Robin McWilliam

Ph.D.	Education	University of North Carolina at Chapel Hill
M.A.	Education of Individuals With Severe & Profound Disabilities	Appalachian State University
A.B.	Interdisciplinary Studies (Education of the Blind, Creative Writing)	University of North Carolina at Chapel Hill

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Year	Award
	Morehead Scholar, UNC-CH
	Mary McEvoy Service to the Field Award, Division for Early Childhood of the Council for Exceptional Children

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Journal Articles

McWilliam, R. A., Trivette, C. M., & Dunst, C. J. (1985).  Behavior engagement as a measure of the efficacy of early intervention.  Analysis and Intervention in Developmental Disabilities, 5, 59-71.

Dunst, C. J., McWilliam, R. A., & Holbert, K. (1986).  Assessment of preschool classroom environments.  Diagnostique, 11, 212-232.

Bailey, D. B., & McWilliam, R. A. (1990).  Normalizing early intervention. Topics in Early Childhood Special Education, 10, 33-47.

Roush, J., & McWilliam, R. A. (1990).  A new challenge for pediatric audiology: Public Law 99-457.  Journal of the American Academy of Audiology, 1, 196-208.

McWilliam, R. A. (1991).  Targeting teaching at children’s use of time: Perspectives on preschoolers’ engagement.  TEACHING Exceptional Children, 23(4), 42-43.

Bailey, D. B., Burchinal, M. R., & McWilliam, R. A. (1993).  Age of peers and early child development.  Child Development, 64, 848-862.

Bailey, D. B., McWilliam, R. A., Ware. W. B., & Burchinal, M. A (1993).  The social interactions of toddlers and preschoolers in same-age and mixed-age play groups.  Journal of Applied Developmental Psychology, 14, 261-276.

McWilliam, R. A. (1993). Patterns of therapy and instruction in early intervention: What predicts pull-out services? Developmental Medicine and Child Neurology (Supplement No. 69), 35, 14.

McWilliam, R. A., & Ware, W. B. (1994). The reliability of observations of young children’s engagement: An application of generalizability theory.  Journal of Early Intervention, 18. 34-47.

McWilliam, R. A., & Bailey, D. B. (1994). Predictors of service delivery models in center-based early intervention. Exceptional Children, 61, 56-71.

McWilliam, R. A. (1995). Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children 7, 29-38.

McWilliam, R. A., & Sekerak, D. (1995). Integrated practices in center-based early intervention: Perceptions of physical therapists. Pediatric Physical Therapy, 7, 51-58.

McWilliam, R. A., Lang, L., Vandiviere, P., Angell, R., Collins, L., & Underdown, G. (1995). Satisfaction and struggles: Family perceptions of early intervention services. Journal of Early Intervention, 19, 43-60.

McWilliam, R. A., & Bailey, D. B. (1995). Effects of classroom social structure and disability on engagement. Topics in Early Childhood Special Education, 15, 123-147.

Roberts, J. E., Prizant, B., & McWilliam, R. A. (1995). Out-of-class vs. in-class service delivery in language intervention: Effects on communicative interactions with young children. American Journal of Speech-Language Pathology, 4(2), 87-93.

McWilliam, R. A., Young, H. J., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics in Early Childhood Special Education, 16, 348-374.

Bailey, D. B., McWilliam, R. A., Buysse, V., & Wesley, P. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.

Bailey, D. B., Jr., McWilliam, R. A., Darkes, L. A., Hebbler, K., Simeonsson, R. J., Spiker, D., & Wagner, M. (1998). Family outcomes in early intervention: A framework for program evaluation and efficacy research. Exceptional Children, 64, 313-328.

McWilliam, R. A., Ferguson, A., Harbin, G. L., Porter, P., Munn, D., & Vandiviere, P. (1998). The family-centeredness of individualized family service plans. Topics in Early Childhood Special Education, 18, 69-82.

Wolery, M., & McWilliam, R. A. (1998). Classroom-based practices for preschoolers with disabilities. Intervention in School and Clinic, 34, 95-102, 117.

McWilliam, R. A., Tocci, L., & Harbin, G. L. (1998). Family-centered services: Service providers’ discourse and behavior. Topics in Early Childhood Special Education, 18, 206-221.

