Abstract
The most recent compilation of DEC Recommended Practices in Early Intervention/Early Childhood Special Education (S. Sandall, M. E. McLean, & B. J. Smith, 2000) contains 240 recommended practices across 7 strands. The recommended practices evolved from a process involving input from literature reviews, scientific experts, 9 stakeholder focus groups, and field validation of the synthesized practices (Sandall, McLean, & Smith, 2000). One of the 7 strands addresses recommended practices in interdisciplinary models. The 19 practices in this strand emphasize teamwork, loose boundaries between disciplines, functional intervention, and support to caregivers. The article briefly describes the process used to identify these 19 recommended practices and focuses on the literature base of 30 articles that supports the interdisciplinary models strand. An analysis of the literature was undertaken to better understand the types of research (eg, qualitative or quantitative) and the elements (eg, study setting, study participants) used to support this group of practices as well as gaps currently existing in the research and literature base lending support to these practices. The article suggests the importance of using these recommended practices as the foundation by which practitioners in early intervention/early childhood special education go about their daily routines and practices. By examining the empirical base in the published literature, it is possible to suggest modifications that could help a team move toward meeting recommended practices and suggest future research endeavors to strengthen the empirical support available in this field.