II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence.
III. The Early Intervention Collaborative Study: Study Design and Methodology.
IV. Results: Predictors of Functioning and Change in Children′s Development and Parent Well–being.
VI. Implications for Research, Policy, and Practice.
Erin Tinker (M.A., New York University, 1990; M.A., Teachers College, Columbia University, 1993) is a Learning Specialist at the Trinity School in New York City.