816Fax: 301-405-2891

Improving the Lives of Children: An SEDPrimary Prevention ProjectPreventing the Development of Serious Emotional


Grant No. H237F40012 (1994-98)

Bob Algozzine, Project DirectorUniversity of North CarolinaHighway 49 NCharlotte, NC 28223(704) 547-2531Fax: 704-547-2916E-mail: [email protected]

Preventing the Development of SeriousEmotional Disturbance Among Children andYouth With Emotional and BehavioralProblemsPreventing the Development of Serious EmotionalDisturbance Among Children and Youth WithEmotional and Behavioral Problems Grant

Grant No. H237F50036 (1995-99)

Martha Fitzgerald, Principal InvestigatorUniversity of Vermont429 Waterman BuildingBurlington, VT 05405(802) 656-8551

Committee on Prevention of ReadingDifficulties in Young ChildrenPrevention of Reading Difficulties in Young Children

Research GrantGrant No. H023S50001 (1995-98)

Susan Burns, Principal InvestigatorNational Academy of Sciences2101 Constitution Avenue NWHA-178Washington, DC 20418(202)334-3062Fax: 202-334-3584E-mail: [email protected]

Investigation of Sequence of ReciprocalInteractions Within Behavioral Episodes ofProblem BehaviorSchool-Linked Services to Support Better Outcomes for

Children With Disabilities GrantGrant No. H023D52001 (1995-98)

Ron Nelson, Project DirectorDivision of Curriculum InstituteCollege of EducationArizona State UniversityPO Box 872011Tempe, AZ 85287-2001(602) 965-0488Fax: 602-965-4942E-mail: [email protected]

Inclusive Reform in Urban Schools ThroughPeer-to-Peer Support From School TeamsSchool-Linked Services to Support Better Outcomes for


168

Pam Hunt, Project DirectorOffice of Research and Sponsored ProgramsSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-7848Fax: 415-338-2845E-mail: [email protected]

BEST COPY MADAM


School-Linked Services to Support Better Outcomes for Children With Disabilties Grants

Sustaining Effective Practices (STEP)School-Linked Services to Support Better Outcomes for


Janette Klingner, Project DirectorUniversity of MiamiPO Box 248065Carol Gables, FL 33124(305) 2845937Fax: 305-284-3003E-mail: [email protected]

Testing a Strategy for Computer-BasedAssistive Technology Intervention toSupport InclusionSchool-Linked Services to Support Better Outcomes for


William Mann, Project DirectorCenter for Assistive TechnologyUniversity of New York at Buffalo510 Kimball TowerBuffalo, NY 14214(716) 829-3141Fax: 716-829-3217E-mail: [email protected]

A Center to Study Sustainability (CSS) ofResearch-Based Interventions for StudentsWith Learning DisabilitiesSchool-Linked Services to Support Better Outcomes for


Russell Gersten, Project DirectorEugene Research Institute132 East Broadway, Suite 747Eugene, OR 97401(541) 342-4268Fax: 541-342-4310

Principals' ProjectSchool-Linked Services to Support Better Outcomes for


Christine Salisbury, Project DirectorChild and Family Studies Program

:11A11eglieny University of, the Health SciencesOne Alle*gheny ScidArePittsburgh, PA 15212(412) 359-1600Fax: 412-359-1601E-mail: [email protected]: http://www.asri.edu/cfsp/

Teaching Students With SignificantDisabilities to Support Themselves:Promoting Inclusion Through Student-Directed Learning StrategiesSchool-Linked Services to Support Better Outcomes for


Michael Wehmeyer, Project DirectorDepartment of Research and Program ServicesThe Arc500 East Border Street, Suite 300Arlington, TX 76010(817) 261-6003

The Effects of a Supportive ClassroomCommunity on the Inclusion of StudentsWith Severe DisabilitiesSchool-Linked Services to Support Better Outcomes for


Wayne Fox, Project DirectorUniversity Affiliated Programs of VTUniversity of Vermont340 Waterman BuildingBurlington, VT 05405(802) 656-4031Fax: 802-656-1357E-mail: [email protected]

Sustainability of Promising InnovationsSchool-Linked Services to Support Better Outcomes for


Patricia Vadasy, Project DirectorWashington Research Institute150 Nickerson Street, Suite 305Seattle, WA 98109(206) 285-9317Fax: 206-285-1523E-mail: [email protected]: http://www.wri-edu.org

169


School-Linked Services to Support Better

Families and Schools Together: AnExperimental Analysis of a Parent-MediatedEarly Intervention Program for ElementaryChildrenSchool-Linked Services to Support Better Outcomes for


Thomas Kratochwill, Project DirectorWisconsin Center for Education ResearchUniversity of Wisconsin102 West Johnson StreetMadison, WI 53706(608)262-5912Fax: 608-262-5912E-mail: [email protected]

Longitudinal Study of the Impact of EarlyIntervention Services on Infants andToddlers With DisabilitiesSpecial Studies Program GrantGrant No. H159E50001 (1995-00)

Kathy Hebbeler, Project Co-Director600 Mockingbird PlaceDavis, CA 95616(916) 758-7483Fax: 916-753-0832E-mail: [email protected]

andMary Wagner, Project Co-DirectorSRI International333 Ravenswood AvenueMenlo Park, CA 94025(650) 859-2867Fax: 650-859-2861E-mail: [email protected]: http:llwww.sri.com/policy/cehs/

Center to Support the Achievement of WorldClass Outcomes for Students WithDisabilitiesSpecial Studies Program GrantGrant No. H159C50004 (1995-00)

James Ysseldyke, Principal InvestigatorUniversity of Minnesota350 Elliott Hall750 East River RoadMinneapolis, MN 55455(612) 624-4014Fax: 612-624-0879E-mail: [email protected]: http://www.coled.edu/ncco/

Outcomes for Children WA Disabilties GrantsSpecial Studies Program Grants

National Center on Assessment ofOutcomes for Children and Youth WithDisabilitiesSpecial Studies Program GrantGrant No. H159C00004 (1990-98)

James Ysseldyke, Project DirectorUniversity of Minnesota350 Elliott Hall750 East River RoadMinneapolis, MN 55455(612) 624-4014Fax: 612-624-0879E-mail: [email protected]: http://www.coled.edu/ncco/

State and Local Education Efforts toImplement the Transition Requirements inthe Individuals With Disabilities ActSpecial Studies Program GrantGrant No. H159D50001 (1995-98)

Susan Hasazi, Project DirectorUniversity of Vermont499B Waterman BuildingBurlington, VT 05405(802)656-2936Fax: 802-656-1357E-mail: [email protected]

State-Federal Administrative InformationExchange ProjectSpecial Studies Program GrantGrant No. H159K70002 (1997-00)

Eileen Ahern, Project DirectorNational Association of State Directors of SpecialEducation (NASDSE)1800 Diagonal Road, Suite 320Alexandria, VA 22314(703)519-3800Fax: 703-519-3808E-mail: [email protected]

170


Special Studies Program Grant Student-Initiated Research Grants

A Comparison of the Effects of ProlepticVersus Direct Strategy Instruction on theComposition Skills of Students WithLearning DisabilitiesStudent-Initiated Research GrantGrant No. H023B70044 (1997-98)

Steve Graham, Project DirectorResearch Administration and AdvancementUniversity of Maryland, College ParkLee Building, Room 2100College Park, MD 20742-5141(301) 405-6493Fax: 301-314-9158E-mail: [email protected]

Persistence in Inclusionary SettingsStudent-Initiated Research GrantGrant No. H023B70087 (1997-98)

Judith Singer, Project DirectorGraduate School of EducationHolyoke Center 4401350 Massachusetts AvenueCambridge, MA 02138(617) 495-5501Fax: 617-495-3626E-mail: [email protected]

Behavioral Regulation in Males WithFragile XStudent-Initiated Research GrantGrant No. H023B70035 (1997-98)

154

Don Bailey, Project DirectorFrank Porter Graham Child Development CenterUniversity of North CarolinaCB #8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: bailey @mail.fpg.unc.eduURL: http://www.fpg.unc.edu/

Family Adaptations:The Division ofResponsibilities in Mexican Families ofChildren With Developmental DisabilitiesStudent-Initiated Research GrantGrant No. H023B70053 (1997-98)

Don Bailey, Project DirectorFrank Porter Graham Child Development CenterUniversity of North CarolinaCB #8180Chapel Hill, NC 27599-8180(919) 966-4250Fax: 919-966-7532E-mail: [email protected]: http://www.fpg.unc.edu/

Toward Resilience: The Ecology ofMotherhood for Women With Serious MentalIllnessStudent-Initiated Research GrantGrant No. H023B70074 (1997-98)

Harriet Boone, Project DirectorFrank Porter Graham Child Development CenterUniversity of North CarolinaBynum Hall, CB #4100Chapel Hill, NC 27599-4100(919) 962-5579Fax: 919-962-5097E-mail: [email protected]

Television Literacy: Comprehension ofProgram Content Using Closed-Captionsfor the DeafStudent-Initiated Research GrantGrant No. H023B7073 (1997-98)

Dorothy Jackson, Project DirectorResearch FoundationOhio State University1960 Kenny RoadColumbus, OH 43210-1063(614) 688-4175Fax: 614-292-4537E-mail: [email protected]

171


Student-Initiaied Research Grants Technology in Education Grants

The Effects of Student PerformanceFeedback on the Reading Progress,Achievement, and Instructional Programs ofStudents At Risk for Learning DisabilitiesStudent-Initiated Research GrantGrant No. H023B70060 (1997-98)

Mark Shinn, Project DirectorSchool Psychology ProgramUniversity of Oregon5219 University of OregonEugene, OR 97403-5219(541) 346-2144Fax: 541-346-2897E-mail: [email protected]

Using Constant Time Delay to TeachPreventative Safety Skills to PreschoolersWith DisabilitiesStudent-Initiated Research GrantGrant No. H023B70068 (1997-98)

Sarah Rule, Project DirectorCenter for Persons With DisabilitiesUtah State UniversityUMC 6845Logan, UT 84322-6800(801) 797-1987Fax: 801-797-3944E-mail: [email protected]

Assessments of Preschoolers' Resilience inSpecial Education and Poverty-RelatedProgramsStudent-Initiated Research GrantGrant No. H023B70039 (1997-98)

Chriss Walther-Thomas, Project DirectorSchool of EducationCollege of William and MaryPO Box 8795Williamsburg, VA 23187-8795(757) 221-2310E-mail: [email protected]

Enhancing Treatment Utility in InstructionalConsultation Problem Solving: Comparisonof Alternative Assessment TechnologiesStudent-Initiated Research GrantGrant No. H023B70033 (1997-98)

Thomas Krotochwill, Project DirectorWisconsin Center for Educational ResearchUniversity of Wisconsin125 West Johnson StreetMadison, WI 53706-1490(608) 262-5912Fax: 608-262-1427E-mail: [email protected]

Center for Special Education FinanceTechnology in Education GrantGrant No. H159G20002 (1992-98)

Jay Chambers, Principal InvestigatorAmerican Institutes for Research1791 Arastradero RoadPalo Alto, CA 94304(650) 843-8111E-mail: jchambers @ari-ca.orgURL: http://csef. ari. org/

Testing the Use of an Instrument to MeasureStudent ProgressTechnology in Education GrantGrant No. H159H60002 (1996-99)

William Frey, Project DirectorAmerican Institutes for ResearchPO Box 1113Palo Alto, CA 94302(650) 843-8111


Technology in Education Grants

A Computerized Assessment Environmentto Promote Literacy in Assessment forIndividuals With DisabilitiesTechnology in Education GrantGrant No. H180050015 (1995-98)

Martha Burk, Project DirectorA. U. Software, Incorporated1735 South Street NWWashington, DC 20009(202)265-6443Fax: 202-265-6245E-mail: [email protected]

Preventing Early Reading Failure byEnhancing Classroom Technologies: AnAnalysis of Peer-Assisted LearningStrategies, Computer-Assisted Instructionand Continuous Progress Monitoring inPrimary General Education ClassroomsTechnology in Education GrantGrant No. H180060004 (1996-99)

Patricia Mathes, Principal InvestigatorFlorida State University109 HMB Innovation ParkTallahassee, FL 32306(850)644-4880Fax: 850-644-8715E-mail: [email protected]

Video Feedforward to Promote Reading,Communication, and Effective Judgmentsby Young Children With DisabilitiesTechnology in Education GrantGrant No. H180G60031 (1996-99)

Peter Dowrick, Principal InvestigatorHawai'i University Affiliated Program1776 University AvenueManoa, HI 96882(808) 956-5009Fax: 808-956-7878E-mail: [email protected]

156

The Early Childhood ComprehensiveTechnology System (ECCTS)Technology in Education GrantGrant No. H180U50039 (1995-98)

Patricia Hutinger, Principal InvestigatorElementary Education and ReadingWestern Illinois UniversityHorrabin Hall, Room 27Macomb, IL 61455(309) 298-1634Fax: 309-298-2305E-mail: [email protected]

TEChPLACEs: Technology in EarlyChildhood-Planning and Learning AboutCommunity EnvironmentsTechnology in Education GrantGrant No. H180T70065 (1997-99)

Patricia Hutinger, Project DirectorWestern Illinois University1 University CircleMacomb,1L 61455(309)298-1634Fax: 309-298-2305E-mail: [email protected]

Examination of the Effectiveness of aFunctional Approach to the Delivery ofAssistive Technology Services in SchoolsTechnology in Education GrantGrant No. H180U50025 (1995-98)

Edward Blackhurst, Project DirectorResearch FoundationUniversity of Kentucky105 Kinkead HallLexington, KY 40506(606)257-7908Fax: 606-257-7908

173


A National Perspective on SpecialEducators' Use of Technology to PromoteLiteracyTechnology in Education GrantGrant No. H180050013 (1995-98)

Lynn Halverson, Project DirectorMacro International11785 Beltsville DriveCalverton, MD 20705(301) 572-0477Fax: 301-572-0999E-mail: [email protected]

Beyond Assistive Technology: Policy,Curriculum and Technology for InclusionTechnology in Education GrantGrant No. H180U50035 (1995-98)

David Rose, Project DirectorCAST, Incorporated39 Cross StreetPeabody, MA 01960(978) 531-8555Fax: 978-531-0192E-mail: [email protected]

Formulate and Conduct Research AroundImproving Education and TechnologyRelated Services at the Local LevelTechnology in Education GrantGrant No. H180U50026 (1995-98)

William Kiernan and Debra HartProject Co-Directors

Institute for Conununity InclusionChildren's Hospital300 Longwood AvenueBoston, MA 02115(617) 355-7443Fax: 617-355-7940E-mail: hart_d @al .tch.harvard.eduURL: http://www.childrenshospitaLorg/ici/

Technology in Education Grants

Achieving Curriculum Inclusion andIntegrating Technology With InstructionThrough Backward Mapping andCollaborative Action ResearchTechnology in Education GrantGrant No. H180U60037 (1997-99)

Thomas Keating, Project DirectorEugene Research Institute132 East Broadway, Suite 747Eugene, OR 97401(541) 342-1553Fax: 541-342-4310E-mail: [email protected]

Trains Teachers to Develop English LiteracyLesson Using Hispanic Culture andMultimedia TechnologyTechnology in Education GrantGrant No. H180050035 (1995-98)

Jean Andrews, Project DirectorLamar University, BeaumontPO Box 10076Beaumont, TX 77710(409) 880-8170

Captioning Instructional Videos to ImproveLiteracyTechnology in Education GrantGrant No. H180G60022 (1996-99)

Eric Kirkland, Principal InvestigatorNational Captioning Institute1900 Gallows Road, Suite 3000Vienna, VA 22182(703) 917-7600Fax: 703-917-9878URL: http:llwww.us.nethici/

174


Early Childhood Personnel PreparationProjectInfant/Toddler Personnel GrantGrant No. H029Q50044 (1995-98)

Susan Ryan-Vmcek, Project DirectorCenter for Human Development2330 Nichols AvenueAnchorage, AK 99508(907)286-4854Fax: 907-286-4856

Early Childhood Special Educator ProgramInfant/Toddler Personnel GrantGrant No. H029Q30041 (1993-98)

Marci Hanson, Project DirectorDepartment of EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325

Infant Specialist Training ProgramInfant/Toddler Personnel GrantGrant No. H029Q30043 (1993-98)

Marci Hanson, Project DirectorDepartment of Special EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325

Mentors in Early Childhood SpecialEducationInfant/Toddler Personnel GrantGrant No. H029Q40048 (1994-99)

Claire Cavallaro, Project DirectorCalifornia State University18111 Nordhoff StreetNorthridge, CA 91330(818) 885-2596Fax: 818-677-7804

Infant/Toddler Personnel Grants

Preparing Early Intervention Specialists forService in Hispanic CommunitiesInfant/Toddler Personnel GrantGrant No. H029Q30034 (1993-98)

Shirley Sparks, Project DirectorDepartment of Special EducationSanta Clara UniversityBannan HallSanta Clara, CA 95053(408) 554 4435Fax: 408-554-4301

Preparation for Multicultural EarlyChildhood ServicesInfant/Toddler Personnel GrantGrant No. H029Q30052 (1993-98)

Steve Kramer, Project DirectorCommunicative DisordersSan Diego State University5178 College AvenueSan Diego, CA 92182-1900(619)594-6140Fax: 619-594-7109E-mail: [email protected]

Professional Preservice PersonnelPreparation for Early Intervention Using theFirst Start ModelInfant/Toddler Personnel GrantGrant No. H029Q40085 (1994-99)

Marilyn Krajicek, Project DirectorSchool of NursingUniversity of Colorado4200 East 9th Avenue, C287Denver, CO 80262(303)315-5026Fax: 303-315-5215E-mail: [email protected]



Preparation of Family-Centered EarlyEducation Specialists of Deaf ChildrenInfant/Toddler Personnel Grant

Grant No. H029Q50032 (1995-98)

Marilyn Sass-Lehrer, Project DirectorDepartment of EducationGallaudet University800 Florida Avenue NEWashington, DC 20002(202)651-5530Fax: 202-651-5860E-mail: [email protected]

Recruiting and Training Minority Students inSpeech-Language Pathology to ServeInfants,Toddlers, Preschoolers, and TheirFamiliesInfant/Toddler Personnel GrantGrant No. H029Q50050 (1995-98)

Eugene Wiggins, Project Director4200 Connecticut Avenue NWWashington, DC 20001(202)274-6162Fax: 202-274-6350E-mail: [email protected]

Shifting Paradigms in Clinical Training:Preparing the Early Childhood Educator toFacilitate InclusionInfant/Toddler Personnel GrantGrant No. H029Q40009 (1994-98)

Maxine Freund, Project DirectorGeorge Washington University2121 I Street NW, 6th FloorWashington, DC 20052(202) 994-1510Fax: 202-994-3365E-mail: [email protected]

WEIPP: Wisconsin Early InterventionPreservice ProjectInfant/Toddler Personnel GrantGrant No. H029Q50033 (1995-98)

George Jesien, Project DirectorThe Joseph P. Kennedy, Jr., Foundation1325 G Street NW, Suite 500Washington, DC 20005(202) 393-1250Fax: 202-824-0351E-mail: [email protected]

160

Infant/Toddler Specialization: RuralInterdisciplinary Collaborative ServicesInfant/Toddler Personnel GrantGrant No. H029Q50045 (1995-98)

Julie Lee, Project DirectorCollege EducationValdosta State University1500 North Paterson StreetValdosta, GA 31698-0102(912) 333-5932Fax: 912-333-7167E-mail: [email protected]

Interdisciplinary Preservice SpecializationProject: (IPSP) Training Early InterventionPersonnel to Provide Part H ServicesInfant/Toddler Personnel GrantGrantNo. H029Q30007 (1993-98)

Elizabeth Straka, Project DirectorDepartment of Communication Sciences andDisorders

593 Aderhold HallThe University of GeorgiaAthens, GA 30602-3622(706) 542-6093

Personnel for Integrated Early ChildhoodEnvironmentsInfant/Toddler Personnel GrantGrant No. H029Q30025 (1993-98)

Michaelene Ostrosky, Project DirectorDepartment of Special EducationUniversity of Illinois801 South Wright StreetChampaign, IL 61820(217) 333-0260Fax: 217-333-6555E-mail: [email protected]

Dual Endorsement Training: EarlyChildhood Special Education and Pre-K/KindergartenInfant/Toddler Personnel GrantGrant No. H029Q50019 (1995-98)

Marion Panyan, Project DirectorDepartment of Special EducationSchool of Education and Human ServicesFine Arts CenterDrake UniversityDes Moines, IA 50311(515)271-4124Fax: 515-271-4848E-mail: [email protected]


Newly Implemented Highway for TrainingTeachers in ECSE Across Three IowaRegent InstitutionsInfant/Toddler Personnel GrantGrant No. H029Q50071 (1995-98)

Donna Raschke, Project DirectorDepartment of Special EducationUniversity of Northern Iowa150A Schindler Education CenterCedar Falls, IA. 50614-0601(319)273-6061Fax: 319-273-6997E-mail: [email protected]

ACCK Early Intervention Preservice GrantInfant/Toddler Personnel GrantGrant No. H029Q30013 (1993-98)

Sharon Rosenkoetter, Project DirectorAssociated Colleges of Central Kansas210 South MainMcPherson, KS 67460(316) 241-5150, 116Fax: 316-241-5153E-mail: [email protected]

