Related Service Guidelines
Bricker, D. (1976). Educational synthesizer. In M.A. Thomas (Ed.), Hey,
don't forget about me! Education's investment in the severely, profoundly
and multiply handicapped (pp. 84-89). Reston, VA: Council for Exceptional
Children.
Bruder. M.B. (1994). Working with members of other disciplines:
Collaboration for success. In M. Wolery, & J.S. Wilbers (Eds.), Including
children with special needs in early childhood programs (pp. 45-70).
Washington, DC: National Association for the Education of Young Children.
Bruder, M.B., & Bologna, T.M. (1993). Collaboration and service
coordination for effective early intervention. In W. Brown, S.K. Thurman,
& L. Pearl (Eds.), Family-centered early intervention with infants and
toddlers: Innovative cross-disciplinary approaches (pp. 103-128).
Baltimore: Paul H. Brookes.
Bundy, A. (1995). Assessment and intervention in school-based practice:
Answering questions and minimizing discrepancies. Physical and
Occupational Therapy in Pediatrics, 15 (2), 69-88.
Bundy, A. (1993). Will I see you in September? The questions of
educational relevance. American Journal of Occupational Therapy, 47,
848-850
Campbell, P. H. (1987). The integrated programming team: An approach for
coordinating professional of various disciplines in programs for students
with severe and multiple handicaps. Journal of the Association for Persons
with Severe Handicaps, 12 (2), 107-116.
Clark, G.F., & Miller, L.E. (1996). Providing effective occupational
therapy services: Data-based decision making in school-based practice.
American Journal of Occupational Therapy, 50 (9), 701-708.
Cole, K., Harris, S., Eland, S., & Mills, P. (1989). Comparison of two
service delivery models: In-class and out-of-class therapy approaches.
Pediatric Physical Therapy, 1(2), 49-54.
Cole, K., Mills, P.E., & Harris, S.R. (1991). Retrospective analysis of
physical and occupational therapy progress in young children: An
examination of cognitive referencing. Pediatric Physical Therapy, 3,
185-189.
DeGangi, G. (1994). Documenting sensorimotor progress: A therapist's
guide. Tucson, AZ: Therapy Skill Builders.
Dennis, R.E., Williams, W.W., Giangreco, M.F., & Cloninger, C.J. (1993).
Quality of life as a context for planning and evaluation of services for
people with disabilities: A review of the literature. Exceptional
Children, 59, 499-512.
Downing, J.E. (1996). Including students with severe and multiple
disabilities in typical classrooms: Practical strategies for teachers.
Baltimore: Paul H. Brookes.
Downing, J.E., & Bailey, B.R. (1990). Sharing responsibility: Using a
transdisciplinary approach to enhance the learning of students with severe
disabilities. Journal of Educational and Psychological Consultation, 1,
259-278.
Dunn, W. (1991). Integrated related services. In L. Meyer, C. Peck, & L.
Brown (Eds.), Critical issues in the lives of people with severe
disabilities (pp. 353-377). Baltimore: Paul H. Brookes Publishing.
Dunn, W., Foto, M., Hinojosa, J., Schell, B.A., Thomson, LK, & Hertfelder,
S.D. (1996). Occupational therapy: A profession in support of full
inclusion. American Journal of Occupational Therapy, 50, 855.
Effgen, S. (1994). The educational environment. In S.K. Campbell, R.
Palisano, R., & D.W.V. Linden (Ed.). Physical therapy for children (pp.
847 -872). Philadelphia: W.B. Saunders Co.
England, J. (1994). Related services in inclusive classrooms. Detroit:
Developmental Disabilities Institute, The University Affiliated Program of
Michigan, Wayne State University.
Erwin, E., & Rainforth, B. (1996). Partnerships for collaboration:
Building bridges in early care and education. In E. Erwin (Ed.), Putting
children first: Visions for a brighter future for young children and their
families (pp. 227-251). Baltimore: Brookes.
Friend, M., & Cook, L. (1996). Interactions: Collaboration skills for
school professionals (2nd ed.). New York: Longman.
Giangreco, M.F. (1986). Delivery of therapeutic services in special
education programs for learners with severe handicaps. Physical and
Occupational Therapy in Pediatrics, 6(2), 5-15.
Giangreco, M.F. (1994). Effects of a consensus-building process on team
decision-making: Preliminary data. Physical Disabilities: Education and
Related Services , 13(1), 41-56.
