RPM Resources
Resources are presented in the following groups:
- Activity
- Performance Checklist
- Audio
- Handout
- Check Your Knowledge
- Crosswalk
- DEC Recommended Practices List
- Practice Guide
- Video
- Voices from the Field
Activity
Activity 1.1 Interaction - Voices from the Field
After listening to the Voices from the Field content, review these questions and considerations.
Activity-1-1-Interaction-VoicesFromTheField.pdf
Activity 1.2 Interaction - Self-Reflection Tool
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.
Activity-1-2-Interaction-SelfReflectionTool.pdf
Activity 1.3 Interaction - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-1-3-Interaction-ActionPlan.pdf
Activity 2.1 Transition - Voices from the Field
After listening to the Voices from the Field content, review these questions and considerations.
Activity-2-1-Transition-VoicesfromtheField.pdf
Activity 2.2 Transition - Self-Reflection Tool
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.
Activity-2-2-Transition-SelfReflectionTool.pdf
Activity 2.3 Transition - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-2-3-Interaction-ActionPlan.pdf
Activity 3.1 Environment - Voices from the Field
After listening to the Voices from the Field content, review these questions and considerations.
Activity-3-1-Environment-VoicesFromTheField.pdf
Activity 3.2 Environment - Self-Reflection Tool
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.
Activity-3-2-Environment-SelfReflectionTool.pdf
Activity 3.3 Environment - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-3-3-Environment-ActionPlan.pdf
Activity 4.1 Teaming and Collaboration Voices From the Field
Activity-4-1-Teaming-VoicesFromTheField-REV.pdf
Activity 4.2 Teaming and Collaboration - Self-Reflection Tool
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.
Activity-4-2-Teaming-Self-Reflection-Tool.pdf
Activity 4.3 Teaming and Collaboration - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-4-3-Teaming-ActionPlan.pdf
Activity 5.1 Family - Voices From the Field
Activity-5-1-Family-VoicesFromTheField.pdf
Activity 5.2 Family - Self-Reflection Tool
Activity-5-2-Family-Self-Reflection Tool.pdf
Activity 5.3 Family - Family Action Plan
Activity-5-3-Family-ActionPlan.pdf
Activity 6.1 Instruction - Voices from the Field
After listening to the Voices from the Field content, review these questions and considerations.
Activity-6-1-Instruction-VoicesFromTheField.pdf
Activity 6.2 Instruction - Self-Reflection Tool
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.
Activity-6-2-Instruction-Self-Reflection Tool.pdf
Activity 6.3 Instruction - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-6-3-Instruction-ActionPlan.pdf
Activity 7.1 Assessment - Voices from the Field
Activity-7-1-Assessment-VoicesFromTheField.pdf
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.
Activity-7-2-Assessment-Self-Reflection-Tool.pdf
Activity 7.3 Assessment - Action Plan
How do you plan to use what you learned? Create an action plan to take your learning directly to the classroom!
Activity-7-3-Assessment-ActionPlan.pdf
Performance Checklist
Adult-Child Interaction Checklist - by Activity
Adult-ChildInteractionChecklistByActivity.pdf
Assistive Technology Checklist
This checklist includes procedures for identifying and using assistive technology (AT) to promote child participation in learning activities to enhance child competence.
AssistiveTechnologyChecklist.pdf
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.
AuthenticChildAssessmentPracticesChecklist.pdf
Building on Child Strengths Practices Checklist
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.
BuildingonChildStrengthsChecklist.pdf
Child Physical Activity Checklist
This checklist includes practices for encouraging and inviting child physical activity and active child play opportunities as part of everyday learning.
ChildPhysicalActivityChecklist.pdf
Collaboration to Learn and Grow Checklist
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.
CollaborationToLearnandGrowChecklist.pdf
Communication for Teaming and Collaboration Checklist
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.
CommunicationforTeamingandCollaborationChecklist.pdf
CONNECT Handout - Evaluation and Implementation Checklist
This checklist comes from the CONNECT Modules series and can be used to guide planning of adaptations and instruction for a child.
CONNECTHandout_EvaluationandImplementationChecklist.pdf
Embedded Instructional Practices Checklist
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.
EmbeddedInstructionalPracticesChecklist.pdf
Engaging Families as Partners in Their Child's Assessment Checklist
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.
EngagingFamiliesPartnersChildsAssessmentChecklist.pdf
Environmental Adaptations Checklist
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.
EnvironmentalAdaptationsChecklist.pdf
Environmental Arrangements Checklist
This checklist includes practices for encouraging child physical activity using environmental arrangements and active child play opportunities as part of everyday learning.
EnvironmentalArrangementsChecklist.pdf
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.
FamiliesAreFullTeamMembersChecklist.pdf
Family Capacity-Building Practices Checklist
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.
