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References

Emde, Robert N. and JoAnn L. Robinson. "Guiding Principles for a Theory of Early Intervention: A Developmental-Psychoanalytic Perspective." J. P. Shonkoff and S. J. Meisels (Eds.), Handbook of Early Intervention, 160-178. New York: Cambridge University Press, 2000.

Gilliam, Walter S. Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems. New York: Foundation for Child Development, 2005.  

Gilliam, Walter S. FCD Policy Brief 7: Implementing Policies to Reduce the Likelihood of Preschool Expulsion. New York: Foundation for Child Development, January 2008.

Miller, Caroline. Signs a Child Might Have Auditory Processing Disorder. New York: Child Mind Institute, n.d.

Parlakian, Rebecca. Look, Listen, and Learn: Reflective Supervision and Relationship-Based Work. Washington, DC: Zero to Three, 2001.

Robinson, JoAnn L. and Marcela C. Acevedo. "Infant Reactivity and Reliance on Mother During Emotional Challenges: Prediction of Cognition and Language Skills in a Low-Income Sample." Child Development 72, no. 2 (2001): 402–426.

Schachner, Abby, Kerry Belodoff, Wei Bing Chen, Traci Kutaka, Anne Fikes, Kaycee Ensign, Kirby Chow, Jenna Nguyen, and Jessica Hardy. Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader's Guide to Supporting All Children's Success. Menlo Park, CA: SRI International, 2016.

Thomas, Alexander, Stella Chess, Herbert G. Birch, Margaret E. Hertzig, and Sam Korn. Behavioral Individuality in Early Childhood. New York: New York University Press, 1963.

U.S. Department of Education, Office of Special Education Programs, University of South Florida, National Center for Pyramid Model Innovations. Behavior Intervention and Positive Behavior Support (PBS). Washington, DC, n.d.

U.S. Department of Health and Human Services, Administration on Children, Youth and Families, Office of Head Start, Center for Early Childhood Mental Health Consultation. Introduction to Temperament. Washington, DC: Georgetown University, n.d.

U.S. Department of Health and Human Services, Administration on Children, Youth, and Families, Office of Head Start, Child Care Bureau, Center on the Social and Emotional Foundations for Early Learning. Infant/Toddler Module 3 – Individualized Intervention with Infants and Toddlers: Determining the Meaning of Behavior and Developing Appropriate Responses. Washington, DC, 2011.

U.S. Department of Health and Human Services, Administration on Children, Youth, and Families, Office of Head Start, Child Care Bureau, Center on the Social and Emotional Foundations for Early Learning. Washington, DC, 2013.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Early Childhood Development, Teaching, and Learning. Behavior Has Meaning [15-minute In-service Suite]. Washington, DC, 2019.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Early Childhood Development, Teaching, and Learning. Preventing Suspension and Expulsion of Children with Disabilities or Suspected Delays [webinar]. Washington, DC, 2018.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Parent, Family, and Community Engagement. Partnering with Families of Children Who Are Dual Language Learners. Washington, DC, n.d.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. Head Start Early Learning Outcomes Framework: Ages Birth to Five. Washington, DC, 2015.

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