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• Activity 1.1 Interaction - Voices from the Field

  After listening to the Voices from the Field content, review these questions and considerations.

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• Activity 4.1 Teaming and Collaboration Voices From the Field

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• Activity 6.1 Instruction - Voices from the Field

  After listening to the Voices from the Field content, review these questions and considerations.

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• Activity 7.1 Assessment - Voices from the Field

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• Activity 7.2 Assessment - Self-Reflection Tool

  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.

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• Backpack Connections: How to Understand the Meaning of Your Child's Challenging Behavior

  Resource from the Technical Assistance Center on Social Emotional Intervention (TACSEI) for supporting children's social emotional development.

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• Check Your Knowledge - All Modules All Lessons

  Entire set of Check Your Knowledge questions and feedback for All Modules, All Lessons

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• Check Your Knowledge - Module 1 Lesson 1

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 1 Lesson 2

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 1 Lesson 3

  Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action

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• Check Your Knowledge - Module 2 Lesson 1

  Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 1 Ask The Expert

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• Check Your Knowledge - Module 2 Lesson 2

  Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 2 Lesson 3

  Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 3 Take Action

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• Check Your Knowledge - Module 3 Lesson 1

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 3 Lesson 2

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 3 Lesson 3

  Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 3 Take Action

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• Check Your Knowledge - Module 4 Lesson 1

  Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 4 Lesson 2

  Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 4 Lesson 3

  Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 3 Take Action

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• Check Your Knowledge - Module 5 Lesson 1

  Check Your Knowledge questions and feedback for Module 5 Family, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 5 Lesson 2

  Check Your Knowledge questions and feedback for Module 5 Family, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 5 Lesson 3

  Check Your Knowledge questions and feedback for Module 5 Family, Lesson 3 Take Action

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• Check Your Knowledge - Module 6 Lesson 1

  Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 6 Lesson 2

  Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 6 Lesson 3

  Check Your Knowledge questions and feedback for Module 6 Instruction, Module Lesson 3 Take Action

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• Check Your Knowledge - Module 7 Lesson 1

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 1 Ask the Expert

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• Check Your Knowledge - Module 7 Lesson 2

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 2 Gathering Information

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• Check Your Knowledge - Module 7 Lesson 3

  Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 3 Take Action

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• Early Childhood Classroom Interests Tool

  Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.

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• Family Engagement Practices Checklist

  From the Early Childhood Technical Assistance Center (ECTA). A checklist for using family engagement practices.

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• Family Practice Guide - Playing With Friends

  Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).

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• Handout 1.6 Interaction - DEC Recommended Practices

  DEC Recommended Practices list for Interaction

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• Handout 2.2 Transition - The Research Supporting DEC Recommended Practices on Transition

  A collection of resources supporting the DEC Recommended Practices for Transition.

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• Handout 2.4 Transition - DEC Recommended Practices

  List of DEC Recommended Practices for Transition

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• Handout 2.6 Transition - Implementing Planful and Timely Transition Sample Strategies

  Implementing Planful and Timely Transition Sample Strategies; includes five strategies, purpose, when (to use), transition goal, and practitioner role

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• Handout 3.1 Environment - Ask the Expert

  Drs. Lori Erbrederis Meyer and Tricia Catalino Answer Questions about Early Childhood Environments

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• Handout 3.2 Environment - The Research Supporting DEC Recommended Practices on Environment

  A collection of resources that support the DEC Recommended Practices for Environment.

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• Handout 3.3 Environment - DEC Recommended Practices

  List of DEC Recommended Practices for Environment

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• Handout 4.1 Teaming and Collaboration - Ask the Expert

  Chelsea Guillen Answers Questions about Teaming and Collaboration

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• Handout 4.3 Teaming and Collaboration - DEC Recommended Practices

  List of DEC Recommended Practices for Teaming and Collaboration

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• Handout 4.4 Teaming and Collaboration - Families are Full Team Members Checklist

  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.

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• Handout 5.1 Family - Ask the Expert

  Dr. Carol Trivette answers questions about family.

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• Handout 5.2 Family - DEC Recommended Practices

  List of DEC recommended practices for family.

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• Handout 7.1 Assessment - Ask the Expert

  Ask the Expert content from Jane Squires for the Assessment Module.

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• Handout 7.2 Assessment - DEC Recommended Practices

  DEC Recommended Practices list for Assessment

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• Handout 7.3 Assessment: - U.S. Code Part C Services Language

  IDEA Statute and Regulations for Part C - Infants and Toddlers with Disabilities

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• Handout 7.4 Assessment - U.S. Code Section 619 of Part B Services Language

  IDEA Statute and Regulations for Section 619 of Part B

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• Handout 7.5 Assessment - Authentic Child Assessment Practices Checklist

  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.

