This page brings together publications written by current and former FIPP staff. These works include a wide range of research and professional writing from different areas of practice. Developed over time in a variety of settings, they reflect the breadth and growth of knowledge contributed by members of the FIPP team.
2026
Everhart, K., Stansell, L., Norris, R., & Carter, S. (2026). Lessons From the Field: Supporting Families of Children with Hearing Loss. Young Exceptional Children, 10962506251413341.
2025
Childress, D. C., Parks, S., Schumaker-Murphy, M., Frick, T., & Wilson, C. (2025). Early intervention special instructors: Demographics, titles, qualifications, and the need for consistency. Journal of Early Intervention, 47(4), 399-417.
Sexton, S. J. (2025). An Inductive Study Of Experiential Workplace Learning And Peer Coaching: Participant Perceptions Of Early Childhood Intervention Professional Induction (Doctoral dissertation, Appalachian State University).
2024
2023
Davis, F. A., Sexton, S., Everhart, K., & Shelden, M. L. (2023). Child Interest Activity Plan (CIAP): An Implementation Driver to Bridge the Research to Practice Gap in Early Childhood Intervention. Young Exceptional Children, 26(3), 170-182.
Frick, T. A., Schnitz, A. G., Cosand, K., Horn, E. M., & Zimmerman, K. N. (2023). Dosage reporting in early intervention literature: A systematic review. Topics in Early Childhood Special Education, 43(1), 5-16.
2022
Mas, J. M., Dunst, C. J., Hamby, D. W., Balcells-Balcells, A., García-Ventura, S., Baqués, N., & Giné, C. (2022). Relationships between family-centered practices and parent involvement in early childhood intervention. European Journal of Special Needs Education, 37(1), 1-13.
Olson, T. L. (2022). Early Sibling Play Interactions as a Source of Developmental Support for Toddlers: Observation of Young Children’s Developmental Support During Play With Toddler Siblings (Doctoral dissertation, Utah State University).
Shelden, M. L. L., & Rush, D. D. (2022). The Early Intervention Teaming Handbook: The Primary Service Provider Approach, 2nd Edition. Brookes Publishing Company. PO Box 10624, Baltimore, MD.
2021
Gardner-Neblett, N., De Marco, A., & Sexton, S. (2021). “At first I wouldn’t talk so much…”: Coaching and associated changes in language-supportive self-efficacy among infant/toddler educators. Early Education and Development, 32(8), 1220-1239.
Sexton, S. (2021). Roadmaps for reflection: Implementation drivers to bridge the research-to-practice gap in early childhood intervention. International Journal of Early Childhood Special Education.
Sexton, S. J., Yang, L., & Hamby, D. (2021). Social validity of an early intervention online professional development program. Infants & Young Children, 34(3), 241-261.
Sexton, S. J. (2021). Early childhood intervention induction: An example of experiential workplace learning and peer coaching. Teacher Learning and Professional Development, 6.
2020
Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2020). Research synthesis of meta-Analyses of preservice teacher preparation practices in higher education. Higher Education Studies, 10(1), 29-47.
Rush, D. D., & Shelden, M. L. L. (2020). The early childhood coaching handbook. Paul H. Brookes Publishing Co.
Rush, D., Everhart, K., Sexton, S., & Shelden, M. (2020). The roadmap for assessing meaningful participation: Gathering information, participation-based assessment, and IFSP development. DEC Recommended Practices Monograph Series No. 7.
2019
Dunst, C., Espe-Sherwindt, M., & Hamby, D. W. (2019). Does capacity-building professional development engender practitioners’ use of capacity-building family-centered practices?. European Journal of Educational Research, 8(2), 515-526.
Dunst, C. J., Hamby, D. W., & Raab, M. (2019). Modeling the relationships between practitioner capacity-building practices and the behavior and development of young children with disabilities and delays. Educational Research and Reviews, 14(9), 309-319.
Dunst, C. J., & Hamby, D. W. (2019). Parent perspectives of desired and experienced child and family practices in the early elementary grades. Journal of Education and Practice, 10(15), 33-43.
Dunst, C. J., Annas, K., Wilkie, H., & Hamby, D. W. (2019). Scoping Review of the Core Elements of Technical Assistance Models and Frameworks. World Journal of Education, 9(2), 109-122.
Roggman, L. A., Cook, G. A., Innocenti, M. S., Jump Norman, V. K., Boyce, L. K., Olson, T. L., … & Peterson, C. A. (2019). The home visit rating scales: Revised, restructured, and revalidated. Infant Mental Health Journal, 40(3), 315-330.
2018
Dunst, C. J., Raab, M., & Hamby, D. W. (2018). Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents’ social-affective behavior. International Journal of Child Care and Education Policy, 12(1), 12.
Dunst, C. J., Howse, R. B., Embler, D., & Hamby, D. W. (2018). Evaluation of e-learning lessons for strengthening early childhood practitioner use of family capacity-building practices. International Journal of Educational Technology and Learning, 4(1), 34-39.
Olson, T. (2018). The Influence Of Developmental Support in the Home Environment for Firstborn and Later-born Infants with Disabilities.
2017
Olson, T. (2017). Mother-infant interactions with first-born versus later children: How do they interact and what factors influence those interactions.
Prior to 2017
Olson, T., Loesch, L., Roggman, L., Hill, A., & Topiak, L. (2015). Positive Aspects of Home Visiting Influence on Child Behavior at 36 Months.
Olson, T., Daines, A., & Roggman, L. (2015). A Longitudinal Study of the Influence of Joint Attention in Infancy on Academic Skills in 2nd and 8th Grade.