Giangreco, M.F. (1986). Effects of integrated therapy: A pilot study.
Journal of the Association for Persons with Severe Handicaps, 11(3), 205 -
208.
Giangreco, M.F. (1990). Making related service decisions for students
with severe disabilities: Roles, criteria, and authority. Journal of
Association for Persons with Severe Handicaps, 15(1), 22 - 31.
Giangreco, M.F. (1995). Related services decision-making: A foundational
component of effective education for students with disabilities. Physical
and Occupational Therapy in Pediatrics 15(2), 47-67.
Giangreco, M.F. (1996). "The stairs didn't go anywhere!" A
self-advocates reflections on specialized services and their impact on
people with disabilities. Physical Disabilities: Education and Related
Services, 14(2), 1-12.
Giangreco, M.F. (1996). Vermont interdependent services team approach: A
guide to coordinating educational support services. Baltimore: Paul H.
Brookes. An updated Supplement to VISTA is available from the Center on Disability and Community Inclusion, University of Vermont.
Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1998). Choosing
outcomes and accommodations for children (COACH): A guide to educational
planning for students with disabilities (2nd edition). Baltimore: Paul H.
Brookes Publishing.
Giangreco, M.F., Dennis, R., Edelman, S., & Cloninger, C., (1994).
Dressing your IEPs for the general education climate: Analysis of IEP
goals and objectives for students with multiple disabilities. Remedial
and Special Education, 15(5), 288-296.
Giangreco, M.F., Edelman, S., & Dennis, R. (1991). Common professional
practices that interfere with the integrated delivery of related services.
Remedial and Special Education, 12(2), 16-24.
Giangreco, M.F., Edelman, S., Dennis, R., Prelock, P., & Cloninger, C.
(1997). Getting the most out of support services. In M. F. Giangreco
(Ed.) Quick-Guides to inclusion: Ideas for educating students with
disabilities (pp. 85-112 ). Baltimore: Paul H. Brookes
Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z. (1998).
Reaching consensus about educationally necessary support
services: A qualitative evaluation of VISTA. Special Services in the
Schools, 13, (1/2), 1-32.
Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z. (1996).
Support service decision-making for students with multiple service needs:
Evaluation data. The Journal of the Association for Persons with Severe
Handicaps , 21(3), 135-144.
Giangreco, M.F., Edelman, S., MacFarland, S.Z., & Luiselli, T. E. (1997).
Attitudes about educational and related services provision for students
with deaf-blindness and multiple disabilities. Exceptional Children,
63(3), 329-342.
Giangreco, M.F., York, J., & Rainforth, B. (1989). Providing related
services to learners with severe handicaps in educational settings:
Pursuing the least restrictive option. Pediatric Physical Therapy, 1(2),
55 - 63.
Heumann, J.E., & Hehir, T. (1994). Questions and answers on the least
restrictive environment requirements of the Individuals with Disabilities
Education Act. Washington, DC: United States Department of Education:
Office of Special Education and Rehabilitation.
Hyde, E. (1994). The contributions of related services personnel to
school reform efforts. Special Services in the Schools, 9 (2), 127-138.
Idol. L., Paolucci-Whitcomb, P., Nevin, A. (1986). Collaboration
consultation. Austin, TX: PRO-ED.
Jorgensen, C. (1992). Natural supports in inclusive schools: Curricular
and teaching strategies. In J. Nisbet (Ed.), Natural supports in school,
at work, and in the community for people with severe disabilities (pp.
197-215). Baltimore: Paul H. Brookes.
Letters to the Editor: More concerns about Louisiana criteria. (1990).
American Journal of Occupational Therapy, 44(5), 470.
Lyon, S., & Lyon, G. (1980). Team functioning and staff development: A
role release approach to providing integrated educational services for
severely handicapped students. Journal of the Association for the
Severely Handicapped, 5, 250-263.
McEwen, E. (1995). Occupational and physical therapy in educational
environments. Binghamton, NY: Haworth Press.
McWilliam, R.A. (1995). Integration of therapy and consultative special
education: A continuum in early intervention. Infants and Young Children,
7 (4), 29-38.
McWilliam, R.A. (1996). Rethinking pull-out services in early
intervention. Baltimore: Paul H. Brookes.
McWilliam, R.A., & Bailey, D.B. (1994). Predictors of service-delivery
models in center-based early intervention. Exceptional Children, 61(1),
56-71.