Scott, S. M., McWilliam, R. A., & Mayhew, L. (1999). Integrating therapies into the classroom. Young Exceptional Children, 2(3), 15-24.[1]

McWilliam, R. A. (1999). Controversial practices: The need for a reacculturation of early intervention fields. Topics in Early Childhood Special Education, 19, 189-193.

de Kruif, R. E. L., & McWilliam, R. A. (1999). Multivariate relationships among developmental age, global engagement, and observed child engagement. Early Childhood Research Quarterly, 14, 515-536.1

McWilliam, R. A., Maxwell, K. L., & Sloper, K. M. (1999). Beyond “involvement”: Are elementary schools ready to be family centered? School Psychology Review, 28, 378-394.

Pohlman, C., & McWilliam, R. A. (1999). Paper lion in a preschool classroom: Promoting social competence. Early Childhood Education Journal, 27, 87-94. 1

Ridley, S. L., McWilliam, R. A., & Oates, C. S. (2000). Observed engagement as an indicator of child care program quality. Early Education & Development, 11, 143-146. 1

McWilliam, R. A. (2000). Editorial: New guidelines and standards for JEI authors and reviewers. Journal of Early Intervention, 23, 75-76.

McWilliam, R. A. (2000). Author and reviewer guidelines: Reporting qualitative studies. Journal of Early Intervention, 23, 77-80.

McWilliam, R. A., Snyder, P., Harbin, G. L., Porter, P., & Munn, D. (2000). Professionals’ and families’ perceptions of family-centered practices in infant-toddler services. Early Education & Development, 11 (Special Issue: Families and Exceptionality), 519-538.

de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teachers’ interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268. 1

McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13, 55-66.

Ridley, S. M., & McWilliam, R. A. (2001). Putting the child back into child care quality assessment. Young Children, 56(4), 92-93. 1

Sjoblad, S., Roush, J., Harrison, M., & McWilliam, R. A. (2001). Parents’ reactions and recommendations following diagnosis and hearing aid fitting. American Journal of Audiology, 10, 24-31.

Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12, 209-224. 1

Maxwell, K. L., McWilliam, R. A., Hemmeter, M. L., Ault, M. J., & Schuster, J. W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16, 431-452.

McWilliam, R. A., de Kruif, R. E. L., & Zulli, R. A. (2002). The observed construction of teaching: Four contexts. Journal of Research in Childhood Education, 16, 148-161.

Buysse, V., Bernier, K. Y., & McWilliam, R. A. (2002). A statewide profile of early intervention services using the Part C data system. Journal of Early Intervention, 25, 15-26.

McWilliam, R. A. (2002). A cause for happiness (editorial). Journal of Early Intervention, 25, 75-77.

McWilliam, R. A., Scarborough, A. A., & Kim, H. (2003). Adult interactions and child engagement. Early Education & Development, 14, 7-27.

McWilliam, R. A. (2003). The primary-service-provider model for home- and community-based services. Psicologia, 17, 115-135.

Rapport, M. J., McWilliam, R. A., & Smith, B. J. (2004). Practices across disciplines in early intervention: The research base. Infants and Young Children, 17, 32-44.

Thompson, B., Diamond, K., McWilliam, R. A., Snyder, P., & Snyder, S. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71, 181-194.

Jung, L. A., & McWilliam, R. A. (2005). Reliability and validity of scores on the IFSP Rating Scale. Journal of Early Intervention, 27, 125-136.

Casey, A. M., & McWilliam, R. A. (2005). Where is everybody? Organizing adults to promote child engagement. Young Exceptional Children, 8(2), 2-10.

Bruckner, C. T., Yoder, P. J., & McWilliam, R. A. (2006). Generalizability and decision studies: An example using conversational language samples. Journal of Early Intervention, 28, 139-153.

McWilliam, R. A. (2006). What happened to service coordination? Journal of Early Intervention, 28, 166-168.

Turnbull, A. P., Summers, J. A., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., Snyder, P., McWilliam, R., Chandler, L., Schrandt, S., Stowe, M., Bruder, M. B., Divenere, N., Epley, P., Hornback, M., Huff, B., Miksch, P., Mitchell, L., Sharp, L., & Stroup-Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 29, 187-206

Casey, A. M., & McWilliam, R. A. (2007). The STARE: Data collection without the scare. Young Exceptional Children, 11(1), 2-15.

Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers’ use of incidental teaching. Journal of Early Intervention, 30, 251-268.

Rantala, A., Uotinen, S., & McWilliam, R. A. (2009). Providing early intervention within natural environments: A cross-cultural comparison. Infants & Young Children, 22, 119-131.

McWilliam, R. A., Casey, A. M., & Sims, J. (2009). The routines-based interview: A method for assessing needs and developing IFSPs. Infants & Young Children, 22, 224-233.

Cadima, J., McWilliam, R., & Leal, T. (2009). Environmental risk factors and children’s literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34, 24-33. DOI: 10.1177/0165025409345045.

Boavida, T., Aguiar, C., McWilliam, R. A., Pimentel, J. S. (2010). Quality of individualized education program goals of preschoolers with disabilities. Infants and Young Children, 23, 233-243. DOI: 10.1097/IYC.0b013e3181e45925.

Casey, A. M., & McWilliam, R. A. (2011). The characteristics and effectiveness of feedback interventions applied in early childhood settings. Topics in Early Childhood Special Education, 31, 68-77. DOI: 10.1177/0271121410368141.

Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44, 397-401.

McWilliam, R. A. (2011). The top 10 mistakes in early intervention in natural environments—and the solutions. Zero to Three, 31(4), 11-16.

Ridgley, R., Snyder, P. A., McWilliam, R. A., & Davis, J. E. (2011). Development and initial validation of a professional development intervention to enhance the quality of individualized family service plans. Infants & Young Children, 24, 309-328.

McWilliam, R. A. (2012). Implementing and preparing for home visits. Topics in Early Childhood Special Education, 31, 224-231. DOI: 10.1177/0271121411426488.

Casey, A. M., McWilliam, R. A., & Sims, J. (2012). Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement. Infants & Young Children. 25, 122-135. DOI: 10.1097/IYC.0b013e31824cbac4

Aguiar, C., & McWilliam, R. A. (2013). Consistency of toddler engagement across two settings. Early Childhood Research Quarterly, 28, 102-110.

Boavida. T., Aguiar, C., & McWilliam, R. A. (2013). A training program to improve IFSP/IEP goals and objectives through the Routines-Based Interview. Topics in Early Childhood Special Education, 33, 200-211. DOI: 10.1177/0271121413494416

Ridgley, R., Snyder, P., & McWilliam, R. A. (2014). Exploring type and amount of parent talk during individualized family service plan meetings. Infants & Young Children, 27, 345-358. DOI: 10.1097/IYC.0000000000000021

Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2014). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36, 220-234. DOI: 10.1177/0741932514557271

McWilliam, R. A. (2014). Future of early intervention with infants and toddlers for whom typical experiences are not effective. Remedial and Special Education, 36, 33-38. doi: 10.1177/0741932514554105

Boavida, T., Aguiar, C., McWilliam, R. A., & Correia, N. (2015). Effects of an in-service training program using the Routines-Based Interview. Topics in Early Childhood Special Education, 36, 67-77. DOI: 10.1177/0271121415604327

Boavida, T., Akers, K., McWilliam, R. A., & Jung, L. A. (2015). Rasch analysis of the Routines- Based Interview Implementation Checklist. Infants & Young Children, 28, 237-247. DOI: 10.1097/IYC.0000000000000041.

Jung, L. A., Bradley, K. D., Sampson, S. O., McWilliam, R. A., & Toland, M. D. (2015). Evaluating construct validity and internal consistency of individualized family service plans. Studies in Educational Evaluation 45, 10-16.

McWilliam, R. A. (2016). Metanoia in early intervention: Transformation to a family-centered approach. Revista Latinoamericana de Educación Inclusiva, 10, 155-173.

McWilliam, R. A. (2016). The routines-based model for supporting speech and language. Logopedia, Foniatría y Audiología, 36, 178-184.

Mas, J. M., Giné, C., & McWilliam, R. A. (2016). The adaptation process of families with children with intellectual disabilities in Catalonia. Infants & Young Children, 29, 4.

