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.

  • icon Center for Early Literacy Learning
  • The Center for Early Literacy Learning promotes the adoption and sustained use of evidence-based early literacy learning by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

  • icon CONNECT Modules
  • 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.

  • Coaching Folder IconCoaching
    • icon Coaching from the Outside
    • 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.

    • icon Coaching Practices Rating Scale for Assessing Adherence to Evidence-Based Early Childhood Intervention Practices (PDF) - Posted:12/04/2019
    • This CASEtool includes a description of the development and use of the Coaching Practices Rating Scale for assessing practitioner use of and adherence to evidence-based coaching practices in early childhood intervention. The scale is used to determine the extent to which a practitioner uses the characteristics of coaching as part of his or her work with a family or a colleague. A practitioner can use the scale for self-reflection or joint discussion to assess how his or her coaching practices are consistent with evidence-based practice indicators.

    • icon Coaching Support
    • Coaching Support Learning Community

    • icon Common Misperceptions about Coaching in Early Intervention (PDF) - Posted:12/04/2019
    • 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.

    • icon Evidence-Based Definition of Coaching Practices (PDF) - Posted:12/04/2019
    • This CASEinPoint includes an operational definition of coaching practices based on research in the human learning, professional development, and helpgiving practices fields. The definition of coaching focuses on the relationship between the characteristics of coaching practices and intended consequences, as well as the processes that are used to produce desired changes. The characteristics of coaching are described to illustrate how coaching strengthens and builds the capacity of a parent or colleague to improve existing abilities, develop new skills, and gain a deeper understanding of evidence-based practices.

    • icon Foundations of Coaching in Early Childhood: Partnering with Parents and Professionals
    • 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. 

    • icon Ongoing Support for Coaching & Natural Learning Environment Practices (PDF) - Posted:05/03/2019
    • Guidance for Facilitating Reflection with Individuals and Groups