Contact Hours: 8

Instructor: Dr. Dawn-Elise Snipes

Objectives

Explore the developmental tasks and needs of the infant stage (0-2 years old)

  • Maslow (Biological and safety needs)
  • Erickson (Trust vs. Mistrust)
  • Bowlby (Attachment)
  • Piaget (Cognition/schema formation)

Discuss how failure to get these needs met can result in later mental health issues
Discuss how failure to resolve the trust vs. mistrust crisis results in later mental health issues
Discuss how infant’s primitive cognitive abilities develop dysfunctional schemas for later in life
Examine how the child is starting to develop self esteem through initiative and independence
Explore what can go wrong in each stage and what can be done to repair damages now.
Review developmental tasks children accomplish at each stage
Examine how children’s thinking patterns are different than that of both toddlers and adolescents
Explore ways to assist childrena nd teens in enhancing their self esteem
Introduce Kholberg’s theory of moral development
Examine how teens thinking patterns are different than that of both pre-teens and adults
Review Kholberg’s theory of moral development

4 Contact Hours

Instructor: Dr. Dawn-Elise Snipes PhD, LPC, LMHC,

Objectives

  • Define complex trauma
  • Highlight the cost of complex trauma
  • Examine the impact and diagnostic issues of complex trauma
  • Continue discussing impact of complex trauma on children and adolescents
  • Identify the function of presenting symptoms
  • Learn to apply practical tools to aid in
  • Teaching new skills and tools
  • Helping the patient improve quality of life


    Learner Objectives

    • Discover how young adults hear the first of many messages from the social clock: to separate from family, get a job, find a mate, set goals, and face reality in this period of intense social growth.
    • Appreciate the tasks of older adults who are concerned with creating a legacy for the next generation, changes in life direction, and personal goal achievement.
    • Examine of the last stage of life, when people consider what they might still do to change or add to their lives.
    • Identify the basic components of temperament
    • Discover how temperament can be related to stress, anxiety, depression and addiction
    • Discuss how temperament impacts treatment planning
    • List several key points to be considered regarding treatment planning for persons with differing temperament

LEARNER OBJECTIVES

  1. Describe prenatal development and birth process. Demonstrate awareness of the critical development that occurs during the prenatal period to three years of age. (FDOH B-1)
  2. Define, discuss and apply major theories of human growth and development (e.g., Erikson, Vygotsky, Piaget) and the interrelatedness of the developmental domains. (FDOH B-2)
  3. Distinguish between differences related to cultural practices (ethnic and regional) and educational delays, as these differences relate to coaching families in ways to help their children make developmental progress. (FDOH B-3, B-14)
  4. Describe the etiology and symptomology of common developmental disabilities or conditions in young children and their developmental effect, including disorders of central and peripheral nervous system; bones muscles and joints; genetics, metabolic and gastrointestinal tract; heart, lungs and circulation; chronic illness; sensory systems; and learning disabilities/cognitive delay. (FDOH B-3,B-4,B-5,B-7)
  5. Identify characteristics of physical contexts influencing development and learning. (FDOH B-7, B-3, B-4)
  6. Describe sequences, characteristics, and interrelationships in development across domains, including attachment and social/emotional development, sensory perceptual and motor development, development of knowledge and understanding, development of communication and language. (FDOH B-14, B-7, B-6, B-5, B-4)
  7. Describe theoretical and research models regarding interactions between disabilities, risk factors, environments and development. (FDOH B-14, B-6, B-7, B-5, B-4, B-3)
  8. Identify potential effects of general and specific disabilities, delays, or risk factors of parent-child interactions and on different domains of development. These include attachment and social/emotional development, sensory perceptual and motor development, development of knowledge and understanding, development of communication and language, environmental/cultural, abuse and/or neglect, biological, prematurity, birth trauma, and parental involvement. (FDOH B-3, B-14, B-7, B-4)
  9. Explain variations in development that may be the result of a disability or health condition and their potential affect on future development. (FDOH B-7, B-4, B-6)