García-Grau, P, McWilliam, R. A., Martínez-Rico, G., & Grau-Sevilla, M. D. (2017). Factor structure and internal consistency of a Spanish version of the Family Quality of Life (FaQoL). Applied Research in Quality of Life, 13, 385-398. DOI: 10.1007/s11482-017-9530-y.

Valero, R. F., Serrano, A. M., McWilliam, R. A., & Cañadas, M. (2017).  Relación entre empoderamiento familiar y calidad de los servicios de atención temprana (Early intervention quality and family empowerment). Revista de Estudios e Investigación en Psicología y Educación, 11, 317-321.

Morales-Murillo, C. P., McWilliam, R. A., Grau-Sevilla, M. D., & García-Grau, P. (in press). Internal consistency and factor structure of the 3M. Infants & Young Children.

García-Grau, P., Martínez-Rico, G., McWilliam, R. A., & Cañadas M. (2020). Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. Journal of Early Intervention, 42, 3-19. 10.1177/1053815119859046

Morales Murillo, C. P., McWilliam, R. A., Grau Sevilla, M. D., García Grau, P. (2018). Evolución del estudio de la implicación desde tres enfoques (Evolution of the study of engagement from three approaches). Revista Internacional de Educación y Aprenizaje, 6, 245-258.

García-Grau, P., McWilliam, R. A., Martínez-Rico, G., & Morales-Murillo, C. P. (2019). Child, family, and early intervention characteristics related to family quality of life in Spain. Journal of Early Intervention, 41, 44-61. DOI: 10.1177/105389151 18803722

Ridgley, R., Snyder, P. A., & McWilliam, R. A. (2020). Individualized family service plan quality and alignment of child-focused outcomes to federal outcomes and state early learning guidelines. Topics in Early Childhood Special Education, 39, 200-212. 10.1177/0271121418786434. Published online in 2018.

García-Grau, P., McWilliam, R. A., Martínez-Rico, G., & Morales-Murillo, C. P. (in press). Rasch analysis of the Families in Early Intervention Quality of Life (FEIQoL) scale. Applied Research in Quality of Life.

Tomeny, K. R., McWilliam, R. A., & Tomeny, T. S. (2019). Caregiver-implemented intervention for young children with autism spectrum disorder: A systematic review of coaching components. Review Journal of Autism and Developmental Disorders, 7, 168-181. DOI: 10.1007/s40489-019-00186-7.

Fernández Valero, R., Serrano, A. M., McWilliam, R. A., Cañadas, M. (in press). Variables predictoras del empoderamiento familiar en prácticas de atención temprana centradas en la familia (Predictor variables of family empowerment in family-centered early intervention). Revista de Logopedia, Foniatría y Audiología.

Schiariti, V., & McWilliam, R. A. (in press). Crisis brings positive change: Collaborative empathic tele-intervention for children with disabilities during the COVID-19 lockdown. International Journal of Environmental Research and Public Health.

McWilliam, R. A., & García-Grau (2020). Towards implementation of an early intervention model by a Paraguayan organization. Educação, 43(1), 1-11. 10.15448/1981-2582.2020.1.35700

Barnard-Brak, L., Morales-Aleman, M., Tomeny, K. R., & McWilliam, R. A. (in press). Rural and racial/ethnic differences in children receiving early intervention services.

McWilliam, R. A., Boavida, T., Bull, K., Cañadas, M, Hwang, A.-W., Józefacka, N., Lim, H. H., Pedernera, M., Sergnese, T., & Woodward, J. (in press). The Routines-Based Model internationally implemented. International Journal of Environmental Research and Public Health.

Tomeny, K. R., García-Grau, P., & McWilliam, R. A. (in press). Early interventionists’ ratings of family-centered practices in natural environments. Infants & Young Children, 34(4), 266-283. https://doi.org/10.1097/IYC.0000000000000203

Under Review

Morales Murillo, C. P., Grau Sevilla, M. D., McWilliam, R. A., & Soucase Lozano, B. (2018). Developmental level and engagement in preschool classroom routines: The mediator effect of emotional difficulties and hyperactivity. Manuscript under review.

Morales-Murillo, C. P., García-Grau, P., McWilliam, R. A. , & Grau-Sevilla, M. D. (2018). Rasch analysis of authentic evaluation of young children’s functioning in classroom routines Manuscript under review.