Establishing A Blended Early Childhoodand Early Childhood Special EducationUndergraduate Program and Restructuringthe Current Early Childhood SpecialEducation ProgramInfant/Toddler Personnel GrantGrant No. H029Q50066 (1995-98)

Barbara Thompson, Project DirectorUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(913)864-4954

Preparation of Early Childhood PersonnelInfant/Toddler Personnel GrantGrant No. H029Q40024 (1994-99)

Vicki Stayton, Project DirectorDepartment of Teacher EducationWestern Kentucky University360 Tate Page HallBowling Green, KY 42101(502)745-3899Fax: 502-745-2939


Hopkins Mentor Program: EarlyIntervention and Early Childhood SpecialEducation Personnel PreparationInfant/Toddler Personnel GrantGrant No. H029Q40090 (1994-98)

Janeen Taylor, Project DirectorSchool of Continuing StudiesJohns Hopkins University3400 North Charles Street - WhiteheadBaltimore, MD 21218(410) 516-8273Fax: 410-290-0467E-mail: [email protected]

Partnership for Preparation of EarlyIntervention/Preschool Special EducationSpecialistsInfant/Toddler Personnel GrantGrantNo. H029Q50062 (1995-98)

Janeen Taylor, Project DirectorJohns Hopkins University3400 North Charles Street - WhiteheadBaltimore, MD 21218(410) 516-8273Fax: 410-290-0467E-mail: [email protected]

Interdisciplinary Training in Special Needs:A Multicultural EmphasisInfant/Toddler Personnel GrantGrant No. H029Q30060 (1993-98)

Allison Gottlieb, Project DirectorEunice Kennedy Shriver Center200 Trapelo RoadWaltham, MA 02254(781) 642-0237Fax: 781-642-0238

Training of Speech-Language Pathologists:Young Children of Diverse CulturalBackgrounds Who Are Living in PovertyInfant/Toddler Personnel GrantGrant No. H029Q50006 (1995-98)

Barry Prizant, Project DirectorEmerson College100 Beacon StreetBoston, MA 02116(617) 824-8500 or 8308

177



Extended Training for Early Intervention andPreschool PersonnelInfant/Toddler Personnel GrantGrant No. H029Q40071 (199498)

Suzanne Lamorey, Project DirectorUniversity of Missouri310 Jesse HallColumbia, MO 65211(314) 882-7383

Preservice Training of MA. Level Speech-Language Pathologists to ProvideAppropdate Services to Minority Infants,Toddlers, and Their FamiliesInfant/Toddler Personnel GrantGrant No. H029Q40002 (1994-99)

Lynda Campbell, Project DirectorDepartment of Communication DisordersSt. Louis University3750 Lindell BoulevardSt. Louis, MO 63108(314)977-2948Fax: 314-977-3360

Community-Based Interdisciplinary TeamTraining of Special Educators, SpeechLanguage Pathologists and Audiologists forEarly Intervention and Preschool RolesInfant/Toddler Personnel GrantGrant No. H029Q50068 (1995-98)

Philip Safford, Project DirectorKent State University405 White HallKent, OH 44242(330)672-2294FaX: 330-672-2512

Interdisciplinary Infant/Newborn SpecialistTraining ProgramInfant/Toddler Personnel GrantGrant No. H029Q40056 (1994-99)

Gerald Mahoney, Project DirectorFamily Child Learning CenterChildren's Medical Center1 Perkins SquareAkron, OH 44308(216)633-2055E-mail: gmahoney @ kent.edu

162

Personnel Preparation Early ChildhoodSpecial Education Ages 3-5 ItinerantTeacher ServicesInfant/Toddler Personnel GrantGrant No. H029Q50025 (1995-98)


University of ToledoRoom 5008Gillham HallToledo, OH 43606(419)530-2284Fax: 419-530-8447E-mail: [email protected]

Rural Early Intervention Training Project(REITP)Infant/Toddler Personnel GrantGrant No. H029Q30006 (1993-98)

Jane Squires, Project DirectorEarly Intervention ProgramUniversity of OregonEast 18th AvenueBox 5253Eugene, OR 97403-5253(541)346-2634Fax: 541-346-5639E-mail: [email protected]

Early Intervention: Recruiting Minorities/Preparing Paraprofessionals and SpecialEducatorsInfant/Toddler Personnel GrantGrant No. H029Q40019 (1994-99)

Judith Bondurant-Utz, Project DirectorState University of New YorkBuffalo, NY 14209(716) 878-5429Fax: 716-878-5410E-mail: [email protected]

Personnel Preparation: Early ChildhoodSpecial Education in Inclusive SettingsInfant/Toddler Personnel GrantGrant No. H029Q50027 (1995-98)

Lisa Fleisher, Project DirectorNYU School of EducationShimkin Hall50 West 4th StreetNew York, NY 10003(212)998-5460Fax: 212-995-4049E-mail: fleisher @ is2.nyu.edu


Early Childhood Speciality Certification forSchool PsychologistsInfant/Toddler Personnel GrantGrant No. H029Q40026 (1994-99)

Kenneth Thurman, Project DirectorCollege of EducationTemple UniversityBroad Street and Montgomery AvenuePhiladelphia, PA 19122(215)204-6018Fax: 215-204-1414

Training of Paraprofessionals to Work WithChildren Ages Birth to 5 and Their FamiliesInfantrfoddler Personnel GrantGrant No. H029Q50048 (1995-98)

Dona Bauman, Project DirectorDepartment of EducationLehigh Carbon Community CollegeSchnecksville, PA 05602(610) 799-1706Fax: 610-799-1706

Unified Preparation for Better EarlyEducation Teachers (UPBEET)Infant/Toddler Personnel GrantGrant No. H029Q30047 (1993-98)

Kenneth Thurman, Project DirectorCollege of EducationTemple UniversityBroad Street and Montgomery AvenuePhiladelphia, PA 19122(215)204-6018Fax: 215- 204-1414

Inclusive Early Childhood TrainingInfant/Toddler Personnel GrantGrant No. H029Q50058 (1995-98)

Keith Turner, Project DirectorDepartment of Special EducationUniversity of TexasPO Box 726Austin, TX 78712(512)471-4161Fax: 512-471-4061E-mail: [email protected]


A New Interdisciplinary Program to PrepareUndergraduate Students to Work as EarlyIntervention SpecialistsInfant/Toddler Personnel GrantGrant No. H029Q40089 (1994-98)

Melanie Jephson, Project DirectorDepartment of Counseling and Special EducationStephen Austin State UniversityPO Box 13019Nacogdoches, TX 75962(409) 568-2906

Early Childhood Personnel PreparationProjectInfantaoddler Personnel GrantGrant No. H029Q50037 (1995-98)

Angela Capone, Project DirectorUniversity of Vermont405A Waterman BuildingBurlington, VT 05405(802)656-1147Fax: 802-656-1357E-mail: [email protected]

Preparation of Community-Based ChildCare ProvidersInfant/Toddler Personnel GrantGrant No. H029Q50047 (1995-98)

Lee Lauber, Project DirectorWashington County Family Center32 College Street, Suite 100Montpelier, VT 05602(802) 828-8765Fax: 802-828-8796E-mail: [email protected]

Preparing Personnel to Teach YoungChildren With Severe Disabilities inIntegrated Preschool ClassroomsInfantaoddler Personnel GrantGrant No. H029Q40020 (1994-98)

Ilene Schwartz, Project DirectorUniversity of WashingtonExperimental Education Unit, WJ-10Seattle, WA 98195(206)543-4011Fax: 206-543-8480E-mail: [email protected]

179


Infant/Toddler Personnel Grants Leadership Personnel Grants

Preparation of Rural Personnel to ServeYoung Children With Disabilities and TheirFamilies: A Multi-University ConsortiumInfant/Toddler Personnel GrantGrant No. H029Q50031 (1995-98)

Sarah Rule, Project DirectorCenter for Persons With DisabilitiesUtah State UniversityUMC #6845Logan, UT 84322-6805(801)797-1987Fax: 801-797-3944E-mail: [email protected]

Post Doctoral Training in Early ChildhoodLanguage: Applied Research andApplications to PracticeLeadership Personnel GrantGrant No. H029D50062 (1995-99)

Jeanne Wilcox, Project DirectorDepartment of Speech and HearingArizona State UniversityPO Box 870101Tempe, AZ 85287-0102(602)965-9394Fax: 602-965-0965E-mail: [email protected]: http://www.asu.edu/clas/shs/wilcox/index.htm

Early Childhood Special Education andServices Joint Doctoral Leadership InstituteLeadership Personnel GrantGrant No. H029D40020 (1994-99)

Marci Hanson, Project DirectorCollege of EducationSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132(415) 338-1630Fax: 415-338-3325

Interdisciplinary Leadership TrainingProgramLeadership Personnel GrantGrant No. H029D50027 (1995-99)

Toth Linder, Project DirectorCollege of EducationUniversity of DenverDenver, CO 80208(303)871-2474Fax: 303-871-4456E-mail: [email protected]

164

A Leadership Training Program to PrepareDoctoral Level Psychologists for aSpecialization in Services for Drug-ExposedInfants and Their FamiliesLeadership Personnel GrantGrant No. H029D30073 (1993-98)

Kathy Katz, Project DirectorChild Development CenterGeorgetown University3307 M Street NW, Suite 401Washington, DC 20007(202) 687-8778Fax: 202-687-7161E-mail: [email protected]

Spanning Boundaries: Doctoral LeadershipTraining in Early InterventionLeadership Personnel GrantGrant No. H029D30054 (1993-98)

Maxine Freund, Project DirectorDepartment of Teacher Preperation andSpecial Education

Georgetown University2134 G Street NW, Suite 416Washington, DC 20052(202) 994-1547Fax: 202-994-3365E-mail: [email protected]

Leadership Personnel Preparation in EarlyChildhood Special EducationLeadership Personnel GrantGrant No. H029D40.033 (1994-99)

Mary Francis Hanline, Project DirectorDepartment of Special EducationCollege of EducaitonFlorida State UniversityTallahassee, FL 32306(850)614 4880Fax: 850-644-8715E-mail: [email protected]

13 0


Doctoral Training Program in Families andDisability: Focusing on Transition, Goals2000, and Multiculturalism in PreparingSpecial Education Leadership PersonnelLeadership Personnel GrantGrant No. H029D50053 (1995-99)

Ann Turnbull, Project DirectorDepartment of Special EducationUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(913)864-7600Fax: 913-864-5825E-mail: [email protected]

Establishing Interprofessional Community/School Linkages in Early ChildhoodIntervention (0-8)Leadership Personnel GrantGrant No. H029D70066 (1997-01)

Karen Gallagher, Project DirectorInstitute for Life Span StudiesSchool of EducationUniversity of Kansas112 Bailey HallLawrence, KS 66045(785)864-4297Fax: 785-864-5076E-mail: [email protected]

Integrated Interdisciplinary LeadershipPersonnel Training for Early ChildhoodLanguage InterventionLeadership Personnel GrantGrant No. H029D50007 (1995-98)

Mabel Rice, Project DirectorInstitute of Life Span StudiesUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785)864-4570Fax: 785-864-4571E-mail: [email protected]

Leadership Personnel Grants

Training Leadership Personnel to Addressthe Needs of Preschoolers Who Engage inChallenging BehaviorLeadership Personnel GrantGrant No. H029D50063 (1995-99)

Joe Reichle, Project DirectorDepartment of Communication DisordersUniversity of Minnesota164 Pillsbury Drive SEMinneapolis, MN 55455(612) 624-3322Fax: 612-624-7586E-mail: [email protected]

Interdisciplinary Personnel LeadershipTraining Program for Policy Developmentand ImplementationLeadershiP Personnel GrantGrant No. H029D30045 (1993-98)

Royal Walker, Project DirectorInstitute for Disability StudiesUniversity of Southern MississippiBox 5163Jackson, MS 39406-5163(601) 266-5163E-mail: [email protected]

Doctoral Training in Early Childhood,Families, and Early InterventionLeadership Personnel GrantGrant No. H029D70001 (1997-01)

Sam Odom, Project DirectorSchool of EducationUniversity of North Carolina at Chapel HillCB#4100, 300 Bynum HallChapel Hill, NC 27599-4100(919) 962-5579Fax: 919-962-5097E-mail: [email protected]

Interdisciplinary Training for Leadership inServing Infants, Toddlers, and PreschoolereWith DisabilitiesLeadership Personnel GrantGrant No. H029D30080 (1993-98)

181

Philip Safford, Project DirectorKent State UniversityRoom 233 Lowry HallPO Box 5190Kent, OH 44242-0001(216) 672-2580

1997-98 Directory of gelected Early Childhood Programs 165

Leadership Personnel Grants Low-Incidence Grants

Interdisciplinary Early Intervention/EarlyChildhood Special Education LeadershipProgramLeadership Personnel GrantGrant No. H029D40067 (1994-99)

Diane Bricker, Project DirectorCenter for Human DevelopmentUniversity of Oregon901 East 18th AvenueEugene, OR 97403(541) 346-0807Fax: 541-346-5639E-mail: [email protected]

Interdisciplinary Preparation of LeadershipPersonnel in Early Intervention andPrevention of Developmental DisabilitiesLeadership Personnel GrantGrant No. H029D60004 (1996-00)

Josephine Hatley, Project DirectorPrograms in Special EducationUniversity of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412-624-7408E-mail: [email protected]

Penn State Collaborative LeadershipProgram for Early InterventionLeadership Personnel GrantGrant No. H029D20032 (1992-97)

John Neisworth, Project DirectorDepartment of Education and School Psychology,and Special Education227 Cedar BuildingPenn State UniversityUniversity Park, PA 16802(814) 863-2280Fax: 814-863-7750

Preparation of Leadership Personnel forResponsible Inclusion: Working Together toProvide Equity EducationLeadership Personnel GrantGrant No. H029D60065 (1996-00)

Margaret Emery, Project DirectorSponsored Programs300 Bracken HallClemson UniversityBox 345702Clemson, SC 29634-0709(864) 656-5109E-mail: [email protected]

168

18 2

Doctoral Leadership Training in EarlyChildhood Special EducationLeadership Personnel GrantGrant No. H029D40078 (1994-99)

Ann Kaiser, Project DirectorDepartment of Special EducationVanderbilt UniversityBox 328 Peabody CollegeNashville, TN 37240(615) 322-8186Fax: 615-343-1570E-mail: ann.p.kaiser@ vanderbilt.edu

A Program to Prepare Doctoral-LevelSpecial Educators With an Early ChildhoodEmphasis AreaLeadership Personnel GrantGrant No. H029D30013 (1993-98)

Sarah Rule, Project DirectorCenter for Persons With DisabilitiesUtah State UniversityLogan, UT 84322-6805(801)750-1987Fax: 801-797-3944E-mail: [email protected]

Educational Leadership PreparationProgram to Support Learners With SevereCommunication/Behavior Disorders andAutism in Heterogeneous and InclusiveSettingsLeadership Personnel GrantGrant No. H029D50019 (1995-99)

Anne Donnellan, Project DirectorWisconsin Center for Educational ResearchUniversity of Wisconsin1025 West Johnson StreetMadison, WI 53706(608) 263-4362Fax: 608-262-8108E-mail: [email protected]

Preparing Personnel to Serve YoungChildren With Low-Incidence DisabilitiesLow-Incidence GrantGrant No. H029A60083 (1996-99)

Samera Baird, Project DirectorDepartment of Rehabilitation and SpecialEducation

Auburn University1234 Haley CenterAuburn, AL 36849(205) 844-5943Fax: 205-844-2080


Project Hear: Preparation of Teachers toWork With Elementary, Preschool, MultiplyHandicapped, or Bilingual-Deaf or Hard-of-Hearing ChildrenLow-Incidence GrantGrant No. H029A30023 (1993-98)

Shirin Antia, Project DirectorDepartment of Special Education and

RehabilitationCollege of EducationUniversity of ArizonaTucson, AZ 85721(520) 621-0944Fax: 520-621-3821E-mail: [email protected]

Visually Impaired Personnel Preparation(VIPP)Low-Incidence GrantGrant No. H029A30005 (1993-98)

Jane Erin, Project DirectorDepartment of Special Education andRehabilitationCollege of Education Room 405University of ArizonaPO Box 210069Tucson, AZ 85721(520) 621-0945Fax: 520-621-9448

Graduate Training of Personnel to ServeInfants and Young Children With Low-Incidence DisabilitiesLow-Incidence GrantGrant No. H029A50034 (1995-98)

Diane Klein, Project DirectorCalifornia State University5151 State University DriveLos Angeles, CA 90032(213) 343-4400Fax: 213-343-5605E-mail: [email protected]

Low-Incidence Grants

Specialized Training in Communication,Language, and Literacy for Personnel toServe Children With Low-IncidenceDisabilities and Their Families in InclusiveSettingsLow-Incidence GrantGrant No. H029A60055 (1996-99)

Susan M. Moore, Project DirectorDepartment of Communication Disorders

and Speech SciencesUniversity of ColoradoDenver, CO 80217(303)492-5375Fax: 303-492-3274

Master's Training Program in TraumaticBrain Injury, A ComprehensiveNeurodevelopmental PerspectiveLow-Incidence GrantGrant No. H029A40028 (1994-98)

Carol Kochhar, Project DirectorGeorge Washington University2134 G Street NW, 41st FloorWashington, DC 20052(202) 994-1536Fax: 202-994-3365E-mail: [email protected]

Leadership 2000: A Unified Early Childhoodand Early Childhood Special EducationDoctoral ProgramLow-Incidence GrantGrant No. H029A60005 (1996-00)

183

Vivian Correa, Project DirectorDepartment of Special EducationUniversity of FloridaG 315 Norman HallGainesville, FL 32611-7050(904) 392-0701Fax: 904-392-2655



The Preparation of Personnel to TeachIndividuals With Visual ImpairmentLow-Incidence GrantGrant No. H029A40018 (1994-98)

Sandra Lewis, Project DirectorFlorida State UniversityTallahassee, FL 32306(850)644-4880Fax: 850-644-8715

Intermountain Hearing-ImpairedPartnership (I-HIP)Low-Incidence GrantGrant No. H029A40023 (1994-99)

Thomas Longhurst, Project DirectorIdaho State UniversityCB# 8116Pocatello, ID 83209(208)236-2204Fax: 208-236-4602E-mail: [email protected]

Preparation of Personnel to Serve LearnersWith DisabilitiesLow-Incidence GrantGrant No. H029A60053 (1996-99)

Norma DeMario, Project DirectorDepartment of Special Education DevelopmentIllinois State University533 DeGarrno Hall, CB#5910Normal, IL 61790(309)438-8980Fax: 309-438-8699E-mail: [email protected]

Preparing General and Special EducationTeacher Teams in Inclusionary Practices forChildren With Severe Disabilities, Utilizingan Information Highway in a CooperativeProgram Across Three Iowa RegentsInstitutionsLow-Incidence GrantGrant No. H029A60006 (1996-99)

Donna Raschke, Project DirectorDepartment of Special EducationUniversity of Northern Iowa150 Education CenterCedar Falls, IA 50614(319)273-3258E-mail: donnalraschke @ uni.edu

168

Great Plains Deaf Education/Deaf-BlindProjectLow-Incidence GrantGrant No. H029A70127 (1998-00)

Lynn Hayes, Project DirectorHearing and Speech DepartmentUniversity of Kansas Medical Center3031 Miller Building3901 Rainbow BoulevardKansas City, KS 66160-7605(913) 588-5750Fax: 913-588-5923E-mail: lhayes @ kumc.edu

Rural Family Support Specialist TrainingProgram in Early InterventionLow-Incidence GrantGrant No. H029A60001 (1996-99)

Sue Forest, Project DirectorUniversity Affiliated RuralInstitute on Disabilities

Pharmacy/Psychology BuildingUniversity of MontanaMissoula, MT 59812(406) 243-5763Fax: 406-243-4353E-mail: [email protected]

Specialist Training Program in BehavioralApproaches to the Education of ChildrenWith Autistic Spectrum DisordersLow-Incidence GrantGrant No. H029A60034 (1996-99)

Karin Kauffman, Project DirectorWarner Graduate School of Education

and Human DevelopmentUniversity of RochesterRochester, NY 14627-0251(717) 275-8300

Graduate Training in Services for Infantsand Toddlers Who Are Deaf or Hard-of-Hearing and Their FamiliesLow-Incidence GrantGrant No. H029A60074 (1996-99)

Carol Toncar, Project DirectorDepartment of Education Foundation and

Special ServicesKent State University405 White HallKent, OH 44242-0001(216) 672-2512

15.2 4


Severe DisabilitiesEarly InterventionLow-Incidence GrantGrant No. H029A50022 (1995-98)


University of ToledoRoom 5008Gillham HallToledo, OH 43606(419)530-4330Fax: 419-530-8447E-mail: [email protected]

Improving Quality of Instruction forStudents At Risk or Identified WithDisabilities by Training SchoolPsychologists in Instructional ConsultationLow-Incidence GrantGrant No. H029A70099 (1997-00)

Ruth Kaminski, Project DirectorUniversity of OregonSchool Psychology Program5219 University of OregonEugene, OR 97403-5219(541)346-2142Fax: 541-346-2897E-mail: [email protected]

Preparation of Teachers of the VisuallyImpaired, Supplementary Preparation inOrientation and Mobility, and a NewComponent in Early InterventionLow-Incidence GrantGrant No. H029A60060 (1996-99)

George Zimmerman, Project DirectorPrograms in Special EducationUniversity of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412-648-7081E-mail: [email protected]