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• Part B Individualized Education Plan (IEP)

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• Part C Individualized Family Service Plan (IFSP)

  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.

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• Practitioner Practice Guide - Adult-and-Child Shared Reading

  Practice guide for using shared reading activities to support interaction from the Early Childhood Technical Assistance Center (ECTA).

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• Practitioner Practice Guide - Engaging in Informed Clinical Reasoning

  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.

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• Practitioner Practice Guide - Nursery Rhymes and Child Interactions

  Practice guide for using nursery rhymes to support interaction from the Early Childhood Technical Assistance Center (ECTA)

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• Practitioner Practice Guide - Peer Social Interactions

  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.

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• Practitioner Practice Guide - Supporting Children's Everyday Learning

  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.

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• Practitioner Practice Guide - Toddlers on the Move

  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.

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• Presentation Handout - Module 1 Lesson 1

  Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert

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• Presentation Handout - Module 1 Lesson 2

  Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information

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• Presentation Handout - Module 1 Lesson 3

  Presentation handout for Module 1 Interaction, Lesson 3 Take Action

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• Presentation Handout - Module 2 Lesson 1

  Presentation handout for Module 2 Transition, Lesson 1 Ask The Expert

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• Presentation Handout - Module 2 Lesson 2

  Presentation handout for Module 2 Transition, Lesson 2 Gathering Information

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• Presentation Handout - Module 2 Lesson 3

  Presentation handout for Module 2 Transition, Lesson 3 Take Action

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• Presentation Handout - Module 3 Lesson 1

  Presentation handout for Module 3 Environment, Lesson 1 Ask the Expert

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• Presentation Handout - Module 3 Lesson 2

  Presentation handout for Module 3 Environment, Lesson 2 Gathering Information

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• Presentation Handout - Module 3 Lesson 3

  Presentation handout for Module 3 Environment, Lesson 3 Take Action

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• Presentation Handout - Module 4 Lesson 1

  Presentation handout for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert

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• Presentation Handout - Module 4 Lesson 2

  Presentation handout for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information

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• Presentation Handout - Module 5 Lesson 1

  Presentation handout for Module 5 Family, Lesson 1 Ask the Expert

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• Presentation Handout - Module 5 Lesson 2 Part 1

  Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 1

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• Presentation Handout - Module 5 Lesson 2 Part 2

  Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 2

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• Presentation Handout - Module 5 Lesson 2 Part 3

  Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 3

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• Presentation Handout - Module 5 Lesson 3

  Presentation handout for Module 5 Family, Lesson 3 Take Action

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• Presentation Handout - Module 6 Lesson 1

  Presentation handout for Module 6 Instruction, Lesson 1 Ask the Expert

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• Presentation Handout - Module 6 Lesson 2 Part 1

  Presentation handout for Module 6 Instruction, Lesson 2 Part 1 Gathering the Information

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• Presentation Handout - Module 6 Lesson 2 Part 2

  Presentation handout for Module 6 Instruction, Lesson 2 Part 2

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• Presentation Handout - Module 6 Lesson 2 Part 3

  Presentation handout for Module 6 Instruction, Lesson 2 Part 3

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• Presentation Handout - Module 6 Lesson 3

  Presentation handout for Module 6 Instruction, Module Lesson 3 Take Action

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• Presentation Handout - Module 7 Lesson 1

  Presentation handout for Module 7 Assessment, Lesson 1 Ask the Expert

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• Presentation Handout - Module 7 Lesson 2

  Presentation handout for Module 7 Assessment, Lesson 2 Gathering Information

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• Presentation Handout - Module 7 Lesson 3 Part 1

  Presentation handout for Module 7 Assessment, Lesson 3 Part 1

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• Presentation Handout - Module 7 Lesson 3 Part 2

  Presentation handout for Module 7 Assessment, Lesson 3 Part 2

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• Presentation Handout - Module 7 Lesson 3 Part 3

  Presentation handout for Module 7 Assessment, Lesson 3 Part 3

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• References and Resources - Module 1 Interaction

  References and resources for Module 1 - Interaction

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• References and Resources - Module 2 Transition

  References and resources for Transition

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• References and Resources - Module 3 Environment

  References and Resources for Module 3 - Environment

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• References and Resources - Module 4 Teaming and Collaboration

  References and resources for Module 4 - Teaming and Collaboration

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• References and Resources - Module 5 Family

  References and Resources for Module 5 - Family

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• References and Resources - Module 6 Instruction

  References and Resources for Module 6 - Instruction

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• References and Resources - Module 7 Assessment

  References and resources for the Assessment module

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• Video 1.10 - Parent/Child 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?

