Resources

Below are some websites that we have found helpful to our parents of young children with and without developmental disabilities.

Child Development

One-page posters with tips that families and providers can refer to during specific daily routines to help nurture the social and emotional health of infants. Each poster offers a rationale for using the tips which are based on research.

General Information regarding developmental disability

  • National Center for Medical Home Implementation
    “The National Center for Medical Home Implementation is a resource for health professionals, families, and anyone interested in creating a medical home for all children and youth. A medical home is an approach to providing comprehensive primary care where the pediatric team can help the family/patient access, coordinate, and understand specialty care, educational services, out-of-home care, family support, and other public and private community services that are important for the overall health of the child and family.”
  • National Dissemination Center for Children with Disabilities
    The National Dissemination Center for Children with Disabilities serves as resource and support for parents and families caring for a child with a developmental disability by providing information on developmental milestones, early intervention, IFSPs, IEPs, as well as, disability and education laws.
  • Ohio Department of Developmental Disabilities 
    “The Ohio Department of Developmental Disabilities (DODD) is responsible for overseeing a statewide system of supports and servicesfor people with developmental disabilities and their families.”
  • Disability Rights Ohio
    Disability Rights Ohio’s “mission is to protect and advocate, in partnership with people with disabilities, for their human, civil and legal rights.”
  • Franklin County Board of Developmental Disabilities
    “The Franklin County Board of Developmental Disabilities (FCBDD) is a county agency providing supports to children and adults who have developmental disabilities.”

Early Intervention

  • Help Me Grow
    Help Me Grow (HMG) is Ohio’s birth to 3 system that provides state and federal funds to county Family and Children First Councils to be used in conjunction with state, local and other federal funds to implement and maintain a coordinated, community-based infrastructure that promotes trans-disciplinary, family-centered services for expectant parents, newborns, infants and toddlers and their families. The Ohio Department of Health, Bureau of Early Intervention Services (BEIS) is the lead agency administering HMG program in Ohio.
  • Early Head Start National Resource Center
    The Early Head Start National Resource Center “is a ‘one-stop-shop’ for infant-toddler and Early Head Start (EHS) expertise, resources, information, and training.”
  • Zero to Three
    [from website] “ZERO TO THREE is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.”
  • Ohio’s Infant and Toddler Guidelines 
    These guidelines are set to ensure that “all infants and toddlers of Ohio will receive responsive, reciprocal, and respectful care that will successfully prepare them for school and life.”
  • Washington State Department of Early Learning – 
    Intro to IDEA Part C: Three Interactive Modules

    This training module created by the Washington State Department of Early Learning provides an overview of the Individualized Family Service Plan (IFSP).
  • Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package
    This website explains how to create high-quality, functional IFSP outcomes.

Early Childhood Education

  • Ohio Department of Education – Students with Disabilities
    “Administrative guidance and oversight activities to ensure that students with disabilities receive the specialized instruction and support needed for success in school and in life.”
  • Ohio Coalition for the Education of Children with Disabilities 
    “The Ohio Coalition for the Education of Children with Disabilities (OCECD) is a statewide nonprofit organization that serves families of infants, toddlers, children and youth with disabilities in Ohio, and agencies who provide services to them.”
  • IDEA Parent Guide 
    The National Center for Learning Disabilities “has created the IDEA Parent Guide to help [parents] become an informed and effective partner with school personnel in supporting [their] child’s special learning and behavioral needs.”
  • Teaching Strategies for Early Childhood
    “Teaching Strategies is dedicated to providing effective early education resources as the child’s first 6 years form a critical foundation for future successes, and Teaching Strategies believe that early childhood educators play an important role as children’s door openers—in school and in life.”
  • Center on the Social and Emotional Foundations for Early Learning
    “The Center on the Social and Emotional Foundations for Early Learning is a five-year project designed to strengthen the capacity of Head Start and child care programs to improve the social and emotional outcomes of young children. Based on these models, the site provide parent-training modules for families.”

Disability-Specific Information

Down Syndrome

  • National Down Syndrome Society   
    “The mission of the National Down syndrome Society is to be the national advocate for the value, acceptance and inclusion of people with Down syndrome.”
  • Down Syndrome Association of Central Ohio    
    The DSACO’ mission is “to support families, promote community involvement and encourage a lifetime of opportunities for people with Down syndrome.”

Williams Syndrome

  • Williams Syndrome Association
    “The Williams Syndrome Association is a non-profit organization that strives to enrich the lives of individuals and families affected by Williams syndrome and similar conditions through support, research and education.”
  • Williams Syndrome Foundation  
    “WSF is a leading source for support and assistance for individuals with Williams syndrome seeking employment, housing, employment, and recreational activities.”
  •  Nisonger Center Williams Syndrome Clinic
    The Nisonger Williams syndrome clinic “offers specialized evaluation and treatment for children and adolescents with Williams syndrome”, as well as serves as a research and family support resource.

