Resources
Activity
After listening to the Voices from the Field content, review these questions and considerations.
After engaging in interactions with young children in natural, everyday activities and routines, use this tool to reflect on your implementation, impact on children, and identify ways to improve. These reflections will be used to help design your action plan.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
After listening to the Voices from the Field content, review these questions and considerations.
After either participating in or witnessing a successful transition that supports the adjustment of a family and child in a new setting, use this tool to reflect on your implementation of practices, the impact on outcomes, and identify ways to improve. These reflections will be used to help design your action plan.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
After listening to the Voices from the Field content, review these questions and considerations.
After modifying and adapting the environment to promote increased access and participation for children, use this tool to reflect on your implementation, impact on children, and ways to improve. These reflections will be used to help design your action plan.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
After participating in a team meeting, use this tool to reflect on your implementation of teaming and collaboration practices, the impact on child and family outcomes, and identify ways to improve. These reflections will be used to help design your action plan.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
File(s): 
Activity-4-3-Teaming-ActionPlan.pdf
Activity-4-3-Teaming-ActionPlan.pdf After listening to the Voices from the Field content, review these questions and considerations.
After observing or participating in a form of instruction, use this tool to reflect on the implementation of instructional 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.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
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.
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Checklist
This checklist includes procedures for identifying and using assistive technology (AT) to promote child participation in learning activities to enhance child competence.
File(s): AssistiveTechnologyChecklist.pdf
AssistiveTechnologyChecklist.pdf 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.
This checklist includes the key characteristics for identifying child strengths and for using child strengths as the building blocks for supporting and promoting child learning and competence. Child strengths include the behavior, skills, abilities, etc. that are used with materials and other persons, and child interests, preferences, etc. that sustain engagement in everyday activities.
This checklist includes practices for encouraging and inviting child physical activity and active child play opportunities as part of everyday learning.
File(s): ChildPhysicalActivityChecklist.pdf
ChildPhysicalActivityChecklist.pdf This checklist includes steps and actions team members can take to share and gain expertise in order to provide effective interventions that meet the unique needs of individual children and their families.
This checklist includes examples of verbal and written communication skills for building team relationships needed to work together effectively and gather/convey vital information for providing services and supports for children and families.
This checklist comes from the CONNECT Modules series and can be used to guide planning of adaptations and instruction for a child.
This checklist includes the characteristics of embedded instructional practices that can be used by a practitioner or parent to promote a child’s use of targeted, functional behavior in the contexts of home, community, or classroom activities.
This checklist includes practices for engaging families throughout the assessment process. Assessment is the process of gathering information to make informed decisions and is a critical component for intervening with young children who are at risk for developmental delays or have delays/ disabilities and their families.
This checklist includes procedures for determining the types of environmental adaptations (physical, social, temporal, etc.) that can be used to promote child participation in learning activities to enhance child competence.
This checklist includes practices for encouraging child physical activity using environmental arrangements and active child play opportunities as part of everyday learning.
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.
This checklist includes practices for engaging parents and other family members in using child-level interventions to promote child learning and development in ways that strengthen parenting confidence and competence.
This checklist includes the kinds of practitioner help-giving behavior that are indicators for interacting with and treating parents and other family members in a family-centered manner.
File(s): FamilyCenteredPracticesChecklist.pdf
FamilyCenteredPracticesChecklist.pdf From the Early Childhood Technical Assistance Center (ECTA). A checklist for using family engagement practices.
File(s): FAM-3_Fam_Engagement_2017.pdf
FAM-3_Fam_Engagement_2017.pdf This checklist includes the kinds of practitioner help-giving practices that can be used to engage parents in informed decision-making in ways that are responsive to family concerns and priorities.
This checklist includes the types of environmental events/factors and adult (parent or practitioner) practices that can be used to engage children in everyday activities to encourage and sustain child learning in the activities.
This checklist includes the characteristics of naturalistic instructional practices that can be used by a practitioner or parent to support and strengthen child learning and development while a child is engaged in everyday home, community, or classroom activities.
This checklist includes the characteristics of systematic instructional practices that can be used by a practitioner or parent to teach targeted skills and to promote child learning and development. The instructional practices can be used to teach or facilitate child acquisition of adult-identified skills or behavior in an intentional, planful manner.
