Early Childhood Textbooks 2020

TEXTBOOKS EARLY CHILDHOOD

NEW AND BESTSELLING TEXTS FOR YOUR COURSES!

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Early Childhood/Early Intervention

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Teaching Dual Language Learners What Early Childhood Educators Need to Know

By Lisa M. López Ph.D. (University of South Florida, Tampa), & Mariela Páez, Ed.D. (Boston College) As the number of dual language learners (DLLs) in early childhood settings continues to rise, future educators need to know how to teach, engage, and assess children from different cultural and linguistic backgrounds. They’ll have the proven strategies they need with this timely book, a reader-friendly guide that expertly connects research to practice for teachers of young DLLs. Early childhood educators will start with a detailed review of the demographics of today’s DLLs and the latest research findings on supporting the learning and development of bilingual and multilingual children. Then they’ll find practical, real-world guidance on the best instructional and assessment practices to integrate into their classrooms. Throughout the book, five in-depth case studies of diverse children highlight the importance of considering each child’s background, skills, and home experiences when designing effective learning environments.

TEACHERS WILL LEARN HOW TO •

Connect and work with families, with consideration for their cultural context, practices, beliefs, goals, and diverse experiences

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Internalize eight key beliefs every teacher should have about dual language learning and apply those beliefs to practice

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Implement specific, evidence-based classroom practices that promote the learning of young DLLs

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Use best practices to help DLL children develop language and early literacy skills

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Assess the learning of DLLs in culturally valid and linguistically appropriate ways

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Use the results of assessments to inform instruction

ORDER EXAM COPY CONTENTS 1. Introduction to Dual Language Learners (DLLs) 2. Working With Families 3. Examining Beliefs to Promote Culturally and Linguistically Responsive Practices With DLLs 4. Effective Classroom Practices for Working With DLLs 5. Teaching Language and Early Literacy Skills for DLLs 6. Assessment Considerations and Practices for DLLs 7. Implications for Culturally and Linguistically Responsive Practice

PRACTICAL MATERIALS: Preservice and in-service teachers alike will benefit from the learning objectives, guiding questions, self-study and reflection activities, and downloadable forms, including a case study template for child observations and a helpful resource guide to share with families.

US$39.95 | Stock #: 53848 | 2021 | 200 pages | 7 x 10 | paperback | ISBN 978-1-68125-384-8

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Early Childhood/Early Intervention

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Unpacking the Pyramid Model A Practical Guide for Preschool Teachers Edited by Mary Louise Hemmeter, Ph.D. (Vanderbilt University), Michaelene M. Ostrosky, Ph.D. (University of Illinois at UrbanaChampaign), & Lise Fox, Ph.D. (University of South Florida, Tampa) For more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research-based practices to boost social-emotional development. Now there’s a practical text that makes it easier than ever to implement this highly effective framework in preschool classrooms.

ORDER EXAM COPY CONTENTS 1. Overview of the Pyramid Model 2. Creating Connections with Children 3. Promoting Positive Child Outcomes through Family Partnerships 4. Recognizing the Value of Positive Relationships with Colleagues 5. Classroom Environments 6. Schedules and Routines 7. Designing and Implementing Transitions in Early Childhood Classrooms 8. Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules 9. Promoting Children’s Engagement 10. Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children 11. Using Positive Descriptive Feedback to Improve Children’s Behavior 12. Creating a Culture of Friendship 13. Teaching Children to Problem Solve 14. Supporting Emotional Literacy 15. Problem Solving Challenging Behavior 16. Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior 17. Implementing Pyramid Model Practices to Make a Difference for Children

Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step-by-step overview of the Pyramid Model for children ages 2–5.

Early childhood educators will get a complete overview of the framework, plus in-depth guidance, evidence-based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.

Ideal for use in preservice methods courses, Unpacking the Pyramid Model will give future educators the foundational skills they need to promote positive behavior and build all young children’s socialemotional competence.