FamilyCapacity-BuildingPracticesChecklist.pdf
Family Centered Practices Checklist
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.
FamilyCenteredPracticesChecklist.pdf
Family Engagement Practices Checklist
From the Early Childhood Technical Assistance Center (ECTA). A checklist for using family engagement practices.
Informed Family Decision-Making Practices Checklist
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.
InforrmedFamilyDecisionMakingPracticesChecklist.pdf
Natural Environment Learning Opportunities Checklist
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.
NaturalEnvironmentLearningOpportunitiesChecklist.pdf
Naturalistic Instructional Practices Checklist
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.
NaturalisticInstructionalPracticesChecklist.pdf
Systematic Instructional Practices Checklist
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.
SystematicInstructionalPracticesChecklist.pdf
Transition EI to Preschool Checklist
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.
TransitionEItoPreschoolChecklist.pdf
Transition from Early Intervention to Part B Services Checklist
TransitionEItoPreschoolChecklist.pdf
Transition Hospital to EI Checklist
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.
TransitionHospitaltoEIChecklist.pdf
Transition Preschool to Kindergarten Checklist
This checklist includes practices that can be used to support the transition of children and their family members from preschool services to kindergarten services.
TransitionPreKtoKindergartenChecklist.pdf
Audio
Audio 1.1 Voices from the Field: Catherine Corr
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 1)
RPM-M1L4-CatherineCorr-TranscriptQ1.txt
Audio 1.2 Voices from the Field: Catherine Corr
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 2)
RPM-M1L4-CatherineCorr-TranscriptQ2.txt
Audio 1.3 Voices from the Field: Catherine Corr
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 3)
RPM-M1L4-CatherineCorr-TranscriptQ3.txt
Audio 1.4 Voices from the Field: Catherine Corr
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 4)
RPM-M1L4-CatherineCorr-TranscriptQ4.txt
Audio 1.5 Voices from the Field: Dr. Jeanette McCollum
Dr. Jeanette McCollum provides tips on how to take children's and families' cultural context into consideration. (Question 1)
RPM-M1L4-JeanetteMcCollumQ1.txt
Audio 1.6 Voices from the Field: Dr. Jeanette McCollum
Dr. Jeanette McCollum provides tips on how to take children's and families' cultural context into consideration. (Question 2)
RPM-M1L4-JeanetteMcCollumQ2.txt
Audio 1.7 Voices from the Field: 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.
RPM-M1L4-SamtraDevard-Transcript.txt
Audio 1.8 Voices from the Field: Dr. Rashida Banerjee
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 1)
RPM-M1L4-RashidaBanerjee-TranscriptQ1.txt
Audio 1.9 Voices from the Field: Dr. Rashida Banerjee
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 2)
RPM-M1L4-RashidaBanerjee-TranscriptQ2.txt
Audio 2.1 Voices from the Field: Caroline Gooden
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)
Audio 2.2 Voices from the Field: Caroline Gooden
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)
Audio 2.3 Voices from the Field: Christine Lindauer
Christine Lindauer, mother of a 10-year-old with disabilities, discusses the importance of preparation for transition.
M2L4-Voices-ChristineLindauer.txt
Audio 2.4 Voices from the Field: Cori Hill
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 1)
RPM-M2L4-CoriHill-TranscriptQ1.txt
Audio 2.5 Voices from the Field: Cori Hill
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 2)
RPM-M2L4-CoriHill-TranscriptQ2.txt
Audio 2.6 Voices from the Field: Cori Hill
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 3)
RPM-M2L4-CoriHill-TranscriptQ3.txt
Audio 3.1 Voices from the Field: Ted Bovey
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)
RPM-M3L4-TedBovey-TranscriptQ1.txt
Audio 3.2 Voices from the Field: Ted Bovey
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)
RPM-M3L4-TedBovey-TranscriptQ2.txt
Audio 3.3 Voices from the Field: Constance Walker
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)
RPM-M3L4-ConstanceWalker-TranscriptQ1.txt
Audio 3.4 Voices from the Field: Constance Walker
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)
RPM-M3L4-ConstanceWalker-TranscriptQ2.txt
Audio 3.5 Voices from the Field: Amanda Arevalo
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)
RPM-M3L4-AmandaArevalo-TranscriptQ1.txt
Audio 3.6 Voices from the Field: Amanda Arevalo
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)
RPM-M3L4-AmandaArevalo-TranscriptQ2.txt
Audio 3.7 Voices from the Field: André Miguel
André talks about the process of identifying and accessing assistive technology for his daughter and the practitioners' role in the process.
RPM-M3L4-AndreMiguel-Transcript.txt
Audio 4.1 Voices from the Field: Ruth Gallucci
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.