Romaguera-Albentosa, E., García-Grau, P., Grau-Sevilla, M. D., & McWilliam, R. A. (2018). Family quality of life and parenting stress in Anantapur, India: The mediating role of family empowerment.

Nonrefereed Articles

Ridley, S. M., & McWilliam, R. A. (2000). Observing children at play: Using engagement to evaluate activities and the classroom environment. Children and Families, 14(3), 36-38.

Hatton, D. D., McWilliam, R. A., & Winton, P. J. (2002). Infants and toddlers with visual impairments: Suggestions for early interventionists. ERIC # ED473829 (4 pages).
McWilliam, R. A. (2003). Giving families a chance to talk so they can plan. News Exchange (newsletter of the American Association for Home-Based Early Intervention), 8(3), 1, 4-6.

McWilliam, R. A. (2009). Early intervention for army families. Exceptional Parent Magazine, December.

McWilliam, R. A. (2012). Don’t complicate early intervention: Focus on engagement, independence, and social relationships. Diversidades (Madeiran magazine about diversity), January-March, 7-9.

McWilliam, R. A. (2013). Voices from the field: The sweater debate about instruction in classrooms. Young Exceptional Children, 16, 45-48. DOI: 10.1177/1096250613492115.

Books

McWilliam, R. A. (1992).  The family-centered intervention plan: A routines-based approach.  Tucson, AZ: Communication Skill Builders. (Note: Out of print. Available from author)

McWilliam, R. A. (Ed.) (1996). Rethinking pull-out services in early intervention: A professional resource. Baltimore, MD: Paul H. Brookes. (Note: Out of print. Available from editor)

Hatton, D. D., McWilliam, R. A., & Winton, P. J. (2003). Family-centered practices for infants and toddlers with visual impairments. Chapel Hill, NC: FPG Child Development Institute.

McWilliam, R. A. (in press). Sticks and kilts: A profile of female elite college athletes. Lincoln, NE: iUniverse.

McWilliam, R. A. & Casey, A. M., (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes Co.

McWilliam, R. A., & Casey, A. M. 原著。黃靄雯、劉淑雯、康琳茹 等譯 (2014)。兒童學前課堂投入-提升兒童生活參與、台北。華騰文化股份有限公司。[McWilliam, R. A. and Casey, A. M. Original authors. Ai-Wen Hwang, Shu-Wen Liu, Lin-Ju Kang, translated (2014)。兒童學前課堂投入-提升兒童生活參與。Taipei. Farterng Culture Co Ltd.] Second printing 2018.

McWilliam, R. A. (Ed.) (2010). Working with families of young children with special needs. New York: Guilford Publications.

McWilliam, R. A. (2010). Routines-based early intervention: Supporting young children with special needs and their families. Baltimore, MD: Brookes Publishing.

McWilliam, R. A. 原著。黃靄雯、康琳茹、蘇慧菁 等譯 (2015)。作息本位之早期介入：藉由常規支持幼兒及其家庭。台北。華騰文化股份有限公司。 [McWilliam, R. A. Original author. Ai-Wen Hwang, Lin-Ju Kang, Hui-Ching Su, translated (2015)。作息本位之早期介入：藉由常規支持幼兒及其家庭。Taipei. Farterng Culture Co Ltd.]  Second printing 2018

McWilliam, R. A., Cook, B. G., Tankersley, M. (Eds.) (2012). Research-based practices for targeted groups of learners. Upper Saddle River, NJ: Pearson.

McWilliam, R. A., & Younggren, N. (in press). Measure of Engagement, Independence, and Social Relationships. Baltimore, MD: Brookes Publishing.

Book Chapters and Forewords

Dunst, C. J., & McWilliam, R. A. (1988).  Cognitive assessment of multiply handicapped young children.  In T. Wachs & R. Sheehan (Eds.), Assessment of developmentally disabled children (pp. 213-238).  New York:  Plenum Press.

Sharpe, L., & McWilliam, R. A. (1988).  Meeting family needs in a center-based program.  In C. J. Dunst, C. M. Trivette, & A. G. Deal, Enabling and empowering families: Principles and guidelines for practice (pp. 111-113).  Cambridge, MA: Brookline Books.