LEARN HOW TO USE THE PYRAMID MODEL TO: •

Construct a positive classroom environment that supports access and engagement for all students • Develop predictable schedules and routines that maximize participation and learning • Clearly define and teach behavior expectations and rules • Deliver intentional, explicit instruction in social-emotional competence • Support smooth and streamlined transitions that prevent challenging behavior • Create a culture of friendship and actively teach children friendship skills • Teach children about emotions and help them develop a “feeling vocabulary” • Give children the skills they need to solve interpersonal problems appropriately • Provide individualized support for children with persistent challenging behavior US$49.95 | Stock #: 53909 | December 2020 | approx. 192 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-390-9

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Early Childhood/Early Intervention

Blended Practices for Teaching Young Children in Inclusive Settings Second Edition

By Jennifer Grisham, Ed.D. (University of Kentucky), & Mary Louise Hemmeter, Ph.D. (Vanderbilt University), with Kristie Pretti-Frontczak, Ph.D. & invited contributors As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They’ll find out how with the new edition of this bestselling text, which combines today’s best practices for teaching young children with and without disabilities into one comprehensive approach.

Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child’s individual needs, and embedding learning opportunities that address all children’s goals. Teachers will learn from the field’s most current research, and they’ll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book.

WHAT’S NEW •

Focus on how to implement multi-tiered systems of support (MTSS)

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New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math

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The latest on state and federal funding initiatives for early childhood—and how to maintain quality practices that align

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More guidance on determining the scope and sequence of what to teach children

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Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers

ORDER EXAM COPY CONTENTS I. SETTING THE STAGE FOR BLENDED PRACTICES 1. Introduction to Blended Practices 2. Curriculum Framework as a Model of Blended Practices 3. Identifying Outcomes for Children in Blended Early Childhood Classrooms 4. Recommended Instructional Practices II. 5.

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TIERED INSTRUCTION Universal Instructional Practices Focused Instructional Strategies Systematic Instructional Practices

III. SPECIAL CONSIDERATIONS IN THE APPLICATION OF BLENDED PRACTICES 8. The Team Process of Planning, Implementing, and Revising Instruction 9. Blended Practices for Promoting Social-Emotional Development in Young Children 10. Blended Practices for Promoting Literacy Skills 11. Promoting the Language and Literacy Skills of Dual Language Learners 12. Blended Practices for Promoting Early Math Skills

USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge.

US$44.95 | Stock #: 76689 | 2017 | 384 pages | 7 x 10 | paperback | ISBN 978-1-59857-668-9

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Early Childhood/Early Intervention

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Multi-Tiered Systems of Support for Young Children Driving Change in Early Education Edited by Judith J. Carta, Ph.D. (University of Kansas), & Robin Miller Young, Ed.D. (Northern Illinois University) Multi-Tiered Systems of Support (MTSS)—a framework focused on designing services and supports to meet the needs of all students— can help strengthen school readiness and improve young children’s social and academic outcomes before they start kindergarten. With this evidence-based text, you’ll prepare future education professionals to design, implement, and monitor successful MTSS for children ages 3–5 across environments, including classrooms, programs, districts, and at the state level.

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Introduction to Multi-Tiered Systems of Support in Early Education Leadership Practices to Design and Operationalize MTSS Frameworks for Young Children Employing Implementation Science to Transition Early Childhood Systems into MTSS Using Data-Based Decision Making to Improve Learning Outcomes for All Children Developing and Sustaining High-Quality Tier 1 Early Literacy and Language Practices Designing and Implementing Tier 2 Instructional Support in Early Literacy and Language Designing and Implementing Tier 2 Instructional Supports to Promote Social-Emotional Outcomes Creating and Providing Tier 3 Instructional Support Meeting the Needs of Young Dual Language Learners in Multi-Tiered Systems of Support Meeting the Needs of Young Children with Disabilities in a Blended ECE and ECSE MultiTiered Systems of Support Scaling Up Multi-Tiered Systems of Support Engaging Families in Multi-Tiered Systems of Support The Path Forward for Multi-Tiered Systems of Support in Early Education

Filled with the wisdom and research findings of more than 25 experts, this book brings tomorrow’s educators foundational information about MTSS and its benefits, plus concrete guidance on creating a tiered system to help all learners reach their potential. Practical tools (reproducible and available online) help with key steps of MTSS implementation, and six videos enhance your students’ application of important concepts covered in the book. A visionary textbook for tomorrow’s professionals, this book will help early childhood education leaders usher in big-picture change that will benefit all young learners.

