Publications
Use the tabs to navigate to articles, books, and other useful resources
Shannon, D., Bishop, C., Snyder, P., & Jaramillo J. (2019). Developing a collaborative partnership to enhance teaming: Using the practice-based coaching framework. DEC Recommended Practices Monograph Series Number 6 Teaming and Collaboration: Building and Sustaining Partnerships, 39-52. Access Article
Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded-instruction practices. Exceptional Children, 84, 213-232. Access Article
Snyder, P., McLaughlin, T., & Bishop, C. (2018). Contextually relevant learning opportunities through embedded instruction. DEC Recommended Practices Monograph Series Number 4 Instruction: Effective Strategies to Support, Engagement, Learning, and Outcomes, 51-64. Access Article
Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, 37, 69-97. Access Article
McLaughlin, T., & Snyder, P. (2014). Embedded instruction to enhance social-emotional skills. In Hart, J., & Whalon, K. (Eds.). Friendship 101: Helping Students Build Social Competence (pp. 63-78). Arlington, VA: Council for Exceptional Children.
Snyder, P., Hemmeter, M. L., Sandall, S., McLean, M., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283-300). Baltimore: Brookes. Access Chapter
McLaughlin, T., Snyder, P., & Hemmeter, M. L. (2011). Using embedded instruction to support young children’s learning. Exchange Magazine [invited submission], September/October Edition, 53-56. Access Article
DEC Recommended Practices: Enhancing Services for Young Children With Disabilities and Their Families [show me this book]
DEC Young Exceptional Children: Monograph Series [show me this series]
Building Blocks for Teaching Preschoolers with Special Needs, Second Edition By Susan R. Sandall, Ph.D., & Ilene S. Schwartz, Ph.D. [show me this book]
Blended Practices for Teaching Young Children in Inclusive Settings, By Jennifer Grisham-Brown, Ed.D., Mary Louise Hemmeter, Ph.D., & Kristie Pretti-Frontczak, Ph.D. [show me this book]
An Activity-Based Approach to Early Intervention, Third Edition By Kristie Pretti-Frontczak, Ph.D., & Diane Bricker, Ph.D. [show me this book]
Grisham-Brown, J. & Hemmeter, M.L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with disabilities. Young Exceptional Children, 1, 2-10. [view abstract]
Jung, L. A., Gomez, C., Baird, S. M., & Galyon-Keramidas, C. L. (2008). Designing intervention plans: Bridging the gap between individualized education programs and implementation. Teaching Exceptional Children, 41, 26-33. [view abstract]
Macy, M. G., & Bricker, D. D. (2006). Practical applications for using curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(4), 12-21. [view abstract]
Shaffer, L. (2016). Resources for supporting Recommended Practices for instruction. Young Exceptional Children, 19(3), 47-47. [view abstract]
Apache, R. R. G. (2005). Activity-based intervention in motor skill development. Perceptual and Motor Skills, 100, 1011-1020.
Bambara, L. M., Warren, S. F., & Komisar, S. (1988). The individualized curriculum sequencing model: Effects on skill acquisition and generalization. Journal of the Association for Persons with Severe Handicaps, 13, 8-19.
Botts, D. C., Losardo, A. S., Tillery, C. Y., & Werts, M.G. (2012). A comparison of activity-based intervention and embedded direct instruction when teaching emergent literacy skills. The Journal of Special Education. Advance online publication. doi: 10.1177/0022466912449652.
Cavallaro, C. C. & Poulson, C. L. (1985). Teaching language to handicapped children in natural settings. Education & Treatment of Children, 8, 1-24.
Christensen-Sandfort, R. J., & Whinnery, S. B. (2013). Impact of milieu teaching on communication skills of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 32, 211-222.
Culatta, B., Kovarsky, D., Theadore, G., Franklin, A., & Timler, G. (2003). Quantitative and qualitative documentation of early literacy instruction. American Journal of Speech-Language Pathology, 12, 172-188.
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 213-221.
Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13, 308-327.
Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood Special Education, 29, 131-142.
Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children’s progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3, 171-190.
Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162.
Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers’ generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14, 389- 409.
Harjusola-Webb, S. & Robbins, S. H. (2012). The effects of teacher-implemented naturalistic intervention on the communication of preschoolers with autism. Topics in Early Childhood, 32, 99-110.
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting youngchildren’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19, 86-103.
Kaczmarek, L. A., Hepting, N. H., & Dzubak, M. (1996). Examining the generalization of milieu language objectives in situations requiring listener preparatory behaviors. Topics in Early Childhood Special Education, 16, 139-167.
Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21, 103-113.
Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and child behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12, 196-206.
Losardo, A., & Bricker, D. (1994). Activity-based intervention and direct instruction: A comparison study. American Journal on Mental Retardation, 98, 744-765.
Macy, M. G., & Bricker, D. D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177, 107-120.
Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.
McCathren, R. B. (2000). Teacher-implemented prelinguistic communication intervention. Focus on Autism and Other Developmental Disabilities, 15, 21-29.
McDonnell, A. P. (1996). The acquisition, transfer, and generalization of requests by young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 213-234.
Mudd, J. M., & Wolery, M. (1987). Training Head Start teachers to use incidental teaching. Journal of the Division for Early Childhood, 11, 124-133.
Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, 453-460.
Olive, M. L., Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O’Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal Autism and Developmental Disorders, 37, 1505-1513.
Peck, C. A., Killen, C. C., & Baumgart, D. (1989). Increasing implementation of special education instruction in mainstream preschools: Direct and generalized effects of nondirective consultation. Journal of Applied Behavior Analysis, 22, 197-210.
Schepis, M. M., Ownbey, J. B., Parsons, M. B., & Reid, D. H. (2000). Training support staff for teaching young children with disabilities in an inclusive preschool setting. Journal of Positive Behavior Interventions, 2, 170-178.
Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34, 313-327.
Toelken, S., & Miltenberger, R. G. (2012). Increasing independence among children diagnosed with autism using a brief embedded teaching strategy. Behavioral Interventions, 27, 93-104.
VanDerHeyden, A. M., Snyder, P., Smith, A., Sevin, B., & Longwell, J. (2005). Effects of complete learning trials on child engagement. Topics in Early Childhood Special Education, 25, 81-94.
Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.
Warren, S. F., McQuarter, R. J., & Rogers-Warren, A. P. (1984). The effects of mands and models on the speech of unresponsive language- delayed preschool children. Journal of Speech and Hearing Disorders, 49, 43-52.
Werts, M. G., Wolery, M., Holcombe-Ligon, A., Vassilaros, M. A., & Billings, S. S. (1992). Efficacy of transition-based teaching with instructive feedback. Education and Treatment of Children, 15, 320-334. What Works Clearinghouse. (2010). WWC evidence review protocol for early
Wolery, M., Anthony, L., & Heckathorn, J. (1998). Transition-based teaching: Effects on transitions, teachers’ behavior, and children’s learning. Journal of Early Intervention, 21, 117-131.
Wolery, M., Doyle, P. M., Gast, D. L., Ault, M. J., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17, 160-176.
Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention, 19, 218-242.
“Constructing a Coaching Roadmap: Tips for Collaborative Goal Setting and Action Planning,” by C. Bishop, D. Shannon, and P. Snyder, 2018, preconference workshop session at the International Division for Early Childhood Conference, Orlando, FL. Presentation
“Lights…Camera…Action Plan!” by C. Bishop, K. Kinder, and D. Shannon, 2019, presentation at the National Training Institute, St. Petersburg, FL. Presentation