This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by RULE, S. Articles by ROWLAND, C. Search for Related Content Social Bookmarking                         What's this?

Translating Research on Naturalistic Instruction into Practice

ANGELA LOSARDO

Appalachian State University

LAURIE DINNEBEIL

University of Toledo

ANN KAISER

Vanderbilt University

CYNTHIA ROWLAND

Utah State University

Naturalistic instruction procedures have broad philosophical and practical appeal and have been embraced with enthusiasm by many who teach about or practice early intervention. While there is general agreement that a number of intervention procedures may be characterized as naturalistic and there is empirical evidence to substantiate that many have been effectively applied, a number of research issues must be addressed if practitioners are to apply the results. Issues associated with definition of procedures (independent variables) and outcomes (dependent variables) confound the translation of research into practice. This article raises these issues and suggests guidelines for describing independent and dependent variables that might better enable practitioners to apply research in their work with young children with disabilities and with families.

Journal of Early Intervention, Vol. 21, No. 4, 283-293 (1998)
DOI: 10.1177/105381519802100401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				E. Horn and R. Banerjee Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children's Success Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 406 - 415. [Abstract] [Full Text] [PDF]

				C. J. Dunst and C. M. Trivette Using Research Evidence to Inform and Evaluate Early Childhood Intervention Practices Topics in Early Childhood Special Education, May 1, 2009; 29(1): 40 - 52. [Abstract] [PDF]

				A. M. VanDerHeyden, P. Snyder, A. Smith, B. Sevin, and J. Longwell Effects of Complete Learning Trials on Child Engagement Topics in Early Childhood Special Education, January 1, 2005; 25(2): 81 - 94. [Abstract] [PDF]

				S. L. Odom and M. Wolery A Unified Theory of Practice in Early Intervention/Early Childhood Special Education: Evidence-Based Practices Journal of Special Education, November 1, 2003; 37(3): 164 - 173. [Abstract] [PDF]

				B. J. McBride and I. S. Schwartz Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities Topics in Early Childhood Special Education, January 1, 2003; 23(1): 5 - 17. [Abstract] [PDF]

				E. O. Hampton, D. W. Whitney, and I. S. Schwartz Weaving Assessment Information into Intervention Ideas: Planning Communication Interventions for Young Children with Disabilities Assessment for Effective Intervention, January 1, 2002; 27(4): 49 - 59. [Abstract] [PDF]

				S. Baker and S. Smith Linking School Assessments to Research-Based Practices in Beginning Reading: Improving Programs and Outcomes for Students With and Without Disabilities Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, October 1, 2001; 24(4): 315 - 332. [PDF]

				L. A. DINNEBEIL, W. F. McINERNEY, J. ROTH, and V. RAMASWAMY Itinerant Early Childhood Special Education Services: Service Delivery in One State Journal of Early Intervention, January 1, 2001; 24(1): 35 - 44. [Abstract] [PDF]

				W. H. Brown, S. L. Odom, and M. A. Conroy An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments Topics in Early Childhood Special Education, January 1, 2001; 21(3): 162 - 175. [Abstract] [PDF]

				S. L. Odom Preschool Inclusion: What We Know and Where We Go From Here Topics in Early Childhood Special Education, January 1, 2000; 20(1): 20 - 27. [Abstract] [PDF]

				M. B. Bruder Family-Centered Early Intervention: Clarifying Our Values for the New Millennium Topics in Early Childhood Special Education, January 1, 2000; 20(2): 105 - 115. [Abstract] [PDF]

				S. Malmskog and A. P. McDonnell Teacher-Mediated Facilitation of Engagement by Children with Developmental Delays in Inclusive Preschools Topics in Early Childhood Special Education, January 1, 1999; 19(4): 203 - 216. [Abstract] [PDF]