LEARN HOW TO: • • • • • • • • •

Shift into MTSS with shared leadership and Implementation Science (IS) strategies Set up a successful system of data-based decision making Identify children needing targeted or intensive interventions Deliver evidence-based primary, secondary, and tertiary programming Provide effective instruction in key areas, including language and social-emotional skills Meet the needs of dual language learners and children with disabilities Engage families in designing and delivering services and supports Scale up MTSS implementation to broaden impact throughout system levels Evaluate your MTSS model’s strengths and identify areas for improvement

PRACTICAL TOOLS AND RESOURCES: A Stage-Based Active Implementation Planning Tool • Language Exposure Evaluation Report • Self-Assessment of Family Engagement Practices • Home-School Plan • Tune-Up Checklist • Six videos on key MTSS concepts • and more 5

US$39.95 | Stock #: 51943 | 2019 | 304 pages | 7 x 10 | paperback | ISBN 978-1-68125-194-3

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Early Childhood/Early Intervention

Early Social-Emotional Development Your Guide to Promoting Children’s Positive Behavior

By Nicole M. Edwards, Ph.D. (Rowan University) Behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this essential textbook for professionals preparing to work with children from birth to 5.

Your students will start with a comprehensive, reader-friendly overview of early growth and learning across developmental domains, with special emphasis on the components of emotional development and the environmental factors that influence it. Then students will learn the guiding principles for nurturing social-emotional development, aligned with the positive behavioral interventions and supports (PBIS) framework and the Pyramid Model. Concrete examples of specific, research-based strategies prepare future professionals to put the principles into action and improve child outcomes in both center- and home-based settings.

A keystone of professional preparation for preservice early childhood providers, this book will help your students work effectively with children, families, and colleagues to foster social-emotional growth in the critical early years.

DISCOVER HOW TO: •

Apply evidence-based universal prevention strategies to proactively support social-emotional growth

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Collect data and use tailored secondary behavior strategies with children who have more intensive challenges

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Collaborate with families and share concerns sensitively

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Overcome roadblocks to PBIS through team communication and consistency

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Encourage mindfulness in yourself and parental caregivers

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Ensure that providers, caregivers, agencies, and other stakeholders work together and share accountability

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Engage in ongoing reflection to improve your self-efficacy and confidence

ORDER EXAM COPY CONTENTS I. OVERVIEW: EARLY SOCIAL-EMOTIONAL DEVELOPMENT AND INTERVENTION 1. The Impact of Early Social-Emotional Development 2. Environmental Influences and the Educator’s Role II: SUPPORTING SOCIAL-EMOTIONAL GROWTH 3. Guiding Principles 4. Strategies Supporting Social-Emotional Growth III. WE CAN’T DO IT ALONE: ANTICIPATING AND OVERCOMING OBSTACLES 5. Potential Roadblocks to Implementing PBIS 6. Effective Family–Provider Communication 7. Next Steps for Sustaining Healthy Social-Emotional Development

PRACTICAL MATERIALS: Sample scenarios that show how to apply strategies, textboxes on collaborating with families, quotes from parents and educators, reflection questions, supplemental exercises, and access to a list of useful web-based resources US$34.95 | Stock #: 51929 | 2018 | 224 pages | 7 x 10 | paperback | ISBN 978-1-68125-192-9

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Early Childhood/Early Intervention

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Family-Centered Early Intervention Supporting Infants and Toddlers in Natural Environments

By Sharon A. Raver, Ph.D (Old Dominion University), Dana C. Childress M.Ed. (Virginia’s early intervention professional development team), with invited contributors

”An excellent text for both university students and entry-level and experienced early intervention practitioners . . . a true example of research to practice.”

