Administration for Children and Families. (2019a). Head start program facts: Fiscal year 2018. U.S. Department of Health and Human Services, Administration for Children and Families. Retrieved March 20, 2020, from https://eclkc.ohs.acf.hhs.gov/about-us/article/head-start-program-facts-fiscal-year-2018.
Administration for Children and Families. (2019b). head start program performance standards. U.S. Department of Health and Human Services, Administration for Children and Families. Retrieved March 20, 2020, from https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
Administration for Children and Families. (2020). Early head start - Child care partnerships. U.S. Department of Health and Human Services, Administration for Children and Families. Retrieved October 19, 2020, from https://www.acf.hhs.gov/ecd/early-learning/ehs-cc-partnerships.
Barger, B., Rice, C., Simmons, C. A., & Wolf, R. (2018a). A systematic review of part C early identification studies. Topics in Early Child Special Education, 38(1), 4–16. https://doi.org/10.1177/0271121416678664
Barger, B., Rice, C., Wolf, R., & Roach, A. (2018b). Better together: Developmental screening and monitoring best identify children who need early intervention. Disability and Health Journal, 11(3), 420–426. https://doi.org/10.1016/j.dhjo.2018.01.002
Boh, A., & Johnson, L. (2018). Universal screening to promote early identification of developmental delays: Exploring childcare providers’ beliefs and practices. Early Child Development and Care, 188(12), 1696–1710. https://doi.org/10.1080/03004430.2016.1278369
Bradshaw, J., Steiner, A. M., Gengoux, G., & Koegel, L. K. (2015). Feasibility and effectiveness of very early intervention for infants at-risk for autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 45(3), 778–794. https://doi.org/10.1007/s10803-014-2235-2
Branson, D., & Bingham, A. (2017). Child care providers’ competence and confidence in referring children at risk for developmental delays. Infants and Young Children, 30(1), 41–57. https://doi.org/10.1097/iyc.0000000000000079
Centers for Disease Control and Prevention. (2021). why act early if you’re concerned about development? U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. Retrieved April 5, 2021, from https://www.cdc.gov/ncbddd/actearly/whyActEarly.html.
Chödrön, G., Barger, B., Pizur-Barnekow, K., Viehweg, S., & Puk-Ament, A. (2020). “Watch Me! ” Training increases knowledge and attitudes related to developmental monitoring and referral among childcare providers. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-020-03097-w
Chödrön, G., Pizur-Barnekow, K., Viehweg, S., Puk-Ament, A., & Barger, B. (2019). Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral. Early Child Development and Care. https://doi.org/10.1080/03004430.2019.1626373
Cidav, Z., Munson, J., Estes, A., Dawson, G., Rogers, S., & Mandell, D. (2017). Cost offset associated with early start denver model for children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 56(9), 777–783. https://doi.org/10.1016/j.jaac.2017.06.007
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 54(7), 580–587. https://doi.org/10.1016/j.jaac.2015.04.005
Ford, A., & Johnson, L. (2017). Universal screening to promote early identification of developmental delays: Exploring childcare providers’ beliefs and practices. Early Child Development and Care, 188, 1–15. https://doi.org/10.1080/03004430.2016.1278369
Gadomski, A. M., Riley, M. R., Scribani, M., & Tallman, N. (2018). Impact of “Learn the Signs. Act Early.” materials on parental engagement and doctor interaction regarding child development. Journal of Developmental and Behavioral Pediatrics, 39(9), 693–700. https://doi.org/10.1097/dbp.0000000000000604
Graybill, E., Self-Brown, S., Lai, B., Vinoski, E., McGill, T., & Crimmins, D. (2016). Addressing disparities in parent education: Examining the effects of Learn the Signs/Act Early parent education materials on parent outcomes. Early Childhood Education Journal, 44(1), 31–38. https://doi.org/10.1007/s10643-014-0680-3
Hagan, J. F., Shaw, J. S., & Duncan, P. M. (2008). Bright futures: Guidelines for health supervision of infants, children and adolescents. American Academy of Pediatrics.