RPM-M4L4-Gallucci-Transcript-Q1.txt
Audio 4.10 Voices from the Field: Linda Wilson
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.
Audio 4.11 Voices from the Field: Anderson White
Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
Audio 4.12 Voices from the Field: Anderson White
Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
RPM-M4L4-White-Transcript-Q2.txt
Audio 4.2 Voices from the Field: Ruth Gallucci
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
RPM-M4L4-Gallucci-Transcript-Q2.txt
Audio 4.3 Voices from the Field: Judy Swett
Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
Audio 4.4 Voices from the Field: Judy Swett
Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
Audio 4.5 Voices from the Field: Susan Hodges
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Audio 4.6 Voices from the Field: Susan Hodges
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Audio 4.7 Voices from the Field: Susan Hodges
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Audio 4.8 Voices from the Field: Susan Hodges
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Audio 4.9 Voices from the Field: Linda Wilson
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.
Audio 5.1 Voices from the Field: Ann Turnbull
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.
RPM-M5L4-AnnTurnbull-Transcript.txt
Audio 5.10 Voices from the Field: Chaw Chaw
Chaw Chaw shares her experience working with families who are refugees. (Q4)
RPM-M5L4-ChawChaw-TranscriptQ4.txt
Audio 5.2 Voices from the Field: Gabriella Reyes
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)
RPM-M5L4-GabriellaReyes-TranscriptQ1.txt
Audio 5.3 Voices from the Field: Gabriella Reyes
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)
RPM-M5L4-GabriellaReyes-TranscriptQ2.txt
Audio 5.4 Voices from the Field: Kate Boone
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)
RPM-M5L4-KateBoone-TranscriptQ1.txt
Audio 5.5 Voices from the Field: Kate Boone
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)
RPM-M5L4-KateBoone-TranscriptQ2.txt
Audio 5.6 Voices from the Field: Kate Boone
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)
RPM-M5L4-KateBoone-TranscriptQ3.txt
Audio 5.7 Voices from the Field: Chaw Chaw
Chaw Chaw shares her experience working with families who are refugees. (Q1)
RPM-M5L4-ChawChaw-TranscriptQ1.txt
Audio 5.8 Voices from the Field: Chaw Chaw
Chaw Chaw shares her experience working with families who are refugees. (Q2)
RPM-M5L4-ChawChaw-TranscriptQ2.txt
Audio 5.9 Voices from the Field: Chaw Chaw
Chaw Chaw shares her experience working with families who are refugees. (Q3)
RPM-M5L4-ChawChaw-TranscriptQ3.txt
Audio 6.1 Voices from the Field: Pam Dawson
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.
RPM-M6L4-DawsonTranscript-Q1.txt
Audio 6.2 Voices from the Field: Pam Dawson
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.
RPM-M6L4-DawsonTranscript-Q2.txt
Audio 6.3 Voices from the Field: Denise Binder
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.
RPM-M6L4-Binder-Transcript-Q1.txt
Audio 6.4 Voices from the Field: Denise Binder
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.
RPM-M6L4-Binder-Transcript-Q2.txt
Audio 6.5 Voices from the Field: Denise Binder
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.
RPM-M6L4-Binder-Transcript-Q3.txt
Audio 6.6 Voices from the Field: Irlanda Jimenez
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.
RPM-M6L4-Jimenez-Transcript.txt
Audio 6.7 Voices from the Field: Aly Hethcoat
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.
Audio 7.1 Voices from the Field: Mary Clare Freeman
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.
RPM-M7L4-Freeman-Transcript-Q1.txt
Audio 7.10 Voices from the Field: Jen Brown
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.
RPM-M7L4-BrownTranscript-Q1.txt
Audio 7.11 Voices from the Field: Jen Brown
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.
RPM-M7L4-BrownTranscript-Q2.txt
Audio 7.12 Voices from the Field: Karen Nemeth
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.
RPM-M7L4-Nemeth-Transcript-Q1.txt
Audio 7.13 Voices from the Field: Karen Nemeth
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.
RPM-M7L4-Nemeth-Transcript-Q2.txt
Audio 7.2 Voices from the Field: Mary Clare Freeman
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.
RPM-M7L4-Freeman-Transcript-Q2.txt
Audio 7.3 Voices from the Field: Veda Crandall
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.
RPM-M7L4-Crandall-Transcript-Q1.txt
Audio 7.4 Voices from the Field: Veda Crandall
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.
RPM-M7L4-Crandall-Transcript-Q2.txt
Audio 7.5 Voices from the Field: Jennifer Kaufman
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.
RPM-M7L4-Kaufman-Transcript-Q1.txt
Audio 7.6 Voices from the Field: Jennifer Kaufman
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,
RPM-M7L4-Kaufman-Transcript-Q2.txt
Audio 7.7 Voices from the Field: Patricia Maris
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.