This checklist includes practices that can be used to support the transition of children and their family members from Early Intervention services to Preschool services.
File(s): TransitionEItoPreschoolChecklist.pdf
TransitionEItoPreschoolChecklist.pdf File(s): TransitionEItoPreschoolChecklist.pdf
TransitionEItoPreschoolChecklist.pdf This checklist includes practices that can be used to support the transition of newborn or very young infants and their family members from hospital services to early intervention services.
File(s): TransitionHospitaltoEIChecklist.pdf
TransitionHospitaltoEIChecklist.pdf This checklist includes practices that can be used to support the transition of children and their family members from preschool services to kindergarten services.
Audio
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 1)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 2)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 3)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 4)
Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 1)
File(s): 
RPM-M1L4-JeanetteMcCollumQ1.txt
RPM-M1L4-JeanetteMcCollumQ1.txt Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 2)
File(s): RPM-M1L4-JeanetteMcCollumQ2.txt
RPM-M1L4-JeanetteMcCollumQ2.txt 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.
File(s): RPM-M1L4-SamtraDevard-Transcript.txt
RPM-M1L4-SamtraDevard-Transcript.txt Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 1)
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 2)
Caroline Gooden talks about why it is important to include a child’s individual goals and outcomes in planning and preparing for transition. (Question 1)
File(s): RPM-M2L4-CarolineGoodenQ1.txt
RPM-M2L4-CarolineGoodenQ1.txt Caroline Gooden talks about why it is important to include a child’s individual goals and outcomes in planning and preparing for transition. (Question 2)
File(s): RPM-M2L4-CarolineGoodenQ2.txt
RPM-M2L4-CarolineGoodenQ2.txt Christine Lindauer, mother of a 10-year-old with disabilities, discusses the importance of preparation for transition.
File(s): M2L4-Voices-ChristineLindauer.txt
M2L4-Voices-ChristineLindauer.txt Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 1)
File(s): RPM-M2L4-CoriHill-TranscriptQ1.txt
RPM-M2L4-CoriHill-TranscriptQ1.txt Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 2)
File(s): RPM-M2L4-CoriHill-TranscriptQ2.txt
RPM-M2L4-CoriHill-TranscriptQ2.txt Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 3)
File(s): RPM-M2L4-CoriHill-TranscriptQ3.txt
RPM-M2L4-CoriHill-TranscriptQ3.txt Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 1)
File(s): RPM-M3L4-TedBovey-TranscriptQ1.txt
RPM-M3L4-TedBovey-TranscriptQ1.txt Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 2)
File(s): RPM-M3L4-TedBovey-TranscriptQ2.txt
RPM-M3L4-TedBovey-TranscriptQ2.txt Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 1)
Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 2)
Amanda Arevalo talks about how the use of assistive technology can improve a young child’s independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 1)
Amanda Arevalo talks about how the use of assistive technology can improve a young child’s independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 2)
André talks about the process of identifying and accessing assistive technology for his daughter and the practitioners' role in the process.
File(s): RPM-M3L4-AndreMiguel-Transcript.txt
RPM-M3L4-AndreMiguel-Transcript.txt Ruth Gallucci talks about the importance of engaging general early childhood teachers as members of the team for implementing services to young children with disabilities in a classroom setting.
File(s): RPM-M4L4-Gallucci-Transcript-Q1.txt
RPM-M4L4-Gallucci-Transcript-Q1.txt Linda Wilson is a program director who talks about community collaborations and local partnerships as being critical to the functioning of her local program, and her strategies for facilitating those relationships.