Preparation of ECSE Personnel in SouthCarolinaLow-Incidence GrantGrant No. H029A70115 (1997-00)

William Brown, Project DirectorEducational Psychology CollegeCollege of EducationUniversity of South CarolinaColumbia, SC 29208(803) 777-6582Fax: 803-777-2824E-mail: [email protected]

Training Early Interventionists in Low-Incidence DisabilitiesLow-Incidence GrantGrant No. H029A60085 (1996-99)

Louise Kaczmarek, Project DirectorPrograms in Special EducationUniversity of Pittsburgh4H01 Forbes QuadranglePittsburgh, PA 15260(412) 624-7247Fax: 412-648-7081E-mail: [email protected]

Master's Preparation in Early InterventionLow-Incidence GrantGrant No. H029A60079 (1996-99)

Eva Horn, Project DirectorDepartment of Special EducationVanderbilt UniversityNashville, TN 37203((615) 322-8185Fax: 615-343-1570E-mail: [email protected]

Preparation of Communication Specialiststo Serve Young Children With AutismSpectrum Disorders: Speech Pathologyand AudiologyLow-Incidence GrantGrant No. H029A60030 (1996-99)

Fred Bess, Project DirectorDivision of Hearing and Speech SciencesSchool of MedicineVanderbilt UniversityNashville, TN 37203(615)322-4099Fax: 615-343-7705E-mail: [email protected]


Low-Incidence Grants Minority Institutions Grants

Utah Multi-University Consortium:Statewide Preparation of Early ChildhoodSpecialists in Vision and HearingLow-Incidence GrantGrant No. H029A70074 (1997-00)

Kathleen Robins, Project DirectorDepartment of Special EducationUniversity of Utah221 MBHSalt Lake City, UT 84112(801)581-6082Fax: 801-585-6476E-mail: [email protected]: http://www.gse.utah.edu/

Preparing Speech-Language Pathologistsand Early Childhood Providers to Serve theNeeds of Children With Autism SpectrumDisorders in Rural SettingsLow-Incidence GrantGrant No. H029A70054 (1997-00)

Patricia Prelock, Project DirectorDepartment of Communication SciencesUniversity of Vermont407 PomeroyBurlington, VT 05405(802) 656-2529Fax: 802-656-2528E-mail: [email protected]

Family-Centered, Parent-ProfessionalCollaborative Training to Prepare MinorityProfessionals to Serve Families ofPreschool Children With DisabilitiesMinority Institutions GrantGrant No. H029E60006 (1996-99)

Gil Guerin, Project DirectorDivision of Special Education andRehabilitative Services

San Jose State UniversityOne Washington SquareSan Jose, CA 95192-0078(650) 574-4753Fax: 408-924-3713E-mail: [email protected]

170

Interdisciplinary Preservice EarlyIntervention Training of Related ServicesPersonnel and Special Educators to Serve aCulturally Diverse CommunityMinority Institutions GrantGrant No. H029E70036 (1997-00)

Doris Okada, Project DirectorDominguez Hills FoundationCalifornia State University1000 East Victoria StreetCarson, CA 90747-0001(213)243-3927Fax: 213-265-1685E-mail: [email protected]

Minority Personnel Preparation ProjectMinority Institutions GrantGrant No. H029E50049 (1995-98)

Margaret Hughes, Project DirectorCalifornia State UniversityFullerton, CA 92634(714) 773-2106

Personnel Preparation in Visual Impairmentand BlindnessMinority Institutions GrantGrant No. H029E70019 (1997-01)

Diane Fazzi, Project DirectorUniversity Auxiliary ServicesCalifornia State University5151 State University DriveLos Angeles, CA 90032(212) 343-4400

Special Educators for Culturally andLinguistically Diverse Learners WithDisabilitiesMinority Institutions GrantGrant No. H029E70043 (1997-01)

Nancy Burstein, Project DirectorCalifornia State University1811 Nordhoff StateNorthridge, CA 91364-8265(818)677-3189

186


Preparation of Speech-LanguagePathologists to Improve the Condition ofPersons With Communication Disorders inMulticultural PopulationsMinority Institutions GrantGrant No. H029E60005 (1996-00)

Kay Payne, Project DirectorDepartment of Communication Sciences

and DisordersHoward University2400 Sixth Street NWWashington, DC 20059(202) 806-4054Fax: 202-806-4046E-mail: [email protected]

Master's Training in Early Childhood SpecialEducation for Haitian Creole-SpeakingPersonnelMinority Institutions GrantGrant No. H029E50056 (1995-99)

Liz Rothlein, Project DirectorUniversity of MiamiCoral Gables, FL 33124(305)2842102Fax: 305-284-3003E-mail: [email protected]

Preparation of African-American Personnelfor Early Childhood Special EducationMinority Institutions GrantGrant No. H029E60081 (1996-00)

Sharon Vaughn, Project DirectorDepartment of Teaching and LearningUniversity of MiamiPO Box 248065Coral Gables, FL 33124(305)284-2211

Training for Early Childhood SpecialEducationffeaching English to Speakers ofOther Languages Master's DegreeMinority Institutions GrantGrant No. H029E70052 (1997-01)

Sharon Vaughn, Project DirectorSchool of EducationUniversity of Miami5202 University DriveCoral Gables, FL 33124-2040(305) 284-3014

Minority Institutions Grants

Recruiting and Training Minority StudentsInto an Early Childhood Special EducationGraduate ProgramMinority Institutions GrantGrant No. H029E70046 (1997-01)

Brian Hurwitz, Project DirectorDepartment of Special EducationJersey City State College2039 Kennedy BoulevardJersey City, NJ 07305-9809(201) 200-3023Fax: 201-200-3141E-mail: brianh @ jcs 1 j cstate.edu

Project LIFEMinority Institutions GrantGrant No. H029E70031 (1997-01)

Carol E. Westby, Project DirectorCollege of EducationUniversity of New MexicoSimpson HallAlbuquerque, NM 87131-0000(505)272-3000Fax: 505-272-5280

VENTANAS: Opening Window ofOpportunity for Young Children WithSpecial Needs Through Expanded Trainingof Minority, Rural, and Other EducatorsMinority Institutions GrantGrant No. H029E30088 (1993-98)

Isaura Barrera, Project DirectorDepartment of Communication DisordersUniversity of New Mexico1634 University Boulevard NEAlbuquerque, NM 87131(505)277-5018Fax: 505-277-8679E-mail: [email protected]

Medgar Evers College Special EducationTeacher Training ProgramMinority Institutions GrantGrant No. H029E30091 (1993-98)

George Morales, Project Co-DirectorEducation DepartmentMedgar Evers College1650 Bedford AvenueBrooklyn, NY 11225-2298(718)270-5794

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171

Minority Institutions Grants

Minority Personnel Preparation ProjectMinority Institutions GrantGrant No. H029E50038 (1995-98)

Katherine Sheng and Joseph Giggett, Project Co-DirectorsDepartment of EducationCUNY138th Street and Convent AvenueNew York, NY 10031(212) 650-5183Fax: 212-650-7530

Preparation of Personnel Qualified to ServeYoung Children With Disabilities in PuertoRicoMinority Institutions GrantGrant No. H029E40033 (1994-98)

Lourdes Gonzales, Project DirectorInter-American UniversityGPO Box 363255San Juan, PR 00936(787) 758-0899

Lakota Early Childhood ProjectMinority Institutions GrantGrant No. H029E70068 (1997-01)

Cheryl Medearis, Project DirectorSinte Gleska University2nd and Lincoln Marcus BuildingMission, SD 57555-0008(605) 856-2886Fax: 605-856-2326E-mail: [email protected]

p,


Parent Training and Information Centers (PTIs)

During 1997-98, the H029 competition funded 76 PTIs throughout the United States and governing juris-dictions to provide training and information to the families of infants, toddlers, children, and youth withdisabilities, and to people who work with these families to enable them to participate more effectively withprofessionals in meeting the educational needs of children. The following list includes all sites.

Special Education Action CommitteeIncorporatedCarol Blades, Project Director600 Bel Air Boulevard, #210Mobile, AL 36606-3501(334) 478-1208 (voice/TDD)(800) 222-7322 (AL only)Fax: 334 173-7877E-mail: seacmobl @juno.comURL: http://www.hsv.tis.netJ-cjal

P.A.R.E.N.T.S. Resource CenterFaye Nieto, Project Director4743 East Northern Lights BoulevardAnchorage, AK 99508907-337-7678 (voice/TDD)(800) 478-7678 (AK only)Fax: 907-337-7671E-mail: parents @alaska.netURL: http://www.alaska.ned-parents/

American Samoa PAVEFa' Anati Penitusi, Project DirectorPO Box 3432Pago Pago, AS 96799(684)633-2407Fax: 684-633-2408

Pilot Parent PartnershipsMary Slaughter and Judie Walker

Project Co-Directors4750 North Black Canyon Highway, Suite 101Phoenix, AZ 85017-3621(800) 237-3007 (AZ only)(602) 242-4366 (voice/TDD)Fax: 602-242-4306

Arkansas Disability CoalitionWanda Stovall, Project Director2801 Lee Avenue, Suite BLittle Rock, AR 72205(501) 614-7020 (voicerTDD)(800) 223-1330 (AR only)Fax: 501-614-9082E-mail: [email protected]

FOCUS IncorporatedElizabeth Stafford, Project Director305 West Jefferson AvenueJonesboro, AR 72401(870)935-2750Fax: 870-931-3755E-mail: [email protected]

-DREDFDiane Lipton, Project Director2212 Sixth StreetBerkeley, CA 94710(510) 641 2555 (TDD available)(800)466-4232Fax: 510-841-8645E-mail: [email protected]: http://www.dredlorg/

Exceptional Parents UnlimitedMarian Karian, Project Director4120 North First StreetFresno, CA 93726(209)229-2000Fax: 209-229-2956 .E-mail: [email protected]/

Family Network of CaliforniaLois Jones, Project Director594 Monterey BoulevardSan Francisco, CA 94127-2416(415) 841-8820Fax: 415-841-8824

MatrixDeidre Hayden, Project Director555 Northgate Drive, Suite ASan Rafael, CA 94903(415)499-3877(800) 578-2592 (CA only)(415) 499-3854 (TDD)Fax: 415-507-9457E-mail: [email protected]: http://www.matrixparents.org/

1891997-98 Direcfory of 9elecled Early Childhood Programs 173

Parent Training and Information Grants

Parents Helping Parents of San FranciscoLois Jones, Project Director594 Monterey BoulevardSan Francisco, CA 94127-2416(415) 841-8820Fax: 415-841-8824

Parents Helping Parents of Santa ClaraMary Ellen Peterson, Project Director3041 Olcott StreetSanta Clara, CA 95054-3222(408) 727-5775TDD: (408) 727-7655Fax: 408-727-0182E-mail: [email protected]: http://www.php.com/

Support for Families of Children With DisabilitiesJuno Duenas, Project Director2601 Mission #710San Francisco, CA 94110-3111(415) 282-7494Fax: 415-282-1226E-mail: [email protected]

TASKJoan Tellefsen, Project Director100 West Cerritos AvenueAnaheim, CA 92805(714) 533-8275Fax: 714-533-2533E-mail: [email protected]

TASK, San DiegoRichard Miller, Project Director3750 Convoy Street, Suite 303San Diego, CA 92111-3741(619) 874-2386Fax: 619-874-2375

PEAK Parent Center IncorporatedBarbara Buswell and Judy Martz,

Project Co-Directors6055 Lehman Drive, Suite 101Colorado Springs, CO 809 f8

(719) 531-9400(800)284-0251TDD: (719) 531-9403Fax: 719-531-9452E-mail: [email protected]

174

CPACNancy Prescott, Project Director338 Main StreetNiantic, CI' 06357(860) 739-3089 (voice/MD)(800)445-2722 (CT only)Fax: 860-739-7460 (Call first to dedicate line)E-mail: [email protected]: http://members.aol.com/cpacinc/cpac.htm

Parent Information Center (PIC)Marie-Anne Aghazadian, Project Director700 Barksdale Road, Suite 3Newark, DE 19711(302) 366-0152TDD: (302) 366-0178Fax: 302-366-0276E-mail: [email protected]

COPENichelle Ames, Project Director300 I Street NE, Suite 112Washington, DC 20002(202) 543-6482(800) 515-COPE (National)Fax: 202-543-6482

Family Network on DisabilitiesJan LaBelle, Project Director2735 Whitney RoadClearwater, FL 33760-1610(813)523-1130(800) 825-5736 (FL only)Fax: 813-523-8687E-mail: [email protected]: http://www.gate.net/-fnd/

Parents Educating Parents and Professionals forAll Children (PEPPAC)Linda Shepard, Project Director8318 Durelee Lane Street, #101Douglasville, GA 30134(770) 577-7771Fax: 770-577-7774E-mail: [email protected]

AWAREJennifer Schember-Lang, Project Director200 North Vineyard Boulevard, Suite 310Honolulu, HI 96817(808)536-9684(808) 536-2280 (voiceITTY)Fax: 808-537-6780E-mail: ldah @ gte.net

l S 01997-98 Directory of Selected Early Childhood Program

Idaho Parents Unlimited IncorporatedRuth Griggs, Project Director4696 Overland Road, Suite 478Boise, ID 83705(208) 342-5884 (voice/TDD)(800) 242-4785Fax: 208-342-1408E-mail: ipul @rmci.netURL: http://homexmci.net/IPULI

Designs for ChangeDonald Moore and Jim McGovern, Project Co-

Directors6 North Michigan Avenue, Suite 1600Chicago, IL 60602(312) 857-9292(800) 851-8728TDD: (312) 857-1013Fax: 312-857-9299E-mail:[email protected]

Family Resource Center on DisabilitiesCharlotte Des Jardins, Project Director20 East Jackson Boulevard, Room 900Chicago, IL 60604(312) 939-3513(800) 952-4199 (IL only)(312)939-3519 (ITY/IDY)Fax: 312-939-7297

Family T.I.E.S. NetworkDeb Kunz, Project Director830 South SpringSpringfield, IL 62704(217) 544-5809(800) 865-7842Fax: 217-544-6018E-mail: [email protected]

National Center for LatinosWith DisabilitiesMaria Elena Rodriguez-Sullivan, Project Director1921 South Blue Island AvenueChicago, IL 60608(312) 666-3393(800) 532-3393 (IL only)TIY: (312) 666-1788Fax: 312-666-1787E-mail: [email protected]


IN*SOURCERichard Burden, Project Director809 North Michigan StreetSouth Bend, IN 46601-1036(219)234-7101(800) 332-4433 (1N only)Fax: 219-234-7279E-mail: [email protected]: http://homel.gte.net/insource/

SEEK Parent CenterKate Payne, Project Director406 South West School Street, Suite 207Ankeny, IA 50021(515) 965-0155(888) 431-4332 (IA only)Fax: 515-276-8470 (call first)

Families Together IncorporatedConnie Zienkewicz, Project Director3340 West Douglas Street102Wichita, KS 67203(316) 945-7747(888) 815-6364 (KS only)Fax: 316-945-7795E-mail: [email protected]: http://www.kansas.nett-farnily/

FamilyTraining and Information CenterPaulette Logsdon, Project Director2210 Goldsmith Lane, Suite 118Louisville, KY 40218(502) 456-0923(800) 525-7746 (KY only)Fax: 502-456-0893E-mail: [email protected]

Project PROMPTLeah Knight, Project Director4323 Division Street, Suite 110Metairie, LA 70002-3179(504) 888-9111(800) 766-7736 (LA only)Fax: 504-888-0246E-mail: [email protected]

191


Parent' Training and Information Grants

Special Needs Parents Info NetworkJanice LaChance, Project DirectorPO Box 2067Augusta, ME 04338-2067(207) 582-2504(800) 870-SPIN (ME only)Fax: 207-582-3638E-mail: [email protected]: http:llwww.mpf.org/

Parents Place of Maryland IncorporatedJosie Thomas, Project Director7257 Parkway Drive, Suite 210Hanover, MD 21076-1306(410) 712-0900 (voice/TDD)Fax: 410-712-0902E-mail: [email protected]: http://www.somerset.net/ParentsPlace/

Federation for Children with Special NeedsRichard Robison, Project Director95 Berkeley Street, Suite 104Boston, MA 02116(617) 482-2915 (voice/MO(800) 331-0688 (MA only)Fax: 617-695-2939E-mail: fcsninfo @ fcsn.orgURL: http://www.fcsn.org/

CAUSESue Pratt and Patrick Strong, Project Co-Directors3303 West Saginaw, Suite F-1Lansing, MI 48917-2303(517) 886-9167 (voice/TDD/TDY)(800) 221-9105 (MI only)Fax: 517-886-9775E-mail: info-cause @ voyager.netURL: http://www.taalliance.org/ptis/mi/

Parents are ExpertsJessie Mullins, Project Director23077 Greenfield Road, Suite 205Southfield, MI 48075-3744(248) 557-5070 (voice/TDD)Fax: 248-557-4456E-mail: [email protected]

176

PACER Center IncorporatedPaula Goldberg, Marge Goldberg, andVirginia Richardson,

Project Co-Directors4826 Chicago Avenue SMinneapolis, MN 55417-1098(612) 827-2966 (Voice)(800) 537-2237 (MN only)TTY: (612) 827-7770Fax: 612-827-3065E-mail: [email protected]: http:llwww.pacer.org

Parent PartnersAretha Lee, Project Director3111 North State StreetJackson, MS 39216.(601) 366-5707(800) 366-5707 (MS only)Fax: 601-362-7361E-mail: [email protected]: http://www.taalliance.org/ptis/ms/

Project EmpowerAgnes Johnson, Project Director1427 South Main, Suite 8Greenville, MS 38701(601) 332-4852(800) 337-4852 (MS only)Fax: 601-332-1622

Missouri Parents Act (MPACT Jefferson City)Kent Kolaga, Executive Director208 East High Street, Room IJefferson City, MO 65101(573) 635-1189Fax: 573-635-7802E-mail: [email protected]

Missouri Parents Act (MPACT Kansas City)Carolyn Stewart, Project Director1 West Armour, Suite 301Kansas City, MO 64111(816) 531-7070Fax: 816-531-4777E-mail: [email protected]

192

1997-98 Directory of Selected Early Childhood Program

Parents Let's Unite for KidsKatharin Kelker, Project Director1500 North 30th Street, Room 183Special Education BuildingBillings, MT 59101-0298(406) 657-2055(800) 222-7585 (MT only)Fax: 406-657-2061E-mail: [email protected]

Nebraska Parents CenterGlenda Davis, Project Director1941 South 42nd Street, #122Omaha, NE 68105-2942(402) 346-0525 (voice/TDD)(800) 284-8520 (NE only)Fax: 402-346-5253E-mail: [email protected]: http://techlab.esu3.k12.ne.us/npc/

ParentsCenter.html

Nevada Parents Encouraging Parents (PEP)Karen Taycher, Project Director601 South Rancho Drive, Suite C25Las Vegas, NV 89106(702) 388-8899(800) 216-5188 (NV only)Fax: 702-388-2966E-mail: [email protected]

Parent Information CenterJudith Raskin, Project DirectorPO Box 2405Concord, NH 03302-2405(603) 224-7005 (voice/MD)(800) 232-0986 (NH only)Fax: 603-224-4365E-mail: [email protected]: http://www.taalliance.org/ptislnhpic/text.htm

Statewide Parent Advocacy Network (SPAN)Diana MTK Autin, Project Director35 Halsey Street, 4th FloorNewark, NJ 07102(973)642-8100(800) 654-SPAN (NJ only)Fax: 973-642-8080E-mail: [email protected]

193


EPICS ProjectMartha J. Gorospe, Project DirectorPO Box 788Bernalillo, NM 87004(505) 867-3396(800) 765-7320 (voice/MD)Fax: 505-867-3398E-mail: epics @highfiver.com

Parents Reaching Out, Project ADOBESally VanCuren, Project Director1000-A Main Street NWLos Lunas, NM 87031(505) 865-3700 (voice/TDD)(800) 524-5176 (NM only)Fax: 505-865-3737

Advocates for Children of NewYorkAna Espada and Galen Kirkland,

Project Co-Directors105 Court Street, Street 402Brooklyn, NY 11201(718) 624-8450Fax: 718-624-1260E-mail: advocatl @idt.com

Parent Network CenterJoan Watkins, Project Director250 Delaware Avenue, Suite 3Buffalo, NY 14202(716) 853-1570(800) 724-7408 (NY only)TDD: (716) 853-1573Fax: 716-853-1574

Resources for Children With Special NeedsKaren Schlesinger, Project Director200 Park Avenue S, Suite 816New York, NY 10003(212) 677-4650Fax: 212-254-4070E-mail: [email protected]: http://www.epsty.com/resourcesnyc/

Sinergia/Metropolitan Parent CenterRichard Lash, Project Director15 West 65th Street, 6th FloorNew York, NY 10023(212)496-1300Fax: 212-496-5608E-mail: [email protected]: http://www.panix.com/-sinergia/



ECAC IncorporatedConnie Hawkins, Project DirectorPO Box 16Davidson, NC 28036(704) 892-1321(800) 962-6817 (NC only)Fax: 704-892-5028(Call first)E-mail: [email protected]

Native American Family Network SystemArrowhead Shopping Center1600 2nd Avenue SWMinot, ND 58701(701) 852-9426(800) 245-5840 (ND only)TTY: (701) 852-9436Fax: 701-838-9324E-mail: [email protected]: http://www.ndcd.org/pathfinder/