RPM-M7L4-Maris-Transcript-Q1.txt
Audio 7.8 Voices from the Field: Patricia Maris
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.
RPM-M7L4-Maris-Transcript-Q2.txt
Audio 7.9 Voices from the Field: Patricia Maris
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.
RPM-M7L4-Maris-Transcript-Q3.txt
Handout
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.
Backpack-understand_meaning.pdf
Early Childhood Classroom Interests Tool
Classroom tool for identifying children's interests related to early language and literacy from the Center for Early Literacy.
ECClassroom_interests_tool.pdf
Handout 1.1 Interaction - Ask the Expert
Dr. Jeanette McCollum answers questions about early interactions.
Handout-1-1-Interaction-AsktheExpert.pdf
Handout 1.2 Interaction - The Research Supporting DEC Recommended Practices on Interaction
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.
Handout-1-2-Interaction-Research.pdf
Handout 1.3 Interaction - Supporting Child Interactions - Learn More
Additional resources to help you learn more about child interactions.
Handout-1-3-Interaction-Supporting-LearnMore.pdf
Handout 1.4 Interaction - Adult-Child Interaction Checklist - by Activity
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.
Handout-1-4-Interaction-Adult-ChildInteractionChecklistByActivity.pdf
Handout 1.5 Interaction - Blank Observation Form
Handout-1-5-ObservationForm-blank.docx
Handout-1-5-ObservationForm-blank.pdf
Handout 1.6 Interaction - DEC Recommended Practices
DEC Recommended Practices for Interaction
Handout-1.6-Interaction-DECRecommendedPractices.pdf
Handout 2.1 Transition - Ask the Expert
Dr. Beth Rous Answers Questions about Program Transitions
Handout-2-1-Transition-AsktheExpert.pdf
Handout 2.2 Transition - The Research Supporting DEC Recommended Practices on Transition
A collection of resources supporting the DEC Recommended Practices for Transition.
Handout-2-2-Transition-Research.pdf
Handout 2.3 Transition - Supporting Child Transitions - Learn More
A collection of additional resources on supporting children during transitions.
Handout-2-3-Transition-Supporting-LearnMore.pdf
Handout 2.4 Transition - DEC Recommended Practices
List of DEC Recommended Practices for Transition
Handout 2.4-Transition-DECRecommendedPractices.pdf
Handout 2.5 Transition - Early Intervention to Part B Services Checklist
This checklist includes practices to support the transition of toddlers from early intervention services into preschool or preschool special education services.
Handout 2.5-Transition-EItoPreschoolChecklist.pdf
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
Handout-2-6-Transition-PlanfulandTimelyStrategies.pdf
Handout 3.1 Environment - Ask the Expert
Drs. Lori Erbrederis Meyer and Tricia Catalino Answer Questions about Early Childhood Environments.
Handout-3-1-Environment-AsktheExpert.pdf
Handout 3.2 Environment - The Research Supporting DEC Recommended Practices on Environment
A collection of resources that support the DEC Recommended Practices for Environment.
Handout-3-2-Environment-Research.pdf
Handout 3.3 Environment - DEC Recommended Practices
List of DEC Recommended Practices for Environment
Handout 3.3-Environment-DEC-RecommendedPractices.pdf
Handout 4.1 Teaming and Collaboration - Ask the Expert
Chelsea Guillen Answers Questions about Teaming and Collaboration
Handout 4.1-Teaming and Collaboration-Ask the Expert.pdf
Handout 4.2 Teaming and Collaboration - Research
A collection of resources supporting the DEC Recommended Practices for Teaming and Collaboration.
Handout 4.3 Teaming and Collaboration - DEC Recommended Practices
List of DEC Recommended Practices for Teaming and Collaboration
Handout 4.3-T-DECRecommendedPractices.pdf
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.
Handout-4-4-Families-Are-Full-Team-Members-2017.pdf
Handout 5.1 Family - Ask the Expert
Dr. Carol Trivette answers questions about family.
Handout-5-1-Family-Ask-the-Expert.pdf
Handout 5.2 Family - DEC Recommended Practices
List of DEC recommended practices for family.
Handout 5.2-Family-DEC-RecommendedPractices.pdf
Handout 5.3 Family - Home Visiting Tool
Handout-5-3-Family-HomeVisitingTool.pdf
Handout 6.1 Instruction - Ask the Expert
Ask the Expert content from Dr. Ilene Schwartz for the Instruction Module
Handout 6.1-Instruction-Ask the Expert.pdf
Handout 6.2 Instruction - DEC Recommended Practices
List of DEC Recommended Practices for Instruction.
Handout 6.2-Instruction-DEC-RecommendedPractices.pdf
Handout 7.1 Assessment - Ask the Expert
Ask the Expert content from Jane Squires for the Assessment Module.