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• Video 1.11 - Cues and Interests

  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?

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• Video 1.12 - Parent/Child Interaction

  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.

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• Video 1.13 - Wait and Watch

  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.

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• Video 1.14 - Parent/Child Interaction

  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.

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• Video 1.15 - Shared Reading, Part 1

  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.

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• Video 1.16 - Shared Reading, Part 2

  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!

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• Video 1.17 - Joint Attention

  In this video, you will see a father holding his daughter and playing a game of copycat.

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• Video 1.2 - Infants and Toddlers 2

  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.

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• Video 1.3 - Preschoolers

  In this video, children explore water temperature with their teacher.

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• Video 1.4 - Child, Mother, and Toy

  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.

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• Video 1.5 - Squeaky Toy

  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.

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• Video 1.6 - Water Play

  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.

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• Video 1.7 - Water and Dirt Play

  In this video clip you will see a child engaging in water play. Pay attention to the behaviors to show what holds his interest.

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• Video 1.8 - Ball Pool

  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.

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• Video 1.9 - Block Play

  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.

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• Video 2.1 - Bringing It All Together

  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.

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• Video 3.1 - Lunch Gadgets

  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.

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• Video 3.2 - Individualized Picture Schedule

  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.

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• Video 3.3 - Adapting the Space

  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.

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• Video 3.4 - CELL Adaptation Environment Segment

  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.

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• Video 3.5 - Shared Storybook Reading

  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.

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• Video 3.6 - Child watering flowers

  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?

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• Video 3.7 - In the Kitchen

  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.

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• Video 4.1 - Team: Knowledge for Instruction

  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.

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• Video 4.2 - Team: Knowledge and Expertise

  In this video team members are participating in an IFSP team meeting to review progress of the child and family outcomes.

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• Video 4.3 - Expert Problem Solving

  Watch this video to see collaboration and communication strategies in action.

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• Video 5.1 - Respect for Culture and Language

  In this video notice how this practitioner shows respect for this family's culture and language.

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• Video 5.10 - Maggie and Latesha - Beginning ground conversation

  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.

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• Video 5.11 - Libby and Kim - Firm ground conversation

  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.

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• Video 5.12 - Family-Centered Practices

  In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.

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• Video 5.13 - Which practice Do You See?

  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.

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• Video 5.14 - Encouraging Connections

  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.

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• Video 5.15 - Family Capacity-Building Practices Expanding Capability

  Watch this video and think about what you might do here to encourage more parent engagement.

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• Video 5.16 - Family Capacity-Building Practices Laundry Basket

  In this video practitioners review with parents what they have accomplished when working with their child.

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• Video 5.17 - Unproductive conversation

  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.

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• Video 5.18 - Productive conversation

  Here is an example of a productive meeting between the same parent and practitioner in Video 5.17. Notice the improvements.

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• Video 5.2 - Working with a Family, Part 1

  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.

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• Video 5.3 - Working with a Family, Part 2

  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?

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• Video 5.4 - Building Confidence and Skill

  In this video notice how the practitioner points out what the family does well and provides some suggestions to build their confidence and skill.

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• Video 5.5 - Encouraging Interaction and Providing Feedback

  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.

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• Video 5.6 - Encouraging Interaction

  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.

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• Video 5.7 - Nonjudgmental Response

  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.

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• Video 5.8 - Reviewing Accomplishments

  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.

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• Video 5.9 - Family Capacity-Building Practices

  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" "

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• Video 6.1 - Noticing Cues

  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.

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• Video 6.10 - Naturally Occurring Learning

  Watch this video of a parent providing positive responses in her native language.

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• Video 6.11 - Embed Language - Parts of the Face

  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.

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• Video 6.12 - Language Activity - writing name

  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.

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• Video 6.2 - Using Prompts- Bubbles

  In this video a family is helping their child use sign language to request one of her favorite things, bubbles.

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• Video 6.3 - Puzzle

  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.

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• Video 6.4 - Reinforcing Consequences - Tub

  In this video notice how the adults in this video provide reinforcing consequences for their children's behavior through verbal and nonverbal responses.

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• Video 6.5 - Instructional Supports - Blocks

  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.

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• Video 6.6 - Practicing a Target Skill - Pizza

  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.

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• Video 6.7 - Everyday Activities - Ducks

  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.

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• Video 6.8 - Following a Child's Lead - Home

  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.

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• Video 6.9 - Expanding a Child's Opportunities

  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.