Pathfinder Family CenterKathryn Erickson, Project DirectorArrowhead Shopping Center1600 2nd Avenue SWMinot, ND 58701(701) 852-9426'MY: (701) 852-9436Fax: 701-838-9324E-mail: [email protected]: http://www.ndcd.org/pathfinder/

Child Advocacy CenterCathy Heizman, Project Director1821 Summit Road, Suite 303Cincinnati, OH 45237(513) 821-2400Fax: 513-821-2442E-mail: [email protected]

OCECDMargaret Burley, Project DirectorBank One Building165 West Center Street, Suite 302Marion, OH 43302-3741(614) 382-5452 (voice/TDD)(800) 374-2806 (OH only)Fax: 614-383-6421E-mail: [email protected]: http://www.taalliance.org/PTIs/regohio/text.htrn

178

Parents Reaching Out in OKSharon Bishop, Project Director1917 South Harvard AvenueOklahoma City, OK 73128(405) 681-9710(800) PL94-142 (OK only)Fax:405-685-4006E-mail: [email protected]: http://www.ucp.org/probase.htm

Oregon COPE ProjectJill Crawford, Project Director999 Locust Street NESalem, OR 97303(503) 581-8156 (voice/TDD)(888) 505-COPE (OR only)Fax: 503-391-0429E-mail: [email protected]

Parent Education NetworkLouise Thieme, Project Director333 East Seventh AvenueYork, PA 17404(717) 845-9722 (voicefl7Y)(800) 522-5827 (PA only)(800) 441-5028 (Spanish in PA only)Fax: 717-848-3654E-mail: pen @ parentednet.orgURL: http://homepagecreations.com/pen/

Parents Union for Public SchoolsJanet Lonsdale, Project Director311 South Juniper Street, Suite 200Philadelphia, PA 19107(215)546-1166Fax: 215-731-1688E-mail: [email protected]

Parents Training Parents by APNICarmen Sellés de Vili, Project DirectorPO Box 21301San Juan, PR 00928-1301(787) 250-4552Fax: 787-767-8492(800) 981-8492 (PR only)E-mail: [email protected]

104


Rhode Island Parent Information NetworkElizabeth Priestley, Project Director500 Prospect StreetPawtucket, RI 02860(401) 727-4144(800) 464-3399 (RI only)401-727-4151 (TDD)Fax: 401-727-4040

PRO-PARENTSMary Eaddy, Project Director2712 Middleburg Drive, Suite 203Columbia, SC 29204(803) 779-3859 (voice/TDD)(800) 759-4776 (SC only)Fax: 803-252-4513E-mail: [email protected]

South Dakota Parent ConnectionBev Schreck, Project Director3701 West 49th Street, Suite 200BSioux Falls, SD 57106(605) 361-3171 (voice/TDD)(800) 640-4553 (SD only)Fax: 605-361-2928E-mail: [email protected]: http://dakota.net/sdpc/

STEPNancy Diehl, Project Director424 East Bernard Avenue, Suite 3Greeneville, TN 37745(423) 639-0125(800) 280-STEP (TN only)(423)636-8217 (TDD)Fax: 423-636-8217E-mail: [email protected]: http://www.tnstep.org

Grassroots ConsortiumAgnes A. Johnson, Project Director6202 BelmarkPO Box 61628Houston, TX 77208-1628(713) 643-9576Fax: 713-643-6291E-mail: [email protected]


Partners Resource Network IncorporatedJanice Meyer, Project Director1090 Longfellow Drive, Suite BBeaumont, TX 77706-4819(409) 898-4684 (voice/TDD)(800) 866-4726 (TX only)Fax: 409-898-4869E-mail: [email protected]: http://www.salsa.ned-pathl

Project PODERYvette Hinojosa, Project Director1017 North Main Avenue, Suite 207San Antonio, TX 78212(210) 222-2637(800) 682-9747 (TX only)Fax: 210-222-2638E-mail: poder@ world-net.com

Utah Parent CenterHelen Post, Project Director2290 East 4500 South, Suite 110Salt Lake City, UT 84117(801) 272-1051(800) 468-1160 (UT only)Fax: 801-272-8907E-mail: [email protected]

Vermont Parent Information CenterConnie Curtin, Project Director1 Mill Street, Suite A7Burlington, VT 05401(802) 658-5315 (voice/TDD)(800) 639-7170 (VT only)Fax: 802-658-5395E-mail: [email protected]: http:llwww.together.neti-vpic/

V.I. FINDCatherine Rehema Glenn, Project Director#2 Nye GadeSt. Thomas, US VI 00802(340) 775-3962Fax: 340-775-3962E-mail: [email protected]

195



Parent Educational Advocacy Training CenterCheri Takemoto, Project Director10340 Democracy Lane, Suite 206Fairfax, VA 22030-2518(703) 691-7826(800) 869-6782 (VA only)Fax: 703-691-8148E-mail: [email protected]: http:ffinembers.aol.com/peatcinc/index.htm

PAVE/STOMPHeather Hebdon, Project Director6316 South 12th StreetTacoma, WA 98465(253) 565-2266 (voice/TTY)(800) 572-7368 (WA only)Fax: 253-566-8052E-mail: [email protected]: http:llwww.idt.nett-wapave9/

Washington PAVEJoanne Butts, Project Director6316 South 12thTacoma, WA 98465-1900(253) 565-2266 (voice/TDD)(800) 572-7368 (WA only)Fax: 253-566-8052 FAXE-mail: [email protected]: http:llwww.idt.net/-wapave9/

West Virginia Parent Training InstitutePat Haberbosch, Project Director371 Broaddus AvenueClarksburg, WV 26301(304) 624-1436 (voice/ITY)(800)281-1436 (WV only)Fax: 304-624-1438E-mail: [email protected]

Parent Education Project of WisconsinS. Patrice Colletti, Project Director2192 South 60th StreetWest Allis, WI 53219-1568(414) 328-5520(800) 231-8382 (WI only)(414) 328-5525 (MD)Fax: 414-328-5530E-mail: [email protected]: http://members.aol.com/pepofwi/

180

Parent Information CenterTern Dawson, Project Director5 North LobbanBuffalo, WY 82834(307) 684-2277 (voice/IDD)(800) 660-9742 (WY only)Fax: 307-684-5314E-mail: [email protected]

The following center is funded through the H029grant competition to provide technical assistanceto all the PTIs.

Technical Assistance Alliance for Parent CentersPaula Goldberg and Sharman Davis Barrett,

Project Co-DirectorsThe PACER Center4826 Chicago Avenue SouthMinneapolis, MN 55417-1098(612)827-2966(800) 537-2237 (MN only)612-827-7770 (TTY)Fax: 612-827-3065E-mail: [email protected]: http://www.taalliance.org

1 9


Project RECEIPTPreservice and InserviceTraining for Early Intervention andPreschool PersonnelPreservice Personnel Training GrantGrant No. H029660121 (1996-99)

Terry Cronis, Project DirectorDepartment of Special EducationCollege of EducationUniversity of South AlabamaMobile, AL 36688(334)460-6461Fax: 334-380-2748

Alaska's Early Intervention Home-BasedPersonnel Preparation ProgramCompetencies of ParaprofessionalsPreservice Personnel Training GrantGrant No. H029660181 (1996-99)

Karen Ward, Project DirectorDepartment of Special EducationUniversity of Alaska at Anchorage3211 Providence DriveAnchorage, AK 99508(907)272-8270Fax: 907-274-4802

Interprofessional Training Opportunities forParticipants on Early Intervention TeamsPreservice Personnel Training GrantGrant No. H029660110 (1996-99)

Jeanne Wilcox, Project DirectorSpecial Education ProgramArizona State UniversityBox 872011, PEBE 111Tempe, AZ 85287(602) 965-6156Fax: 602-965-0223

COMETS: Collaboration for MaximizingEarly Teacher SupportsPreservice Personnel Training GrantGrant No. H029670176 (1998-00)

Sue Sears, Project DirectorCalifornia State University1811 Nordhoff StreetNorthridge, CA 91330-8232(818)677-2522

197

Preservice Personnel Training Grants

Great BeginningsPreservice Personnel Training GrantGrant No. H029660182 (1996-99)

Judith Whichard, Project DirectorOffice of Institutional GrantsAims Community College5401 West 20th StreetGreeley, CO 80632(970)223-6745

Preparation of Teachers as Orientation andMobility Specialists to Serve Children WithVisual DisabilitiesA Western RegionalDistance Education-Extension ModelPreservice Personnel Training GrantGrant No. H029660017 (1996-99)

Kay Ferrell, Project DirectorDivision of Special EducationUniversity of Northern Colorado318 McKee HallGreeley, CO 80639(303) 351-1890Fax: 303-351-1061

Interdisciplinary Certificate/CredentialingProcess for Early Interventionists AcrossDisciplinesPreservice Personnel Training GrantGrant No. H029660103 (1996-99)

Mary Beth Bruder, Project DirectorDivision of Child and Family Studies, UCONNHealth CenterDowling North, MC-6222263 Farmington AvenueFarmington, CT 06030(860)679-4632Fax: 860-679-1368E-mail: bruder@[email protected]

Consultation and Administrative Specialistsin Early Intervention,With an Emphasis onRural PractitionersPreservice Personnel Training GrantGrant No. H029660203 (1996-99)

Michaelene Ostrosky, Project DirectorDepartment of Special EducationUniversity of Illinois at Champaign1310 South Sixth StreetChampaign, IL 61820-6990(217) 333-0269FaX: 217-333-6555E-mail: [email protected]

1997-98 Directory of Selected Early Childhood ProgramsBEST COPY AVAIIABLE

181


Preparation of Speech-LanguagePathologists as Members ofTransdisciplinary Early Intervention TeamsPreservice Personnel Training GrantGrant No. H029G60264 (1996-99)

James Andrews, Project DirectorSpeech-Language Pathology ProgramNorthern Illinois UniversityDeka lb, lL 60115(815) 753-6526

ACCK Preservice Early InterventionProgramPreservice Personnel Training GrantGrant No. H029G70215 (1998-00)

Sharon Rosenkoetter, Project DirectorSpecial EducationAssociated Colleges of Central Kansas210 South Main StreetMcPherson, KS 67460(316) 241-7754Fax: 316-241-5153E-mail: [email protected]

Project Options: An InterdisciplinaryOutcome-Based Training Program forPreparing Early Childhood PersonnelPreservice Personnel Training GrantGrant No. H029070210 (1998-00)

Jennifer Grisham-Brown, Project DirectorUniversity of Kentucky Research FoundationCollege of Education201 Kinkead HallLexington, KY 40506(606)257-7909Fax: 606-257-1325

Project Team: Interdisciplinary Family-Centered Preparation of Related ServicesPersonnel for Early InterventionCollaborationPreservice Personnel Training GrantGrant No. H029070159 (1998-00)

Elizabeth L. Jones, Project DirectorDepartment of PsychologyWestern Kentucky University260 Tate Page HallBowling Green, KY 42101(502) 745-4414

Distance Education in AssistiveTechnologies for Speech-LanguagePathologists, Occupational Therapists,Physical Therapists, and Early Interventionand Preschool PersonnelPreservice Personnel Training GrantGrant No. H029G60207 (1996-99)

Gary Adamson, Project DirectorRIA'University of New Mexico801 University SE, Suite 105Albuquerque, NM 87106(800) 345-1807Fax: 505-272-3526E-mail: [email protected]

Conceptualizers, Instructors, Listeners:Preparing Infant-Toddler EarlyInterventionists in North CarolinaPreservice Personnel Training GrantGrant No. H029G60072 (1996-99)

Suzanne Lamorey, Project DirectorDepartment of Teaching SpecialistsUniversity of North Carolina at Charlotte9201 University City BoulevardCharlotte, NC 28223(704) 547-2531Fax: 704-547-2916E-mail: [email protected]

TOPS (Training Oklahoma Providers ofService) Special Education, RelatedServices, Early Intervention, and PreschoolPreservice Personnel Training GrantGrant No. H029G60186 (1996-99)

Vyonda Martin, Project DirectorUniversity Affiliated ProgramOklahoma University Health Sciences CenterPO Box 26901, ROB 342Oklahoma City, OK 73190(405) 271-4500Fax: 405-271-1459E-mail: vyonda-martin @vohsc.edu


Master's Degree Preparation in AdaptedPhysical Education, With a DistanceLearning ComponentPreservice Personnel Training GrantGrant No. H029G60120 (1996-99)

Jeff McCubbin, Project DirectorDepartment of Exercise and Sport ScienceOregon State University120 WBCorvallis, OR 97331-0029(503) 737-5921Fax: 503-737-4230E-mail: mccubbij @ccmail.orst.edu

Interdisciplinary Early InterventionPreparation of Speech-LanguagePathologistsPreservice Personnel Training GrantGrant No. H029G60169 (1996-99)

Gale Coston, Project DirectorGraduate Program in Speech-Language PathologyUniversity of South CarolinaColumbia, SC 29208(803) 777-7093

Preparing Special Educators With Expertisein Early Literacy Instruction:TranslatingResearch Into PracticePreservice Personnel Training GrantGrant No. H029G60250 (1996-99)

Janie Hodge, Project DirectorSponsored ProgramsClemson UniversityBox 345702, 300 Brackett HallClemson, SC 29634(864) 656-1613

Preparation of Audiologists to Serve Infants,Toddlers, and Preschool-Age ChildrenPreservice Personnel Training GrantGrant No. H029G60048 (1996-99)

Fred Beis, Project DirectorDivision of Hearing and Speech SciencesSchool of MedicineVanderbilt UniversityNashville, TN 38505(615) 322-4099Fax: 615-343-7705E-mail: [email protected]


Project Prepare: Preparing Early ChildhoodSpecial Educators for Inclusive SettingsPreservice Personnel Training GrantGrant No. H029G70041 (1998-00)

Sharon Judge, Project DirectorInclusive Early Childhood EducationUniversity of Tennessee404 Andy Holt TowerKnoxville, TN 37996-0140(423) 974-4456Fax: 423-974-8718E-mail: [email protected]

Project ROLESRe-Organizing theLearning of Early Childhood SpecialEducatorsPreservice Personnel Training GrantGrant No. H029G60223 (1996-99)

Janice Baker, Project DirectorDepartment of Special EducationVanderbilt UniversityPeabody CollegeBox 328Nashville, TN 37203(615) 322-7311Fax: 615-343-1570

Personnel Training in PediatricRural RehabilitationPreservice Personnel Training GrantGrant No. H029G60151 (1996-99)

Linda Thibodeau, Project DirectorProgram in Communication DisordersCallier Center for Communication DisordersUniversity of Texas at DallasRichardson, TX 75080(214) 905-3108Fax: 214-905-3006E-mail: [email protected]

Preparation of Special Education Teachers,Rehabilitation Counselors, EarlyIntervention and Preschool PersonnelPreservice Personnel Training GrantGrant No. H029G60109 (1996-99)

Millicent Kushner, Project DirectorDepartment of Special EducationUniversity of Texas at Austin306 Education BuildingAustin, TX 78712-1290(512) 471-6424Fax: 512-471-6564

1 9 9


Preservice Personnel Training Grants Related Services Personnel Grants

A Collaborative Program to Prepare EarlyIntervention and Early Childhood SpecialEducation PersonnelPreservice Personnel Training GrantGrant No. H029G70225 (1998-00)

Sarah Rule, Project DirectorCenter for Persons with DisabilitiesUtah State UniversityLogan, UT 84322-6800(801) 797-1987Fax: 801-797-3944

Preparation of Personnel to Serve StudentsWith Hearing ImpairmentsTeachers of theDeaf, Speech-Language Pathologists,Audiologists, Early Intervention andPreschool PersonnelPreservice Personnel Training GrantGrant No. H029G60243 (1996-99)

James Blair, Project DirectorDepartment of Communicative DisordersCollege of EducationUtah State UniversityLogan, UT 84322-2865(435) 797-1388Fax: 435-797-0221E-mail: [email protected]

Preparation of Consulting Teacher/ReadingCoordinators to Serve Students With Mild toModerate Disability in Vermont Elementaryand Middle SchoolsPreservice Personnel Training GrantGrant No. H029G60034 (1996-99)

George Salembier, Project DirectorUniversity of Vermont499-C Waterman BuildingBurlington, VT 05405(802) 656-4031

Interdisciplinary Training for EarlyIntervention and Preschool PersonnelPreservice Personnel Training GrantGrant No. H029G70170 (1997-00)

Martha E. Snell, Project DirectorCurry School of EducationUniversity of Virginia405 Emmet Street SCharlottesville, VA 22903-2495(804)924-0768Fax: 804-924-0747E-mail: [email protected]

184

New Connections: Linking and EnhancingGraduate Training in Low-IncidenceDisabilities for Related Services, EarlyIntervention, and Preschool PersonnelPreservice Personnel Training GrantGrant No. H029G70137 (1998-00)

Ann Cox, Project DirectorVA Institute for Development DisabiliesVirginia Commonwealth UniversityMCV StationBox 980568Richmond, VA 23298-0568(804) 828-8244Fax: 804-828-0042

Preparing Early Intervention Personnel: AnInterdisciplinary Services ModelPreservice Personnel Training GrantGrant No. H029G60239 (1996-99)

Wilfred Wienke, Project DirectorWest Virginia UniversityPO Box 6845Morgantown, WV 26506(304) 293-3450Fax: 304-293-6834E-mail: [email protected]

Southwestern Orientation and MobilityPreparation ProgramRelated Services Personnel GrantGrant No. H029F40023 (1994-99)

Jane Erin, Project DirectorDepartment of Special Education andRehabilitation

College of EducationUniversity of ArizonaTucson, AZ 85721(602) 621-0945

Transdisciplinary, Interagency, and Family-Centered Model for Promoting EarlyChildhood Specialization in PsychologyRelated Services Personnel GrantGrant No. H029F50031 (1995-98)

Susan Epps, Project DirectorDivision of PsychologyUniversity of DelawareNewark, DE 19716(302) 651-4558

2 0 0


Related Services Personnel Grants Special Educators Grants

School Ptychologists in Early ChildhoodServices (SPECS) Training ProjectRelated Services Personnel GrantGrant No. H029F40081 (1994-99)

Carla Peterson, Project DirectorDepartment of Human Development and

Family Studies101 Child Development BuildingIowa State UniversityAmes, IA 50011(515) 295-3040

University of Kansas School Psychology/Early Childhood Special EducationPersonnel Preparation ProjectRelated Services Personnel GrantGrant No. H029F40046 (1994-99)

Jeanne Kleinhanuner-Tramill, Project DirectorInstitute of Life Span StudiesUniversity of Kansas3001 Dole BuildingLawrence, KS 66045(785) 864-4950Fax: 785-864-5338E-mail: [email protected]

Training School Psychologists to Work inRural Areas to Facilitate Parent InvolvementRelated Services Personnel GrantGrant No. H029F40064 (1994-96)

Carl Narrett, Project DirectorDivision of School PsychologyAlfred University26 North Main StreetAlfred, NY 14802(607) 871-2212

Childhood Hearing Impairment Program: AnM.A. Training Program for AudiologicalSpecialists in Hearing-Impaired Infants,Toddlers, and PreschoolersSpecial Educators GrantGrant No. H029B40215 (199498)

Antonia Maxon and Marion CohenProject Co-Directors

Communication Sciences, U-85University of Connecticut850 Bolton RoadStorrs, CT 06269(806) 486-3687Fax: 860-486-5422E-mail: [email protected]

Early Childhood Special Education Master'sDegree/EndorsementSpecial Educators GrantGrant No. H029B30214 (1993-97)

Liz Rothlein, Project DirectorSchool of EducationUniversity of MiamiPO Box 248065Coral Gables, FL 33124(305) 284-2102

The University of Georgia Development andBehavior Disabilities Personnel PreparationProjectSpecial Educators GrantGrant No. H029B40130 (1994-99)

David Gast, Project DirectorDepartment of Special EducationUniversity of Georgia521 AdderholdAthens, GA 30602(706) 542-5069Fax: 706-542-2929E-mail: [email protected]: http://www.coe.uga.edu/

Preparing Early Childhood Educators asSpecialists in Emotional and BehavioralDisordersSpecial Educators GrantGrant No. H029B50106 (1995-98)

Mary Louise Hemmeter, Project DirectorDepartment of Special EducationUniversity of Kentucky229 Taylor Education BuildingLexington, KY 40506(606) 257-7905Fax: 606-257-1325E-mail: [email protected]

Training Rural Educators in KentuckyThrough Distance LearningSpecial Educators GrantGrant No. H029B50111 (1995-98)

Belva Collins, Project DirectorUniversity of Kentucky229 Taylor Education BuildingLexington, KY 40506-0001(606) 257-8591Fax: 606-257-1325E-mail: [email protected]


Special Educators Grants Special Projects Grants

Master's Program in Early ChildhoodSpecial EducationSpecial Educators GrantGrant No. H029B40059 (1994-99)

Paula Beckman, Project DirectorDepartment of Special EducationUniversity of MarylandRoom 2100 Lee BuildingCollege Park, MD 20742(301) 405-6492

Professional Preparation in AdaptedPhysical Education: Early ChildhoodEmphasisSpecial Educators GrantGrant No. H029B40037 (1994-98)

Joseph Winnick, Project DirectorDepartment of Physical Education and SportState University of New YorkBrockport, NY 14420(716) 395-2383E-mail: [email protected]