Autism

  • Autism Speaks
    “Autism Speaks is dedicated to funding global biomedical research into the causes, prevention, treatments, and cure for autism; to raising public awareness about autism and its effects on individuals, families, and society; and to bringing hope to all who deal with the hardships of this disorder. Autism Speaks is committed to raising the funds necessary to support these goals.”
  • Autism Society
    The Autism Society strives to “improve the lives of all affected by autism. The Autism Society is committed to meaningful participation and self-determination in all aspects of life for individuals on the autism spectrum and their families. The Autism Society accomplishes its ongoing mission through close collaboration with a successful network of chapters, members and supporters.”
  • Autism Society of Ohio
    “The mission of the Autism Society of Ohio (ASO) is to improve the lives of all affected by autism in Ohio.”
  • Ohio Center for Autism and Low Incidence
    “The Family Center at OCALI connects families to the information they need regarding services, supports, training and resources, including the free OCALI Lending Library.”

Speech Impairments

  • Speech and Language Development
    The University of Michigan Health System provides an information guide on speech and language milestones, as well as information and resources on speech and language delays.
  • Speech and Language Delays/Disorders
    The American Speech-Language-Hearing Association provides a web source to find information on various speech and language disorders, as well as information on other common concurrent medical/developmental conditions.

Works Cited

Download the Works Cited PDF

T1. Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators. (2012). Prevalence of Autism Spectrum Disorders – Autism and Developmental Disabilities Monitoring Network, 14 sites, United States, 2008. Center for Disease Control and Prevention MMWR Surveillance Summaries, 61, 1-19.
2. Fenske, E.C., Zalenski, S., Krantz, P.J., McClanahan, L.E. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and intervention in Developmental Disabilities, 5, 49-58.
3. Kasari, C., Freeman, S., Paparella, T., Wong, C., Kwon, S., & Gulsrud, A. (2005). Early intervention on core deficits in autism. Clinical Neuropssychiatry, 2, 380-388.
4. Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
5. Mundy, P., Sullivan, L., Mastergeorge, A.M. (2009). A parallel and distributed-processing model of joint attention, social cognition, and autism. Autism Research, 2, 2-21.
6. Kasari, C., Paparella, T., Freeman, S., & Jahromi, L.B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125-137.
7. Whalen, C., Schreibman, & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
8. Gulsrud, A.C., Jahromi, L.B., & Kasari, C. (2010). The co-regulation of emotions between mothers and children with autism. Journal of Autism and Developmental Disorders, 40, 227-237.
9. Boyd, B.A., Odom, S.L., Humphreys, B.P., & Sam, A.M. (2010). Infants and toddlers with Autism Spectrum Disorder: Early Identification and Early Intervention. Journal of Early Intervention, 32, 75-98.
10. Macintosh, V.H., Myers, B.J., Goin-Kochel, R.P. (2005). Sources of information and support use by parents of children with Autism Spectrum Disorders. Journal on Developmental Disabilities, 12, 41-52.
11. Chowdhury, J., Drummond, J., Fleming, D., & Neufeld, S. (2002) Content analysis of online autism specific sites. Journal on Developmental Disabilities 14, 158-165.
12. Oberleitner, R., Elison-Bowers, P., Harrington, J., Hendren, R., Kun, U., Reischl, U. (2006). Merging video technology with personal health records to facilitate diagnosis and treatment of autism. IEEE, 164-167.
13. DeVany, M., Alverson, D., D’Lorio, J., & Simmons, S. (2008). Employing telehealth to enhance overall quality of life and health for families. Telemedicine and e-Health, 14,1003-1007.
14. Kobak, K.A., Stone, W.L., Wallace, E., et al. (2011). Web-based training for parents of children with autism. Telemedicine and e-Health, 10,17.
15. Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychiatry.
16. Mazurek, M. O., Kanne, S. M., & Wodka, E. L. (2013). Physical aggression in children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(3), 455-465.
17. Reynolds, S., & Lane, S. J. (2007). Diagnostic validity of sensory over-responsivity: A review of the literature of case reports. Journal of Autism and Developmental Disorders, 38, 516-529.
18. Nikopoulous, C.K. & Keenan, M. (2003). Promoting social intiation in children with autism using video modeling. Behavior Interventions, 18, 87-108.
19. Bauminger, N. & Kasari, C. (2003). Loneliness and friendship in high-functioning children with Autism. Child Development, 71, 447-456.
20. Adamson, L.B., Bakeman, R. & Deckner, D.F. (2004). The development of symbol-infused joint engagement. Child Development, 75, 1171-1187.
21. Adamson, L.B., Bakeman, R., Deckner, D.F., & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and down syndrome. Journal of Autism and Developmental Disorders, 39, 84-96.