Tag Archives: Early Intervention

DEC Recommended Practices Monograph Series – Using DEC Family Practices with All Families: Call for Manuscripts

Posted on by

The Division for Early Childhood of the Council for Exceptional Children (DEC) will be publishing its third monograph in the DEC Recommended Practices Monograph Series in 2017 concentrating on the Family topic area.

We are interested in manuscripts that highlight the Family Recommended Practices from multiple perspectives to support families with young children from birth – 5 years old who have or are at risk of developmental delays and disabilities.  We hope to publish manuscripts that represent the breadth and depth of each of the three themes of the DEC Family Recommended Practices (family-centered practices, family capacity-building practices, and family and professional collaboration), which include the 10 practices that can be downloaded from the DEC website.

We are especially interested in manuscripts that demonstrate innovative use of the DEC family recommended practices to (1) effectively address the complexities of partnering with families, (2) positively support families whose values and structures are different from the professionals supporting the families, (3) identify specific behaviors that encompass the active ingredients of the recommended practices, and (4) enhance families’ knowledge and skills to enrich their child’s development.

Suggested topics include applying the DEC Family Practices to strengthen:

  • Families who are supported by multiple formal systems
  • Reciprocity between caregivers in different EI/ECSE contexts (e.g., preschool teacher and family)
  • Families with limited access to needed supports, such as families who are undocumented and those lacking stable housing
  • Family outcomes
  • Families’ use of informal supports to help meet the needs of their family and children

We are seeking manuscripts well grounded in research that are written for practitioners as well as case studies that illustrate the nuances of partnering with individual families.  We are also seeking manuscripts that include families who are currently, or in the last year were, supported by Early Intervention or 619 programs as primary or equal contributors to manuscript development.  At least one Family Recommended Practice should be clearly targeted and woven into the manuscript.

Final inclusion of manuscripts will, in part, be determined to assure representation of different Family Recommended Practices.

Submission Deadline is December 15, 2016. Manuscripts should be 10-12 pages including references.

Please contact the co-editors Carol M. Trivette (trivettecm@etsu.edu) and Bonnie Keilty (bkeilty@hunter.cuny.edu) with any questions.

We look forward to receiving your submissions.

Position Statement on Personnel Standards for Early Education and Early Intervention: Call for Feedback

Posted on by

DEC Member feedback is needed!

We are in the process of revising and updating the Position Statement and Concept Paper on Personnel Standards for Early Education and Early Intervention.

Review the DEC Position Statement on Personnel Standards for Early Education and Early Intervention here.

Systemwide Solutions to Improve Early Intervention for Developmental–Behavioral Concerns

Posted on by

11/2015

by Kevin P. Marks, Adriane K. Griffen, Patricia Herrera, Michelle M. Macias, Catherine E. Rice, Cordelia Robinson

“Birth to Five: Watch Me Thrive!” (http://www.acf.hhs.gov/programs/ecd/child-health-development/watch-me-thrive) seeks to systematically increase early detection of developmental–behavioral problems among at-risk children, from birth through 5 years. This initiative represents a coordinated effort to increase early screening and detection rates across the health, education, and social service sectors. Although the earliest detection of children who need extra developmental–behavioral support is a laudable goal, these efforts will be for naught without appropriate supports to document follow-up and enrollment into services. To meet the challenge of what happens next, our nation must address its capacity crisis. The leadership issue across sectors is to build the capacity to increase and improve access to evidence-based services that are tailored to child and family needs.

This initiative is the stated promise of early intervention (EI) for ages 0 to 3 years, early childhood special education (ECSE) for ages 3 to 5 years, and other high-quality early learning programs. In 2011 and 2012, 2% to 3% of US children received EI under the Individual with Disabilities Education Act (IDEA; https://ideadata.org/) Part C, and 5% to 6% of children received ECSE under IDEA Part B, Section 619.1 Twelve percent of children are diagnosed with any developmental disability between 3 and 10 years and 16% between 11 and 17 years.2 Mental health disorders emerge in 21% of children between 9 and 17 years.3 Although it can be challenging to reliably identify infants, toddlers, and preschoolers with the more prevalent mild disabilities and disorders, red flags (eg, positive or concerning screens) may be identifiable. Alas, the chasm between percentage identified and served is unacceptable given the assortment of interventions or supports proven to improve outcomes (http://www.ectacenter.org/topics/effective/effective.asp).4

Source: American Academy of Pediatrics, Pediatrics

Available at: http://pediatrics.aappublications.org/content/early/2015/11/04/peds.2015-1723

ZERO TO THREE: Parent Portal

Posted on by

7/2015

There is no such thing as a perfect parent. Parenting is an ongoing process of learning who your individual child is and what he needs to thrive.  Our resources are designed to help you tune in to what makes your child tick, and to guide you in thinking about the best way to meet your child’s individual needs.

  • Learn all about how development unfolds in the early years and how you can support your child’s healthy, overall growth.
  • Explore how you can help your young child learn to manage emotions, gain self-control, build self-confidence, and make great friends.
  • Discover how children are learning all the skills they need to be successful in school, starting from birth, with your loving guidance.
  • Explore everyday ways to help babies and toddlers learn important concepts, to be good problem-solvers, and to get along with others, through play.
  • Gain understanding about the root causes of some of the most common challenges parents face in children’s early years and how you can respond in ways that teach self-control and critical coping skills.
  • Read about what to expect around sleep in the early years and how to prevent and troubleshoot challenges that arise.
  • Learn about ways to manage your own emotions and reactions to your child that reduce stress–for you and your child–and that empowers you to nurture your child’s healthy development.

