tag:blogger.com,1999:blog-68578934024151917162024-02-07T11:08:41.127-08:00Early Intervention Community of PracticeAn online community of practitioners, parents/caregivers, researchers, faculty, and advocates for families of young children birth to age three with developmental delays or disabilities Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.comBlogger57125tag:blogger.com,1999:blog-6857893402415191716.post-11392230557954705802020-03-24T09:40:00.000-07:002020-03-24T09:40:27.881-07:00Telepractice ResourcesMany DEC Early Intervention Community of Practice (CoP) members have asked for telepractice resources as temporary changes in how we provide supports for families are required in order to meet social distancing and "work from home" mandates during the COVID-19 outbreak. Listed below are links to a variety of different resources, but certainly not all that are currently available.<br />
<br />
Division for Early Childhood of the Council for Exceptional Children - <a href="https://www.dec-sped.org/ei-ecse-resources-covid-19">Resources to Support EI/ECSE During the COVID-19 Outbreak</a><br />
<br />
Early Childhood Technical Assistance (ECTA) Center - <a href="https://ectacenter.org/topics/disaster/tele-intervention.asp#additional">Tele-Intervention and Distance Learning</a><br />
<br />
Early Intervention Colorado - <a href="https://www.youtube.com/watch?v=qG73FCcoGOw&feature=youtu.be&fbclid=IwAR2_Le_RUK_B5KyRVtXdWSy62c84paDq_dQvx1Gaz3zqRN7iNRDzSd5djs4">Provider Tips for Using Telehealth Video</a><br />
<br />
Larry Edelman - <a href="https://ectacenter.org/~pdfs/topics/disaster/Planning_for_the_Use_of_Video_Conferencing_in_EI_during_COVID-19_Pandemic.pdf">Planning for the Use of Video Conferencing forEarly Intervention Home Visits during the COVID-19 Pandemic</a><br />
<br />
Family, Infant and Preschool Program - <a href="https://tinyurl.com/FIPPTele-Practice">Tele-Intervention Video</a><br />
<br />
Robin McWilliam - <a href="http://naturalenvironments.blogspot.com/">Tele-Intervention and the Routines-Based Model</a><br />
<br />
National Center for Hearing Assessment and Management (NCHAM) at Utah State University -<br />
<a href="http://www.infanthearing.org/ti101/">Tele-intervention 101 Learning Courses</a><br />
<br />
Ohio Developmental Disabilities Council - <a href="https://ddc.ohio.gov/video-ei-series">Video Series: Use of Technology with Evidence-Based Early Intervention</a>Dathan Rushhttp://www.blogger.com/profile/02910851098747269133noreply@blogger.com1tag:blogger.com,1999:blog-6857893402415191716.post-66819636634882741002019-05-10T09:14:00.000-07:002019-05-10T09:14:10.846-07:00American Academy of Pediatrics Report on Prescribing Physical, Occupational, and Speech Therapy Services for Children with Disabilities
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<br />
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Houtrow, A., Murphy, N. & Council on Children with
Disabilities. (2019). Prescribing physical, occupational, and speech therapy
services for children with disabilities. <i style="mso-bidi-font-style: normal;">PEDIATRICS</i>,
<i style="mso-bidi-font-style: normal;">143</i>(4), 1-14. <span style="mso-spacerun: yes;"> </span><a href="https://pediatrics.aappublications.org/content/pediatrics/143/4/e20190285.full.pdf">https://pediatrics.aappublications.org/content/pediatrics/143/4/e20190285.full.pdf</a><o:p></o:p></div>
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<br /></div>
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The American Academy of Pediatrics recently published a
clinical report that provides their members with guidelines for prescribing
physical, occupational, and speech therapy services for children with
disabilities. The report is available for free download at the URL listed
above. <o:p></o:p></div>
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<br /></div>
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Although this report does not exclusively focus on therapy
services for children from birth to three or birth to five, the authors
recognize the importance of natural learning opportunities within the context
of everyday activities and the important people in the child’s life. <span style="color: black; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Not
surprising, the authors still provide that outpatient/clinic-based services may
be necessary for children with more complex needs and their examples use a very
traditional multidisciplinary approach. </span><o:p></o:p></div>
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<br /></div>
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The authors acknowledge the lack of available research for
prescribing frequency and intensity of therapy services for a specific
diagnosis and only cite one study for one diagnosis (i.e., unilateral