Family-Centered Personnel Preparation:From Rhetoric to RealitySpecial Educators GrantGrant No. H029B50177 (1995-98)

Debbie Woodward, Project DirectorVirginia Commonwealth UniversityRichmond, VA 23298(804) 828-1305Fax: 804-828-7495

Project RIME: Providing Early Elementaryand Special Education Teachers WithPreparation in Reading Instruction Methodsof EfficacySpecial Projects GrantGrantNo. H029K60081 (1996-99)

Candace Bos, Project DirectorDepartment of Special Educationand Rehabilitation

University of Arizona412 Education BuildingTucson, AZ 85721(520) 621-7822Fax: 520-621-9724

186

CRAFT: Culturally Responsive and Family-Focused TrainingSpecial Projects GrantGrant No. H029K30161 (1993-98)

Deborah Chen and Linda Brekken,Project Co-DirectorsCalifornia State University, Northridge18111 Nordhoff StreetNorthridge, CA 91330-8265(818) 677-4604Fax: 818-677-7804E-mail: [email protected]

The Full Option Curriculum for theUtilization of Social Skills (FOCUS)Special Projects GrantGrant No. H029K50161 (1995-98)

Chris Hagey, Project DirectorSan Jose State UniversityPO Box 720130San Jose, CA 95172(408) 924-3695

Para-Educator Training System AboutCommunication With Children With SensoryImpairments, Aged 3-8Special Projects GrantGrant No. H029K60017 (1996-99)

Kay Ferrell, Project DirectorDivision of Special EducationUniversity of Northern ColoradoMCKFEE #318Greeley, CO 80639(970) 351-1653

Development, Field Test, and Evaluation of aCD-R Prototype for Nonaversive BehaviorIntervention for Young ChildrenSpecial Projects GrantGrant No. H029K50094 (1995-98)

Charles Campbell, Project DirectorSchool of EducationValdosta State UniversityValdosta, GA 31698(912) 333-5932Fax: 912-259-5149E-mail: [email protected]


Relationships as the Foundation of EarlyIntervention EfficacyA Curriculum toAssist Trainers of Early InterventionPersonnel ProjectSpecial Projects GrantGrant No. H029K60102 (1996-99)

Jeanette McCollum, Project DirectorDepartment of Special EducationUniversity of Illinois-Champaign1310 South Sixth StreetChampaign, IL 61820-6690(217) 333-0260Fax: 217-333-6555

Right From the Start: Partners in EducationSpecial Projects GrantGrant No. H029K60023 (1996-99)

Sharon Rosenkoetter, Project DirectorDepartment of Special EducationAssociated Colleges of Central KS105 East Kansas AvenueMcPherson, KS 67460(316) 241-7754Fax: 316-241-5153E-mail: [email protected]

Project MEETInnovative Models andEffective Educational Tools to PreparePersonnel to Serve Children With SevereCommunication and Multiple DisabilitiesSpecial Projects GrantGrant No. H029K60091 (1996-99)

Dawn Ellis, Project DirectorProfessional Practices DepartmentAmerican Speech Language Hearing Association10801 Rockville PikeRockville, MD 20852(301) 897-5700Fax: 301-897-7354E-mail: [email protected]: http://www.asha.org/

Special Projects Grants

Culture, Families, and Augmentative andAlternative Communication Impact: AMultimedia Instructional Program forRelated Services Personnel and FamilyMembersSpecial Projects GrantGrant No. H029K50072 (1995-98)

Phil Parette, Project DirectorDepartment of Teacher EducationSoutheast Missouri State UniversityOne University PlazaCape Girardeau, MO 63701-4799(573) 651-5048Fax: 573-651-2410E-mail: [email protected]

Project COMP-CARE: Preparing Personnelto Create Competent and Caring EarlyChildhood Environments Responsive toDiversity in Children and FamiliesSpecial Projects GrantGrant No. H029K50182 (1995-98)

Mary Bolton-Koppenhaver, Project DirectorDepartment of Special EducationUniversity of New Mexico3006 Mesa Vista HallAlbuquerque, NM 87131(505) 277-6195

Supporting Change and Reform inInterprofessional Preservice TrainingAnInnovative Inservice Model for FaciliatingPreservice ImprovementsSpecial Projects GrantGrant No. H029K60111 (1996-99)

Pam Winton, Project DirectorSpecial Education ProgramUniversity of North Carolina301 Peabody HallChapel Hill, NC 27599(919)966-7180Fax: 919-962-1533E-mail: [email protected]


Special Projects Grants State Education Agency Grant

Family Consultant Training ProjectBestPractices in Early InterventionSpecial Projects GrantGrant No. H029K60060 (1997-99)

Carol Bunse, Project DirectorTeaching Research DivisionWestern Oregon State College345 North Monmouth AvenueMonmouth, OR 97361(503) 838-8774Fax: 503-838-8150E-mail: bunsec @ wou.edu

Development and Evaluation of a Programto Teach Naturalistic Early InterventionStrategies to Personnel in InclusiveEnvironmentsSpecial Projects GrantGrantNo. H029K50148 (1995-98)

Sarah Rule, Project DirectorUtah State UniversityLogan, UT 84322(435) 797-1987Fax: 435-797-3944E-mail: [email protected]

Early Childhood Curriculum and TeachingMaterialsSpecial Projects GrantGrant No. H029K60032 (1996-99)

Eva Thorp, Project DirectorDepartment of Special EducationGeorge Mason University4400 University DriveFairfax, VA 22030(703)993-2011Fax: 703-993-2013

An Early Intervention Training Curriculumfor Parent-Child RelationshipsVideotextMaterialsSpecial Projects GrantGrant No. H029K60069 (1996-99)

Robert Planta, Project DirectorDepartment of Curriculum, Instruction, andSpecial Education

University of Virginia405 Emmet Street, 235 Ruffner HallCharlottesville, VA 22903(804) 985-5483

State Education Agency ProgramState Education Agency GrantGrant No. H029H40029 (1994.99)

Ann Marek, Project DirectorNevada SEA400 West King StreetCarson City, NV 89710(702) 687-3140

204


Indexes

Index A: Index to Projectsby Program Category 189

Index 13: Index to Projectsby Wate or Jurisdiction 201

205

Index AThis index references project listings by program category or type. Projects funded underthe Early Education Program for Children with Disabilities (EEPCD) and projects groupedin this Directory as Research Grants and as Personnel Preparation Grants areorganizedalphabetically by competition type. Within competition, projects are organized alphabeti-cally by state, and within each state, alphabetically by project title. Page references give the

page number on which the project listing appears, its placement on the page (A = left

column, B = right column) and, where appropriate, its sequence within the column (1,

2, 3, etc.).

Early Education Program forChildren With Disabilities (EEPCD)

DEMONSTRATION PROJECTSAlaska's Autism Intensive Early

Intervention Project .87A

A Family-Centered NICU Model 87B

Integrating Daily Activities 88A

Project Access: A Model for Capitated EarlyIntervention Transdisciplinary HabilitativeServices 88B

Early Childhood Collaborative ServiceDelivery Model 89A

Developmental Access Through Primary Care:DAP Care Model 89B

STORIES: Stories Told by Young Children WithDisabilities, Observed and Fostered byRecipients in Inclusive Settings, as theBasis for a Model Program Promoting EarlyLiteracy Skills That Are Culturally Sensitive 90A

Developmentally Appropriate Play-Based EarlyIntervention/Education for Young ChildrenWith Disabilities (Project Play) 90B

Enterprise ZonePreschool Inclusion Project:EZ-PIP 91A

Individualized Support for Young Children WithSevere Problems in Communication andBehavior 91B

Project Kako'o 92A

The Early Childhood Interactive TechnologyLiteracy Curriculum Project (ITLC) 928

Development, Testing, and Dissemination ofNonaversive Techniques for WorkingWith Children With Autism 93A

Project Circle 93B

The RIDE Project (Reaching Individuals WithDisabilities Early) 94A

Project Child Care 2000 Enhanced Child CareResource and Referral Services for ChildrenWith Low-Incidence Disabilities 94B

Building Inclusion in the Early ChildhoodClassroom Through the Use of CulturalSensitivity and the Use of AssistiveTechnology 95A

Building Language and Literacy Skills Duringthe Early Childhood Years: PreparingChildren With Disabilities for Successin Early Elementary School 958

Beyond the Barriers: Enhancing CommunityOptions for Families of Young Children 96A

Transitioning Young, Culturally Diverse ChildrenWith Disabilities Into the General EducationSetting 96B

Project SELF (Supports for Early LearningFoundations) 97A

Let's Play! Project 978

Building Community Resources Project 98A

Child Services Integration Project 988

Multiple Risk Associated With Prenatal 99A

Developmentally Appropriate Practices forPreschool Children With Disabilities 99B

Using Innovative Technologies With ChildrenWith Disabilities in DevelopmentallyAppropriate Practice Preschool Programs 100A

Functional Problem-Solving Skills 103B

Building Community Supports: A Family-CenteredPreschool 101A

Interagency Planning and Support Project 101B

2061997-98 Directory of 9elecied Early Childhood Programs 189

Index A: EEPOD Demonstration Projects EEPOD Outreach Projects

Project RESPOND: Responsive Services forMaltreated Preschool Children WithBehavior Problems or Developmental Delays 102A

Project TIES: Toward Inclusion in Early Education 102B

Instruction for Early Elementary-Age TheSelf-Determined Learning Model of Students 103A

Project TRUST: A Model for Addressing CriticalEarly Transitions in Lives of Young ChildrenWho Are Deaf/Blind 103B

Caring for Infants and Toddlers With Disabilities:New Roles for Nurses (CFIT-N) 104A

PARTners Plus A Model of Respite CareDesigned, Implemented, and Evaluatedby Families 104B

School-Based Preschool Programs for ChildrenWith Autism: Blending Approaches to MeetIndividual Needs 105A

Supporting Neurobehavioral OrganizationalDevelopment in Infants With Disabilities:The Neurobehavioral Curriculum for EarlyIntervention 105B

Portage Project Demonstration Model 106A

INSERVICE PROJECTSProject REALIGN 106B

Inservice Training Grant That Develops, Delivers,Evaluates, and Disseminates an InserviceTraining Model for Teams of CollaboratingPublic School and Head StartPreschool Teachers 107A

Interagency Coordinating Council (ICC) ParentTraining and Technical Assistance Project 107B

The Confluences Inservice Project: CollaborativeInfluences For Excellent Services 108A

Enhancing Resilience and Adaptation:The E.R.A. Project 108B

SEED Inclusion Training Project 109ACarolina Model Inservice Training Project 109B

Inservice Training for Child Care Personnel andEarly Intervention Professionals in EarlyEducation 110A

The Core Competency Project: A StatewideSystems Approach to the InservicePreparation of EI/ECSE Personnel 110B

Inservice Training for Staff Serving YoungChildren With Disabilities and Limited EnglishProficiency: Constructive Interaction AroundBooks and Play 111A

190

OUTREACH PROJECTSE.X.C.E.P.TI.O.N.A.L. Challenge Project 111B

LEAP Outreach 112A

Participate Outreach 112B

The Spectrum Project Families and TeamsTogether: Improving Information Sharingand Program Planning Processes 113A

Western Regional Faculty Institute for Training(WRFIT) 113B

Nifios Especiales Outreach Project forPreschool-Age Children 114A

Delivering Individualized Support for YoungChildren With Autism: Outreach for StateService Systems 114B

Development Therapy - Developmental Teaching:An Outreach Project for Young Children WithSocial-Emotional-Behavioral Disabilites 115A

FACETS: Family-Guided Approaches toCollaborative Early Intervention Trainingand Services 115B

Pacific Outreach Project to Provide and ImproveServices for Culturally Diverse ChildrenAges Birth to 8 With Disabilities Using aFamily-Centered, Transdisciplinary,Transagency Service Model 116A

Expressive Arts Outreach 116B

Family and Child Transitions Into LeastRestrictive Environment (FACTS/LRE) 117A

LitTECH Interactive 117B

PIWI Outreach: Facilitating DevelopmentThrough Parent-Infant Play Groups 118A

SPARK!: Skills Promoted Through Arts,Reading and Knowledge 118B

Project SLIDE: Skills for Learning Independence inDevelopmentally Appropriate Environments 119A

Project STAIRS Outreach Project 119B

Project STEPS: National Outreach 120A

Earliest Intervention: Setting theStage for Success 120B

Multi-Statewide Outreach: TechnicalAssistance Teams to Address ChallengingBehavior 121A

Project Dakota Outreach to Disseminate andReplicate Family-Centered,Community-Based Early Intervention Practices 121B

Project COACH Outreach: TransdisciplinaryConsultation/Coaching Training forBuilding Infant/Toddler Teams and Linkingto Part B to Promote Services to NaturalEnvironmentsOutreach Project 122A


Index A: EEPOD Outreach ProjectsResearch Grants: Advancing and Improving the Research Know/edge Base

Child Care plus+: An Outreach Project ProvidingTraining and Technical Assistance to ChildCare and Preschool Programs 122B

CO-TEACH Early Intervention Outreach Project 123A

TIME: Training in a Manila Envelope: A ChildCare Plus+ Outreach Project to Expand Careand Education Options for Young ChildrenWith Disabilities and Their Families 123B

Successful Integration of Infants and ToddlersWith Disabilities Through TransdisciplinaryTraining 124A

Family Enhancement Project 124B

Project INTEGRATE: Integrated and NaturalisticTherapy and Education Garnered fromResearch and Treatment Experiences 125A

Project SEARCH Outreach (NC) 125B

Project SUNRISE (Systematic Use of NewlyResearched Interventions bySpecial Educators) 126A

SIFT-OUT: Training for Systems Change in EarlyIntervention 126B

COACT Team Training Outreach 127A

Creating Systems Change to Improve Services toYoung Children With Disabilities: AnOutreach Project 127B

The Family Consultant Training Model 128A

Infant Child Monitoring Questionnaires TrainingOutreach 128B

Making the Right to Communicate a Reality forYoung Children With Multiple Disabilities:An Early Childhood Outreach Project 129A

The TRAC Outreach Project 129B

Deaf Mentor Outreach Project 130A

A Family-Centered Approach to IntegratedIntervention Serving Infants, Toddlers, andPreschool-Age Children Who Are Deaf orHard-of- Hearing 130B

Outreach Services to Assist States to Replicatea Training Model for Early Interventionistsin a Low Incidence Disability Condition:Blindness and Visual Impairment 131A

Project AHEAD Outreach (At Home andAt Day Care) 131B

Outreach Services to Simulate Services for Infants,Toddlers, and Preschool-Age Children WithSensory Impairments and AdditionalDisabilities and Their Families 132A

National TEEM Outreach: A Process for SystematicTransition Planning and CollaborativeDecision Making for Young ChildrenEntering Kindergarten and OtherGeneral Education Settings 132B

Caring For Infants and Toddlers With Disabilities:New Roles for Physicians (CFIT-P) 133A

Multicultural Early Childhood Team Training(MEM): Outreach 133B

Special Care Outreach 134A

Trans/Team Outreach: An In-Service ModelReplication Project 134B

Generative Empowerment of Early Educators toEngage in Continuous Program Renewal forYoung Children With Disabilities: ATechnology Supported Approach 135A

Mediated Learning Outreach Training: PromotingDevelopmentally Appropriate Practices inInclusive Settings 135B

Pathways: Service CoordinationOutreach Project 136A

Portage Project Model 136B

RESEARCH INSTITUTESEarly Childhood Research Institute for Culturally

and Linguistically AppropriateServices (CLAS) 137A

Early Childhood Research Institute onMeasuring Growth and Development 137B

Early Childhood Follow-ThroughResearch Institute 138A

Early Childhood Research Institute on IncreasingLearning Opportunities for Children ThroughFamilies 138B

Early Childhood Research Institute onInclusion (ECR1I) 139A

TECHNICAL ASSISTANCE CENTERNational Early Childhood Technical Assistance

System (NECTAS) 139B

Research Grants

ADVANCING AND IMPROVING THERESEARCH KNOWLEDGE BASEThe Paraprofessional Role in Inclusion 145A1

The Influence of Real-Time FrequencyTransposition on the Developmentand Refinement of Skills ofArticulation in Severely andProfoundly Hearing-Impaired Children 145A2

208


Index A: Research Grants: Reld-lnitiated Research Grants: Initial Career Awards

FIELD-INITIATED RESEARCHLongitudinal Educational and Behavioral

Outcomes for Students At Risk 145A3

Remediation and Prevention of Aggression inYoung Children With Severe EmotionalDisturbance 145A4

Social Relationship Development in CommunityContexts for Young Children With SevereDisabilities 145B1

Attention Deficit Hyperactivity Disorder-EarlyIdentification Research Project 145B2

The Socialization of Beginning SpecialEducation Teachers: An Investigationof Their Problems of Practice and theInfluence of Context 145B3

Studies of Infants and Toddlers PrenatallyExposed to Cocaine 145B4

Vocabulary Acquisition of Young Deaf andHard-of-Hearing Children 146A1

Curriculum-Based Measurement: AlternativeAssessment to Measure English ReadingProficiency of Bilingual Students 146A2

Effects of Use of Authentic AssessmentProcedures on Literacy Developmentof Bilingual and Monolingual StudentsWith Learning Disabilities 146A3

Risk and Resilience of Behavior andAdjustment Problems in StudentsWith and Without Disabilities 146A4

The Influence of Real-Time Frequency Transpositionon the Development and Refinement ofSkills of Articulation in Severelyand Profoundly Hearing-ImpairedChildren: Reliability and Significance 146B1

Longitudinal Assessment of Emerging BehaviorState Patterns Among Infants and ChildrenWith Severe and Profound Disabilities 146B2

A Longitudinal Study of Risk and ProtectiveFactors Affecting the Development ofChildren Prenatally Exposed to IllicitDrugs and Alcohol 146B3

Self-Management Toward Independence forStudents With Disabilities 146B4

The Forgotten Newborn: Individualized,Family-Focused Development Carefor the Medically Low-RiskPreterm Infant 147A1

The Influence of Teacher Characteristics on theAcademic Performance and BehavioralAdjustment of Students With AttentionDeficit Hyperactivity Disorder 147A2

192

The Development and Evaluation of an EarlyIntervention Program for Non-Readersand Non-Writers 147A3

Expanding Behavioral Momentum: Linking High-Probability Requests and Peer Interactionsto Promote Skill Acquisition and Generalizationin Young Children With Severe Disabilities 147131

Comprehensive and Critical Thinking Instructionfor Students With Learning Disabilities 147B2

Elementary School and Boys WithFragile X Syndrome 147B3

A Longitudinal Study of Young Children WithFragile X Syndrome and Their Families 148A1

Long-Term Outcomes in Children andTheir Families 148A2

Second Generation Research in EarlyIntervention 148A3

Project VOCABULARY: Understanding EarlyGrowth and Remediation Effects forStudents With Disabilities or At Riskof Reading Failure 148B1

Promoting Attention, Literacy, and Socialization(PALS) Among Students With Emotional/Behavior Disorders 148B2

A Study of the Auditory Characteristics ofChildren With Autism 148B3

A Nationwide Evaluation of Inclusive Practicesand Outcomes in Mainstream ResidentialCamp and Outdoor School ProgramsServing Youth With and WithoutDisabilities 148B4

A Longitudinal Follow-up of Graduates FromTwo Contrasting Preschool InstructionalModels: Phase 2 148135

Teaming With Technology Research Project 149A1

INITIAL CAREER AWARDSA History of Special Education, Nashville,

Tennessee,1940-1990 149A2

Early Development and Intervention Needs ofYoung Children With Visual Impairments 149A3

Effects of Setting on Friendship and Acceptanceof Young Children With andWithout Disabilities 149A4

Examining the Effects of Embedding YoungChildren's Goals and Objectives inDaily Activities 149B1

Strategies for Promoting Social RelationshipsBetween Young Children With andWithout Disabilities 149B2

20


Index A:

POLICY 'AND PROGRAM EVALUATIONCenter to Identify and Meet Technical Assistance

Needs of Elementary and Middle Schools 149B3

PREVENTING THE DEVELOPMENT OFSERIOUS EMOTIONAL DISTURBANCESAMONG CHILDREN AND YOUTH WITHEMOTIONAL AND BEHAVIORALPROBLEMS GRANTSTechnical Support for the Department of

Education's Initiative to Link Researchand Practice to Improve Results forIndividuals With Disabilities 150A1

Technical Assistance in Data Analysis,Evaluation, and Report Preparation 150A2

Center to Link Local School Districts WithInformational and Support on the Useof Technology, Educational Media,and Materials 150A3

Institute to Improve the Quality of Technology,Educational Media, and Materials forIndividuals With Disabilities 150B1

Project Success: Preventing the Developmentof SED Among Children With Emotionaland Behavioral Problems 150B2

Proactive Home-School Programming for thePrevention of Serious EmotionalDisturbance in Children WithBehavior Problems 150B3

Linkages to Learning: An Integrated Multi-Agency, School-Based Program for theDelivery of Health, Mental Health, andSocial Services to Students andTheir Families 151A1

Improving the Lives of Children: An SED PrimaryPrevention Project 151A2

Preventing the Development of Serious EmotionalDisturbance Among Children and Youth WithEmotional and Behavioral Problems 151A3

PREVENTION OF READING DIFFICULTIESIN YOUNG CHILDREN RESEARCH GRANTCommittee on Prevention of Reading Difficulties

in Young Children 151B1

SCHOOL-LINKED SERVICES TO SUPPORTBETTER OUTCOMES FOR CHILDRENWITH DISABILITIESInvestigation of Sequence of Reciprocal