Source: ZERO TO THREE

Available at: http://www.zerotothree.org/parenting-resources/

About Autism in Toddlers

Posted on by

6/2015

About Autism in Toddlers is a tool for families, professionals, or anyone interested in learning about autism spectrum disorder (ASD). It is available free of charge. Just register and sign in. You will learn about:

  • the core diagnostic features of autism,
  • the critical importance of early detection and early intervention, and
  • current information on prevalence and causes of autism.

You will have the chance to access some of the innovative features of Autism Navigator. The slide index, located on the bottom right tool bar, can be used to easily navigate to specific slides. You will spend up to two hours to go through all of the slides and videos but you can spend a few minutes and visit again later.

Source: Autism Navigator

Available at: http://autismnavigator.com/resources-and-tools/

Child Outcomes Summary (COS) Process Module: Collecting & Using Data to Improve Programs

Posted on by

5/2015

This online learning module from ECTA Center and DaSy provides key information about the COS process, and the practices that contribute to consistent and meaningful COS decision-making. Over the course of multiple sessions, participants will learn about:

  • why child outcomes data are collected;
  • the key features of the COS process;
  • the essential knowledge needed to complete the COS process;
  • how the three child outcomes are measured through the process;
  • how to identify accurate COS ratings using a team-based process;
  • the importance of comparing children’s current functional performance to age-expected functioning;
  • when and how to measure progress in the three child outcome areas; and
  • how to document ratings and evidence to support those ratings in COS documentation.

The following sessions are currently available:Session 1: So What’s This All About?

  • Session 2: Overview of the Child Outcomes Summary (COS) Process
  • Session 3: Essential Knowledge for Completing the Child Outcomes Summary (COS) Process
  • Session 4: The 7-Point Scale

Please use the link below to register for the module. You will be automatically redirected to the module after registering. The module is self-paced, so you may access it as often as desired.

Source: ECTACenter.org : The Early Childhood Technical Assistance Center

Available at: http://ectacenter.org/eco/pages/outcomes.asp#COSProcessModule

Leadership in Early Intervention and Early Childhood Special Education

Posted on by

3/2015

The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) believes that high-quality leadership should be developed and supported at all levels of service systems in early intervention / early childhood special education (EI/ECSE). The service systems within which we work are highly complex and are composed of a single entity or multiple entities. They are administered by many different agencies1 (e.g., education, health, human services), funded through numerous sources, and governed by multiple federal and state laws. EI/ECSE program administrators and practitioners are expected to work collaboratively across system, disciplinary, and program boundaries to support the optimal development of young children who have, or are at risk for, developmental delays/disabilities and their families. To do so effectively, personnel at all levels of EI/ECSE service systems must demonstrate individual and collective leadership skills.

Source: Division of Early Childhood, Council for Exceptional Children

Available at: http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/LdrshpPositionStatement_final_Mar%202015%20(1)(1).pdf

Improving Systems, Practices and Outcomes for Young Children with Disabilities and their Families

Posted on by

1/2015

Purpose and Audience: Building and sustaining high-quality early intervention and preschool special education systems is a complex and ongoing process for state agencies. To support states, the Early Childhood Technical Assistance Center (ECTA Center), funded by The Office of Special Education Programs (OSEP), has developed a framework that addresses the question, “What does a state need to put into place in order to encourage/support/require local implementation of evidence-based practices that result in positive outcomes for young children with disabilities and their families?”

The purpose of the ECTA System Framework is to guide state Part C and Section 619 Coordinators and their staff in:

  • evaluating their current systems;
  • identifying potential areas for improvement, and;
  • developing more effective, efficient systems that support implementation of evidence-based practices.

States vary significantly in their Part C and Section 619 service delivery systems and the framework was developed to accommodate this variation. It is intended to enhance the capacity of Part C and Section 619 state staff to:

  • Understand the characteristics of an effective service system;
  • Lead or actively participate in system improvement efforts, including cross-agency work; and
  • Build more effective systems of services and programs that will improve outcomes for young children with disabilities and families served under Part C and Section 619 of the Individuals with Disabilities Education Act (IDEA).

Source: ECTACenter.org : The Early Childhood Technical Assistance Center

Available at: http://ectacenter.org/sysframe/

Results Driven Accountability: IDEA Part C Results Data in Determinations | Office of Special Education and Rehabilitative Services Blog

Posted on by

OSEP is committed to implementing a results-driven accountability framework that leads to increased state and local capacity to improve results and functional outcomes for children with disabilities. As part of this effort, OSEP asked the Early Childhood Technical Assistance Center (ECTA (http://ECTACenter.org)) to provide input on Individuals with Disabilities Education Act (IDEA) Part C results measures that could be used to review states’ performance results of their infants and toddlers with disabilities who receive early intervention services. An explanation of ECTA’s recommendations is contained in a presentation entitled Using Child Outcomes Data for Determinations, A Proposal. In addition, a more detailed account of the proposed approach is contained in ECTA’s report entitled Documentation of the Recommended Analysis for Using Child Outcomes Data for IDEA Part C Determinations.

Source: Office of Special Education and Rehabilitative Services Blog

Available at: http://www.ed.gov/edblogs/osers/2014/11/results-driven-accountability-idea-part-c-results-data-in-determinations/

Research Summary: The Jamaican Study

Posted on by

5/30/2014

Published in the journal Science on May 30, 2014, a study by Professor Heckman, UC Berkeley economist Paul Gertler, and fellow researchers at the University of Chicago, the University of the West Indies, the World Bank and the University of London finds that a high-quality early childhood intervention boosted the earnings of severely disadvantaged children in Jamaica by 25%. Read the full article as it appeared in Science here.

Source: The Heckman Equation

Available at: http://heckmanequation.org/content/resource/research-summary-jamaican-study