File(s): RPM-M4L4-Wilson-Q2.txt
RPM-M4L4-Wilson-Q2.txt Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
File(s): RPM-M4L4-White-Transcript.txt
RPM-M4L4-White-Transcript.txt Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
File(s): RPM-M4L4-White-Transcript-Q2.txt
RPM-M4L4-White-Transcript-Q2.txt Ruth Gallucci talks about the importance of engaging general early childhood teachers as members of the team for implementing services to young children with disabilities in a classroom setting
File(s): RPM-M4L4-Gallucci-Transcript-Q2.txt
RPM-M4L4-Gallucci-Transcript-Q2.txt Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
File(s): RPM-M4L4-SwettQ1.txt
RPM-M4L4-SwettQ1.txt Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
File(s): RPM-M4L4-SwettQ2.txt
RPM-M4L4-SwettQ2.txt Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
File(s): RPM-M4L4-HodgesQ1.txt
RPM-M4L4-HodgesQ1.txt Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
File(s): RPM-M4L4-HodgesQ2.txt
RPM-M4L4-HodgesQ2.txt Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
File(s): RPM-M4L4-HodgesQ3.txt
RPM-M4L4-HodgesQ3.txt Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
File(s): RPM-M4L4-HodgesQ4.txt
RPM-M4L4-HodgesQ4.txt Linda Wilson is a program director who talks about community collaborations and local partnerships as being critical to the functioning of her local program, and her strategies for facilitating those relationships.
File(s): RPM-M4L4-Wilson-Q1.txt
RPM-M4L4-Wilson-Q1.txt Ann Turnbull shares her experience as a parent of a child with disabilities and the importance of empathetic communication, and how to engage in empathetic communication.
File(s): RPM-M5L4-AnnTurnbull-Transcript.txt
RPM-M5L4-AnnTurnbull-Transcript.txt Chaw Chaw shares her experience working with families who are refugees. (Q4)
File(s): RPM-M5L4-ChawChaw-TranscriptQ4.txt
RPM-M5L4-ChawChaw-TranscriptQ4.txt Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q1)
Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q2)
Kate Boone shares about her experience growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q1)
File(s): RPM-M5L4-KateBoone-TranscriptQ1.txt
RPM-M5L4-KateBoone-TranscriptQ1.txt Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q2)
File(s): RPM-M5L4-KateBoone-TranscriptQ2.txt
RPM-M5L4-KateBoone-TranscriptQ2.txt Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q3)
File(s): RPM-M5L4-KateBoone-TranscriptQ3.txt
RPM-M5L4-KateBoone-TranscriptQ3.txt Chaw Chaw shares her experience working with families who are refugees. (Q1)
File(s): RPM-M5L4-ChawChaw-TranscriptQ1.txt
RPM-M5L4-ChawChaw-TranscriptQ1.txt Chaw Chaw shares her experience working with families who are refugees. (Q2)
File(s): RPM-M5L4-ChawChaw-TranscriptQ2.txt
RPM-M5L4-ChawChaw-TranscriptQ2.txt Chaw Chaw shares her experience working with families who are refugees. (Q3)
File(s): RPM-M5L4-ChawChaw-TranscriptQ3.txt
RPM-M5L4-ChawChaw-TranscriptQ3.txt Pam Dawson talks about Tele-Intervention (TI), which is virtual service delivery model. Pam discusses the benefits and challenges of TI and provides strategies for successful implementation.
File(s): RPM-M6L4-DawsonTranscript-Q1.txt
RPM-M6L4-DawsonTranscript-Q1.txt Pam Dawson talks about Tele-Intervention (TI), which is virtual service delivery model. Pam discusses the benefits and challenges of TI and provides strategies for successful implementation.
File(s): RPM-M6L4-DawsonTranscript-Q2.txt
RPM-M6L4-DawsonTranscript-Q2.txt Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
File(s): RPM-M6L4-Binder-Transcript-Q1.txt
RPM-M6L4-Binder-Transcript-Q1.txt Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
File(s): RPM-M6L4-Binder-Transcript-Q2.txt
RPM-M6L4-Binder-Transcript-Q2.txt Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
File(s): RPM-M6L4-Binder-Transcript-Q3.txt
RPM-M6L4-Binder-Transcript-Q3.txt Irlanda Jimenez talks about the various ways practitioners can use visual supports to facilitate learning among young children who are dual language learners. Irlanda empathizes the importance of providing concrete examples of things the child might have experience with—as well as creating that experience, if necessary--in order to facilitate the child’s participation in a given activity. This clip is borrowed with permission from The IRIS Center. (2015). Dual Language Learners with Disabilities: Supporting Young Children in the Classroom.