—Rachel Moyer-Trimyer, IDEA Part C Specialist, Texas Early Childhood Intervention; lecturer at The University of Texas at Austin

ORDER EXAM COPY CONTENTS I. FOUNDATIONS OF EARLY INTERVENTION 1. Early Education and Intervention for Children from Birth to Three 2. Collaboration and Teamwork with Families and Professionals II. SUPPORTING FAMILIES IN NATURAL ENVIRONMENTS 3. The Individualized Family Service Plan Process 4. Implementing Intervention in Everyday Routines, Activities, and Settings III. ENHANCING INFANT AND TODDLER DEVELOPMENT AND PARTICIPATION 5. Developing Positive Social-Emotional and Communication Skills 6. Acquisition and Use of Knowledge and Skills 7. Using Appropriate Behaviors to Meet Needs IV. 8.

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SUPPORTING CHILDREN WITH DIVERSE ABILITIES Infants and Toddlers with Autism Spectrum Disorder Infants and Toddlers with Sensory Disabilities Infants and Toddlers with Cognitive and/or Motor Disabilities

A must for future early interventionists, this introductory text prepares professionals to support infants and toddlers with special needs and their families—and address the OSEP child outcomes so critical to a program’s success.

Focusing on the specific needs and challenges of children from birth to three, the book gathers more than a dozen expert contributors with proven expertise in helping children who have or are at risk for developmental delays. Early interventionists will learn recommended practices for family-centered, evidence-based intervention and team collaboration, knowledge they’ll use for the rest of their careers to ensure the best possible outcomes for infants and young children.

Aligned with DEC recommended practices and CEC standards!

LEARN THE FOUNDATIONS OF: •

Addressing the three OSEP Child Outcome Indicators: positive social-emotional skills, acquisition and use of knowledge and skills, and using appropriate behaviors to meet needs

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Developing and implementing IFSPs

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Weaving intervention services into a family’s established routines

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Empowering parents to guide and support their child’s development

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Conducting interventions that support motor, cognitive, socialemotional, communication, and adaptive skills

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Working in effective teams with professionals from diverse disciplines

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Meeting the specific needs of children with all disabilities and/or risk areas, including autism, sensory disabilities, and cognitive and/ or motor disabilities

STUDENT-FRIENDLY FEATURES: “Best Practice Highlights” with specific intervention suggestions, helpful discussion questions, case studies in each chapter that illustrate the recommended strategies.

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US$42.95 | Stock #: 75699 | 2015 | 312 pages | 7 x 10 | paperback | ISBN: 978-1-59857-569-9

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

An Activity-Based Approach to Early Intervention Fourth Edition

By JoAnn (JJ) Johnson, Ph.D. (Saint Cloud State University), Naomi L. Rahn, Ph.D. (West Virginia University), & Diane Bricker, Ph.D. (Professor Emerita, University of Oregon)

“An outstanding resource . . . Everything you need for the practical application of ABI is included.”

—Jane Squires, Ph.D., University of Oregon

Teach the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook—expanded by 30% with practical new content—your students will discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals. Future professionals will get a comprehensive introduction to the benefits, challenges, and foundations of ABI, and they’ll find in-depth guidance on how to apply this popular approach with children in center- and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures.

PREPARE FUTURE PROFESSIONALS TO: •

Implement ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk

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Create multiple learning opportunities within young children’s natural routines and interactions

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Seamlessly link screening, assessment, goal development, intervention, and evaluation

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Develop individualized IFSP and IEP goals

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Observe children before and after intervention to determine next steps

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Understand and address the challenges of establishing evidencebased practices

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Work as a team with other professionals and families

WHAT’S NEW: •

New chapters on conducting high-quality child observations, applying ABI in centers and in homes, and using ABI with children who have significant disabilities

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Expanded information on key topics, including training paraprofessionals on ABI and keeping families involved

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Updated course companion website with PowerPoint slides, study questions, and application activities

US$49.95 | Stock #: 78010 | 2015 | 368 pages | 7 x 10 | paperback | ISBN 978-1-59857-801-0