hemiplegic cerebral palsy). The report states that dosage is largely “subjective”
however, the authors provide guidance for how physicians can prescribe
frequency and intensity of therapies. Since physician must determine medical
necessity for therapy services to be reimbursed by insurance and Medicaid,
coordination among early intervention programs, physicians, and families is
essential and this is reinforced in the report. <o:p></o:p></div>
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<br /></div>
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How can the field of early intervention use the information
in this report to coordinate with physicians?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How does your program work with local physicians related to
prescriptions for therapy services?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What strategies have you found most successful in fostering
physicians’ understanding about how early intervention works with families to
determine frequency and intensity of services?<o:p></o:p></div>
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<br /></div>
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In addition to more research, what does the field of early
intervention need to assist with service frequency/intensity decision?<o:p></o:p></div>
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<br /></div>
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<br /></div>
<!--EndFragment--><br />Dathan Rushhttp://www.blogger.com/profile/02910851098747269133noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-41250348466116262322019-05-05T09:01:00.000-07:002019-05-05T09:01:38.339-07:00Coaching Video Resources<br />
Thanks to all who posted on the EI CoP list serv recently about videos they have found helpful for supporting EI practitioners' use of a coaching interaction style to help families build their capacity to support child learning within the context of everyday activities and routines.<br />
<br />
Listed below are some of the individual videos, websites containing videos, and materials with videos embedded that were shared by CoP members. We know this is not a complete list of all that might be available. You may add additional resources as comments to this blog post.<br />
<br />
<a href="http://www.hfpg.org/our-approach/learning/early-childhood-investments/statewide-collaborations/foundations-of-coaching-early-childhood/">Connecticut Foundations of Coaching in Early Childhood: Partnering with Parent and Professionals</a><br />
<br />
<a href="https://medium.com/mah-coaching-support">Maryland Making Access Happen Coaching Support </a><br />
<br />
<a href="https://veipd.org/main/pdf/guidance_fac_reflect_10.3.18.pdf">Virginia Ongoing Support for Coaching & Natural Learning Environment Practices: Guidance for Facilitating Reflection with Individuals and Groups</a> <span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13px;"> </span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13px;"><br /></span>
<a href="http://www.cdd.unm.edu/ecln/fit/fit-focus-video-library.html">University of New Mexico Center for Development and Disability: FIT Video Library</a>Dathan Rushhttp://www.blogger.com/profile/02910851098747269133noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-47198978868194644122019-02-10T08:02:00.000-08:002019-02-10T08:03:21.631-08:00American Academy of Pediatrics Report on Early Intervention<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<span style="font-family: "times new roman";">In October 2013,
the American Academy of Pediatrics (AAP) Council on Children with Disabilities
developed a <a href="http://pediatrics.aappublications.org/content/132/4/e1073.full">clinical
report</a> published in PEDIATRICS,
entitled “Early Intervention, IDEA Part C Services, and the Medical Home:
Collaboration for Best Practices and Best Outcomes.” This report was reaffirmed
by the AAP in May, 2017. In this report, the Council provides an overview of
IDEA, Part C and compares it to the concept of a medical home in pediatrics. The
Council also defines “best practice” early intervention models as being
family-centered, using a coaching interaction style to build the capacity of
caregivers, and promoting child learning within the context of natural learning
environments rather than trying to create learning opportunities in artificial intervention
settings. The report goes on to inform pediatricians that serving children in
both traditional settings in which providers work directly with the child and
early intervention programs that focus on building the capacity of caregivers
to promote child learning in natural routines and activities can be confusing
to families and cause mistrust of the practitioners unless well-coordinated and
the differences understood by families. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">The AAP report
