This article describes primary outcomes of the development and field-testing of a curriculum Promoting learning through active interaction with 27 infants and their caregivers and early interventionists in 2 different states. The curriculum was designed to provide a systematic approach to supporting interactions with infants who have sensory impairments and complex multiple disabilities and who are at the preintentional level of communication. Participating infants had both a visual impairment and hearing loss and additional disabilities. Their families represented diverse socioeconomic, educational, and cultural backgrounds, and participating early interventionists varied widely in their qualifications. Results indicate that a diverse group of families used the strategies successfully and found them to be helpful in supporting their children's interactions and communication development. The article outlines key components of the curriculum and discusses evaluation data on the basis of caregiver feedback on use of strategies and analysis of videotaped observations on the caregivers' use of sensory cues with their infants.

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Generally, the self-perceptive and self-reflective dimension of creative production have received less attention than the cognitive factors that contribute to the development of an individual's creative process and production. A growing evidence base suggests that creative self-beliefs play a pivotal role in different aspects of the creative process. Moreover, metacognition about the creative process may bridge the self-perceptive to the cognitive through aspects of selfawareness, strategy selection, self-evaluation, and contextual knowledge. In the two studies reported here, we aimed to describe the nature of creative self-beliefs and metacognition in early adolescence and test their relationships in the model of creative behavior as agentic action. Results indicated strong evidence of reliability and validity of students' scores to investigate these different dimensions of adolescents' creative self. Different factors of creative potential predicted creative self-beliefs, metacognition, and production; however, all effects on creative production were mediated by creative metacognition and self-beliefs. Results provide new support for the model of creative behavior as agentic action, underscoring the important role of metacognition and both personal and socially mediated modes of agency. Arts integration experience contributed to the cultivation of creative production, metacognition, and self-beliefs. Middle school students' creative strategy selection and self-regulation were the most salient of creative metacognitive components.