Hirai, A. H., Kogan, M. D., Kandasamy, V., Reuland, C., & Bethell, C. (2018). Prevalence and variation of developmental screening and surveillance in early childhood. JAMA Pediatrics, 172(9), 857–866. https://doi.org/10.1001/jamapediatrics.2018.1524
Hubel, G. S., Schreier, A., Wilcox, B. L., Flood, M. F., & Hansen, D. J. (2017). Increasing participation and improving engagement in home visitation: A qualitative study of early head start parent perspectives. Infants and Young Children, 30(1), 94–107. https://doi.org/10.1097/iyc.0000000000000078
Laughlin, L. (2013). Who’s minding the kids? Child care arrangements: Spring 2011. Current Population Reports, U.S. Census Bureau. Retrieved March 13, 2020, from https://www2.census.gov/library/publications/2013/demo/p70-135.pdf.
Lipkin, P. H., & Macias, M. M. (2020). Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1), e20193449. https://doi.org/10.1542/peds.2019-3449
Lipkin, P. H., Macias, M. M., Baer Chen, B., Coury, D., Gottschlich, E. A., Hyman, S. L., Sisk, B., Wolfe, A., & Levy, S. E. (2020). Trends in pediatricians’ developmental screening: 2002–2016. Pediatrics. https://doi.org/10.1542/peds.2019-0851
Marshall, J., Coulter, M. L., Gorski, P. A., & Ewing, A. (2016). Parent recognition and responses to developmental concerns in young children. Infants and Young Children, 29(2), 102–115. https://doi.org/10.1097/iyc.0000000000000056
Noyes-Grosser, D. M., Elbaum, B., Wu, Y., Siegenthaler, K. M., Cavalari, R. S., Gillis, J. M., & Romanczyk, R. G. (2018). Early intervention outcomes for toddlers with autism spectrum disorder and their families. Infants and Young Children, 31(3), 177–199. https://doi.org/10.1097/iyc.0000000000000121
Peterson, C. A., Wall, S., Jeon, H.-J., Swanson, M. E., Carta, J. J., Luze, G. J., & Eshbaugh, E. (2011). Identification of disabilities and service receipt among preschool children living in poverty. The Journal of Special Education, 47(1), 28–40. https://doi.org/10.1177/0022466911407073
Peterson, C. A., Wall, S., Raikes, H. A., Kisker, E. E., Swanson, M. E., Jerald, J., Atwater, J. B., & Qiao, W. (2004). Early head start: identifying and serving children with disabilities. Topics in Early Childhood Special Education., 24(2), 76–88. https://doi.org/10.1177/02711214040240020301
Raspa, M., Levis, D. M., Kish-Doto, J., Wallace, I., Rice, C., Barger, B., Green, K., & Wolf, R. B. (2015). Examining parents’ experiences and information needs regarding early identification of developmental delays: Qualitative research to inform a public health campaign. Journal of Developmental and Behavioral Pediatrics, 36(8), 575–585. https://doi.org/10.1097/dbp.0000000000000205
Rosenberg, S. A., Zhang, D., & Robinson, C. C. (2008). Prevalence of developmental delays and participation in early intervention services for young children. Pediatrics, 121(6), e1503-1509. https://doi.org/10.1542/peds.2007-1680
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasi-experimental designs for generalized causal inference (2nd ed.). Cengage Learning.
Shelov, S., & Altmann, T. R. (2009). Caring for your baby and young child: Birth to age 5. American Academy of Pediatrics.
Stufflebeam, D. L., & Coryn, C. L. S. (2014). Evaluation theory, models, and applications (2nd ed.). Jossey-Bass.
U.S. Department of Health and Human Services and U.S. Department of Education. (2014). Birth to Five: Watch Me Thrive!: An early care and education provider’s guide for developmental and behavioral screening. Retrieved March 16, 2020, from https://www2.ed.gov/about/inits/list/watch-me-thrive/files/ece-providers-guide-march2014.pdf.
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., Blumberg, S. J., Kogan, M. D., & Boyle, C. A. (2019). Prevalence and trends of developmental disabilities among children in the United States: 2009–2017. Pediatrics, 144(4) e20190811. https://doi.org/10.1542/peds.2019-0811
Zhang, D., Krieber-Tomantschger, I., Poustka, L., Roeyers, H., Sigafoos, J., Bölte, S., Marschik, P. B., & Einspieler, C. (2019). Identifying atypical development: A role of day-care workers? Journal of Autism and Developmental Disorders, 49(9), 3685–3694. https://doi.org/10.1007/s10803-019-04056-3