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• Vignette - Module 2 Transition - Early Intervention to Preschool

  Vignette of 3 year old Maya for transition from early intervention to preschool.

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• Vignette - Module 2 Transition - High Intensity and Low Intensity Strategies

  Vignette for high intensity and low intensity transition strategies.

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• Vignette - Module 2 Transition - Hospital to Early Intervention

  Vignette of Juan, aged 3 months, describing a hospital to early intervention transition.

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• Vignette - Module 2 Transition - Preschool to Kindergarten

  Vignette for transition from preschool to kindergarten

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• Vignette - Module 6 Instruction - Practices to Support Fluency

  Vignette example of providing opportunities for a child to practice a skill.

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• Vignette 1 - Module 4 Teaming and Collaboration - IFSP Meeting

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• Vignette 2 - Module 4 Teaming and Collaboration - IFSP Meeting with Team

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• Voices From the Field - Assessment - Jen Brown

  Handout for Module 7 Assessment, Voices From the Field - Jen Brown

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• Voices From the Field - Assessment - Jennifer Kaufman

  Handout for Module 7 Assessment, Voices From the Field - Jennifer Kaufman

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• Voices From the Field - Assessment - Karen Nemeth

  Handout for Module 7 Assessment, Voices From the Field - Karen Nemeth

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• Voices From the Field - Assessment - Mary Clare Freeman

  Handout for Module 7 Assessment, Voices From the Field - Mary Clare Freeman

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• Voices From the Field - Assessment - Patricia Maris

  Handout for Module 7 Assessment, Voices From the Field - Patricia Maris

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• Voices From the Field - Assessment - Veda Crandall

  Handout for Module 7 Assessment, Voices From the Field - Veda Crandall

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• Voices From the Field - Environment - Amanda Arevalo

  Handout for Module 3 Environment, Voices From the Field - Amanda Arevalo

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• Voices From the Field - Environment - Andre Miguel

  Handout for Module 3 Environment, Voices From the Field - Andre Miguel

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• Voices From the Field - Environment - Constance Walker

  Handout for Module 3 Environment, Voices From the Field - Constance Walker

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• Voices From the Field - Environment - Ted Bovey

  Handout for Module 3 Environment, Voices From the Field - Ted Bovey

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• Voices From the Field - Family - Anne Turnbull

  Handout for Module 5 Family, Voices From the Field - Anne Turnbull

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• Voices From the Field - Family - Chaw Chaw

  Handout for Module 5 Family, Voices From the Field - Chaw Chaw

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• Voices From the Field - Family - Gabriella Reyes

  Handout for Module 5 Family, Voices From the Field - Gabriella Reyes

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• Voices From the Field - Family - Katie Boone

  Handout for Module 5 Family, Voices From the Field - Katie Boone

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• Voices From the Field - Instruction - Denise Binder

  Handout for Module 6 Instruction, Voices From the Field - Denise Binder

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• Voices From the Field - Instruction - Pam Dawson

  Handout for Module 6 Instruction, Voices From the Field - Pam Dawson

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• Voices From the Field - Interaction - Catherine Corr

  Dr. Catherine Corr shares how the interactional practices can make a difference in the lives of children who might have experienced abuse or neglect.

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• Voices from the Field - Interaction - Jeanette McCollum

  Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum

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• Voices From the Field - Interaction - Rashida Banerjee

  Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments).

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• Voices From the Field - Interaction - Samtra Devard

  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.

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• Voices From the Field - Teaming and Collaboration - Judy Swett

  Handout for Module 4 Teaming and Collaboration, Voices From the Field - Judy Swett

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• Voices From the Field - Teaming and Collaboration - Linda Wilson

  Handout for Module 4 Teaming and Collaboration, Voices From the Field - Linda Wilson

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• Voices From the Field - Teaming and Collaboration - Ruth Gallucci

  Handout for Module 4 Teaming and Collaboration, Voices From the Field - Ruth Gallucci

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• Voices From the Field - Teaming and Collaboration - Susan Hodges

  Handout for Module 4 Teaming and Collaboration, Voices From the Field - Susan Hodges

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• Voices From the Field - Transition - Caroline Gooden

  Handout for Module 2 Transition, Voices From the Field - Caroline Gooden

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• Voices From the Field - Transition - Christine Lindauer

  Handout for Module 2 Transition, Voices From the Field - Christine Lindauer

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• Voices From the Field - Transition - Cori Hill

  Handout for Module 2 Transition, Voices From the Field - Cori Hill

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• Where We Stand on Assessing Young English Language Learners

  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.

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