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Improving Systems, Practices, and Outcomes

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  • Resource Type: Video

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  • Video 1.1 - Infants and Toddlers

    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.

  • 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?

  • 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?

  • 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.

  • 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.

  • 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.

  • 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.

  • 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!

  • Video 1.17 - Joint Attention

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

  • 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.

  • Video 1.3 - Preschoolers

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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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?

  • 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.

  • 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.

  • 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.

  • Video 4.3 - Expert Problem Solving

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

  • Video 5.1 - Respect for Culture and Language

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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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?

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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" "

  • 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.

  • Video 6.10 - Naturally Occurring Learning

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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • Video 7.1 - What Could be Assessed - Playing Ball with Father

    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?