Handout 7.1-Assessment-Ask the Expert.pdf
Handout 7.2 Assessment - DEC Recommended Practices
DEC Recommended Practices list for Assessment
Handout 7.2-Assessment-DEC-RecommendedPractices.pdf
Handout 7.3 Assessment - U.S. Code Part C Services Language
IDEA Statute and Regulations for Part C - Infants and Toddlers with Disabilities
Handout 7.3-Assessment-US code Part C Services Language.pdf
Handout 7.4 Assessment - U.S. Code Section 619 of Part B Services Language
IDEA Statute and Regulations for Section 619 of Part B
Handout 7.4-Assessment-US Code Section 619 Part B Language.pdf
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.
Handout 7.5-Assessment-AuthenticChildAssessmentPracticesChecklist.pdf
Part B Individualized Education Plan (IEP)
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.
Vignette - Module 2 Transition - Early Intervention to Preschool
Vignette of 3 year old Maya for transition from early intervention to preschool.
Vignette-Module 2 Transition-EItoPreschool.pdf
Vignette - Module 2 Transition - High Intensity and Low Intensity Strategies
Vignette for high intensity and low intensity transition strategies.
Vignette-Module 2 Transition- High and low intensity Strategies.pdf
Vignette - Module 2 Transition - Hospital to Early Intervention
Vignette of Juan, aged 3 months, describing a hospital to early intervention transition.
Vignette-Module 2 Transition - Hospital to Early Intervention.pdf
Vignette - Module 2 Transition - Preschool to Kindergarten
Vignette for transition from preschool to kindergarten
Vignette-Module 2 Transition-PreKtoKindergarten.pdf
Vignette - Module 6 Instruction - Practices to Support Fluency
Vignette example of providing opportunities for a child to practice a skill.
Vignette 1-Module 6 Instruction-Practices to Support Fluency.pdf
Vignette 1 - Module 4 Teaming and Collaboration - IFSP Meeting
Vignette 1 - Module 4 Teaming and Collaboration.pdf
Vignette 2 - Module 4 Teaming and Collaboration - IFSP Meeting with Team
Vignette 2 - Module 4 Teaming and Collaboration.pdf
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.
NAEYC-WWS-EnglishLanguageLearners.pdf
Check Your Knowledge
Check Your Knowledge - All Modules All Lessons
Entire set of Check Your Knowledge questions and feedback for All Modules, All Lessons
Complete Set of Quiz Questions and Answers for All Modules.pdf
Check Your Knowledge - Module 1 Lesson 1
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 1 Ask the Expert
Check Your Knowledge - Module 1 Lesson 2
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 2 Gathering Information
Check Your Knowledge - Module 1 Lesson 3
Check Your Knowledge questions and feedback for Module 1 Interaction, Lesson 3 Take Action
Check Your Knowledge - Module 2 Lesson 1
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 1 Ask The Expert
Check Your Knowledge - Module 2 Lesson 2
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 2 Gathering information
Check Your Knowledge - Module 2 Lesson 3
Check Your Knowledge questions and feedback for Module 2 Transition, Lesson 3 Take Action
Check Your Knowledge - Module 3 Lesson 1
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 1 Ask the Expert
Check Your Knowledge - Module 3 Lesson 2
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 2 Gathering Information
Check Your Knowledge - Module 3 Lesson 3
Check Your Knowledge questions and feedback for Module 3 Environment, Lesson 3 Take Action
Check Your Knowledge - Module 4 Lesson 1
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
Check Your Knowledge - Module 4 Lesson 2
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
Check Your Knowledge - Module 4 Lesson 3
Check Your Knowledge questions and feedback for Module 4 Teaming and Collaboration, Lesson 3 Take Action
Check Your Knowledge - Module 5 Lesson 1
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 1 Ask the Expert
Check Your Knowledge - Module 5 Lesson 2
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 2 Gathering Information
Check Your Knowledge - Module 5 Lesson 3
Check Your Knowledge questions and feedback for Module 5 Family, Lesson 3 Take Action
Check Your Knowledge - Module 6 Lesson 1
Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 1 Ask the Expert
Check Your Knowledge - Module 6 Lesson 2
Check Your Knowledge questions and feedback for Module 6 Instruction, Lesson 2 Gathering Information
Check Your Knowledge - Module 6 Lesson 3
Check Your Knowledge questions and feedback for Module 6 Instruction, Module Lesson 3 Take Action
Check Your Knowledge - Module 7 Lesson 1
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 1 Ask the Expert
Check Your Knowledge - Module 7 Lesson 2
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 2 Gathering Information
Check Your Knowledge - Module 7 Lesson 3
Check Your Knowledge questions and feedback for Module 7 Assessment, Lesson 3 Take Action
Crosswalk
Crosswalk for Environment Module 3
Crosswalk for Interaction Module 1
Crosswalk for Teaming and Collaboration Module 4
Crosswalk for Transition Module 2
Introduction to the Crosswalks
Introduction to the Recommended Practices Crosswalks for inclusion cw.pdf
DEC Recommended Practices List
DEC Recommended Practices - Assessment
List of DEC Recommended Practices for Assessment
M7-DEC-RecommendedPractices-Assessment.pdf
DEC Recommended Practices - Environment
List of DEC Recommended Practices for Environment
M3-DEC-RecommendedPractices-Environment.pdf
DEC Recommended Practices - Family
List of DEC Recommended Practices for Family
M5-DEC-RecommendedPractices-Family.pdf
DEC Recommended Practices - Instruction
List of DEC Recommended Practices for Instruction
M6-DEC-RecommendedPractices-Instruction.pdf
DEC Recommended Practices - Interaction
List of DEC Recommended Practices for Interaction.
