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After listening to the Voices from the Field content, review these questions and considerations.
After listening to the Voices from the Field content, review these questions and considerations.
After observing or participating in a form of assessment, use this tool to reflect on the implementation of assessment practices and the impact on child and family outcomes, and identify ways to improve. These reflections will be used to help design your action plan.
Resource from the Technical Assistance Center on Social Emotional Intervention (TACSEI) for supporting children's social emotional development.
Entire set of Check Your Knowledge questions and feedback for All Modules, All Lessons
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 1 Ask The Expert
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 6 Instruction, Module Lesson 3 Take Action
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 1 Ask the Expert
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 2 Gathering Information
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 3 Take Action
Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.
From the Early Childhood Technical Assistance Center (ECTA). A checklist for using family engagement practices.
Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).
DEC Recommended Practices list for Interaction
A collection of resources supporting the DEC Recommended Practices for Transition.
List of DEC Recommended Practices for Transition
Implementing Planful and Timely Transition Sample Strategies; includes five strategies, purpose, when (to use), transition goal, and practitioner role
Drs. Lori Erbrederis Meyer and Tricia Catalino Answer Questions about Early Childhood Environments
A collection of resources that support the DEC Recommended Practices for Environment.
List of DEC Recommended Practices for Environment
Chelsea Guillen Answers Questions about Teaming and Collaboration
List of DEC Recommended Practices for Teaming and Collaboration
This checklist includes steps and actions teams can take to ensure that families are included as full team members and are valued as experts who are considered vital to effective team functioning.
Dr. Carol Trivette answers questions about family.
List of DEC recommended practices for family.
Ask the Expert content from Jane Squires for the Assessment Module.
DEC Recommended Practices list for Assessment
IDEA Statute and Regulations for Part C – Infants and Toddlers with Disabilities
IDEA Statute and Regulations for Section 619 of Part B
This checklist includes key characteristics of authentic assessment practices for observing child participation in everyday activities, the real world learning opportunities that occur in the activities, child behavior in the everyday learning opportunities, and the particular learning opportunities that provide a child the richest array of competency-enhancing learning opportunities.
The Individualized Family Service Plan (IFSP) is a written plan that is developed for each eligible infant and toddler with a disability. The Part C regulations specify, at 34 CFR §§303.342 - 303.345, the procedures that State Lead Agencies and early intervention service providers must follow to develop, review, and revise an IFSP for each child. The document below sets out the IFSP content that those regulations require.
Practice guide for using shared reading activities to support interaction from the Early Childhood Technical Assistance Center (ECTA).
Informed clinical reasoning is a process team members use to gather information about a child’s developmental functioning in order to make decisions about the child’s eligibility for intervention services. The process requires knowledge of both typical and atypical child development and involves gathering information about the child’s functioning using interviews with parents and other caregivers, direct observations of the child, and review of results from evaluations and developmental assessment instruments. These elements constitute the foundation for becoming “informed” about a child’s developmental abilities and needs in
the context of everyday activities or natural environments.
Practice guide for using nursery rhymes to support interaction from the Early Childhood Technical Assistance Center (ECTA)
Peer interactions are important for children’s learning and development. Children learn new skills by
observing and interacting with other children during everyday classroom activities and routines. By paying
close attention and responding to what children are doing while playing and interacting
with others, adults can support and enhance their social play and interactions.
Everyday experiences are the building blocks for child learning. The more opportunities a child has to participate actively in everyday classroom activities, the more learning will occur. Children with disabilities sometimes need extra supports in order to participate in these activities. Assistive Technology (AT) may help. AT devices can be low-tech or high-tech. Low-tech support can be something as simple as wrapping textured tape around a pencil to make it easier for a child to grasp. High-tech support can include equipment and items such as an augmentative communication device, a tablet computer, or a power wheelchair.
Active toddlers are busy discovering how their bodies move and do interesting things — clapping hands, stomping feet, rolling a ball down a hill, pushing a riding toy, and more! Be sure there is plenty of space for these experiences both in and out of the classroom.
Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert
Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information
Presentation handout for Module 1 Interaction, Lesson 3 Take Action
Presentation handout for Module 2 Transition, Lesson 1 Ask The Expert
Presentation handout for Module 2 Transition, Lesson 2 Gathering Information
Presentation handout for Module 2 Transition, Lesson 3 Take Action
Presentation handout for Module 3 Environment, Lesson 1 Ask the Expert
Presentation handout for Module 3 Environment, Lesson 2 Gathering Information
Presentation handout for Module 3 Environment, Lesson 3 Take Action
Presentation handout for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
Presentation handout for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
Presentation handout for Module 5 Family, Lesson 1 Ask the Expert
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 1
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 2
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 3
Presentation handout for Module 5 Family, Lesson 3 Take Action
Presentation handout for Module 6 Instruction, Lesson 1 Ask the Expert
Presentation handout for Module 6 Instruction, Lesson 2 Part 1 Gathering the Information
Presentation handout for Module 6 Instruction, Lesson 2 Part 2
Presentation handout for Module 6 Instruction, Lesson 2 Part 3
Presentation handout for Module 6 Instruction, Module Lesson 3 Take Action
Presentation handout for Module 7 Assessment, Lesson 1 Ask the Expert
Presentation handout for Module 7 Assessment, Lesson 2 Gathering Information
Presentation handout for Module 7 Assessment, Lesson 3 Part 1
Presentation handout for Module 7 Assessment, Lesson 3 Part 2
Presentation handout for Module 7 Assessment, Lesson 3 Part 3
References and resources for Module 1 - Interaction
References and resources for Transition
References and Resources for Module 3 - Environment
References and resources for Module 4 - Teaming and Collaboration
References and Resources for Module 5 - Family
References and Resources for Module 6 - Instruction
References and resources for the Assessment module
In this video clip you will see a mother and child in their home. Pay attention to behaviors the child uses to interact with his mother. Can you answer these questions? What behaviors did the son use to interact with his mother? What did you identify as the child’s interests? How do you know the child was interested in climbing?
In this video, a child is sitting on the porch with her grandmother. Her interest is in “reading” the paper just like her grandmother. What are the cues or behaviors the child uses to demonstrate interest in “reading” the paper?
Let's watch a parent-child interaction with a mother who is responding positively to her infant. Watch how the mother notices her child's interest in the piano. When the child begins vocalizing, she promptly replies, showing that she is paying attention to her child’s comments. The mother talks to her child about the piano, expanding on her child’s vocalizations. She helps her up so she can play the piano, extending her experience. She also plays with her, matching her child’s interest and enthusiasm.
This mother pays attention to the child’s actions and behaviors, or intent to engage. You can see the mother watching her child, and she notices she wants to play with the kitchen set. This mother then responds and says “mama” after her child said “mama.” This mother provides support and encouragement by asking “What is that?” She also introduces new information by extending with new language. When this mother says, “Is that a strainer?” she is extending and expanding her child’s language.
Let's watch a parent-child interaction with a mother who is responding positively to her child. Notice how this mother repeats what her child says and uses words to name ingredients and extend what her child says. She uses words to explain what her child is doing when she has measuring cups. She also explains the usefulness of the measuring cups. You can think of this as answering a question a child could have asked, but didn’t. She promptly replies, showing that she is paying attention to her child’s comments, but also waits after responding to let her child process what has been said.
Let's watch a video of a father and an older child both attending to a book about trains. Notice how this father is providing an opportunity to interact with his son. This activity is giving his son the opportunity to express himself both verbally and nonverbally, showing his interest. This father is paying attention to the child’s interest and expanding on what his child says with new words and information.
In this activity the child is interacting with an adult. He is able to express his emotions through smiling and acting shy. He is able to communicate both verbally and nonverbally. This activity builds social and emotional competence because this father is paying attention and responding to his son, giving him the message that he matters!
In this video, you will see a father holding his daughter and playing a game of copycat.
In this video clip you will see a child sitting in his mother’s lap. See if you can identify the behavior he is using to interact with her. How does the child respond when his mother engages in the activity? Also note the child’s abilities that can be observed during the interaction.
In this video, a child is sitting on the porch with her grandmother. Her interest is in “reading” the paper just like her grandmother. What are the cues or behaviors the child uses to demonstrate interest in “reading” the paper?
In this video you will see a child sitting on his mother’s lap playing with a toy. Pay attention to the behaviors he uses to interact with his mother during this activity.
In this video clip you will see a child playing with a toy. In what does he show interest? Make some notes about what you see the child doing to interact and what abilities you observe.
In this video clip you will see a child playing in a creek. Note the child’s behaviors that can be observed during this interaction. Make some notes about what you see the child doing to interact and what abilities you observe.
