Everyday life activities provide development-enhancing learning opportunities for young children. Since parents, teachers, child care providers, and other caregivers are with infants and toddlers more frequently and for longer periods of time than early childhood intervention practitioners, caregivers need to know how they can support their…

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention…

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use…

The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child…

This brief paper summarizes principles of the Individual Family Service Plan (IFSP) as required under the Individuals with Disabilities Education Act, Part C. It lists five ways in which the IFSP differs from the Individualized Education Plan including the centrality of the family. Steps that lead to effective IFSPs are identified. These include:…