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Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on authentic assessments. Participants reported various ways of applying authentic assessment methods, with eligibility determination identified as the most difficult assessment decision point and progress monitoring as the easiest assessment decision point to use such strategies. Barriers and facilitators to using authentic assessments were described in the themes of administrative requirements, knowledge and experience, and family-professional partnerships. Implications for professional development systems and early intervention leadership are discussed. (Contains 1 table.)

The purpose of this study was to inform early intervention practice by exploring the various adaptations families make to promote their child's learning, the supports they perceive as helpful in creating adaptations, and the supports they perceive as still needed. Holistic case studies were developed for 5 families of infants and toddlers with disabilities or developmental delays. Resulting conclusions were that families (a) created adaptations according to their goals, their child's developmental characteristics, and environmental factors; (b) relied primarily on their own knowledge of their child; (c) most frequently used responsive caregiving strategies and adaptations of the requirements of, or instruction for, participation; and (d) applied intervention guidance in various ways. Resulting recommendations for early intervention practices are described.