is consistent with <a href="https://divisionearlychildhood.egnyte.com/dl/tgv6GUXhVo">DEC Recommended
Practices</a> including, but not limited to: <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Environment 1 <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Practitioners provide services and supports in natural and
inclusive environments during daily routines and activities to promote the child’s
access to and participation in learning experiences.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Family 5<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Practitioners support family functioning, promote family
confidence and competence, and strengthen family-child relationships by acting
in ways that recognize and build on family strengths and capacities.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Family 6<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Practitioners engage the family in opportunities that
support and strengthen parenting knowledge and skills and parenting competence
and confidence in ways that are flexible, individualized, and tailored to the
family’s preferences.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Instruction 4 <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Practitioners plan for and provide the level of support,
accommodations, and adaptations needed for the child to access, participate,
and learn within and across activities and routines.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Instruction 5 <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman"; mso-fareast-font-family: "Times New Roman";">Practitioners embed instruction within and across routines,
activities, and environments to provide contextually relevant learning
opportunities.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">When first
published, we at the Family, Infant and Preschool Program (FIPP) sent a copy of
the report to pediatricians and family physicians in our catchment area. We
also included a letter informing the physicians that FIPP services are provided
in a manner consistent with the AAP Council on Children with Disabilities
report. We continue to share this report with physicians and families to help ensure
their expectations of early intervention services are consistent with the AAP
and DEC Recommended Practices.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">How are you and
your program ensuring that pediatricians and families are aware of this AAP
report?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";"><a href="https://www.aap.org/en-us/about-the-aap/Councils/Council-on-Children-with-Disabilities/Pages/Policy-Statements-Clinical-Technical-Reports.aspx">Other
report and position statements</a> are available from the AAP Council on
Children with Disabilities on topics including fetal alcohol syndrome, nonoral
feedings, autism spectrum disorders, motor delays, sensory integration therapies,
and assistive technology.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">If you are
interested in writing a blog about a particular resource or topic, contact
Dathan Rush (<a href="mailto:drush@sheldenandrush.org)">drush@sheldenandrush.org)</a>
or M’Lisa Shelden (<a href="mailto:mshelden@sheldenandrush.org)">mshelden@sheldenandrush.org)</a>.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br />Dathan Rushhttp://www.blogger.com/profile/02910851098747269133noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-85128714475697570282019-01-23T10:30:00.000-08:002019-01-23T10:56:55.296-08:00Young Children in the Digital Age<div dir="ltr" style="text-align: left;" trbidi="on">
What is your point of view on technology and young children?<br />
<br />
How do we moderate their use and exposure to screen time when children
are born into a world of technology, and when they see the adults around
them routinely using technology?<br />
<br />
What kinds of conversations have you had with parents about screen time?<br />
<br />
Here's a resource from <a href="https://www.deyproject.org/" target="_blank">Defending the Early Years</a>: <a href="http://files.constantcontact.com/de2a95c3201/1eaa68d1-2d13-4a03-955d-f1a5afad7f00.pdf?fbclid=IwAR3UxL3qDqY7VUoEhj3RxCRWzvrW_BZncCZVU--wqkgiCywExtowu1yQSS4" target="_blank">Young Children in The Digital Age: A Parent's Guide</a></div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-88539904517415908232019-01-10T13:03:00.000-08:002019-01-15T13:07:25.877-08:00Welcoming the new year... and our new co-leaders! <div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3ds9 _3576" data-ft="{"tn":"K"}" id="js_68">
Happy
New Year! We thank you again for the opportunity to serve as
co-leaders of the DEC Early Intervention Community of Practice for the
past two years.<br />
<br />
We have an exciting update to share with you.