Interactions Within BehavioralEpisodes of Problem Behavior 151B2

Research Grants: Policy and Program EvaluationStudent-Initiated Research

Inclusive Reform in Urban Schools ThroughPeer-to-Peer Support From School Teams 151B3

Sustaining Effective Practices (STEP) 152A1

Testing a Strategy for Computer-BasedAssistive Technology Interventionto Support Inclusion 152A2

A Center to Study Sustainability (CSS) ofResearch-Based Interventions forStudents With Learning Disabilities 152A3

Principals' Project 152A4

Teaching Students With Significant Disabilities toSupport Themselves: Promoting InclusionThrough Student-DirectedLearning Strategies 152B1

The Effects of a Supportive Classroom Communityon the Inclusion of Students WithSevere Disabilities 152B2

Sustainability of Promising Innovations 152B3

Families and Schools Together: An ExperimentalAnalysis of a Parent-Mediated EarlyIntervention Program forElementary Children 153A1

SPECIAL STUDIES PROGRAM GRANTLongitudinal Study of the Impact of Early

Intervention Services on Infants andToddlers With Disabilities 153A2

The Center to Support the Achievement of WorldClass Outcomes for StudentsWith Disabilities 153A3

National Center on Assessment of Outcomesfor Children and Youth With Disabilities 153B1

State and Local Education Efforts to Implementthe Transition Requirements in theIndividuals With Disabilities Act 153B2

State-Federal Administrative InformationExchange Project 153B3

STUDENT-INITIATED RESEARCH GRANTA Comparison of the Effects of Proleptic Versus

Direct Strategy Instruction on theComposition Skills of StudentsWith Learning Disabilities 154A1

Persistence in Inclusionary Settings 154A2

Behavioral Regulation in Males WithFragile X 154A3

Family Adaptations: The Division ofResponsibilities in Mexican Familiesof Children With Developmental Disabilities .. 154B1

Toward Resilience: The Ecology of Motherhoodfor Women With Serious Mental Illness 154B2

21 01997-98 Directory of Selected Early Childhood Programs 193

Index A: Research Grants: Student-InitiatedPersonnel Preparation Grants: Infant/Toddler Personnel

Television Literacy: Comprehension of ProgramContent Using Closed-Captions for the Deaf 154B3

The Effects of Student Performance Feedbackon the Reading Progress, Achievement,and Instructional Programs of StudentsAt Risk for Learning Disabilities 155A1

Using Constant Time Delay to Teach PreventativeSafety Skills to Preschoolers With Disabilities 155A2

Assessments of Preschoolers' Resilience inSpecial Education and Poverty-Related Programs 155A3

Enhancing Treatment Utility in InstructionalConsultation Problem Solving: Comparisonof Alternative Assessment Technologies 155B1

TECHNOLOGY IN EDUCATION GRANTSCenter for Special Education Finance 155B2

Testing the Use of an Instrument to MeasureStudent Progress 155B3

A Computerized Assessment Environment toPromote Literacy in Assessment forIndividuals With Disabilities 156A1

Preventing Early Reading Failure by Enhancing Class-room Technologies: An Analysis ofPeer-Assisted Learning Strategies,Computer-Assisted Instruction andContinuous Progress Monitoring inPrimary General Education Classrooms 156A2

Video Feedforward to Promote Reading,Communication, and EffectiveJudgments by Young ChildrenWith Disabilities 156A3

The Early Childhood Comprehensive TechnologySystem (ECCTS) 156B1

TEChPLACEs: Technology in EarlyChildhood-Planning andLearning About Community Environments 156B2

Examination of the Effectiveness of a FunctionalApproach to the Delivery of AssistiveTechnology Services in Schools 156B3

A National Perspective on Special Educators'Use of Technology to Promote Literacy 157A1

Beyond Assistive Technology: Policy, Curriculumand Technology for Inclusion 157A2

Formulate and Conduct Research AroundImproving Education and TechnologyRelated Services at the Local Level 157A3

Achieving Curriculum Inclusion and IntegratingTechnology With Instruction ThroughBackward Mapping and CollaborativeAction Research 157B1

194

Trains Teachers to Develop English LiteracyLesson Using Hispanic Culture andMultimedia Technology 157B2

Captioning Instructional Videos to ImproveLiteracy 157B3


INFANT/TODDLER PERSONNEL GRANTS

Early Childhood Personnel Preparation Project 159A1

Early Childhood Special Educator Program 159A2

Infant Specialist Training Program 159A3

Mentors in Early Childhood Special Education 159A4

Preparing Early Intervention Specialists for Servicein Hispanic Communities 159B1

Preparation for Multicultural Early ChildhoodServices 159B2

Professional Preservice Personnel Preparationfor Early Intervention Using the FirstStart Model 159B3

Preparation of Family-Centered Early EducationSpecialists of Deaf Children 160A1

Recruiting and Training Minority Students inSpeech-Language Pathology to ServeInfants, Toddlers, Preschoolers, andTheir Families 160A2

Shifting Paradigms in Clinical Training: Preparingthe Early Childhood Educator toFacilitate Inclusion 160A3

WEEP: Wisconsin Early InterventionPreservice Project 160A4

Infant/Toddler SpecializatIon: RuralInterdisciplinary Collaborative Services 160B1

Interdisciplinary Preservice SpecializationProject: (IPSP) Training Early InterventionPersonnel to Provide Part H Services 160B2

Personnel for Integrated Early ChildhoodEnvironments 160B3

Dual Endorsement Training: Early ChildhoodSpecial Education and Pre-K/Kindergarten 160B4

Newly linplemented Highway for TrainingTeachers in ECSE Across Three IowaRegent Institutions 161A1

ACCK Early Intervention Preservice Grant 161A2

Establishing A Blended Early Childhood andEarly Childhood Special EducationUndergraduate Program andRestructuring the CurrentEarly Childhood SpecialEducation Program 161A3

Preparation of Early Childhood Personnel 161A4

21 .11997-98 Directory of Selected Early Childhood Programs

Index A: Personnel Preparation Grants: Infant/Toddler PersonnelLeadership Personnel

Preparation of Rural Personnel to Serve YoungChildren With Disabilities and TheirFamilies: A Multi-UniversityConsortium 164A1

Hopkins Mentor Program: Early Interventionand Early Childhood Special EducationPersonnel Preparation 161B1

Partnership for Preparation of EarlyIntervention/Preschool SpecialEducation Specialists 161B2

Interdisciplinary Training in Special Needs:A Multicultural Emphasis 161B3

Training of Speech-Language Pathologists:Young Children of Diverse CulturalBackgrounds Who Are Living in Poverty 161B4

Extended Training for Early Intervention andPreschool Personnel 162A1

Preservice Training of M.A.-LevelSpeech-Language Pathologiststo Provide Appropriate Servicesto Minority Infants, Toddlers,and Their Families 162A2

Community-Based Interdisciplinary TeamTraining of Special Educators, SpeechLanguage Pathologists and Audiologistsfor Early Intervention and Preschool Roles 162A3

Interdisciplinary Infant/Newborn SpecialistTraining Program 162A4

Personnel Preparation Early Childhood SpecialEducation Ages 3-5 ItinerantTeacher Services 162B1

Rural Early Intervention Training Project(REITP) 162B2

Early Intervention: Recruiting Minorities/PreparingParaprofessionals and Special Educators 162B3

Personnel Preparation: Early ChildhoodSpecial Education in Inclusive Settings 162B4

Early Childhood Speciality Certification forSchool Psychologists 163A1

Training of Paraprofessionals to WorkWith Children Ages Birth to 5land Their Families 163A2

Unified Preparation for Better Early EducationTeachers (UPBEE') 163A3

Inclusive Early Childhood Training 163A4

A New Interdisciplinary Program to PrepareUndergraduate Students to Work asEarly Intervention Specialists 163B1

Early Childhood Personnel Preparation Project 163B2

Preparation of Community-Based Child CareProviders 163B3

Preparing Personnel to Teach Young ChildrenWith Severe Disabilities in IntegratedPreschool Classrooms 163B4

LEADERSHIP PERSONNEL GRANTSPost Doctoral Training in Early Childhood

Language: Applied Research andApplications to Practice 164A2

Early Childhood Special Educationand Services.Joint DoctoralLeadership Institute 164A3

Interdisciplinary Leadership Training Program 164A4

A Leadership Training Program to PrepareDoctoral Level Psychologists for aSpecialization in Services forDrug-Exposed Infants andTheir Families 164B1

Spanning Boundaries: Doctoral LeadershipTraining in Early Intervention 164B2

Leadership Personnel Preparation in EarlyChildhood Special Education 164B3

Doctoral Training Program in Families andDisability: Focusing on Transition,Goals 2000, and Multiculturalism inPreparing Special EducationLeadership Personnel 165A1

Establishing Interprofessional Community/School Linkages in Early ChildhoodIntervention (0-8) 165A2

Integrated Interdisciplinary LeadershipPersonnel Training for EarlyChildhood Language

Intervention 165A3

Training Leadership Personnel to Address theNeeds of Preschoolers Who Engage inChallenging Behavior 165B1

Interdisciplinary Personnel Leadership TrainingProgram for Policy Development andImplementation 165B2

Doctoral Training in Early Childhood, Familiesand Early Intervention 165B3

Interdisciplinary Training for Leadership inServing Infants, Toddlers, andPreschoolers With Disabilities 165B4

Interdisciplinary Early Intervention/EarlyChildhood Special EducationLeadership Program 166A1

Interdisciplinary Preparation of LeadershipPersonnel in Early Intervention andPrevention of DevelopmentalDisabilities 166A2


Index A: Personnel Preparation Grants: Leadership PersonnelMinority Institutions

Penn State Collaborative Leadership Program forEarly Intervention 166A3

Preparation of Leadership Personnel forResponsible Inclusion: Working Togetherto Provide Equity Education 166A4

Doctoral Leadership Training in EarlyChildhood Special Education 166B1

A Program to Prepare Doctoral-LevelSpecial Educators With an EarlyChildhood Emphasis Area 166B2

Educational Leadership Preparation Programto Support Learners With SevereCommunication/BehaviorDisorders and Autism inHeterogeneous andInclusive Settings 166B3

LOW-INCIDENCE GRANTSPreparing Personnel to Serve Young Children

With Low-Incidence Disabilities 166B4

Project Hear: Preparation of Teachers to WorkWith Elementary, Preschool, MultiplyIHandicapped, or Bilingual-Deaf orHard-of- Hearing Children 167A1

Visually Impaired Personnel Preparation (VIPP) 167A2

Graduate Training of Personnel to Serve Infantsand Young Children With Low-IncidenceDisabilities 167A3

Specialized Training in Communication, Language,and Literacy for Personnel to Serve ChildrenWith Low-Incidence Disabilities and TheirFamilies in Inclusive Settings 167B1

Master's Training Program in Traumatic BrainInjury, A Comprehensive NeurodevelopmentalPerspective 167B2

Leadership 2000: A Unified Early Childhood andEarly Childhood Special EducationDoctoral Program 167B3

The Preparation of Personnel to Teach IndividualsWith Visual Impairment 168A1

Intermountain Hearing ImpairedPartnership (I-RIP) 168A2

Preparation of Personnel to Serve LearnersWith Disabilities 168A3

Preparing General and Special Education TeacherTeams in Inclusionary Practices for ChildrenWith Severe Disabilities, Utilizing anInformation Highway in a CooperativeProgram Across Three Iowa RegentsInstitutions 168A4

Great Plains Deaf Education/Deaf-Blind Project 168B1

Rural Family Support Specialist TrainingProgram in Early Intervention 168B2

Specialist Training Program in BehavioralApproaches to the Education ofChildren With Autistic SpectrumDisorders 168B3

Graduate Training in Services for Infants andToddlers Who Are Deaf or Hard-of-Hearing and Their Families 168B4

Severe DisabilitiesEarly Intervention 169A1

Improving Quality of Instruction for StudentsAt Risk or Identified With Disabilities byTraining School Psychologists inInstructional Consultation 169A2

Preparation of Teachers of the Visually Impaired,Supplementary Preparation in Orientationand Mobility, and a New Component inEarly Intervention 169A3

Preparation of ECSE Personnel in South Carolina 169B1

Training Early Interventionists in Low-IncidenceDisabilities 169B2

Master's Preparation in Early Intervention 169B3

Preparation of Communication Specialists toServe Young Children With AutismSpectrum Disorders: SpeechPathology and Audiology 169B4

Utah Multi-University Consortium: StatewidePreparation of Early ChildhoodSpecialists in Vision and Hearing 170A1

Preparing Speech-Language Pathologistsand Early Childhood Providers toServe the Needs of Children WithAutism Spectrum Disorders inRural Settings 170A2

MINORITY INSTITUTIONS GRANTSFamily-Centered, Parent-Professional

Collaborative Training to PrepareMinority Professionals to ServeFamilies of Preschool ChildrenWith Disabilities 170A3

Interdisciplinary Preservice Early InterventionTraining of Related Services Personneland Special Educators to Serve aCulturally Diverse Community 170B1

Minority Personnel Preparation Project 170B2

Personnel Preparation in Visual Impairment andBlindness 170B3

Special Educators for Culturally andLinguistically Diverse LearnersWith Disabilities 170B4

213


Index A: Personnel Preparation Grants: Minority InstitutionsParent Training and Information Centers

Preparation of Speech-Language Pathologists Parent Information Center (PIC) 174B2

to Improve the Condition of Persons COPE 174B3

With Communication Disorders in Family Network on Disabilities 17484Multicultural Populations 171A1

Master's Training in Early Childhood SpecialEducation for Haitian Creole-Speaking

Parents Educating Parents and Professionalsfor All Children (PEPPAC) 174B5

Personnel 171A2AWARE 174B6

Preparation of African-American Personnel forIdaho Parents Unlimited, Inc. 175A1

Early Childhood Special Education 171A3 Designs for Change 175A2

Training for Early Childhood Special Education/ Family Resource Center on Disabilities 175A3

Teaching English to Speakers of Other Family T.I.E.S. Network 175A4

Languages Master's Degree 171A4 National Center for Latinos With Disabilities 175A5

Recruiting and Training Minority Students Into IN*SOURCE 175B1

an Early Childhood Special Education SEEK Parent Center 17582Graduate Program 171B1 Families Together, Inc. 175B3

Project LIFE 171B2 Family Training and Information Center 175B4VENTANAS: Opbning Window of Opportunity

for Young Children With Special NeedsProject PROMPT 17585

Through Expanded Training of Minority,Special Needs Parents Info Network 176A1

Rural, and Other Educators 171B3 Parents Place of Mai-yland Incorporated 176A2

Medgar Evers College Special Education Federation for Children with Special Needs 176A3

Teacher Training Program 171B4 CAUSE 176A4

Minority Personnel Preparation Project 172A1 Parents are Experts 176A5

Preparation of Personnel Qualified to Serve PACER Center, Inc. 176B1

Young Children With Disabilities in Parent Partners 17682Puerto Rico 172A2 Project Empower 17683

Lakota Early Childhood Project 172A3 Missouri Parents Act(MPACT Jefferson City) 17684

PARENT TRAINING AND Missouri Parents Act

INFORMATION CENTERS (PTIS) (MPACT Kansas City) 176B5

Special Education Action CommitteeParents Let's Unite for Kids 177A1

Incorporated 173A1 Nebraska Parents Center 177A2

P.A.R.E.N.T.S. Resource Center 173A2 Nevada Parents Encouraging Parents (PEP) 177A3

American Samoa PAVE 173A3 Parent Information Center 177A4

Pilot Parent Partnerships 173A4 Statewide Parent Advocacy Network (SPAN) 177A5

Arkansas Disability Coalition 173A5 EPICS Project 171131

FOCUS Incorporated 173B1 Parents Reaching Out, Project ADOBE 17782

DREDF 173B2 Advocates for Children of New York 177133

Exceptional Parents Unlimited 173B3 Parent Network Center 177B4

Family Network of California 173B4 Resources for Children With Special Needs 177B5

Matrix 173B5 Sinergia/Metropolitan Parent Center 177136

Parents Helping Parents of San Francisco 174A1 ECAC Incorporated 178A1

Parents Helping Parents of Santa Clara 174A2 Native American Family Network System 178A2

Support for Families of Children Pathfinder Family Center 178A3

With Disabilities 174A3 Child Advocacy Center 178A4

TASK 174A4 OCECD 178A5

TASK, San Diego 174A5 Parents Reaching Out in OK 178B1

PEAK Parent Center Incorporated 174A6 Oregon COPE Project 178B2

CPAC 174B1 Parent Edudation Network 178B3

21 4


Index A: Personnel Preparation Grants: Parent Training and Information CentersPreserace Personnel Training

Parents Union for Public Schools 178B4

Parents Training Parents by APNI 178B5

Rhode Island Parent Information Network 179A1

PRO-PARENTS 179A2

South Dakota Parent Connection 179A3

STEP 179A4

Grassroots Consortium I79A5Partners Resource Network Incorporated 179B1

Project PODER 179B2

Utah Parent Center 179B3

Vermont Parent Information Center 179B4

V.I. FIND 179B5

Parent Educational Advocacy Training Center 180A1

PAVE/STOMP 180A2

Washington PAVE 180A3

West Virginia Parent Training Institute 180A4

Parent Education Project of Wisconsin 180A5

Parent Information Center 180B1

Technical Assistance Alliance for Parent Centers 180B2

PRESERVICE PERSONNELTRAINING GRANTSProject RECEIPTPreservice and Inservice

Training for Early Intervention andPreschool Personnel 181A1

Alaska's Early Intervention Home-BasedPersonnel Preparation Program--Competencies of Paraprofessionals 181A2

Interprofessional Training Opportunities forParticipants on Early Intervention Teams 181A3

COMETS: Collaboration for Maximizing EarlyTeacher Supports 181A4

Great Beginnings 181B1

Preparation of Teachers as Orientation andMobility Specialists to Serve ChildrenWith Visual DisabilitiesA WesternRegional Distance Education-Extension Model 181B2

Interdisciplinary Certificate/Credentialing Processfor Early Interventionists Across Disciplines 181B3

Consultation and Administrative Specialists inEarly Intervention, With an Emphasis onRural Practitioners 181B4

Preparation of Speech-Language Pathologistsas Members of Transdisciplinary EarlyIntervention Teams 182A1

ACCK Preservice Early Intervention Program 182A2

Project Options: An Interdisciplinary Outcome-Based Training Program for PreparingEarly Childhood Personnel 182A3

198

Project Team: Interdisciplinary Family-CenteredPreparation of Related Services Personnelfor Early Intervention Collaboration 182A4

Distance Education in Assistive Technologiesfor Speech-Language Pathologists,Occupational Therapists, PhysicalTherapists, and Early Interventionand Preschool Personnel 182B1

Conceptualizers, Instructors, Listeners:Preparing Infant-Toddler EarlyInterventionists in North Carolina 182B2

TOPS (Training Oklahoma Providers of Service)Special Education, Related Services, EarlyIntervention, and Preschool 182B3

Master's Degree Preparation in AdaptedPhysical Education, With a DistanceLearning Component 183A1

Interdisciplinary Early Intervention Preparationof Speech-Language Pathologists 183A2

Preparing Special Educators With Expertise inEarly Literacy Instruction: TranslatingResearch Into Practice 183A3

Preparation of Audiologists to Serve Infants,Toddlers, and Preschool-Age Children 183A4

Project Prepare: Preparing Early ChildhoodSpecial Educators for Inclusive Settings 183B1

Project ROLESRe-Organizing the Learning ofEarly Childhood Special Educators 183B2

Personnel Training in PediatricRural Rehabilitation 183B3

Preparation of Special Education Teachers,Rehabilitation Counselors, EarlyIntervention and PreschoolPersonnel 183B4

A Collaborative Program to Prepare EarlyIntervention and Early ChildhoodSpecial Education Personnel 184A1

Preparation of Personnel to Serve Students WithHearing ImpairmentsTeachers of the Deaf,Speech-Language Pathologists, Audiologists,Early Intervention and Preschool Personnel 184A2

Preparation of Consulting Teacher/ReadingCoordinators to Serve Students WithMild to Moderate Disability in VermontElementary and Middle Schools 184A3

Interdisciplinary Training for Early Interventionand Preschool Personnel 184A4

New Connections: Linking and EnhancingGraduate Training in Low-IncidenceDisabilities for Related Services,Early Intervention, and PreschoolPersonnel 184B1

Preparing Early Intervention Personnel: AnInterdisciplinary Services Model 184B2


Index A: Personnel Preparatiaon Grants: Related Services Personnel State Education Agency

RELATED SERVICES PERSONNELGRANTSSouthwestern Orientation and Mobility

Preparation Program 184B3

Transdisciplinary, Interagency and Family-Centered Model for Promoting EarlyChildhood Specialization inPsychology 18484

School Psychologists in Early ChildhoodServices (SPECS) Training Project 185A1

University of Kansas School Psychology/EarlyChildhood Special Education PersonnelPreparation Project 185A2

Training School Psychologists to Work in RuralAreas to Facilitate Parent Involvement 185A3

SPECIAL EDUCATORS GRANTSChildhood Hearing Impairment Program: An M.A

Training Program for AudiologicalSpecialists in Hearing ImpairedInfants, Toddlers, and Preschoolers 185A4

Early Childhood Special Education Master'sDegree/Endorsement 18581

The University of Georgia Development andBehavior Disabilities PersonnelPreparation Project 18582

Preparing Early Childhood Educators asSpecialists in Emotional andBehavioral Disorders 185B3

Training Rural Educators in Kentucky ThroughDistance Learning 18584

Master's Program in Early ChildhoodSpecial Education 186A1

Professional Preparation in Adapted PhysicalEducation: Early Childhood Emphasis 186A2

Family-Centered Personnel Preparation: FromRhetoric to Reality 186A3

SPECIAL PROJECTS GRANTSProject RIME: Providing Early Elementary and

Special Education Teachers WithPreparation in Reading InstructionMethods of Efficacy 186A4

CRAFT: Culturally Responsive andFamily-Focused Training 18681

The Full Option Curriculum for the Utilization ofSocial Skills (FOCUS) 186132

Para-Educator Training System AboutCommunication With ChildrenWith Sensory Impairments,Age 3-8 18683

21

Development, Field Test, and Evaluation ofa CD-R Prototype for NonaversiveBehavior Intervention for YoungChildren 186134

Relationships as the Foundation of EarlyIntervention EfficacyA Curriculum toAssist Trainers of Early InterventionPersonnel Project 187A1

Right From the Start: Partners in Education 187A2

Project MEETInnovative Models and EffectiveEducational Tools to Prepare Personnel toServe Children With Severe Communicationand Multiple Disabilities 187A3

Culture, Families, and Augmentative andAlternative Communication Impact: AMultimedia Instructional Program forRelated Services Personnel and FamilyMembers 187131

Project COMP-CARE: Preparing Personnel toCreate Competent and Caring EarlyChildhood Environments Responsiveto Diversity in Children and Families 18782

Supporting Change and Reform inInterprofessional Preservice TrainingAn Innovative Inservice Model forFaciliating Preservice Improvements 18783

Family Consultant Training ProjectBestPractices in Early Intervention 188A1

Development and Evaluation of a Program toTeach Naturalistic Early InterventionStrategies to Personnel in InclusiveEnvironments 188A2

Early Childhood Curriculum and TeachingMaterials 188A3

An Early Intervention Training Curriculum forParent-Child RelationshipsVideotextMaterials 188A4

STATE EDUCATION AGENCY GRANTState Education Agency Program 188B1


Index BThis index references project listings by state and, within state, by program category andtype (EEPCD, Research Grants, and Personnel Preparation Grants). Within programcategory or type under each state, projects are organized alphabetically by title. Pagereferences give the page number on which the project listing appears, its placement on thepage (A = left column, B = right column) and, where appropriate, its sequence within the

column (1, 2, 3, etc.).