LEARNER OBJECTIVES

  1. Discuss the federal legislation for Part C and references made to teams therein. (FDOH A3, A4)
  2. Define the differences between
    1. Multidisciplinary teams
    2. Interdisciplinary teams
    3. Transdisciplinary teams (FDOH C2, D1, E4)
  3. Describe the roles of team members, including family members. (FDOH D2)
  4. Describe teaming as it relates to
    1. Intake and screening
    2. Evaluation and assessment in natural environments
    3. Providing feedback to families following evaluation/assessment
    4. Report writing
    5. Developing the IFSP
    6. Intervention planning in natural environments
    7. Service delivery (ongoing) in natural environments
    8. IFSP updates
    9. Reassessment
    10. Transition planning
      (FDOH C3, C4, C9-11, E2, E3, E4, E6, G1-3, F1-3, 6)
  5. Give reasons for and benefits of teaming when considering
    1. Benefits for children
    2. Benefits for families
    3. Benefits for providers (FDOH D3)
  6. Describe procedures for conducting effective team meetings
    1. Ground rules and roles
    2. Clear goals and objectives
    3. Decision making process (FDOH E6)
  7. Describe the major functions of the professional disciplines and related personnel who may be involved in teaming during the early intervention process, for example: nurse, ITDS, parent, physical therapist, speech/language pathologist, psychologist. (FDOH D4)
  8. Discuss attributes of successful team members, such as:
    1. Accepting differences in skills and approaches
    2. Ability to work toward consensus
    3. Interest in teaching, learning and working across disciplines
    4. Willingness to invest time and energy for the benefit of all
    5. Commitment to working in full partnership with families
    6. Openness to diversity in learning styles
    7. Role release and the ability to let go of control
    8. Ability to brainstorm and problem-solve
    9. Demonstration of personal and professional maturity (FDOH D5)
  9. Discuss the stages of team development
    1. Forming
    2. Storming
    3. Norming
    4. Performing
    5. Transforming (FDOH D6)
  10. Understand the principles of collaborative consultation and discuss methods and strategies when using a consultative model in providing early intervention services to:
    1. Increase provider knowledge and skills
    2. Improve quality of early intervention services
    3. Promote teaming (FDOH D7)
  11. Discuss components of effective communication as well as behaviors that interfere with effective communication. (FDOH E1)
  12. Discuss adult learning principles that promote maximum involvement of family members and child care personnel. (FDOH C12)


LEARNER OBJECTIVES

  1. Describe formal and informal assessments including observation techniques during free and structured play as a part of daily routines and use of assessment information for developing and evaluating Individualized Family Support Plans (IFSP). (FDOH C7, C8, E5, E7, E9, E10)
  2. Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
  3. Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
  4. Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
  5. Describe the functions of various assessment activities in early intervention including child find, screening, eligibility determination, ongoing assessment, and monitoring progress in intervention. (FDOH A5, E5)
  6. Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
  7. Identify the use of open and focused observation, curriculum and norm-referenced tests, criterion-referenced checklists, interviews and parent report for data collection appropriate to different assessment functions and eligibility/program planning. (FDOH C5, E5, E9)
  8. Describe the uses and abuses of assessment instruments and the limitations to administration and interpretation of assessments as applied to young children with special needs. (FDOH C5)
  9. Identify alternative approaches to designing data collection systems to collect developmental and behavioral information on young children, including family-based assessment and transdisciplinary assessment. (FDOH C2, C3)
  10. Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
  11. Identify at least one instrument in each of several types of approaches to data collection (screening instrument, developmental assessment, informational interview, behavior rating, parent-child interaction scale, play observation). (FDOH C5, C6)
  12. Identify and discuss the development of an IFSP and its importance in partnership with family members, incorporating both family goals and approaches, appropriate to the cognitive, affective, language and motor needs of the child. (FDOH C9, F1, F2, F5, G1, G12)
  13. Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)

This series is currently under construction. Courses are listed in the category--Courses Under Construction--until completed. Text material is available now. http://www.cms-kids.com/providers/early_steps/training/itds/itds.html Make sure to read the ITDS Modules NOT the Orientation Training Modules


LEARNER OBJECTIVES

  • Describe Normal Development
  • Discuss Theories of Development
  • Explain the Development and Impact of Temperament
  • Review Developmental Psychopathology
  • Learn About Current Developmental Theory Applied to Child Mental Health and Illness
  • Review Risk Factors and Prevention
  • Review Assessment, Diagnosis and Treatment Strategies with Children
  • Identify Various Major Categories of Mental Disorders in Children
  • Review Factors Impacting Service Utilization
  • Discuss New Roles for Families in Systems of Care

LEARNER OBJECTIVES

  • Participants will be able to describe the importance of building relationships with children, families, and colleagues.
  • Participants will be able to describe the relationship between children’s social emotional development and challenging behavior.
  • Participants will be able to describe how challenging behavior serves a function for children.
  • Participants will be able to describe the relationship between environmental variables, children’s challenging behaviors, and social emotional development
  • Participants will be able to identify strategies that can be used to (1) build positive relationships with children, families and colleagues; (2) design environments, schedules, and routines; (3) structure transitions; (4) help children learn rules and routines; and (5) plan activities that promote engagement.
  • Participants will be able to use descriptive acknowledgment and encouragement to support children’s positive social behaviors.
  • Participants will evaluate their work with children related to building relationships and the structure and design of their environment.