In this video clip you will see a child engaging in water play. Pay attention to the behaviors to show what holds his interest.
In this video clip you will see a child playing in a pool of balls. Take notes about the child’s behaviors that show his interests.
In this video clip you will see a typical classroom activity. Notice how this teacher is paying attention to what the children are doing and their attempts to interact with the blocks. Make notes about how the teacher notices what the children want to do with the blocks.
In this video practitioners demonstrate exchanging information effectively. Watch how the practitioners listen actively and attentively to each other as well as ask clear questions to better understand how they might best work together to support a new child.
In this video and see if you can identify the material adaptation that has been made so that the child can eat his lunch independently.
Here is a video example of a teacher using individualized instruction to support a child in the activity of transitioning. Watch how the teacher uses an individual picture schedule to support the child in the activity of transitioning from outdoor play to lining up with her peers. The teacher has created a personal schedule for the child using photos of her participating in the daily activities. This adaptation provides both visual and auditory support in helping the child prepare for and participate in transitioning from outside play time to lining up, to meal time indoors.
Watch the following video and think about ways to adapt or modify physical space so all children may participate fully in the environment. You may want to watch it a few times and make some notes.
This video offers the chance to practice identifying ways to adapt and modify physical space, including examples. On each of the following examples, listen for and review the prompts. You may recognize modifications know, as well as some ideas you hadn't considered.
In this video clip, we observe a child who is blind. His teacher has observed that the child’s level of participation during shared story book reading is low. In response to the low participation, his teacher has decided to create a book that allows the child to touch and move parts of the book.
In this video, try to identify the following: How is the child involved in the activity? How might she be more involved? Can you identify an adaptation that might support her involvement?
In this example, you will see that the mother has provided an adaptation by moving a chair next to the sink so the child is able to reach the sink.
In this video watch how the parent (sitting on the right side) is asking the childcare teacher to support her child’s language skills during the everyday routine of snack time.
In this video team members are participating in an IFSP team meeting to review progress of the child and family outcomes.
Watch this video to see collaboration and communication strategies in action.
In this video notice how this practitioner shows respect for this family’s culture and language.
Watch a video of an initial conversation between a parent and teacher. Notice how the teacher is learning about the family and getting to know the parent through listening.
Watch a video of how a teacher builds trust with a parent, and discusses how they can improve outcomes for the child as a team.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video the practitioner describes the use and benefits of everyday activities as sources of child learning opportunities. The practitioner describes the importance of child interests and preferences for promoting child learning, in this case, the child’s interest in the laundry basket. She also provides guidance and feedback about the mom’s interaction with the child. Notice how this practitioner talked to the mother in a way that builds her skills and self-confidence.
In this video the practitioner encourages the parent to interact with their child, while she also participates in the interaction. She also encourages parent engagement and provided supportive feedback when the parent interacts with their child.
Watch this video and think about what you might do here to encourage more parent engagement.
In this video practitioners review with parents what they have accomplished when working with their child.
Watch a video of an unproductive meeting between a parent and a practitioner. Make notes about what you would do differently. Then watch Video 5.18.
Here is an example of a productive meeting between the same parent and practitioner in Video 5.17. Notice the improvements.
Watch the practitioner working with a family. This family has indicated that they want to help their daughter work on walking and talking. Watch how this practitioner uses the family-centered practice strategies to help them implement this plan.
Watch the practitioner working with a family again (from Video 5.1). Recall the family has stated a goal for this child is to work on walking and climbing. How does this practitioner work with this family to further develop and implement a plan to meet this goal?
In this video notice how the practitioner points out what the family does well and provides some suggestions to build their confidence and skill.
Notice how this practitioner encourages the father to interact with the child; she doesn’t interfere or take over. During family visits parents are encouraged to interact with their child, while practitioners participate without taking over.
Notice how the practitioner encourages the parents to engage with their child and then provides supportive feedback. When she asks the parents how the activity feels to them, they don’t answer but continue to play bubbles. This practitioner recognizes that they are focused on play with their child at the moment, and she respects this and lets the play continue.
In this video, you will see a practitioner review with parents what they have accomplished when working with their child and what they hope to accomplish in the future.
In this video a practitioner is reviewing with the parent what they have accomplished when working with their child and what they hope to accomplish in the future.