File(s): RPM-M6L4-Jimenez-Transcript.txt
RPM-M6L4-Jimenez-Transcript.txt Aly Hethcoat shares the importance of using data collection to inform instruction. She talks about using “question of the day” to provide her with the opportunity to embed an intervention as well as collect data to inform instruction.
File(s): RPM-M6L4-Hethcoat.txt
RPM-M6L4-Hethcoat.txt Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.
File(s): RPM-M7L4-Freeman-Transcript-Q1.txt
RPM-M7L4-Freeman-Transcript-Q1.txt Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child’s experiences, family, culture and community in order to inform eligibility determination and instructional planning.
File(s): RPM-M7L4-BrownTranscript-Q1.txt
RPM-M7L4-BrownTranscript-Q1.txt Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child’s experiences, family, culture and community in order to inform eligibility determination and instructional planning.
File(s): RPM-M7L4-BrownTranscript-Q2.txt
RPM-M7L4-BrownTranscript-Q2.txt Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child’s age, level of development and in accordance with cultural and linguistic characteristics.
File(s): RPM-M7L4-Nemeth-Transcript-Q1.txt
RPM-M7L4-Nemeth-Transcript-Q1.txt Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child’s age, level of development and in accordance with cultural and linguistic characteristics.
File(s): RPM-M7L4-Nemeth-Transcript-Q2.txt
RPM-M7L4-Nemeth-Transcript-Q2.txt Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.
File(s): RPM-M7L4-Freeman-Transcript-Q2.txt
RPM-M7L4-Freeman-Transcript-Q2.txt Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.
File(s): RPM-M7L4-Crandall-Transcript-Q1.txt
RPM-M7L4-Crandall-Transcript-Q1.txt Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.
File(s): RPM-M7L4-Crandall-Transcript-Q2.txt
RPM-M7L4-Crandall-Transcript-Q2.txt Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making, program planning and interventions as well as facilitate strong partnerships between practitioners and families.
File(s): RPM-M7L4-Kaufman-Transcript-Q1.txt
RPM-M7L4-Kaufman-Transcript-Q1.txt Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making,
File(s): RPM-M7L4-Kaufman-Transcript-Q2.txt
RPM-M7L4-Kaufman-Transcript-Q2.txt Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.
File(s): RPM-M7L4-Maris-Transcript-Q1.txt
RPM-M7L4-Maris-Transcript-Q1.txt Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.
File(s): RPM-M7L4-Maris-Transcript-Q2.txt
RPM-M7L4-Maris-Transcript-Q2.txt Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.
File(s): RPM-M7L4-Maris-Transcript-Q3.txt
RPM-M7L4-Maris-Transcript-Q3.txt Handout
Resource from the Technical Assistance Center on Social Emotional Intervention (TACSEI) for supporting children's social emotional development.
File(s): Backpack-understand_meaning.pdf
Backpack-understand_meaning.pdf Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.
File(s): ECClassroom_interests_tool.pdf
ECClassroom_interests_tool.pdf Dr. Jeanette McCollum answers questions about early interactions.
Citations for each of the practices include best available research in the form of research reviews or syntheses as well as the most recent and relevant individual studies evaluating specific DEC Recommended Practices on Interaction.
File(s): Handout-1-2-Interaction-Research.pdf
Handout-1-2-Interaction-Research.pdf Additional resources to help you learn more about child interactions.
This checklist includes the kinds of adult (parent or practitioner) behavior that can be used to engage a child in adult-child Interactive episodes to promote and support child competence. The main focus of the practice is responding contingently to a child’s behavior to elicit or maintain child interactions with an adult during everyday activities and play.
DEC Recommended Practices list for Interaction
Dr. Beth Rous Answers Questions about Program Transitions
A collection of resources supporting the DEC Recommended Practices for Transition.
File(s): Handout-2-2-Transition-Research.pdf
Handout-2-2-Transition-Research.pdf A collection of additional resources on supporting children during transitions.
List of DEC Recommended Practices for Transition
This checklist includes practices to support the transition of toddlers from early intervention services into preschool or preschool special education services.
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.
File(s): Handout-3-2-Environment-Research.pdf
Handout-3-2-Environment-Research.pdf List of DEC Recommended Practices for Environment
Chelsea Guillen Answers Questions about Teaming and Collaboration
A collection of resources supporting the DEC Recommended Practices for Teaming and Collaboration.