Please join us in warmly welcoming our new co-leaders, Drs. M'Lisa
Shelden and Dathan Rush!<br />
<br />
As we suspect many of you already know,
M'Lisa and Dathan have a wealth of hands-on experience, knowledge, and
expertise to support and empower others to use recommended practices for
young children, providers, and families in EI/ECSE. We look forward to
their leadership!<br />
<br />
<br />
P.S. You may have noticed the change in the blog title, to reflect the new name and structure based on recent changes from the DEC Executive Office. The Special Interest Groups are now called <i><b>Communities of Practice</b></i> (CoP). Read more <a href="http://www.dec-sped.org/communities-of-practice" target="_blank">here</a>. The link to our <a href="http://www.decei.org/" target="_blank">webpage</a> remains the same. </div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-8347314938843282072018-07-16T12:51:00.000-07:002019-01-15T13:02:46.589-08:00Child Trends Video: Babies May Understand Words Before They Can Talk<div dir="ltr" style="text-align: left;" trbidi="on">
I hardly talk on a more personal level here, but it has been a truly fascinating experience witnessing my infant daughter (now almost 7 months) change and grow particularly in terms of language development. We have been talking a great deal to her (giving a "play-by-play" of what is happening), reading to her (Eric Carle's <i>Brown Bear, Brown Bear, What Do You Hear?</i> and Margaret Wise Brown's <i>Goodnight Moon </i>have been longtime favorites), singing to her, etc... and while I know she is absorbing everything before she can actually express what she knows, I'm always curious about what she understands. <br />
<br />
A newly released <a href="https://www.childtrends.org/videos/babies-may-understand-words-can-talk?fbclid=IwAR2HICy6EDUNIj1Pdx540cXDcUIovu_D_T0cScy6jl_TnEu9fy7AFJUdk2I" target="_blank">video</a> from Child Trends explains how babies may understand words before they can talk. The video is available in English and Spanish. <br />
<br />
<i><b>How do we support parents in exposing their child to language within their existing routines and activities? </b></i></div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-43114041636445695932018-06-29T12:29:00.000-07:002019-01-15T12:40:48.750-08:00Friday Feature: Building Family Capacity<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3576" data-ft="{"tn":"K"}" id="js_e4">
<span class="_5afx"><span aria-label="hashtag" class="_58cl _5afz">#</span><span class="_58cm">FridayFeature</span></span>: <br />
<div id="top" style="text-align: left;">
<br /></div>
<div id="top" style="text-align: left;">
The Early Childhood Technical Assistance Center's <i><b>Family Capacity-Building Online Module</b></i></div>
<br />
What does it mean to build family capacity, and how do we do it? <br />
<br />
What do you currently do to support parents and caregivers in implementing intervention between our visits, within their naturally occurring routines and activities? <br />
<br />
See this <a href="http://ectacenter.org/decrp/fcb.asp" target="_blank">online module</a> to learn more!<br />
<br />
Here's the description from the ECTA Center:<br />
<br />
This online module:<br />
<ul class="paddedlist">
<li>introduces family capacity-building to practitioners and service providers,</li>
<li>explains the steps of introducing new practices to parents and families,</li>
<li>includes short video excerpts demonstrating family capacity-building,</li>
<li>checks a learner's knowledge understanding through a variety of interactive formats, <em>and;</em></li>
<li>includes a family capacity-building checklist for self-assessment or planning home visits.</li>
</ul>
</div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-4123283064717562612018-06-25T12:24:00.000-07:002019-01-15T12:28:05.891-08:00Part C funding<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3576" data-ft="{"tn":"K"}" id="js_e7">
<a href="http://ectacenter.org/~pdfs/growthcomppartc-2018-04-17.pdf" target="_blank">This chart</a> from the ECTA Center illustrates how funding for Part C has decreased, while the number of children being served is increasing. <br />
<br />
