Early Intervention in Natural Environments

those found in traditional tests; this structure, however, may undermine Linder's attempt to provide a holistic model of development and also programming. For example, children's strengths and "things I'm ready for" (the author's reframing of "needs") in playing with small toys would be found in both the cognitive and sensorimotor domains. Similarly, social interaction would be found in both the social-emotional and communication-andlanguage domains. If practitioners use the Team Assessment of Play, which is routinesbased, assessment and intervention planning will be functional. If they bypass the TAP, they might find themselves using the traditional decontextualized, deficit-oriented intervention planning process. Both books have forms for the program planning team to complete as they implement the assessment and intervention process. Readers cannot copy the forms straight from the book, however, because the page size is only 7 x 10 inches and "sample" is written across the forms. In TPBI, the examples are necessary for understanding how to use the main planning form, the Team Ideas for Play (TIP)/Team Assessment of Play (TAP) Sheet. Together or separately, Linder's books are important references for every early intervention program. They provide concrete guidelines for implementing many recommended practices for infants, toddlers, and preshcoolers with developmental delays and disabilities. The TPBA volume already has been wellreceived in the field, and the just published TPBI volume is a logical accompaniment for educators seeking a comprehensive approach to assessment and intervention programs for young children with special needs.