M1-DEC-RecommendedPractices-Interaction.pdf
DEC Recommended Practices - Teaming and Collaboration
List of DEC Recommended Practices for Teaming and Collaboration
M4-DEC-RecommendedPractices-Teaming.pdf
DEC Recommended Practices - Transition
List of DEC Recommended Practices for Transition
M2-DEC-RecommendedPractices-Transition.pdf
Practice Guide
Family Practice Guide - Playing With Friends
Family practice guide for supporting children's interactions with peers from the Early Childhood Technical Assistance Center (ECTA).
PG_Int_PlayingwithFriends_family_print_2017.pdf
https://ectacenter.org/~pdfs/decrp/PG_Int_PlayingwithFriends_family_print_2017.pdf
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).
PG_Int_Adult-and-ChildSharedReading_prac_print_2017.pdf
https://ectacenter.org/~pdfs/decrp/PG_Int_Adult-and-ChildSharedReading_prac_print_2017.pdf
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.
PG_Asm_EngaginginInformedClinicalReasoning_prac_print_2017.pdf
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)
PG_Int_NurseryRhymes_prac_print_2017.pdf
https://ectacenter.org/~pdfs/decrp/PG_Int_NurseryRhymes_prac_print_2017.pdf
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.
PG_Int_PeerSocialInteractions_prac_print_2017.pdf
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.
PG_Env_SupportingChildrensEverydayLearning_prac_print_2017.pdf
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.
PG_Env_ToddlersontheMove!_prac_print_2017.pdf
Learning Guide 2.0: Setting the Stage
LearningGuide-2-0-Transition-SettingTheStage.docx
Presentation Handout
Presentation Handout - Module 1 Lesson 1
Presentation handout for Module 1 Interaction, Lesson 1 Ask the Expert
Presentation Handout - Module 1 Lesson 2
Presentation handout for Module 1 Interaction, Lesson 2 Gathering Information
Presentation Handout - Module 1 Lesson 3
Presentation handout for Module 1 Interaction, Lesson 3 Take Action
Presentation Handout - Module 2 Lesson 1
Presentation handout for Module 2 Transition, Lesson 1 Ask The Expert
Presentation Handout - Module 2 Lesson 2
Presentation handout for Module 2 Transition, Lesson 2 Gathering Information
Presentation Handout - Module 2 Lesson 3
Presentation handout for Module 2 Transition, Lesson 3 Take Action
Presentation Handout - Module 3 Lesson 1
Presentation handout for Module 3 Environment, Lesson 1 Ask the Expert
Presentation Handout - Module 3 Lesson 2
Presentation handout for Module 3 Environment, Lesson 2 Gathering Information
Presentation Handout - Module 3 Lesson 3
Presentation handout for Module 3 Environment, Lesson 3 Take Action
Presentation Handout - Module 4 Lesson 1
Presentation handout for Module 4 Teaming and Collaboration, Lesson 1 Ask the Expert
Presentation Handout - Module 4 Lesson 2
Presentation handout for Module 4 Teaming and Collaboration Module, Lesson 2 Gathering Information
Presentation Handout - Module 4 Lesson 3
Presentation handout for Module 4 Interaction, Lesson 3 Take Action
Presentation Handout - Module 5 Lesson 1
Presentation handout for Module 5 Family, Lesson 1 Ask the Expert
Presentation Handout - Module 5 Lesson 2 Part 1
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 1
Presentation Handout - Module 5 Lesson 2 Part 2
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 2
Presentation Handout - Module 5 Lesson 2 Part 3
Presentation handout for Module 5 Family, Lesson 2 Gathering Information, Part 3
Presentation Handout - Module 5 Lesson 3
Presentation handout for Module 5 Family, Lesson 3 Take Action
Presentation Handout - Module 6 Lesson 1
Presentation handout for Module 6 Instruction, Lesson 1 Ask the Expert
Presentation Handout - Module 6 Lesson 2 Part 1
Presentation handout for Module 6 Instruction, Lesson 2 Part 1 Gathering the Information
Presentation Handout - Module 6 Lesson 2 Part 2
Presentation handout for Module 6 Instruction, Lesson 2 Part 2
Presentation Handout - Module 6 Lesson 2 Part 3
Presentation handout for Module 6 Instruction, Lesson 2 Part 3
Presentation Handout - Module 6 Lesson 3
Presentation handout for Module 6 Instruction, Module Lesson 3 Take Action
Presentation Handout - Module 7 Lesson 1
Presentation handout for Module 7 Assessment, Lesson 1 Ask the Expert
Presentation Handout - Module 7 Lesson 2
Presentation handout for Module 7 Assessment, Lesson 2 Gathering Information
Presentation Handout - Module 7 Lesson 3 Part 1
Presentation handout for Module 7 Assessment, Lesson 3 Part 1
Presentation Handout - Module 7 Lesson 3 Part 2