Nisbet, J. (1992). Natural supports at home, school, and in the community
for people with severe disabilities. Baltimore: Paul H. Brookes.
Orelove, F. & Sobsey, D. (1996). Educating children with multiple
disabilities: A transdisciplinary approach (3rd edition), Baltimore, MD:
Paul H. Brookes Publishing.
Rainforth, B., & England, J. (1997). Collaboration for inclusion.
Education and Treatment of Children, 20(1), 85-104.
Rainforth, B., Giangreco, M., York, J., & Smith, P. (1995). Collaborative
teamwork in training and technical assistance: Enhancing community
supports for persons with developmental disabilities. In O. Karan & S.
Greenspan (Eds.), Community rehabilitation services for people with
disabilities (pp. 134-168). Newton, MA: Butterworth-Heinemann.
Rainforth, B., & York, J. (1987). Integrating related services in
community instruction. Journal of the Association for Persons with Severe
Handicaps, 12 (3), 190-198.
Rainforth, B., & York-Barr, J. (1997). Collaborative teamwork for
students with severe disabilities: Integrating therapy and educational
services (Second edition). Baltimore: Paul H. Brookes.
Reynolds, M. (1962). A framework for considering some issues in special
education. Exceptional Children, 28, 367-370.
Sowers, J., Hall, S., & Rainforth, B. (1992). Related service personnel
in supported employment: Roles and training needs. Rehabilitation
Education, 4,319-331.
Sternat, J., Messina, R., Nietupski, J., Lyon, S., & Brown, L. (1977).
Occupational and physical therapy services for severely handicapped
students: Toward a naturalized public school service delivery model. In
E. Sontag, J. Smith & N. Certo (Eds.), Educational programming for the
severely and profoundly handicapped (pp. 263-278). Reston, VA: Council
for Exceptional Children -- Division of Mental Retardation.
Thousand, J., & Villa, R. (1992). Collaborative teams: A powerful tool in
school restructuring. In R. Villa, J. Thousand, W. Stainback, & S.
Stainback (Eds.), Restructuring for caring and effective schools: An
administrative guide to creating heterogeneous schools (pp. 73-108).
Baltimore: Paul H. Brookes.
York, J., Giangreco, M.F., Vandercook, T. , & Macdonald, C. (1992).
Integrating support personnel in inclusive classrooms. In S. Stainback &
W. Stainback (Eds.), Curriculum considerations in inclusive classrooms:
Facilitating learning for all students (pp. 101-116). Baltimore, MD:
Paul H. Brookes.
York, J., Rainforth, B., & Giangreco, M.F. (1990). Transdisciplinary
teamwork and integrated therapy: Clarifying the misconceptions.
Pediatric Physical Therapy, 2(2), 73 - 79.
Zirkel, P.A. & Knapp, S. (1993). Related services for students with
disabilities: What educational consultants need to know. Journal of
Educational and Psychological Consultation, 4(2), 137-151.
Information About Related Service
Disciplines
Speech/Language Pathology
American Speech-Language-Hearing Association (1990). The roles of
speech-language pathologists in service delivery to infants, toddlers, and
their families. ASHA, 32, 4 (Supplement 2).
American Speech-Language-Hearing Association (1991). A model for
collaborative service delivery for students with language-learning
disorders in the public schools. ASHA, 3, 33 (Supplement).
American Speech-Language-Hearing Association (1992). Guidelines for
meeting the communication needs of persons with severe disabilities.
ASHA, 34, 1-8. (Supplement 7).
American Speech-Language-Hearing Association (1993). Guidelines for
caseload size and speech-language delivery in the schools. ASHA, 35,
33-39 (Supplement 10).
Coufal, K.L. (1993). Collaborative consultation for speech-language
pathologists. Topics in Language Disorders, 14(2), 13-32.
Prelock, P. A., Miller, B.L., & Reed, N.L. (1995). Collaborative
partnerships in a language in the classroom program. Language, Speech,
Hearing Services in Schools, 26, 286-292
Prelock, P. (1995). Rethinking collaboration: A speech-language pathology
perspective. Journal of Educational and Psychological Consultation, 6,
95-99.
Audiology (need references)
Hearing Support Services (need references)
Vision Support Services (need references)
Orientation & Mobility Services (need references)
Physical Therapy
American Physical Therapy Association (1990). Guidelines of physical
therapy practice in educational environments. Alexandria, VA: Author.
American Physical Therapy Association (1995). Position on practice in
educational environments. Alexandria, VA: Author.