In this video the practitioner helping the family recognizes when they are supporting their child’s learning. The practitioner helps the family recognize when they are supporting their child’s learning with comments like “What’s he getting out of being part of your laundry?” And “You’ve got language skills going…”
In this video a mother notices her daughter’s subtle cues that she is interested in the puppet. She gazes at the puppet and her mother expands her experiences by encouraging her to play with the puppet.
Watch this video of a parent providing positive responses in her native language.
Watch this mother embed language and literacy into her interactions with her daughter using both Spanish and English. She has identified the target skill for her child as, naming parts of the face.
In this video notice how the teacher provides the child enough time to complete the target behavior of the student writing his name. She also uses explicit feedback - she said “See how well you did it... every letter.” It is clear to the child what the target skill was and that he did it correctly.
In this video a family is helping their child use sign language to request one of her favorite things, bubbles.
In this video look for prompts the teacher uses to support the child's engagement in the puzzle activity. Notice the teacher uses verbal cues and physical prompts by moving the puzzle piece closer to the correct position. She also uses sign language to prompt the child to help her with the puzzle.
In this video notice how the adults in this video provide reinforcing consequences for their children’s behavior through verbal and nonverbal responses.
In this video a child who enjoys blocks but isn’t able to lift them on his own. This parent has identified playing with blocks as a target skill. Look for the instructional supports in the video. The parent models how to play with the blocks, provides supports and accommodations so he can interact with them, and uses verbal reinforcement to encourage him when he uses the skill.
Watch this video of a family eating pizza. The mom is working on counting and embedding this target skill into an everyday activity, eating a meal.
In this video notice how caregivers use everyday activities to provide instruction to a child. This parent encourages her child’s speech by asking questions, waiting for her child to answer, and responding positively when she talks.
One way to support maintenance (or learning to do a skill after instruction has stopped) is to give children opportunities to continue to use their new skill while following their lead. Here are examples of adult’s following a child’s lead. These children are in their home environment.
Watch this video of a parent expanding her child’s opportunities. Notice how this mom encourages her child to use the phone and helps expand the activity by suggesting her daughter have a conversation with a relative.
Vignette of 3 year old Maya for transition from early intervention to preschool.
Vignette for high intensity and low intensity transition strategies.
Vignette of Juan, aged 3 months, describing a hospital to early intervention transition.
Vignette for transition from preschool to kindergarten
Vignette example of providing opportunities for a child to practice a skill.
Handout for Module 7 Assessment, Voices From the Field - Jen Brown
Handout for Module 7 Assessment, Voices From the Field - Jennifer Kaufman
Handout for Module 7 Assessment, Voices From the Field - Karen Nemeth
Handout for Module 7 Assessment, Voices From the Field - Mary Clare Freeman
Handout for Module 7 Assessment, Voices From the Field - Patricia Maris
Handout for Module 7 Assessment, Voices From the Field - Veda Crandall
Handout for Module 3 Environment, Voices From the Field - Amanda Arevalo
Handout for Module 3 Environment, Voices From the Field - Andre Miguel
Handout for Module 3 Environment, Voices From the Field - Constance Walker
Handout for Module 3 Environment, Voices From the Field - Ted Bovey
Handout for Module 5 Family, Voices From the Field - Anne Turnbull
Handout for Module 5 Family, Voices From the Field - Chaw Chaw
Handout for Module 5 Family, Voices From the Field - Gabriella Reyes
Handout for Module 5 Family, Voices From the Field - Katie Boone
Handout for Module 6 Instruction, Voices From the Field - Denise Binder
Handout for Module 6 Instruction, Voices From the Field - Pam Dawson
Dr. Catherine Corr shares how the interactional practices can make a difference in the lives of children who might have experienced abuse or neglect.
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments).
Samtra Devard, the mother of three children, including one who has a disability, shares how practitioners play an important role in fostering peer interactions and her perspective as a parent on the long term benefits of developing relationships with typically developing peers early.
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Judy Swett
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Linda Wilson
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Ruth Gallucci
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Susan Hodges
Handout for Module 2 Transition, Voices From the Field - Caroline Gooden
Handout for Module 2 Transition, Voices From the Field - Christine Lindauer
Handout for Module 2 Transition, Voices From the Field - Cori Hill
Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum
Recommendations, with specific indicators of effective practice, intended to help policy makers, program administrators, teachers, and others improve screening and assessment practices for young English language learners.