File(s): Handout 4.2-TC-Research.pdf
Handout 4.2-TC-Research.pdf 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 Dr. Ilene Schwartz for the Instruction Module
List of DEC Recommended Practices for Instruction.
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.
File(s): Part C Model IFSP.pdf
Part C Model IFSP.pdf 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.
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.
Check Your Knowledge
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
File(s): M1L1 CYK.pdf
M1L1 CYK.pdf Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information
File(s): M1L2 CYK.pdf
M1L2 CYK.pdf Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action
File(s): M1L3 CYK.pdf
M1L3 CYK.pdf Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 1 Ask The Expert
File(s): M2L1 CYK.pdf
M2L1 CYK.pdf Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 2 Gathering Information
File(s): M2L2 CYK.pdf
M2L2 CYK.pdf Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 3 Take Action
File(s): M2L3 CYK.pdf
M2L3 CYK.pdf Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 1 Ask the Expert
File(s): M3L1 CYK.pdf
M3L1 CYK.pdf Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 2 Gathering Information
File(s): M3L2 CYK.pdf
M3L2 CYK.pdf Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 3 Take Action
File(s): M3L3 CYK.pdf
M3L3 CYK.pdf Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
File(s): M4L1 CYK.pdf
M4L1 CYK.pdf Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
File(s): M4L2 CYK.pdf
M4L2 CYK.pdf Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 3 Take Action
File(s): M4L3 CYK.pdf
M4L3 CYK.pdf Check Your Knowledge questions and feedback for Module 5 Family, Lesson 1 Ask the Expert
File(s): M5L1 CYK.pdf
M5L1 CYK.pdf Check Your Knowledge questions and feedback for Module 5 Family, Lesson 2 Gathering Information
File(s): M5L2 CYK.pdf
M5L2 CYK.pdf Check Your Knowledge questions and feedback for Module 5 Family, Lesson 3 Take Action
File(s): M5L3 CYK.pdf
M5L3 CYK.pdf Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 1 Ask the Expert
File(s): M6L1 CYK.pdf
M6L1 CYK.pdf Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 2 Gathering Information
File(s): M6L2 CYK.pdf
M6L2 CYK.pdf Check Your Knowledge questions and feedback for Module 6 Instruction, Module Lesson 3 Take Action
File(s): M6L3 CYK.pdf
M6L3 CYK.pdf Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 1 Ask the Expert
File(s): M7L1 CYK.pdf
M7L1 CYK.pdf Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 2 Gathering Information
File(s): M7L2 CYK.pdf
M7L2 CYK.pdf Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 3 Take Action
File(s): M7L3 CYK.pdf
M7L3 CYK.pdf Crosswalk
DEC Recommended Practices List
List of DEC Recommended Practices for Assessment
List of DEC Recommended Practices for Environment
List of DEC Recommended Practices for Family
List of DEC Recommended Practices for Instruction
List of DEC Recommended Practices for Interaction.
List of DEC Recommended Practices for Teaming and Collaboration
List of DEC Recommended Practices for Transition
Practice Guide
Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).