Presentation handout for Module 7 Assessment, Lesson 3 Part 2
Presentation Handout - Module 7 Lesson 3 Part 3
Presentation handout for Module 7 Assessment, Lesson 3 Part 3
References and Resources
References and Resources - Complete Set for All Modules
A complete set of References and Resources lists for all modules in one large document.
Complete Set of References for All Modules.pdf
References and Resources - Module 1 Interaction
References and resources for Module 1 - Interaction
References and Resources - Module 2 Transition
References and resources for Transition
References and Resources - Module 3 Environment
References and Resources for Module 3 - Environment
References and Resources - Module 4 Teaming and Collaboration
References and resources for Module 4 - Teaming and Collaboration
M4 ReferencesandResourcesTeamingandCollaboration.pdf
References and Resources - Module 5 Family
References and Resources for Module 5 - Family
References and Resources - Module 6 Instruction
References and Resources for Module 6 - Instruction
References and Resources - Module 7 Assessment
References and resources for the Assessment module
Video
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.
Appears in Module 1 Interaction, Lesson 2
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?
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 3
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.
Appears in Module 1 Interaction, Lesson 3
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.
Appears in Module 1 Interaction, Lesson 3
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.
Appears in Module 1 Interaction, Lesson 3
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!
Appears in Module 1 Interaction, Lesson 3
Video 1.17 - Joint Attention
In this video, you will see a father holding his daughter and playing a game of copycat.
Appears in Module 1 Interaction, Lesson 3
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.
Appears in Module 1 Interaction, Lesson 2
Video 1.3 - Preschoolers
In this video, children explore water temperature with their teacher.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 1 Interaction, Lesson 2
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.
Appears in Module 2 Transition, Lesson 2
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.
Appears in Module 3 Environment, Lesson 2
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.
Appears in Module 3 Environment, Lesson 2
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.
Appears in Module 3 Environment, Lesson 3
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.
Appears in Module 3 Environment, Lesson 3
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.
Appears in Module 3 Environment, Lesson 3
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?
Appears in Module 3 Environment, Lesson 3
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.
Appears in Module 3 Environment, Lesson 3
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.
Appears in Module 4 Teaming and Collaboration, Lesson 2
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.
Appears in Module 4 Teaming and Collaboration, Lesson 2
Video 4.3 - Expert Problem Solving
Watch this video to see collaboration and communication strategies in action.
Appears in Module 4 Teaming and Collaboration, Lesson 3
Video 5.1 - Respect for Culture and Language
In this video notice how this practitioner shows respect for this family's culture and language.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 3
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.
Appears in Module 5 Family, Lesson 2
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?
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 5 Family, Lesson 2
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…"
Appears in Module 5 Family, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
Video 6.10 - Naturally Occurring Learning
Watch this video of a parent providing positive responses in her native language.
Appears in Module 6 Instruction, Lesson 3
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.
Appears in Module 6 Instruction, Lesson 3
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.
Appears in Module 6 Instruction, Lesson 3
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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.
Appears in Module 6 Instruction, Lesson 2
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?