Deal, A. G., McWilliam, R. A., Cooper, C. S., & Trivette, C. M. (1989).  Strengthening families today for success tomorrow:  The Family, Infant and Preschool Program.  In J. M. Levy, P. H. Levy, & B. Nivin (Eds.), Strengthening families:  New directions in providing services to people with developmental disabilities and their families (pp. 267-279).  New York:  Young Adult Institute.

McWilliam, R. A. (1989).  Preschool assessment of the classroom environment:  A family-strengthening exercise.  In J. M. Levy, P. H. Levy, & B. Nivin (Eds.), Strengthening families:  New directions in providing services to people with developmental disabilities and their families (pp. 247-256).  New York:  Young Adult Institute Press.

Cushing, P. J., McWilliam, R. A., & Favell, J. E. (1990).  Mental retardation: Children.  In M. Hersen & V. B. Van Hasselt (Eds.), Psychological aspects of developmental and physical disabilities:  A casebook (pp. 168-188).  Newbury Park, CA:  Sage.

McWilliam, R. A., & Bailey, D. B. (1992).  Promoting engagement and mastery.  In D.B. Bailey & M. Wolery (Eds.), Teaching infants and preschoolers with disabilities (pp. 229-255).  Columbus, OH: Merrill.

McWilliam, R. A., & Strain, P. S. (1993).  Service delivery models.  In Task Force on Recommended Practices, Division for Early Childhood, Council for Exceptional Children, DEC recommended practices: Indicators of quality in programs for infants and young children with special needs and their families (pp. 40-49).  Reston, VA: Council for Exceptional Children.

Roush, J., & McWilliam, R. A. (1994).  Family centered early intervention: Historical, philosophical, and legislative issues. In J. Roush & N. Matkin (Eds.), Infants and toddlers with hearing loss: Identification, assessment, and family-centered intervention (pp. 13-21).  Parkton, MD: York Press.

Strain, P. S., Smith, B. J., & McWilliam, R. A. (1996). The widespread adoption of service delivery recommendations: A systems change perspective. In S. L. Odom & M. E. McLean (Eds.), Early intervention for infants and young children with disabilities and their families: Recommended practices (pp. 101-124). Austin, TX: Pro-Ed.

McWilliam, R. A. (1996). Service delivery issues in center-based early intervention. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 3-26). Baltimore, MD: Paul H. Brookes.

McWilliam, R. A. (1996). A program of research on integrated versus isolated treatment in early intervention. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 71-102). Baltimore, MD: Paul H. Brookes.

McWilliam, R. A. (1996). How to provide integrated therapy. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 147-184). Baltimore, MD: Paul H. Brookes.

McWilliam, R. A. (1996). Implications for the future of integrating specialized services. In R. A. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 343-371). Baltimore, MD: Paul H. Brookes.

McWilliam, R. A., McMillen, B., Sloper, K., & McMillen, J. S. (1997). Early education and child care program philosophy about families. In S. Riefel (Ed.; C. J. Dunst & M. Wolery, Guest Eds.), Family policy and practice in early child care (Advances in Early Education and Day Care, Volume 7; pp. 61-104). Greenwich, CT: JAI Press.

Harbin, G. L., McWilliam, R. A., & Gallagher, J. (2000). Services to young children with disabilities: A descriptive analysis. In S. J. Meisels, & J. P. Shonkoff (Eds.), Handbook of early childhood intervention, 2nd edition (pp. 387-415).  Cambridge: Cambridge University Press.

McWilliam, R. A. (2000). Recommended practices in interdisciplinary models. In Sandall, S., McLean, M. E., & Smith, B. J. (Eds.), DEC recommended practices in early intervention/early childhood special education (pp. 47-52). Denver, CO: DEC.

McWilliam, R. A. (2000). It’s only natural… to have early intervention in the environments where it’s needed. In S. Sandall & M. Ostrosky (Eds.), Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion (pp. 17-26). Denver, CO: The Division for Early Childhood of the Council for Exceptional Children.

McWilliam, R. A., Wolery, M., & Odom, S. L. (2001).  Instructional perspectives in inclusive preschool classrooms. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 503-530).  Baltimore: Paul H. Brookes Publishing Co.