American Physical Therapy Association (1993). Practice department report.
Alexandria, VA: Author.
Karnish, K., Bruder, M.B., & Rainforth, B. (1995). Comparison of physical
therapy in two school based treatment contexts. Physical and Occupational
Therapy in Pediatrics, 15(4) 1-25.
Martin, K. (1988). Physical therapists in educational environments: Focus
on educational significance. Totline, 14(2),4.
McEwen, I. (1992). Assistive positioning as a control parameter of
social-communicative interactions between students with profound multiple
disabilities and classroom staff. Physical Therapy, 72 (9), 634-647.
McEwen, I.R. (1994). Mental retardation. In S.K. Campbell, R. Palisano,
R., & D.W.V. Linden (Ed.). Physical therapy for children (pp. 459-488).
Philadelphia: W.B. Saunders Co.
McEwen, I. R., & Karlan, G. R. (1989). Assessment of effects of position
on communication board access by individuals with cerebral palsy.
Augmentative and Alternative Communication, 5, 235-242.
McEwen, I.R., & Shelden, M.L. (1995). Pediatric therapy in the 1990's:
The demise of the educational versus medical dichotomy. Physical and
Occupational Therapy in Pediatrics, 15 (2), 33-46.
Rainforth, B. (1997). Analysis of physical therapy practice acts:
Implications for role release in education environments. Pediatric
Physical Therapy, 9, 54-61.
Occupational Therapy
American Occupational Therapy Association (1989). Guidelines for
occupational therapy services in school systems (second edition).
Rockville, MD: Author.
Barnes, K. J., Schoenfeld, H.B., & Pierson, W.P. (1997). Inclusive
schools: Implications for public school occupational therapy. Physical
Disabilities: Education and Related Services, 15(2), 37-52.
Dunn, W. (1990). A comparison of service provision models in school-based
occupational therapy services. Occupational Therapy Journal of Research,
10(5), 300-302.
Inge, K. & Snell, M.E. (1985). Teaching positioning and handling
techniques to public school personnel through inservice training. Journal
of the Association for Persons with Severe Handicaps, 10, 105-110.
Kemmis, B.L., & Dunn, W. (1996). Collaborative consultation: The efficacy
of remedial and compensatory interventions in school contexts. American
Journal of Occupational Therapy, 50, 709-717.
Kellegrew, D.H., & Allen, D. (1996). Occupational therapy in
full-inclusion classrooms: A case study from the Moorpark model. American
Journal of Occupational Therapy, 50 (9), 718-724.
Psychological Services (need more references)
Graden, J.L., Zins, J.E., & Curtis, M.J. (1988). Alternative educational
delivery systems: Enhancing instructional options for all students.
Washington, DC: National Association for School Psychologists.
Mar, H. (1991). Retooling psychology to serve children and adolescents
with severe disabilities. School Psychology Review, 20 (4), 510-521.
Counseling (need more references)
Maag, J.W., & Katsiyannis, A. (1996). Counseling as a related service for
students with emotional or behavioral disorders: Issues and
recommendations. Behavioral Disorders, 21 (4), 293-305.
Rehabilitation Counseling (need references)
Social Work (need more references)
Halpern, R. (1993). The societal context of home visiting and related
services for families in poverty. The Future of Children, 3 (3),
158-171.
Health/Medical/Nursing Services
Greismann, Z. (1990). Medically fragile children. West's Education Law
Reporter, 61 (2), 403-408.
Heller, K.W., Fredrick, L., Rithmire, N.M. (1997). Special health care
procedures in the schools. Physical Disabilities: Education and Related
Services, 15 (2), 5-22.
Hutchinson, D.J. (1978). The transdisciplinary approach. In J.B. Curry &
K.K. Peppe (Eds.), Mental retardation: Nursing approaches to care (pp.
65-74). St. Louis: C.V. Mosby.
Jordan, A., & Weinroth, M.D. (1996). A school system's model for meeting
special health care needs. Physical Disabilities: Education and Related
Services, 15 (1), 27-47.
Dieterich, C.A. (1995). Health-related services under IDEA that are
medical in nature. West's Education Law Quarterly, 4 (4), 613-622.
Recreation/Therapeutic Recreation Services (need
references)
Assistive Technology (need more references)
Weiss, K.E., & Dykes, M.K. (1995). Legal issues in special education:
Assistive technology and supportive services. Physical Disabilities:
Education and Related Services, 14 (1), 29-36.