Give reasons for and benefits of teaming when considering
Benefits for children
Benefits for families
Benefits for providers (FDOH D3)
Describe procedures for conducting effective team meetings
Ground rules and roles
Clear goals and objectives
Decision making process (FDOH E6)
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)
Discuss attributes of successful team members, such as:
Accepting differences in skills and approaches
Ability to work toward consensus
Interest in teaching, learning and working across disciplines
Willingness to invest time and energy for the benefit of all
Commitment to working in full partnership with families
Openness to diversity in learning styles
Role release and the ability to let go of control
Ability to brainstorm and problem-solve
Demonstration of personal and professional maturity (FDOH D5)
Discuss the stages of team development
Transforming (FDOH D6)
Understand the principles of collaborative consultation and discuss methods and strategies when using a consultative model in providing early intervention services to:
Increase provider knowledge and skills
Improve quality of early intervention services
Promote teaming (FDOH D7)
Discuss components of effective communication as well as behaviors that interfere with effective communication. (FDOH E1)
Discuss adult learning principles that promote maximum involvement of family members and child care personnel. (FDOH C12)
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)
Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
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)
Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
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)
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)
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)
Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
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)
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)
Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)
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.