Appears in Module 7 Assessment, Lesson 3
Voices from the Field
Voices From the Field - Assessment - Jen Brown
Handout for Module 7 Assessment, Voices From the Field - Jen Brown
Transcript-Voices-Assessment-JenBrown.pdf
Voices From the Field - Assessment - Jennifer Kaufman
Handout for Module 7 Assessment, Voices From the Field - Jennifer Kaufman
Transcript-Voices-Assessment-JenniferKaufman.pdf
Voices From the Field - Assessment - Karen Nemeth
Handout for Module 7 Assessment, Voices From the Field - Karen Nemeth
Transcript-Voices-Assessment-KarenNemeth.pdf
Voices From the Field - Assessment - Mary Clare Freeman
Handout for Module 7 Assessment, Voices From the Field - Mary Clare Freeman
Transcript-Voices-Assessment-MaryClareFreeman.pdf
Voices From the Field - Assessment - Patricia Maris
Handout for Module 7 Assessment, Voices From the Field - Patricia Maris
Transcript-Voices-Assessment-PatriciaMaris.pdf
Voices From the Field - Assessment - Veda Crandall
Handout for Module 7 Assessment, Voices From the Field - Veda Crandall
Transcript-Voices-Assessment-VedaCrandall.pdf
Voices From the Field - Environment - Amanda Arevalo
Handout for Module 3 Environment, Voices From the Field - Amanda Arevalo
Transcript-Voices-Environment-AmandaArevalo.pdf
Voices From the Field - Environment - Andre Miguel
Handout for Module 3 Environment, Voices From the Field - Andre Miguel
VoicesFromTheField-Environment-AndreMiguel.pdf
Voices From the Field - Environment - Constance Walker
Handout for Module 3 Environment, Voices From the Field - Constance Walker
Transcript-Voices-Environment-ConstanceWalker.pdf
Voices From the Field - Environment - Ted Bovey
Handout for Module 3 Environment, Voices From the Field - Ted Bovey
Transcript-Voices-Environment-TedBovey.pdf
Voices From the Field - Family - Anne Turnbull
Handout for Module 5 Family, Voices From the Field - Anne Turnbull
Transcript-Voices-Family-AnneTurnbull.pdf
Voices From the Field - Family - Chaw Chaw
Handout for Module 5 Family, Voices From the Field - Chaw Chaw
Transcript-Voices-Family-ChawChaw.pdf
Voices From the Field - Family - Gabriella Reyes
Handout for Module 5 Family, Voices From the Field - Gabriella Reyes
Transcript-Voices-Family-GabriellaReyes.pdf
Voices From the Field - Family - Katie Boone
Handout for Module 5 Family, Voices From the Field - Katie Boone
Transcript-Voices-Family-KateBoone.pdf
Voices from the Field - Instruction - Aly Heathcoat
Handout for Module 6 Instruction, Voices from the Field - Aly Heathcoat
VoicesFromTheField-Instruction-AlyHeathcoat.pdf
Voices From the Field - Instruction - Denise Binder
Handout for Module 6 Instruction, Voices From the Field - Denise Binder
Transcript-Voices-Instruction-DeniseBinder.pdf
Voices From the Field - Instruction - Pam Dawson
Handout for Module 6 Instruction, Voices From the Field - Pam Dawson
Transcript-Voices-Instruction-PamDawson.pdf
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.
VoicesFromTheField-Interaction-CatherineCorr.pdf
Voices from the Field - Interaction - Jeanette McCollum
Handout for Module 1 Interaction, Voices from the Field - Jeanette McCollum
VoicesFromTheField-Interaction-JeanetteMcCollum.pdf
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).
VoicesFromTheField-Interaction-RashidaBanerjee.pdf
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.
VoicesFromTheField-Interaction-SamtraDevard.pdf
Voices from the Field - Teaming and Collaboration - Anderson White
Handout for Module 4 Teaming and Collaboration, Voices from the Field - Anderson White
Transcript-Voices-TeamingAndCollaboration-AndersonWhite.pdf
Voices From the Field - Teaming and Collaboration - Judy Swett
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Judy Swett
Transcript-Voices-TeamingAndCollaboration-JudySwett.pdf
Voices From the Field - Teaming and Collaboration - Linda Wilson
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Linda Wilson
Transcript-Voices-TeamingAndCollaboration-LindaWilson.pdf
Voices From the Field - Teaming and Collaboration - Ruth Gallucci
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Ruth Gallucci
Transcript-Voices-TeamingAndCollaboration-RuthGallucci.pdf
Voices From the Field - Teaming and Collaboration - Susan Hodges
Handout for Module 4 Teaming and Collaboration, Voices From the Field - Susan Hodges
Transcript-Voices-TeamingAndCollaboration-SusanHodges.pdf
Voices From the Field - Transition - Caroline Gooden
Handout for Module 2 Transition, Voices From the Field - Caroline Gooden
Transcript-Voices-Transition-CarolineGooden.pdf
Voices From the Field - Transition - Christine Lindauer
Handout for Module 2 Transition, Voices From the Field - Christine Lindauer
Transcript-Voices-Transition-ChristineLindauer.pdf
Voices From the Field - Transition - Cori Hill
Handout for Module 2 Transition, Voices From the Field - Cori Hill
Transcript-Voices-Transition-CoriHill.pdf