Early Intervention Practices
Early Intervention Practices are what professionals in early intervention do with, and for, children and families to support optimal development in young children with delays and/or disabilities and family capacity to support their children. Evidence-based practices are practices that have been evaluated and proven to achieve positive outcomes for children and families. Practitioners can achieve positive outcomes for children and families by implementing evidence-based practices with fidelity. The Office of Innovative Projects provides support for evidence-based practices through guidance, professional development, and technical assistance to help service areas and ISD's implement practices.
Resources related to early intervention practices can be found here.
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CONNECT Modules
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EI on the Fly
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Mission and Key Principles of Part C Early Intervention
CONNECT: The Center to Mobilize Early Childhood Knowledge at the Frank Porter Graham Institute. Each CONNECT Module focuses on a discrete practice in a key content area and is organized around the 5-Step Learning Cycle. The 5-Step Learning Cycle is an innovative approach to making evidence-based practice decisions. It is based on realistic problems to solve and the importance of integrating multiple perspectives and sources of evidence.
A podcast focused on all things early intervention!
Welcome to the Mission and Key Principles of Part C Early Intervention.
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Authentic Assessment
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Introduction
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Lesson 1 - What is Authentic Assessment?
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Lesson 2 - Understanding Why
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Lesson 3 - Who, Where, When and Within?
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Lesson 4 - Putting it All Together
This module focuses on one particular and very important aspect of the evaluation and assessment process called authentic assessment.
This lesson focuses on what authentic assessment is and the two core activities that are included in authentic assessment, observing, and gathering information from others.
This lesson explores why authentic assessment is important. Discussion of the kinds of information team members, including the family and caregivers, learn and how this information supports early intervention activities are shared.
In this lesson, we explore who participates in authentic assessment, where it may happen, when it can be done, and within what early intervention processes that can occur during a family's journey through early intervention.
In Lesson 4 we will briefly review what has been learned in this module and provide activities as you work to develop or refine your skills.
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Coaching
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Coaching Support
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Coaching from the Outside
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Coaching in Early Intervention Infographic
(PDF)
- Posted:12/15/2023
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Common Misperceptions about Coaching in Early Intervention
(PDF)
- Posted:12/04/2019
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Early Intervention Caregiver Coaching Crosswalk
(PDF)
- Posted:01/04/2024
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Foundations of Coaching in Early Childhood: Partnering with Parents and Professionals
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Ongoing Support for Coaching & Natural Learning Environment Practices
(PDF)
- Posted:05/03/2019
Coaching Support Learning Community
In evidence-based early intervention, our primary aim is to coach, rather than to “do therapy” ourselves. We teach families how to help their children. The most challenging part of coaching can be finding effective ways to invite parents to participate and join in the interactions with their child. Learn more about coaching with this article from the Early Intervention Strategies for Success Blog.
This CASEinPoint includes the common misperceptions about coaching as an interaction style used in early childhood intervention to strengthen and build the capacity of parents, care providers, and colleagues to improve existing abilities, develop new skills, and gain a deeper understanding of a current versus the desired situation.
Based on Rush and Shelden's experiences and interactions with practitioners from across the United States, who both support and refute coaching as a part of early childhood intervention, this article contains the ten most common misperceptions about the use of coaching practices. Existing misperceptions are not limited to these ten, however, these or similar notions are the most frequently mentioned as barriers to implementing coaching as opposed to a more directive approach.
This video training resource is for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden.
Guidance for Facilitating Reflection with Individuals and Groups
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Foundational Pillars
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Module 1: Family-Centered Practices
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Module 2: Children's Learning
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Module 3: Natural Environments
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Module 4: Adult Learning
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Module 5: Quality Teaming
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Module 6: Closing
Welcome to the Foundational Pillars of Early Intervention. This module includes five topical sections. This section covers the 'Family-Centered Practices' Pillar.
Welcome to the Foundational Pillars of Early Intervention. This module includes five topical sections. In this section, we'll explore the pillar "Children's Learning".
Welcome to the Foundational Pillars of Early Intervention. This module includes five topical sections. In this section, we'll explore the pillar "Natural Environments".
Welcome to the Foundational Pillars of Early Intervention. In this section, we'll explore "Adult Learning".
Welcome to the Foundational Pillars of Early Intervention. This module includes five sections. In this section, we'll explore the pillar "Quality Teaming".
Now that you have completed all five sections of this online training resource you have the foundational knowledge of what family-centered practices, children's learning, natural environments, adult learning, and quality teaming look like in practice.
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Natural Environments
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American Speech-Language-Hearing Association (ASHA) Brief on Natural Environments
The American Speech-Language-Hearing Association (ASHA) IDEA Part C Issue Brief on Natural Environments
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This is Your Brain Online: The Impact of Digital Technology
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This is Your Brain Online: Part 1
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This is Your Brain Online: Part 2
A growing body of research from a variety of disciplines indicates that the widespread use of digital technology - including computers. the internet, video games, and smartphones - has measurable, negative impact on the human brain especially for children under the age of 8. These 2 webinar recordings, conducted by Dr. Scott Becker, LP and Aislinn Sapp, MA, LLP, from Michigan State University, highlight much of this research and the effects of technology on infants and toddlers as well as the effects of distracted parents due to technology on infants and toddlers.
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