ALABAMAPERSONNEL PREPARATION GRANTSPreparing Personnel to Serve Young Children

With Low-Incidence Disabilities 166B4

Project RECEIPTPreservice and InserviceTraining for Early Intervention andPreschool Personnel 181A1

Special Education Action CommitteeIncorporated 173A1

ALASKAEEPCDAlaska's Autism Intensive Early

Intervention Project 87A

PERSONNEL PREPARATION GRANTSAlaska's Early Intervention Home-Based

Personnel Preparation ProgramCompetencies of Paraprofessionals 181A2

P.A.R.E.N.T.S. Resource Center 173A2

AMERICAN SAMOAPERSONNEL PREPARATION GRANTAmerican Samoa PAVE 173A3

ARIZONARESEARCH GRANTInvestigation of Sequence of Reciprocal

Interactions Within BehavioralEpisodes of Problem Behavior 151B2

PERSONNEL PREPARATION GRANTSInterprofessional Training Opportunities for

Participants on Early Intervention Teams 181A3

Post Doctoral Training in Early ChildhoodLanguage: Applied Research andApplications to Practice 164A2

Project Hear: Preparation of Teachers to WorkWith Elementary, Preschool, MultiplyHandicapped, or Bilingual-Deaf orHard-of- Hearing Children 167A1

Project RIME: Providing Early Elementary andSpecial Education Teachers WithPreparation in Reading InstructionMethods of Efficacy 186A4

Southwestern Orientation and MobilityPreparation Program 184B3

Visually Impaired Personnel Preparation (VIPP) 167A2

ARKANSASPERSONNEL PREPARATION GRANTSArkansas Disability Coalition 173A5

FOCUS Incorporated 173B1

CALIFORNIAEEPCDEarly Childhood Research Institute on

Inclusion (ECRII) 139A

E.X.C.E.P.T.I.O.N.A.L. Challenge Project 111B

RESEARCH GRANTSCenter for Special Education Finance 155B2

Inclusive Reform in Urban Schools ThroughPeer-to-Peer Support From School Teams 151B3

Longitudinal Educational and BehavioralOutcomes for Students At Risk 145A3

Longitudinal Study of the Impact of EarlyIntervention Services on Infants andToddlers With Disabilities 153A2

Testing the Use of an Instrument to MeasureStudent Progress 155B3

PERSONNEL PREPARATION GRANTSCOMETS: Collaboration for Maximizing Early

Teacher Supports 181A4


Index 8: California Connecticut

CRAFT: Culturally Responsive andFamily-Focused Training 186B1

DREDF 173B2

Early Childhood Special Educationand Services Joint DoctoralLeadership Institute 164A3

Early Childhood Special Educator Program 159A2

Exceptional Parents Unlimited 173B3

Family-Centered, Parent-ProfessionalCollaborative Training to PrepareMinority Professionals to ServeFamilies of Preschool ChildrenWith Disabilities 170A3

The Full Option Curriculum for the Utilization ofSocial Skills (FOCUS) 186B2


Infant Specialist Training Program 159A3

Interdisciplinary Preservice Early InterventionTraining of Related Services Personneland Special Educators to Serve aCulturally Diverse Community 170B1

Matrix 173B5

Mentors in Early Childhood Special Education 159A4


Parents Helping Parents of Santa Clara 174A2

Parents Helping Parents of San Francisco 174A1

Personnel Preparation in Visual Impairment andBlindness 170B3

Preparation for Multicultural Early ChildhoodServices 159B2

Preparing Early Intervention Specialists for Servicein Hispanic Communities 159B1

Special Educators for Culturally andLinguistically Diverse LearnersWith Disabilities 170B4

Support for Families of ChildrenWith Disabilities 174A3

TASK 174A4

TASK, San Diego 174A5

COLORADOEEPCDIntegrating Daily Activities 88A

LEAP Outreach 112A

Participate Outreach 112B

Project Access: A Model for Capitated EarlyIntervention Transdisciplinary HabilitativeServices 88B

202

The Spectrum Project Families and TeamsTogether: Improving Information Sharingand Program Planning Processes 113A

Western Regional Faculty Institute for Training(WRFIT) 113B

RESEARCH GRANTSThe Paraprofessional Role in Inclusion 145A1

Remediation and Prevention of Aggression inYoung Children With Severe EmotionalDisturbance 145A4

Social Relationship Development in CommunityContexts for Young Children With SevereDisabilities 145B1

PERSONNEL PREPARATION GRANTSGreat Beginnings 181B1

Interdisciplinary Leadership Training Program 164A4Para-Educator Training System About

Communication With ChildrenWith Sensory Impairments,Aged 3-8 186B3

PEAK Parent Center Incorporated 174A6

Preparation of Teachers as Orientation andMobility Specialists to Serve ChildrenWith Visual DisabilitiesA WesternRegional Distance Education-Extension Model 181B2

Professional Preservice Personnel Preparationfor Early Intervention Using the FirstStart Model 159B3

Specialized Training in Communication, Language,and Literacy for Personnel to Serve ChildrenWith Low-Incidence Disabilities and TheirFamilies in Inclusive Settings 167B1

CONNECTICUTEEPCDEarly Childhood Collaborative Service

Delivery Model 89AEarly Childhood Research Institute on Increasing

Learning Opportunities for Children ThroughFamilies 138B

Niños Especiales Outreach Project forPreschool-Age Children 114A

21 3

1997-98 Directory of Selected Ear/y Childhood Programs

PERSONNEL PREPARATION GRANTSChildhood Hearing Impairment Program: An M.A

Training Program for AudiologicalSpecialists in Hearing ImpairedInfants, Toddlers, and Preschoolers 185A4

CPAC 174B1

Interdisciplinary Certificate/CredentialingProcess for Early InterventionistsAcross Disciplines 181B3

DELAWAREPERSONNEL PREPARATION GRANTSParent Information Center (PIC) 174B2

Transdisciplinary, Interagency, and Family-Centered Model for Promoting EarlyChildhood Specialization inPsychology 184B4

DISTRICT OF COLUMBIAEEPCDDevelopmental Access Through Primary Care:

DAP Care Model 89B

Project REALIGN 106B

STORIES: Stories Told by Young Children WithDisabilities, Observed and Fostered byRecipients in Inclusive Settings, as theBasis for a Model Program Promoting EarlyLiteracy Skills That Are Culturally Sensitive 90A

RESEARCH GRANTSCenter to Identify and Meet Technical Assistance

Needs of Elementary and Middle Schools 149B3

Committee on Prevention of Reading Difficultiesin Young Children 151B1

A Computerized Assessment Environment toPromote Literacy in Assessment forIndividuals With Disabilities 156A1

Technical Support for the Department ofEducation's Initiative to Link Researchand Practice to Improve Results forIndividuals With Disabilities 150A1

PERSONNEL PREPARATION GRANTSA Leadership Training Program to Prepare

Doctoral Level Psychologists for aSpecialization in Services forDrug-Exposed Infants andTheir Families 164B1

Master's Training Program in Traumatic BrainInjury, A Comprehensive NeurodevelopthentalPerspective 167B2

Index B: Connecticut Florida

Preparation of Family-Centered Early EducationSpecialists of Deaf Children 160A1

Preparation of Speech-Language Pathologiststo Improve the Condition of PersonsWith Communication Disorders inMulticultural Populations 171A1

Recruiting and Training Minority Students inSpeech-Language Pathology to ServeInfants, Toddlers, Preschoolers, andTheir Families 160A2

Shifting Paradigms in Clinical Training: Preparingthe Early Childhood Educator toFacilitate Inclusion 160A3

Spanning Boundaries: Doctoral LeadershipTraining in Early Intervention 164B2

WEIPP: Wisconsin Early InterventionPreservice Project 160A4

FLORIDAEEPCDDelivering Individualized Support for Young

Children With Autism: Outreach for StateService Systems 114B

Developmentally Appropriate Play-Based EarlyIntervention/Education for Young ChildrenWith Disabilities (Project Play) 90B

Enterprise ZonePreschool Inclusion Project:EZ-PIP 91A

Individualized Support for Young Children WithSevere Problems in Communication andBehavior 91B

RESEARCH GRANTSAttention Deficit Hyperactivity Disorder-Early

Identification Research Project 145B2

Family Network on Disabilities 174B4

A History of Special Education, Nashville,Tennessee,1940-1990 149A2

Preventing Early Reading Failure by EnhancingClassroom Technologies: An Analysis ofPeer-Assisted Learning Strategies, Computer-Assisted Instruction and Continuous ProgressMonitoring in Primary General EducationClassrooms 156A2

Project Success: Preventing the Developmentof SED Among Children With Emotionaland Behavioral Problems 150B2

The Socialization of Beginning SpecialEducation Teachers: An Investigationof Their Problems of Practice and theInfluence of Context 145B3


21 g203

Index B: Florida Illinois

Studies of Infants and Toddlers PrenatallyExposed to Cocaine 145B4


PERSONNEL PREPARATION GRANTSEarly Childhood Special Education Master's

Degree/Endorsement 185B1

Leadership 2000: A Unified Early Childhood andEarly Childhood Special EducationDoctoral Program 167B3

Master's Training in Early Childhood SpecialEducation for Haitian Creole-SpeakingPersonnel 171A2

The Preparation of Personnel to Teach IndividualsWith Visual Impairment 168A1

GEORGIAEEPCDDevelopment Therapy - Developmental Teaching:

An Outreach Project for Young Children WithSocial-Emotional-Behavioral Disabilites 115A

RESEARCH GRANTVocabulary Acquisition of Young Deaf and

Hard-of-Hearing Children 146A1

PERSONNEL PREPARATION GRANTSDevelopment, Field Test, and Evaluation of

a CD-R Prototype for NonaversiveBehavior Intervention for YoungChildren 186B4

Infant/Toddler Specialization: RuralInterdisciplinary Collaborative Services 160B1

Interdisciplinary Preservice SpecializationProject: (IPSP) Training Early InterventionPersonnel to Provide Part H Services 160B2

Parents Educating Parents and Professionalsfor All Children (PEPPAC) 174B5

The University of Georgia Development andBehavior Disabilities PersonnelPreparation Project 185B2

HAWAI'lEEPCDPacific Outreach Project to Provide and linprove

Services for Culturally Diverse ChildrenAges Birth to 8 With Disabilities Using aFamily-Centered, Transdisciplinary,Transagency Service Model 116A

204

Project Kako'o 92A

RESEARCH GRANTVideo Feedforward to Promote Reading,

Communication, and EffectiveJudgments by Young ChildrenWith Disabilities 156A3

PERSONNEL PREPARATION GRANTAWARE 174B6

IDAHOEEPCDInservice Training Grant That Develops, Delivers,

Evaluates, and Disseminates an InserviceTraining Model for Teams of CollaboratingPublic School and Head StartPreschool Teachers 107A

RESEARCH GRANTSIdaho Parents Unlimited Incorporated 175A1

Intermountain Hearing-ImpairedPartnership (I-HIP) 168A2

ILLINOISEEPCDThe Early Childhood Interactive Technology

Literacy Curriculum Project (TTLC) 92B

Early Childhood Research Institute for Culturallyand Linguistically AppropriateServices (CLAS) 137A

Family and Child Transitions Into LeastRestrictive Environment (FACTS/LRE) 117A

Expressive Arts Outreach 116B

LitTECH Interactive 117B

PIWI Outreach: Facilitating DevelopmentThrough Parent-Infant Play Groups 118A

SPARK!: Skills Promoted Through Arts,Reading and Knowledge 118B

RESEARCH GRANTSCurriculum-Based Measurement: Alternative

Assessment to Measure English ReadingProficiency of Bilingual Students 146A2

The Early Childhood Comprehensive TechnologySystem (ECCTS) 156B1

0 )4.


Effects of Use of Authentic AssessmentProcedures on Literacy Developmentof Bilingual and Monolingual StudentsWith Learning Disabilities 146A3

National Center for Latinos With Disabilities 175A5

Risk and Resilience of Behavior andAdjustment Problems in StudentsWith and Without Disabilities 146A4

TEChPLACEs: Technology in EarlyChildhood-Planning andLearning About Community Environments 156B2

PERSONNEL PREPARATION GRANTSDesigns for Change 175A2

Family Resource Center on Disabilities 175A3

Family TI.E.S. Network 175A4

Personnel for Integrated Early ChildhoodEnvironments 160B3

Preparation of Speech-Language Pathologistsas Members of Transdisciplinary EarlyIntervention Teams 182A1

Preparation of Teachers in Visual Impairments,With A Rural Emphasis and DistanceLearning Opportunities 181A2

Relationships as the Foundation of EarlyIntervention EfficacyA Curriculum toAssist Trainers of Early InterventionPersonnel Project 187A1

INDIANAPERSONNEL PREPARATION GRANT1N*SOURCE 175B1

IOWAEEPCDDevelopment, Testing, and Dissemination of

Nonaversive Techniques for WorkingWith Children With Autism 93A

PERSONNEL PREPARATION GRANTSDual Endorsement Training: Early Childhood

Special Education and Pre-K/Kindergarten 160B4

Newly Implemented Highway for TrainingTeachers in ECSE Across Three IowaRegent Institutions 161A1

Preparing General and Special Education TeacherTeams in Inclusionary Practices for ChildrenWith Severe Disabilities, Utilizing anInformation Highway in a CooperativeProgram Across Three Iowa RegentsInstitutions 168A4

Index 8: Illinois Kansas

School Psychologists in Early ChildhoodServices (SPECS) Training Project 185A1

SEEK Parent Center 175B2

KANSASEEPCDEarly Childhood Research Institute on

Measuring Growth and Development 137BFACETS:Family-Guided Approaches toCollaborative Early Intervention Trainingand Services 115B

Project CIRCLE 93B

Project SLIDE: Skills for Learning Independence inDevelopmentally Appropriate Environments .. 119A

Project STAIRS Outreach Project 119B

RESEARCH GRANTSThe Influence of Real-Time Frequency

Transposition on the Developmentand Refinement of Skills ofArticulation in Severely andProfoundly Hearing-Impaired Children 145A2

Longitudinal Assessment of Emerging BehaviorState Patterns Among Infants and ChildrenWith Severe and Profound Disabilities 146B2

A Longitudinal Study of Risk and ProtectiveFactors Affecting the Development ofChildren Prenatally Exposed to IllicitDrugs and Alcohol 146B3

Proactive Home-School Programming for thePrevention of Serious EmotionalDisturbance in Children WithBehavior Problems 150B3

PERSONNEL PREPARATION GRANTSACCK Early Intervention Preservice Grant 161A2

Doctoral Training Program in Families andDisability: Focusing on Transition,Goals 2000, and Multiculturalism inPreparing Special EducationLeadership Personnel 165A1

Establishing Interprofessional Community/School Linkages in Early ChildhoodIntervention (0-8) 165A2

Great Plains Deaf Education/Deaf-Blind Project .... 168B1Integrated Interdisciplinary Leadership

Personnel Training for EarlyChildhood Language Intervention 165A3

Right From the Start: Partners in Education 187A2

University of Kansas School Psychology/EarlyChildhood Special Education PersonnelPreparation Project 185A2


Index& Kentucky Massachusetts

KENTUCKYEEPCDEarly Childhood Follow-Through

Research Institute 138AProject STEPS: National Outreach 120AThe RIDE Project (Reaching Individuals With

Disabilities Early) 94A

RESEARCH GRANTExamination of the Effectiveness of a Functional

Approach to the Delivery of AssistiveTechnology Services in Schools 156B3

PERSONNEL PREPARATION GRANTSFamily Training and Information Center 175B4

Preparation of Early Childhood Personnel 161A4Preparing Early Childhood Educators as

Specialists in Emotional andBehavioral Disorders 185B3

Project Options: An Interdisciplinary Outcome-Based Training Program for PreparingEarly Childhood Personnel 182A3

Project Team: Interdisciplinary Family-CenteredPreparation of Related Services Personnelfor Early Intervention Collaboration 182A4

Training Rural Educators in Kentucky ThroughDistance Learning 185B4

LOUISIANAPERSONNEL PREPARATION GRANTProject PROMPT 175B5

MAINEPERSONNEL PREPARATION GRANTSpecial Needs Parents Info Network 176A1

MARYLANDEEPCDEarly Childhood Research Institute on

Inclusion (ECRII) 139A

RESEARCH GRANTSA Comparison of the Effects of Proleptic Versus

Direct Strategy Instruction on theComposition Skills of StudentsWith Learning Disabilities 154A1

206

Linkages to Learning: An Integrated Multi-Agency, School-Based Program for theDelivery of Health, Mental Health, andSocial Services to Students andTheir Families 151A1

A National Perspective on Special Educators'Use of Technology to Promote Literacy 157A1

Self-Management Toward Independence forStudents With Disabilities 146B4

Technical Assistance in Data Analysis,Evaluation, and Report Preparation 150A2

PERSONNEL PREPARATION GRANTSHopkins Mentor Program: Early Intervention

and Early Childhood Special EducationPersonnel Preparation 161B1

Master's Program in Early ChildhoodSpecial Education 186A1

Parents Place of Maryland Incorporated 176A2

Partnership for Preparation of EarlyIntervention/Preschool SpecialEducation Specialists 161B2

Project MEETInnovative Models and EffectiveEducational Tools to Prepare Personnel toServe Children With Severe Communicationand Multiple Disabilities 187A3

MASSACHUSETTSEEPCDProject Child Care 2000 Enhanced Child Care

Resource and Referral Services for ChildrenWith Low-Incidence Disabilities 94B

Interagency Coordinating Council (ICC) ParentTraining and Technical Assistance Project 107B

Earliest Intervention: Setting theStage for Success 120B

RESEARCH GRANTSBeyond Assistive Technology: Policy, Curriculum

and Technology for Inclusion 157A2

Center to Link Local School Districts WithInformational and Support on the Useof Technology, Educational Media,and Materials 150A3

Federation for Children with Special Needs 176A3

The Forgotten Newborn: Individualized,Family-Focused Development Carefor the Medically Low-RiskPreterm Infant 147A1

)


Formulate and Conduct Research AroundImproving Education and TechnologyRelated Services at the Local Level 157A3

The Influence of Teacher Characteristics on theAcademic Performance and BehavioralAdjustment of Students With AttentionDeficit Hyperactivity Disorder 147A2

Persistence in Inclusionary Settings 154A2

PERSONNEL PREPARATION GRANTSInterdisciplinary Training in Special Needs:

A Multicultural Emphasis 161B3

Training of Speech-Language Pathologists:Young Children of Diverse CulturalBackgrounds Who Are Living in Poverty 161B4

MICHIGANRESEARCH GRANTThe Development and Evaluation of an Early

Intervention Program for Non-Readersand Non-Writers 147A3

PERSONNEL PREPARATION GRANTSCAUSE 176A4

Parents are Experts 176A5

MINNESOTAEEPCDBuilding Inclusion in the Early Childhood

Classroom Through the Use of CulturalSensitivity and the Use of AssistiveTechnology 95A