ORDER EXAM COPY CONTENTS I. A COMPREHENSIVE SYSTEMS APPROACH AND THE FIELD OF EARLY INTERVENTION/EARLY CHILDHOOD SPECIAL EDUCATION 1. Purpose and Overview 2. History and Contemporary Status Of Early Intervention/Early Childhood Special Education Programs 3. Comprehensive Linked System Framework for Service Delivery with Young Children II. CONCEPTUAL FRAMEWORK FOR ABI 4. Description of Activity-Based Intervention 5. Conceptual Foundations for Activity-Based Intervention 6. Organizational Structure of Activity-Based Intervention

Appendix 6: Blank Forms

7. Issues Associated with the use of Activity-Based Intervention 8. The Challenges of Intervention Research and the Empirical Bases for an Activity-Based Approach III. APPLICATION OF ABI 9. Observation Skills

Appendix 9: Blank Forms

10. Activity-Based Intervention in Center-Based Programs 11. Activity-Based Intervention and Home-Based Programs 12. Using Activity-Based Intervention with Children Who Have Significant Impairments 13. Activity-Based Intervention and the Team

Appendix 13: Considerations for Paraprofessionals in Programs Using Activity-Based Intervention

14. Early Intervention/Early Childhood Special Education Intervention and Future Accommodations 8

Early Childhood/Early Intervention

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Effective Early Intervention The Developmental Systems Approach

By Michael J. Guralnick, Ph.D. (University of Washington) After decades of rapid evolution and ground-breaking research, the field of early intervention can be understood within a common framework: the Developmental Systems Approach (DSA). Created by a highly influential leader in the field, Michael Guralnick, this evidencebased, relationship-oriented, family-centered framework focuses on strengthening the quality of key family patterns of interaction that influence a child’s development.

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INTRODUCTION AND OVERVIEW Foundations of Early Intervention Environmental Influences on Development Early Intervention in the Context of the Developmental Systems Approach

II. CHILDREN AT BIOLOGICAL RISK: PRETERM BIRTH 4. Preterm Birth: Developmental Science 5. Preterm Birth: Intervention Science and Community Systems III. CHILDREN AT ENVIRONMENTAL RISK 6. Environmental Risk: Developmental Science 7. Environmental Risk: Intervention Science and Community Systems IV. CHILDREN WITH DEVELOPMENTAL DELAYS 8. Developmental Delay: Developmental Science 9. Developmental Delay: Intervention Science and Community Systems V. CHILDREN WITH AUTISM SPECTRUM DISORDER 10. Autism Spectrum Disorder: Developmental Science 11. Autism Spectrum Disorder: Intervention Science and Community Systems VI. APPLYING THE DEVELOPMENTAL SYSTEMS APPROACH TO COMMUNITY PROGRAMS 12. Advancing the System of Early Intervention

In this important text, Guralnick organizes and analyzes the most current research and developments in early intervention through the lens of the DSA. Starting with a clear explanation of the foundations of early intervention, the book then applies the DSA to four vulnerable populations: children at risk due to biological factors, specifically preterm birth, children at environmental risk, children with developmental delays, and children with autism spectrum disorder. Your students will discover how the DSA can guide the development of effective services and supports for diverse young children and families, and they’ll come away with insights on how to use this framework to improve early intervention programs in their own communities. An invaluable textbook for future early childhood researchers, faculty, and policy makers, this forward-thinking book is the key to establishing inclusive community-based early intervention systems that nurture each family’s strengths and promote child development.

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Understand the developmental science that applies to all children

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Learn how child development is influenced by three critical family patterns of interaction—parent–child transactions, family-orchestrated child experiences, and parent promotion of child health and safety

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Explore the influence of family resources as well as child-specific risk and protective factors on a child’s health and development in the context of early intervention

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Discover ways to select interventions that are most effective for children and families based on intervention science and the DSA conceptual framework

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Learn the fundamentals of applying the DSA framework to designing and implementing inclusive community-based systems of early intervention

US$89.95 | Stock #: 52889 | 2019 | 384 pages | 7 x 10 | hardcover | ISBN 978-1-68125-288-9

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Early Childhood/Early Intervention

The Project Approach for All Learners A Hands-On Guide for Inclusive Early Childhood Classrooms

By Sallee J. Beneke, Ph.D. (St. Ambrose University), Michaelene M. Ostrosky, Ph.D. (University of Illinois at Urbana-Champaign), & Lilian G. Katz, Ph.D. (Professor Emerita, University of Illinois at Urbana-Champaign) A proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that shows future educators how use this child-centered approach to reach and teach all learners in their early childhood classroom—regardless of background or ability.

Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is a complete guide to implementing project-based learning in inclusive early childhood classrooms. Future teachers will discover how to support diverse groups of children as they study realworld topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. Teachers will also get practical, startto-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps educators use the approach effectively.

LEARN HOW TO: •

Use the Project Approach in combination with universal design for learning (UDL) strategies

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Choose a compelling project topic that encourages hands-on learning in inclusive settings

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Teach children effective strategies for investigating the topic and conducting research

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Build on children’s natural motivation by actively engaging and listening to them

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Make the most of each child’s individual strengths and expertise during project work

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Support children in representing their learning through displays and presentations

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Offer accommodations and supports that meet diverse learning needs

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Getting Started with the Project Approach Defining the Role of the Teacher Implementing with Fidelity Supporting the Investigation Representing and Sharing Project Work Sustaining the Project Approach

TRAINING & IMPLEMENTATION MATERIALS: Your students will master each step of the Project Approach with the comprehensive package of supplementary materials, including the Project Approach Implementation Checklist, 38 video clips that illustrate key concepts, 22 PowerPoint presentations on important elements of the Project Approach, and six sets of training materials that correspond with each chapter. Supplementary materials are available online to purchasers of the book.

US$39.95 | Stock #: 52285 | 2019 | 208 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-228-5

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Early Childhood/Early Intervention

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Building Blocks for Teaching Preschoolers with Special Needs Third Edition

By Susan R. Sandall, Ph.D., Ilene S. Schwartz, Ph.D., BCBA-D, Gail E. Joseph, Ph.D., & Ariane N. Gauvreau, Ph.D., BCBA-D (all authors from University of Washington) Expanded with timely new content and consistent with DEC Recommended Practices, the third edition of this bestselling textbook will fully prepare a new generation of early childhood educators to teach and include every child.

ORDER EXAM COPY CONTENTS I. USING THE BUILDING BLOCKS FRAMEWORK 1. Introduction 2. Evidence-Based Practice and the Building Blocks Framework 3. Keys to Collaboration 4. Getting Started II. 5.

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TEACHING STRATEGIES Curriculum Modifications Embedded Learning Opportunities Child-Focused Instructional Strategies

III. IMPORTANT TOPICS RELATED TO THE BUILDING BLOCKS FRAMEWORK 8. Becoming More Independent 9. Acquiring and Using Knowledge: Literacy and STEAM 10. Friendships and Social Relationships 11. Developmentally Appropriate Classroom Behavior 12. Concluding Thoughts

Like the groundbreaking previous editions, this updated Building Blocks guide gives preservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, such as fostering friendships, encouraging independence, and promoting positive behavior.

Reproducible forms help with planning and assessment, and seven comprehensive new training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions.

NEW GUIDANCE AND TIPS ON: • Applying UDL principles to engage every student in a diverse classroom • Integrating literacy and STEAM into daily activities and routines • Supporting the executive function skills of all young learners • Applying new and expanded curriculum modifications • Collaborating successfully with other team members to ensure the best child outcomes • Conducting classroom quality assessment INCLUDES 7 TRAINING MODULES! • Using the Building Blocks framework • Conducting ongoing child assessment • Planning for the individual child • Using visuals to support learning • Applying the Building Blocks framework to math and science • Applying the framework to challenging classroom behavior • Extending the framework to infants and toddlers Each module includes a slide deck, presentation notes, learning activities, and a list of other resources and references.

US$49.95 | Stock #: 53411 | 2019 | 240 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-341-1

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