Have you seen/felt the direct impact of funding cuts in your work in EI? How has it impacted <i>you</i> as a professional? As a program? How has it impacted the children and families with whom you work?<br />
<br />
As
the $ per child goes down, and the number of children served in Part C
goes up, how do we ensure high-quality services for families of infants
and toddlers in Early Intervention?<br />
<br />
How can we advocate for increased funding for Part C? <br />
<br />
It's a million-dollar question, pun intended...<br />
<br />
<br />
<br />
<br />
<br />
<br /></div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-32737637628444605142018-06-15T12:18:00.000-07:002019-01-15T12:20:53.523-08:00Friday Feature: Recommended Practices Modules<div dir="ltr" style="text-align: left;" trbidi="on">
To what extent does the DEC Recommended Practices guide your work in EI?<br />
<br />
Which specific RPs are you routinely able to implement? <br />
<br />
Do you experience any challenges in implementing the DEC Recommended Practices? <br />
<br />
Here's a resource for today's <span class="_5afx"><span aria-label="hashtag" class="_58cl _5afz">#</span><span class="_58cm">FridayFeature</span></span>:<br />
<br />
Early Childhood Recommended Practice Modules (RPMs) are free modules
developed for early care and education, early intervention, and early
childhood special education faculty and professional development
providers. The modules support the implementation of the Division for Early Childhood (DEC) Recommended Practices. This page also links to a resource library of audio clips,<br /> handouts, and activities related to the DEC Recommended <span class="text_exposed_show">Practices.</span><br />
<br />
<div class="text_exposed_show">
<a data-ft="{"tn":"-U"}" data-lynx-mode="async" data-lynx-uri="https://l.facebook.com/l.php?u=https%3A%2F%2Frpm.fpg.unc.edu%2F%3Ffbclid%3DIwAR29K78iXSyPLlzg7r7ElXZfwurdYOXDSrhki3bdoq88QkYX39Wqr-I6IaQ&h=AT0pYOSHPQagiyjFdSVcpXMgOkg2YmhEEOs92L5kCJMkGchLRRtUpBJDiLvta8WbdhCMqi7FLAwRL8VTc-n2taU-ioJqc2K2qYrhisHEbIeXEbMpy5ah03cT03Etki7w2XYjc1ras9XJunWJnioc_GHj86lYSgMlcrvI4DRfzKC0IjgX9CqogGgu-B2fX_cYGVjdRtl_vgJUviiTN4ZU6xaxGQhW1gLs9aoUbuNQoeHqXJfgt887karJGL4oBnFflVP8TjWyk5tEPvC8J4ht2yP3SnaD8vzmaqat4Xr6B-FmLgR4Rgurr3khE2T4QAg7bh-B96oJOZcg8rEmnIFzLWz14XNgu6HxXAQc3se_RiDkBUqrAKbqskOftbASwo4RFv9vHeYUl9o25lXuGKqqDlkrINK7KZfEgDSMdUR0oGtNUUQ37zNqIm2-F0GdnO2gliWgth0AdtZpz1QOuWEeH-0gzXKwbzHAHIx_v9A5Sq93Zo-1v4XV88-vTOdqSa328P-w01JuH7pW9QXVxm7xGJK56eNLiHweIU6ziYnBXpdOmCLloD8dZONdGCN8DHv1Lo8aPHPH5g9S0fKLkDabQwXaHbx8upSrHS6Onf_19gTnOXmw0HMPumXhm_rBgps" href="https://rpm.fpg.unc.edu/?fbclid=IwAR29K78iXSyPLlzg7r7ElXZfwurdYOXDSrhki3bdoq88QkYX39Wqr-I6IaQ" rel="noopener nofollow" target="_blank">https://rpm.fpg.unc.edu/</a></div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-1152831241748615812018-05-04T12:13:00.000-07:002019-01-15T12:16:08.047-08:00Friday Feature: A History of EI/ECSE in the United States: A Personal Perspective<div dir="ltr" style="text-align: left;" trbidi="on">
It's been a while since we've done a <span class="_5afx"><span aria-label="hashtag" class="_58cl _5afz">#</span><span class="_58cm">FridayFeature</span></span> -- here's an article hot off the (cyber)press:<br />
<br />
<i><b>A History of EI/ECSE in the United States: A Personal Perspective</b></i><br /> by Diane Bricker, Huichao Xie, Sharon Bohjanen<br />
<br />
<div class="text_exposed_show">
An interesting read on the evolution of the Early Intervention and
Early Childhood Special Education field... Download the PDF <a href="http://journals.sagepub.com/doi/abs/10.1177/1053815118771392" target="_blank">here</a>.<br />
<br />
Bricker et al (2018) wrote: "service delivery has been predominately a
“patchwork” of separate and nonaffiliated offerings across communities"
(p. 12).<br />
<br />
Questions to think about:<br />
<br />
<ul style="text-align: left;">
<li><i><b>Does this "patchwork" of separate/fragmented services ring true in your EI community? What have some of your experiences and challenges been like?</b></i> </li>
<li><i><b>What needs to change? What are your ideas for implementing coordinated,