Project Dakota Outreach to Disseminate andReplicate Family-Centered, Community-B ased Early Intervention Practices 121B

RESEARCH GRANTSThe Center to Support the Achievement of World

Class Outcomes for StudentsWith Disabilities 153A3

Expanding Behavioral Momentum: Linking High-Probability Requests and Peer Interactionsto Promote Skill Acquisition and Generalizationin Young Children With Severe Disabilities .... 147B1

Index 8: Massachusetts Missouri

National Center on Assessment of Outcomesfor Children and Youth With Disabilities 153B1

PERSONNEL PREPARATION GRANTSPACER Center. 176B1

Technical Assistance Alliance forParent Centers 180B2

Training Leadership Personnel to Address theNeeds of Preschoolers Who Engage inChallenging Behavior 165B1

MISSISSIPPIEEPCDProject COACH Outreach: Transdisciplinary

Consultation/Coaching Training forBuilding Infant/Toddler Teams and Linkingto Part B to Promote Services to Natural Environ-ments Outreach Project 122A

PERSONNEL PREPARATION GRANTSInterdisciplinary Personnel Leadership Training

Program for Policy Development andImplementation 165B2

Parent Partners 176B2

Project Empower 176B3

MISSOURIPERSONNEL PREPARATION GRANTSCulture, Families, and Augmentative and

Alternative Communication Impact: AMultimedia Instructional Program forRelated Services Personnel and FamilyMembers 187B1

Extended Training for Early Intervention andPreschool Personnel 162A1

Missouri Parents Act(MPACT Jefferson City) 176B4

Missouri Parents Act(MPACT Kansas City) 176B5

Preservice Training of M.A.-LevelSpeech-Language Pathologiststo Provide Appropriate Servicesto Minority Infants, Toddlers,and Their Families 162A2


Index B: Montana New York

MONTANAEEPCDBuilding Language and Literacy Skills During

the Early Childhood Years: PreparingChildren With Disabilities for Successin Early Elementary School 95B

Child Care plus+: An Outreach Project ProvidingTraining and Technical Assistance to ChildCare and Preschool Programs 122B

The Confluences Inservice Project: CollaborativeInfluences For Excellent Services 108A

CO-TEACH Early Intervention Outreach Project 123A

TIME (Training in a Manila Envelope): A ChildCare Plus+ Outreach Project to Expand Careand Education Options for Young ChildrenWith Disabilities and Their Families 123B

PERSONNEL PREPARATION GRANTSParents Let's Unite for Kids 177A1

Rural Family Support Specialist TrainingProgram in Early Intervention 168B2

NEBRASKAPERSONNEL PREPARATION GRANTNebraska Parents Center 177A2

NEVADAPERSONNEL PREPARATION GRANTSNevada Parents Encouraging Parents (PEP) 177A3

State Education Agency Program 188B1

NEW HAMPSHIREEEPCDBeyond the Barriers: Enhancing Community

Options for Families of Young Children 96A

Successful Integration of Infants and ToddlersWith Disabilities ThroughTransdisciplinary Training 124A

Transitioning Young, Culturally Diverse ChildrenWith Disabilities Into the General EducationSetting 963

PERSONNEL PREPARATION GRANTParent Information Center (PIC) 174B2

208

NEW JERSEYEEPCDEnhancing Resilience and Adaptation:

The E.R.A. Project 108B

PERSONNEL PREPARATION GRANTSRecruiting and Training Minority Students in

Speech-Language Pathology to ServeInfants, Toddlers, Preschoolers, andTheir Families 160A2

Statewide Parent Advocacy Network (SPAN) 177A5

NEW MEXICOEEPCDProject SELF (Supports for Early Learning

Foundations) 97ASEED Inclusion Training Project 109A

PERSONNEL PREPARATION GRANTSDistance Education in Assistive Technologies

for Speech-Language Pathologists,Occupational Therapists, PhysicalTherapists, and Early Interventionand Preschool Personnel 182B1

EPICS Project 177B1

Parents Reaching Out, Project ADOBE 177B2

Project COMP-CARE: Preparing Personnel toCreate Competent and Caring EarlyChildhood Environments Responsiveto Diversity in Children and Families 187B2

Project LIFE 171B2

VENTANAS: Opening Window of Opportunityfor Young Children With Special NeedsThrough Expanded Training of Minority,Rural, and Other Educators 171B3

NEW YORKEEPCDLet's Play! Project 97B

RESEARCH GRANTSComprehensive and Critical Thinking Instruction

for Students With Learning Disabilities 147B2

Testing a Strategy for Computer-BasedAssistive Technology Interventionto Support Inclusion 152A2

224


PERSONNEL PREPARATION GRANTSAdvocates for Children of New York 177B3

Early Intervention: Recruiting Minorities/PreparingParaprofessionals and Special Educators 162B3

Medgar Evers College Special EducationTeacher Training Program 171B4


Parent Network Center 177B4

Personnel Preparation: Early ChildhoodSpecial Education in Inclusive Settings 162B4

Professional Preparation in Adapted PhysicalEducation: Early Childhood Emphasis 186A2

Resources for Children With Special Needs 177B5

Sinergia/Metropolitan Parent Center 177B6

Specialist Training Program in BehavioralApproaches to the Education ofChildren With Autistic SpectrumDisorders 168B3

Training School Psychologists to Work in RuralAreas to Facilitate Parent Involvement 185A3

NORTH CAROLINAEEPCD

410Building Community Resources ProjectCarolina Model Inservice Training Project

98A

109B

Child Services Integration Project 98B

Early Childhood Follow-ThroughResearch Institute 138A

Family Enhancement Project 124B

Multiple Risk Associated With PrenatalHIV Project RISK 99A

Project SEARCH Outreach (NC) 125B

Project SUNRISE (Systematic Use of NewlyResearched Interventions bySpecial Educators) 126A

SIFT-OUT: Training for Systems Change in EarlyIntervention 126B

RESEARCH GRANTSBehavioral Regulation in Males With

Fragile X 154A3

Early Development and Intervention Needs ofYoung Children With Visual Impairments 149A3

Effects of Setting on Friendship and Acceptanceof Young Children With andWithout Disabilities 149A4

Elementary School and Boys WithFragile X Syndrome 147B3

Index 8: New York Ohio

Family Adaptations: The Division ofResponsibilities in Mexican Familiesof Children With Developmental Disabilities . 154B1

Improving the Lives of Children: An SED PrimaryPrevention Project 151A2

A Longitudinal Study of Young Children WithFragile X Syndrome and Their Families 148A1

Toward Resilience: The Ecology of Motherhoodfor Women With Serious Mental Illness 154B2

PERSONNEL PREPARATION GRANTSConceptualizers, Instructors, Listeners:

Preparing Infant-Toddler EarlyInterventionists in North Carolina 182B2

Doctoral Training in Early Childhood, Familiesand Early Intervention 165B3

ECAC Incorporated 178A1

Supporting Change and Reform inInterprofessional Preservice TrainingAn Innovative Inservice Model forFacilitating Preservice Improvements 187B3

NORTH DAKOTAPERSONNEL PREPARATION GRANTSNative American Family Network System 178A2

Pathfinder Family Center 178A3

OHIOEEPCDCOACT Team Training Outreach 127A

Developmentally Appropriate Play-Based EarlyIntervention/Education for Young ChildrenWith Disabilities (Project Play) 9013

Inservice Training for Child Care Personnel andEarly Intervention Professionals in EarlyEducation 110A

Using Innovative Technologies With ChildrenWith Disabilities in DevelopmentallyAppropriate Practice Preschool Programs 100A

RESEARCH GRANTTelevision Literacy: Comprehension of

Program Content Using Closed-Captionsfor the Deaf 154B3

PERSONNEL PREPARATION GRANTSChild Advocacy Center 178A4

2 P5


Index B: Ohio Pennsylvania

Community-Based Interdisciplinary TeamTraining of Special Educators, SpeechLanguage Pathologists and Audiologistsfor Early Intervention and Preschool Roles 162A3


Interdisciplinary Infant/Newborn SpecialistTraining Program 162A4


OCB:D 178A5

Personnel Preparation Early Childhood SpecialEducation Ages 3-5 ItinerantTeacher Services 162B1


Severe DisabilitiesEarly Intervention 169A1

OKLAHOMAPERSONNEL PREPARATION GRANTSParents Reaching Out in OK 178B1

TOPS: Training Oklahoma Providers of Service:Special Education, Related Services, EarlyIntervention, and Preschool 182B3

OREGONEEPCDThe Core Competency Project: A Statewide

Systems Approach to the InservicePreparation of EI/ECSE Personnel 110B

Creating Systems Change to Improve Services toYoung Children With Disabilities: AnOutreach Project 127B


The Family Consultant Training Model 128A

Functional Problem-Solving Skills 100B

Infant Child Monitoring Questionnaires TrainingOutreach 128B

Making the Right to Communicate a Reality forYoung Children With Multiple Disabilities:An Early Childhood Outreach Project 129A

The TRAC Outreach Project 129B

210

RESEARCH GRANTSAchieving Curriculum Inclusion and Integrating

Technology With Instruction ThroughBackward Mapping and CollaborativeAction Research 157B1

A Center to Study Sustainability (CSS) ofResearch-Based Interventions forStudents With Learning Disabilities 152A3

The Effects of Student Performance Feedbackon the Reading Progress, Achievement,and Instructional Programs of StudentsAt Risk for Learning Disabilities 155A1

PERSONNEL PREPARATION GRANTSExamining the Effects of Embedding Young

Children's Goals and Objectives inDaily Activities 149B1

Family Consultant Training ProjectBestPractices in Early Intervention 188A1

Improving Quality of Instruction for StudentsAt Risk or Identified With Disabilities byTraining School Psychologists inInstructional Consultation 169A2

Institute to Improve the Quality of Technology,Educational Media, and Materials forIndividuals With Disabilities 150B1

Interdisciplinary Early Intervention/EarlyChildhood Special EducationLeadership Program 166A1

Master's Degree Preparation in AdaptedPhysical Education, With a DistanceLearning Component 183A1

Oregon COPE Project 178B2

Project VOCABULARY: Understanding EarlyGrowth and Remediation Effects forStudents With Disabilities or At Riskof Reading Failure 148B1

Rural Early Intervention Training Project(REITP) 162B2

PENNSYLVANIAEEPCDBuilding Community Supports: A Family-Centered

Preschool 101A

Interagency Planning and Support Project 101B

RESEARCH GRANTPrincipals' Project 152A4


PERSONNEL PREPARATION GRANTSEarly Childhood Speciality Certification for

School Psychologists 163A1

Interdisciplinary Preparation of LeadershipPersonnel in Early Intervention andPrevention of DevelopmentalDisabilities 166A2

Parent Education Network 178B3

Parents Union for Public Schools 178B4

Penn State Collaborative Leadership Program forEarly Intervention 166A3

Preparation of Teachers of the Visually Impaired,Supplementary Preparation in Orientationand Mobility, and a New Component inEarly Intervention 169A3

Training Early Interventionists in Low-IncidenceDisabilities 169B2

Training of Paraprofessionals to WorkWith Children Ages Birth to 5land Their Families 163A2

Unified Preparation for Better Early EducationTeachers (UPBEET) 163A3

PUERTO RICOPERSONNEL PREPARATION GRANTSParents Training Parents by APNI 178B5

Preparation of Personnel Qualified to ServeYoung Children With Disabilities inPuerto Rico 172A2

RHODE .ISLANDPERSONNEL PREPARATION GRANTRhode Island Parent Information Network 179A1

SOUTH CAROLINAEEPCDProject Respond: Responsive Services for

Maltreated Preschool Children WithBehavior Problems or Developmental Delays .. 102A

PERSONNEL PREPARATION GRANTSInterdisciplinary Early Intervention Preparation

of Speech-Language Pathologists 183A2

Preparation of ECSE Personnel in South Carolina .. 169B1

PRO-PARENTS 179A2

Preparation of Leadership Personnel forResponsible Inclusion: Working Togetherto Provide Equity Education 166A4

Index B: Pennsylvania Texas

Preparing Special Educators With Expertise inEarly Literacy Instruction: TranslatingResearch Into Practice 183A3

SOUTH DAKOTAPERSONNEL PREPARATION GRANTSLakota Early Childhood Project I72A3

South Dakota Parent Connection 179A3

TENNESSEEEEPCDEarly Childhood Research Institute on

Inclusion (ECM) 139A

Project TIES: Toward Inclusion in Early Education 102B

RESEARCH GRANTSPromoting Attention, Literacy, and Socialization

(PALS) Among Students With Emotional/Behavior Disorders 148B2

Strategies for Promoting Social RelationshipsBetween Young Children With andWithout Disabilities 149B2

A Study of the Auditory Characteristics ofChildren With Autism 148B3

PERSONNEL PREPARATION GRANTSDoctoral Leadership Training in Early

Childhood Special Education 166B1

Master's Preparation in Early Intervention 169B3

Preparation of Audiologists to Serve Infants,Toddlers, and Preschool-Age Children 183A4

Preparation of Communication Specialists toServe Young Children With AutismSpectrum Disorders: SpeechPathology and Audiology 169B4

Project Prepare: Preparing Early ChildhoodSpecial Educators for Inclusive Settings 183B1

Project ROLESRe-Organizing the Learning ofEarly Childhood Special Educators 183B2


TEXASEEPCDInstruction for Early Elementary-Age The

Self-Determined Learning Model of Students .. 103A


Index 8: Texas Vermont

RESEARCH GRANTSTeaching Students With Significant Disabilities to

Support Themselves: Promoting InclusionThrough Student-Directed LearningStrategies 152B1

Trains Teachers to Develop English LiteracyLesson Using Hispanic Culture andMultimedia Technology 157B2

PERSONNEL PREPARATION GRANTSGrassroots Consortium 179A5

Inclusive Early Childhood Training 163A4

A New Interdisciplinary Program to PrepareUndergraduate Students to Work asEarly Intervention Specialists 163B1

Partners Resource Network Incorporated 179B1

Personnel Training in PediatricRural Rehabilitation 183B3

Preparation of African-American Personnel forEarly Childhood Special Education 171A3

Preparation of Special Education Teachers,Rehabilitation Counselors, EarlyIntervention and PreschoolPersonnel 183B4

Project PODER 179B2

Training for Early Childhood Special Education/Teaching English to Speakers of OtherLanguages Master's Degree 171A4

UTAHEEPCDDeaf Mentor Outreach Project 130A

A Family-Centered Approach to IntegratedIntervention Serving Infants, Toddlers, andPreschool-Age Children Who Are Deaf orHard-of- Hearing 130B

Project AHEAD Outreach (At Home andAt Day Care) 131B

Project INSITE Outreach Services to Simulate Servicesfor Infants, Toddlers, and Preschool-Age ChildrenWithSensory Impairments and AdditionalDisabilities and Their Families 132A

Project TRUST: A Model for Addressing CriticalEarly Transitions in Lives of Young ChildrenWho Are Deaf/Blind 103B

Project VIISA Outreach Services to Assist States toReplicate a Training Model for EarlyInterventionists in a Low-IncidenceDisability Condition: Blindness andVisual Impairment 131A

Using Constant Time Delay to Teach PreventativeSafety Skills to Preschoolers WithDisabilities 155A2

RESEARCH GRANTUsing Constant Time Delay to Teach

Preventative Safety Skills toPreschoolers With Disabilities 155A2

PERSONNEL PREPARATION GRANTSA Collaborative Program to Prepare Early

Intervention and Early ChildhoodSpecial Education Personnel 184A1

Development and Evaluation of a Program toTeach Naturalistic Early InterventionStrategies to Personnel in InclusiveEnvironments 188A2

Preparation of Personnel to Serve Students WithHearing ImpairmentsTeachers of the Deaf,Speech-Language Pathologists, Audiologists,Early Intervention and Preschool Personnel 184A2

A Program to Prepare Doctoral-LevelSpecial Educators With an EarlyChildhood Emphasis Area 166B2

Utah Multi-University Consortium: StatewidePreparation of Early ChildhoodSpecialists in Vision and Hearing 170A1

Utah Parent Center 179B3

VERMONTEEPCDNational TEEM Outreach: A Process for Systematic

Transition Planning and CollaborativeDecision Making for Young ChildrenEntering Kindergarten and OtherGeneral Education Settings 132B

RESEARCH GRANTSThe Effects of a Supportive Classroom Community

on the Inclusion of Students WithSevere Disabilities 152B2

Preventing the Development of Serious EmotionalDisturbance Among Children and Youth WithEmotional and Behavioral Problems 151A3

State and Local Education Efforts to Implementthe Transition Requirements in theIndividuals With Disabilities Act 153B2

PERSONNEL PREPARATION GRANTSEarly Childhood Personnel Preparation Project .... 159A1

2 23212 1997-98 Directory of Selected Early Childhood Programs

Preparation of Consulting Teacher/ReadingCoordinators to Serve Students WithMild to Moderate Disability in VermontElementary and Middle Schools 184A3


Vermont Parent Information Center 179B4

VIRGIN ISLANDSPERSONNEL PREPARATION GRANTVI. FIND 179B5

VIRGINIAEEPCDCaring For Infants and Toddlers With Disabilities:

New Roles for Nurses (CFIT-N) 104A

Caring For Infants and Toddlers With Disabilities:New Roles for Physicians(CFIT-P) 133A

Early Childhood Research Institute for Culturallyand Linguistically AppropriateServices (CLAS) 137A

Multicultural Early Childhood Team Training(MECIT): Outreach 133B

PARTners Plus A Model of Respite CareDesigned, Implemented, and Evaluatedby Families 104B

Special Care Outreach 134A

Trans/Team Outreach: An In-Service ModelReplication Project 134B

RESEARCH GRANTSAssessments of Preschoolers' Resilience in

Special Education and Poverty-Related Programs 155A3

Captioning Instructional Videos to ImproveLiteracy 157B3

A Nationwide Evaluation of Inclusive Practicesand Outcomes in Mainstream ResidentialCamp and Outdoor School ProgramsServing Youth With and WithoutDisabilities 148B4

Parent Educational Advocacy Training Center 180A1

State-Federal Administrative InformationExchange Project 153B3

:

Index B: Vermont Washington

PERSONNEL PREPARATION GRANTSEarly Childhood Curriculum and Teaching

Materials 188A3

An Early Intervention Training Curriculum forParent-Child RelationshipsVideotextMaterials 188A4

Family-Centered Personnel Preparation: FromRhetoric to Reality 186A3


New Connections: Linking and EnhancingGraduate Training in Low-IncidenceDisabilities for Related Services,Early Intervention, and PreschoolPersonnel 184B1

WASHINGTONEEPCDEarly Childhood Research Institute on

Inclusion (ECRU) 139A

Generative Empowerment of Early Educators toEngage in Continuous Program Renewal forYoung Children With Disabilities: ATechnology Supported Approach 135A

Inservice Training Grant That Develops, Delivers,Evaluates, and Disseminates an InserviceTraining Model for Teams of CollaboratingPublic School and Head StartPreschool Teachers 107A

Mediated Learning Outreach Training: PromotingDevelopmentally Appropriate Practices inInclusive Settings 135B

School-Based Preschool Programs for ChildrenWith Autism: Blending Approaches to MeetIndividual Needs 105A

Supporting Neurobehavioral OrganizationalDevelopment in Infants With Disabilities:The Neurobehavioral Curriculum for EarlyIntervention 105B

RESEARCH GRANTSA Longitudinal Follow-up of Graduates From

Two Contrasting Preschool InstructionalModels: Phase 2 148B5

PAVE/STOMP 180A2

Preparing Personnel to Teach Young ChildrenWith Severe Disabilities in IntegratedPreschool Classrooms 163B4

Sustainability of Promising Innovations 152B3

Washington PAVE 180A3

2 91997-98 Directory of Selected Early Childhood Programs 212

WEST VIRGINIAPERSONNEL PREPARATION GRANTSPreparing Early Intervention Specialists for Service

in Hispanic Communities 159B1

West Virginia Parent Training Institute 180A4

WISCONSINEEPCDEarly Childhood Research Institute for Culturally

and Linguistically AppropriateServices (CLAS) 137A

Pathways: Service CoordinationOutreach Project 136A

Portage Project Demonstration Model 106APortagesProject Model 136B

RESEARCH GRANTSEnhancing Treatment Utility in Instructional

Consultation Problem Solving: Comparisonof Alternative Assessment Technologies 155B1


PERSONNEL PREPARATION GRANTSEducational Leadership Preparation Program

to Support Learners With SevereCommunication/BehaviorDisorders and Autism inHeterogeheous andInclusive Settings 166B3

Enhancing Treatment Utility in InstructionalConsultation Problem Solving: Comparisonof Alternative Assessment Technologies 155B1


Parent Education Project of Wisconsin 180A5

WYOMINGRESEARCH GRANTTeaming With Technology Research Project 149A1

PERSONNEL PREPARATION GRANTParent Information Center (PIC) 174B2

Index 8: West Virginia Wyoming

230


(P4 N ECCELEBRATING 10 YEARS 0 C- PEOPLE 4. KNOWLEDGE

National Early Childhood Technical Assistance System500 NationsBank Plaza 137 East Franklin Street

Chapel Hill, NC 27514-3628

(919) 962-2001 (voice) (919) 962-8300 (TDD)(919) 966-7463 (fax)

E-mail: [email protected]: http://www.nectas.unc.edu/

F273

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