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
Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert
File(s): M1L1 Slides Handout.pdf
M1L1 Slides Handout.pdf Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information
File(s): M1L2SlideHandout.pdf
M1L2SlideHandout.pdf Presentation handout for Module 1 Interaction, Lesson 3 Take Action
File(s): M1L3Slideshandout.pdf
M1L3Slideshandout.pdf Presentation handout for Module 2 Transition, Lesson 1 Ask The Expert
File(s): M2L1 Slide handouts.pdf
M2L1 Slide handouts.pdf Presentation handout for Module 2 Transition, Lesson 2 Gathering Information
File(s): M2L2SlidesHandout.pdf
M2L2SlidesHandout.pdf Presentation handout for Module 2 Transition, Lesson 3 Take Action
File(s): M2L3 Slide Handouts.pdf
M2L3 Slide Handouts.pdf Presentation handout for Module 3 Environment, Lesson 1 Ask the Expert
File(s): M3L1 SlidesHandout.pdf
M3L1 SlidesHandout.pdf Presentation handout for Module 3 Environment, Lesson 2 Gathering Information
File(s): M3L2 Slides Handout.pdf
M3L2 Slides Handout.pdf Presentation handout for Module 3 Environment, Lesson 3 Take Action
File(s): M3L3 Slides Handouts.pdf
M3L3 Slides Handouts.pdf Presentation handout for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
File(s): M4L1 Slides Handout.pdf
M4L1 Slides Handout.pdf Presentation handout for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
File(s): M4L2 Slides Handouts.pdf
M4L2 Slides Handouts.pdf Presentation handout for Module 4 Interaction, Lesson 3 Take Action
File(s): M4L3 Slides Handout.pdf
M4L3 Slides Handout.pdf Presentation handout for Module 5 Family, Lesson 1 Ask the Expert
File(s): M5L1 Slides Handout.pdf
M5L1 Slides Handout.pdf Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 1
File(s): M5L2 Part 1 Presentation.pdf
M5L2 Part 1 Presentation.pdf Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 2
File(s): M5L2 Part 2 Presentation.pdf
M5L2 Part 2 Presentation.pdf Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 3
File(s): M5L2 Part 3 Presentation.pdf
M5L2 Part 3 Presentation.pdf Presentation handout for Module 5 Family, Lesson 3 Take Action
File(s): M5L3 Slides Handout.pdf
M5L3 Slides Handout.pdf Presentation handout for Module 6 Instruction, Lesson 1 Ask the Expert
File(s): M6L1 Slides Handout.pdf
M6L1 Slides Handout.pdf Presentation handout for Module 6 Instruction, Lesson 2 Part 1 Gathering the Information
File(s): M6L2 Part 1 Presentation.pdf
M6L2 Part 1 Presentation.pdf Presentation handout for Module 6 Instruction, Lesson 2 Part 2
File(s): M6L2 Part 2 Presentation.pdf
M6L2 Part 2 Presentation.pdf Presentation handout for Module 6 Instruction, Lesson 2 Part 3
File(s): M6L2 Part 3 Presentation.pdf
M6L2 Part 3 Presentation.pdf Presentation handout for Module 6 Instruction, Module Lesson 3 Take Action
File(s): M6L3SlidesHandouts.pdf
M6L3SlidesHandouts.pdf Presentation handout for Module 7 Assessment, Lesson 1 Ask the Expert
File(s): M7L1 Slides Handout.pdf
M7L1 Slides Handout.pdf Presentation handout for Module 7 Assessment, Lesson 2 Gathering Information
File(s): M7L2SlidesHandout.pdf
M7L2SlidesHandout.pdf Presentation handout for Module 7 Assessment, Lesson 3 Part 1
File(s): M7L3 Part 1 Presentation.pdf
M7L3 Part 1 Presentation.pdf Presentation handout for Module 7 Assessment, Lesson 3 Part 2
File(s): M7L3 Part 2 Presentation.pdf
M7L3 Part 2 Presentation.pdf Presentation handout for Module 7 Assessment, Lesson 3 Part 3
File(s): M7L3 Part 3 Presentation.pdf
M7L3 Part 3 Presentation.pdf References and Resources
A complete set of References and Resources lists for all modules in one large document.
References and resources for Module 1 - Interaction
File(s): M1 References.pdf
M1 References.pdf References and resources for Transition
File(s): M2 References.pdf
M2 References.pdf References and Resources for Module 3 - Environment
File(s): M3 References.pdf
M3 References.pdf References and resources for Module 4 - Teaming and Collaboration
References and Resources for Module 5 - Family
File(s): M5References.pdf
M5References.pdf References and Resources for Module 6 - Instruction
File(s): M6 References.pdf
M6 References.pdf References and resources for the Assessment module
File(s): M7References.pdf
M7References.pdf Video
In this video, you will see a child and mother engaged in floor time play. See if you can identify the behavior(s) the child uses to interact with her mother. Also note the child’s abilities that can be observed during the interaction.
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, children explore water temperature with their teacher.
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.
Watch the video and consider what could be assessed during this activity of a child playing ball with his father. Pay attention to the variety of skills the child is demonstrating during this activity such as gross motor- running and kicking the ball, picking up the ball. See if you can identify additional strengths or emerging skills related to language development?
Voices from the Field
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 - Aly Heathcoat
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.
Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum
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 - Anderson White
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