comprehensive, and cohesive services for young children and families?</b></i></li>
<li><i><b>What can YOU do as an EI practitioner or program to move towards more cohesive services? </b></i></li>
</ul>
</div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-24988910870326111022018-05-02T12:11:00.000-07:002019-01-15T12:11:38.800-08:00Social-Emotional Toolkit from Brookes Publishing<div dir="ltr" style="text-align: left;" trbidi="on">
While we Early Interventionists have been letting go of our "toy bags", it doesn't mean we can't have resources in our toolkits!<br />
<br />
Here's a new resource on social and emotional development from Brookes Publishing:<br />
<br />
<blockquote class="tr_bq">
"Early identification of social-emotional challenges can make a huge
difference in the life of a young child. With this free toolkit, you’ll
get more than 25 pages of resources that help you conduct successful
screening with ASQ®:SE-2, the trusted, widely used social-emotional
screener for children from 1 month to 6 years.<br />
Use these tip sheets, parent handouts, and activities to effectively
implement ASQ:SE-2, involve families in the screening process, and boost
a child’s social-emotional development between screenings. Whether
you’re new to social-emotional screening or looking to enhance your
current system, these resources will help you make the most of
ASQ:SE-2—and ensure that the children in your program have the best
chance at success in school and life."</blockquote>
<br />
Get your FREE Social-Emotional Toolkit from Brookes Publishing <a href="https://brookespublishing.com/campaigns/free-social-emotional-screening-toolkit/?fbclid=IwAR2r53PSB1VDi1OjXbwMeD27ytFZjeXRZUjwTcziHRzLRt3REu_DGz0bBIE" target="_blank">HERE</a>. </div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-14313391851157466702018-04-18T12:06:00.000-07:002019-01-15T12:07:06.517-08:00Coffee Break Webinars for Better Hearing and Speech Month<div dir="ltr" style="text-align: left;" trbidi="on">
May is <i><b>Better Hearing and Speech Month</b></i>!<br />
<br />
By far, in my experience most of the children with whom I worked in Part C were referred because of a speech concern. Is this similar to what you are experiencing? <br />
<br />
In celebration of Better Hearing and Speech Month, the Office of Head Start's Early Childhood Hearing Outreach (ECHO) Initiative is joining the the <a href="https://www.asha.org/" target="_blank">American Speech-Language-Hearing Association</a>
(ASHA) to host a coffee break webinar series to celebrate this year’s
theme <i><b>“Communication for All.”</b></i> Throughout the month of May, ASHA
partners with national and local stakeholders to engage in a
multifaceted public education campaign to raise awareness about the
critical need <span class="text_exposed_show">to intervene early when young children are identified with communication disorders. </span><br />
<br />
<div class="text_exposed_show">
The Coffee Break Webinars will focus on raising awareness about the
importance of frequent hearing screenings, language development, and
family engagement.<br />
<br />
There is no pre-registration to join the webinars. Click on the links below when you are ready to join.<br />
<br />
Monday, May 7, 2018, 2:00-2:15 p.m. EDT: <br />
<i><b>What You Need to Know About Quality Hearing Screening for Children Birth to Five Years of Age</b></i><br />
Will Eiserman, <a href="http://infanthearing.org/earlychildhood/" target="_blank">Early Childhood Hearing Outreach (ECHO) Initiative</a><br />
<br />
Click <a href="https://ncham.adobeconnect.com/bhsm/" target="_blank">HERE</a> to join the webinar.<br />
<br />
<br />
Thursday, May 10, 2018, 2:00 – 2:15 p.m. EDT: <br />
<i><b>Family Engagement: Living It Out in the Real World</b></i><br />
Janet DesGeorges, Co-founder and Executive Director of <a href="http://www.handsandvoices.org/" target="_blank">Hands & Voices</a><br />
<br />
Click <a href="https://ncham.adobeconnect.com/bhsm/" target="_blank">HERE</a> to join the webinar.<br />
<br />
<br />
Monday, May 14, 2018, 2:00 – 2:15 p.m. EDT:<br />
<i><b>Unplug and Engage: Creating Language Rich Everyday Routines at Home</b></i><br />