McWilliam, R. A. (2005). Assessing the resource needs of families in the context of early intervention. In M. J. Guralnick (Ed.), A developmental systems approach to early intervention (pp. 215-234). Baltimore, MD: Paul H. Brookes Publishing Co.

McWilliam, R. A. (2005). DEC recommended practices: Interdisciplinary models (Introduction). In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West and Missoula, MT: DEC.

McWilliam, R. A. (2010). Assessing families’ needs with the routines-based interview. In R. A. McWilliam (Ed.), Working with families of young children with special needs (pp. 27-59). New York: Guilford Press.

McWilliam, R. A. (2010). Support-based home visiting. In R. A. McWilliam (Ed.), Working with families of young children with special needs (pp. 203-236). New York: Guilford Press.

McWilliam, R. A., Casey, A. M., Ashley, D., Fielder, J., Rowley, P., DeJong, K., Mickel, J., Stricklin, S. B., & Votava, K. (2011). Assessment of family-identified needs through the routines-based interview. In M. E. McLean & P. A. Snyder (Eds.), Young Exceptional Children Monograph Series No. 13: Gathering Information to Make Informed Decisions (pp. 64-78). Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children.

McWilliam, R. A. (2012). Foreword. In M. L. Shelden, & D. D. Rush, The early intervention teaming handbook: The primary service provider approach (pp. ix-x). Baltimore, MD: Paul H. Brookes Publishing Co.

McWilliam, R. A. (2012). Foreword. In D. Leach, Bringing ABA to home, school, and play for young children with autism spectrum disorders and other disabilities (pp. x-xii). Baltimore, MD: Paul H. Brookes Publishing Co.

McWilliam, R. A., & Fernández Valero, R. (2015, April). Implementing components of the Routines-Based Model. In L. Mata, M. A. Martins, V. Monteiro, J. Morgado, F. Peixoto, A. C. Silva, & J. C. Silva (Eds.), Diversidade e educação: Desafios atuais (pp. 165-175). Lisbon: ISPA Instituto Universitário.

McWilliam, R. A. (2016). Birth to three: Early intervention. In S. L. Odom, B. Reichow, E. Barton, & B. Boyd (Eds.). Handbook of early childhood special education (pp. 75-88). New York: Springer.

McWilliam, R. A., & García Grau, P. (in press). Doce pasos críticos para el encuentro profesional-familia. In C. Escorcia, Atención temprana en España.

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• Founding Director
  • Evidence-Based International Early Intervention Office (EIEIO), UA College of Education
• Executive Director
  • EI@UA (Early Intervention at UA)
• Purveyor and President
  • The RAM Group (International Experts in the Routines-Based Model)

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Robert A. (“Robin”) McWilliam is a professor of early intervention and early childhood special education at The University of Alabama, where he founded the Evidence-Based International Early Intervention Office—EIEIO. He is the executive director of an early intervention program under the auspices of the EIEIO. He is the president of the RAM Group—international experts in the Routines-Based Model, which he and his colleagues have developed.

Dr. McWilliam has been awarded almost $8 million in grants, has published over 90 scholarly articles, and has published 10 books. He is currently writing, with Cami Stevenson, the second edition of his bestselling book, Routines-Based Early Intervention. His books have been translated into Portuguese, Mandarin, and Korean. He has created many free, online resources related to the Routines-Based Model, which can be found at eieio.ua.edu. Many of these checklists, forms, and so on have been translated into a dozen languages.

Dr. McWilliam has traveled extensively, helping with implementation of the RBM in Australia, Canada, New Zealand, Paraguay, Poland, Portugal, Singapore, Spain, Taiwan, and the United States. He has been to all 50 U.S. states as well as Puerto Rico and the U.S. Virgin Islands. He grew up in Central and South America and the U.K., before coming to the U.S. for college. Before he began at The University of Alabama, he worked in early intervention programs, then on the faculties of the University of North Carolina, where he rose to full professor, and Vanderbilt University School of Medicine. He also worked at a nonprofit organization for young children and their families, in Chattanooga, Tennessee.

Dr. McWilliam has served on 37 doctoral committees including those of four students in Portuguese universities and three students in Spanish universities. He enjoys (a) mentoring and learning from doctoral students, emerging scholars, and professionals in the field; and (b) getting to know families of infants, toddlers, and preschoolers with disabilities.