70 Janice K. Lee, Jaclyn Joseph, Phillip Strain and Glen Dunlap
Schwartz, I. S., Sandall, S. R., McBride, B. J., and Boulware, G. (2004). Project DATA
(Developmentally Appropriate Treatment for Autism): An inclusive school-based approach
to educating young children with autism. Topics in Early Childhood Special Education, 24(3),
156–68. doi:10.1177/02711214040240030301
Snyder, P., Hemmeter, M. L., Artman-Meeker, K., Kinder, K., Pasia, C., and McLaughlin,
T. (2012). Characterizing key features of the early childhood professional development
literature. Infants and Young Children, 25 , 188–212. doi:10.1097/IYC.0b013e31825a1ebf
Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development
and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly,
27 , 478–88. doi:10.1016/j.ecresq.2011.12.003
Stayton, V. D. (2015). Preparation of early childhood special educators for inclusive
and interdisciplinary settings. Infants and Young Children, 28 , 4–12. doi:10.1097/
IYC.0000000000000030
Strain, P. S. (2014). Inclusion for preschool children with disabilities: What we know and what we should
be doing. Retrieved from http://www.pyramidplus.org/sites/default/files/images/STRAIN%20
PtrYC%20what%20we%20know%20%282%29.pdf. Accessed 9 November 2015.
Strain, P.S. (2015, April). Longitudinal outcomes associated with LEAP preschool for children with
autism: The case for rethinking early intervention. San Diego, CA: Council for Exceptional
Children Convention and Expo.
Strain, P. S., and Bovey, E. H. (2011). Randomized, controlled trial of the LEAP model of
early intervention for young children with autism spectrum disorders. Topics in Early
Childhood Special Education, 31 , 133–54. doi:10.1177/0271121411408740
Strain, P. S., and Hoyson, M. (2000). The need for longitudinal, intensive social skill interven-
tion: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special
Education, 20 , 116–22. doi:10.1177/027112140002000207
Thomas, C. and Schwartz, I. (2009). Analyses of five years of results from Project DATA
(Developmentally Appropriate Treatment for Autism), a high-quality early childhood special educa-
tion program for students with autism spectrum disorders. Seattle, WA: University of Washington.
United States Department of Health and Human Services and United States Department
of Education. (2015). Policy statement on inclusion of children with disabilities in early child-
hood programs. Retrieved from www2.ed.gov/policy/speced/guid/earlylearning/joint-
statement-full-text.pdf. Accessed 9 November 2015.
Wolery, M. (n.d.). Proposed benefits of preschool inclusion. Retrieved from http://ectacenter.org/
topics/inclusion/research/Benefits.asp. Accessed 9 November 2015.
Zero to Three (2014). Promoting social emotional development. In Behavior and Development.
Retrieved from zerotothree.org. Accessed 9 November 2015.