<a href="http://firstwordsproject.com/" target="_blank">Juliann Woods, Ph.D.</a>, Professor and Researcher at Florida State University School of Communication Science and Disorders<br />
<br />
Click <a href="https://ncham.adobeconnect.com/bhsm/" target="_blank">HERE</a> to join the webinar.<br />
<br />
<br />
Thursday, May 17, 2017, 2:00 – 2:15 p.m. EDT: <br />
<i><b>Culturally and Linguistically Responsive Strategies to Promote Children’s Language Development</b></i><br />
<a href="https://provost.illinois.edu/staff-di%E2%80%A6/santos-rosa-milagros/" target="_blank">Rosa Milagros Santos, Ph.D.</a>, Professor in the Department of Special Education the University of Illinois<br />
<br />
Click <a href="https://ncham.adobeconnect.com/bhsm/" target="_blank">HERE</a> to join the webinar.</div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-72678461418106801902018-04-17T16:57:00.000-07:002019-01-15T12:00:01.388-08:00Additional resources on collaborating with child care programs<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3576" data-ft="{"tn":"K"}" id="js_oz">
Thank
you to everyone who joined us at today's <i><b>"What's On Your Mind?"</b></i> web discussion on
collaborating with families and child care providers! We enjoyed hearing
everyone's ideas. Please <a href="http://www.decei.org/contact" target="_blank">contact us</a> or comment below if you have ideas for a future web discussion topic, or if you'd like
to share feedback/additional thoughts on today's discussion.<br />
<br />
And in case you missed it, the recording will be archived on the DEC website (EI SIG page) soon! <br />
Special thanks to Lynn Barts for sharing insights and experiences from her work in the Early Intervention Training Program at the University of Illinois. Be sure to visit their page for helpful videos and resources at <a data-ft="{"tn":"-U"}" data-lynx-mode="async" href="https://l.facebook.com/l.php?u=https%3A%2F%2Fblogs.illinois.edu%2Fview%2F6039%2F230963%3Ffbclid%3DIwAR0ZN18y8g1I6wzrjD9HmBAh6dfrI4QDJcfmo3fG5vM8IHGdUR8GI8gFjNI&h=AT0eGrdIPnzdk0oRLkVCNjhUwCfV1tOoKUVtS3QVT95DCcBPddOcUtzFL5ZBPINSIpSLRtqHAlM7NajucMeu-YHXOum8lex4EcpDzQADkrm4Hwglf0eNKZUjXyfCp0bVuGbm0z69SxNCm84hjBd5Z3ICs-vfMWINZLzvXN4M6jKPjlBVyId777os0r_ixI5AAJwWpxega8kXlOtRxSedUF3OYJ2ZOcXzB85o9tmDP5uAShAwGtFExMN3E6QuJe5ZfhKlDUlTY9pF_FDSY5j9BfnmidBtWlvtJ5ef9TeMGdEAJPLXJ3caeDmKcsxFrce5ejc49SZKsyG5siu9yLu5m_x9ptOHBpijO2zZRQsms-oUinJHymTHHLMCmY9mFCoZsBEJt0s1G-jwLqHJbxBi_Eb8eTqxReSfXywYjrJZcpcTD_Sd3mfHPxiG_wjps1NbtBDK06UBbCWbB7lmTuENw-beOk9ZlCPi1N5Eeu8x0CdWsTkwS_WPEHs5capxLToglGvM5a8BcJDE5qUoJ-g6FZsSIOAbHgJ2sHZ2TAEjrSRDkQrhuHIlQ_htxs0xssdZ97eva2Rw4sTsNWhBCyWOTT_G23ldsssiqxl4erTgH2xXfnbM1xypsV-nHIFvT1U" rel="noopener nofollow" target="_blank">https://blogs.illinois.edu/view/6039/230963</a></div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-50988414856358573832018-03-28T11:57:00.000-07:002019-01-15T11:57:26.574-08:00What's On Your Mind? <div dir="ltr" style="text-align: left;" trbidi="on">
Do you frequently conduct visits with children in child care settings? What are your experiences working in this other natural environment?<br />
<br />
Join us as we pilot an informal, interactive hour-long web discussion
called <i><b>"What's On Your Mind"</b></i> focused on information-sharing and
brainstorming among interested Early Intervention (EI) Special Interest
Group members. Our first web discussion will focus on the partnership
between families, child care providers, and early interventionists
throughout t<span class="text_exposed_show">he EI process, including discussion of successful strategies as well as challenges that exist within the partnership. </span><br />
<br />
<div class="text_exposed_show">
To inform our conversation, Michelle and Nicole will share key insights from a relevant article, and Lynn Barts from Illinois will share one state’s experiences with forging partnerships within the child care context. Please review the Division for Early Childhood (DEC) <a href="http://www.dec-sped.org/dec-recommended-practices" target="_blank">Recommended Practices</a> prior to the discussion. We hope you will save the date and join us!<br />
<br />
<i><b>What’s On Your Mind: How Do You Partner With Families and Child Care Providers? </b></i><br />
Tuesday, April 17th, 2:00 - 3:00 PM EST<br />
<br />
Register <a href="https://attendee.gototraining.com/r/3691534813477911298" target="_blank">HERE</a>. </div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-5078084939710470602018-02-27T11:47:00.000-08:002019-01-15T11:53:45.660-08:00Improved Collaboration Between IDEA Part C and Child Welfare<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3576" data-ft="{"tn":"K"}" id="js_17r">
Do you work with children who are also served by Child Welfare agencies? What have your experiences been collaborating with the child welfare system? <br />
<br />
Here is a FREE webinar from the Division for Early Childhood (DEC) Protection & Well-Being Special Interest Group, in collaboration with the Early Childhood Technical Assistance (ECTA) Center: <br />
<br />
<i><b>"Promising Referral Practices: Improved Collaboration between IDEA Part C and Child Welfare"</b></i><br />
<i><b></b></i><br />
March 7, 2018 - 4:00 PM - 5:00 PM EST<br />
<br />
Register <a href="https://attendee.gototraining.com/r/2039170046670446593" target="_blank">HERE</a>. </div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-47011975610332805992018-02-20T11:44:00.000-08:002019-01-15T11:46:34.359-08:00New Learning Decks!<div dir="ltr" style="text-align: left;" trbidi="on">
TOMORROW: Storybook Reading is Fun: Teaching Parents to Facilitate
Social-Communication Skills for Their Children with Disabilities<br />
<br /> Wednesday, February 21st, 2018, 1:00 PM to 2:00 PM EST<br />
<br />
COMING SOON: Grandparents Matter: Strategies for Involving Grandparents in ECSE Settings<br />
<br />
Thursday, March 15th, 2018, 12:00 PM to 1:00 PM EST<br />
<br />
Hop over to the <a href="http://www.dec-sped.org/learning-decks?fbclid=IwAR1ZjhvYB4_gdwZJeuGwGesXPRbu-jMIPeyyOimoZuVlvvYvnCNustFI100" target="_blank">DEC website</a> to register! <br />
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-80947805079413327062018-02-19T06:00:00.000-08:002018-02-19T06:00:39.007-08:00A Day In The Life Of... Sharon Stone, Quality Assurance Specialist<div dir="ltr" style="text-align: left;" trbidi="on">
We're back with our second post of our "A Day In The Life Of... " series. Let's welcome Sharon Stone, Quality Assurance Specialist. Take it away, Sharon!<br />
<br />
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<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Name:</b><span style="mso-spacerun: yes;"> </span>Sharon Stone</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Role/position:</b> Quality
Assurance Specialist at the Texas Department of Health and Human Services Early
Childhood Intervention state office</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Length
of time in role or position:</b> I’ve been in my current position nearly five
years, but have worked at the ECI state office for over ten years.<span style="mso-spacerun: yes;"> </span>Prior to that, I worked in the EI field as an
Early Intervention Specialist and Social Worker for seven years.<span style="mso-spacerun: yes;"> </span>I am also the mother of a 21-year-old
daughter who received EI services as a toddler.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Location: <span style="mso-spacerun: yes;"> </span></b>Austin,
Texas</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>What
brought you to the field of Early Intervention:<span style="mso-spacerun: yes;">
</span></b>I have spent most of my professional life working with people with
disabilities.<span style="mso-spacerun: yes;"> </span>My first job out of college
was at a state school for people with intellectual disabilities. On my campus,
there was also a program for infants and toddlers.<span style="mso-spacerun: yes;"> </span>I used to love to see the little ones coming
in and I realized many of the adults and older teenagers I was working with
might have been able to live more independently. That experience led to me to
seek a career in EI as soon as I had the opportunity.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Describe
a typical work day: </b><span style="mso-spacerun: yes;"> </span>There really isn’t a
typical day.<span style="mso-spacerun: yes;"> </span>My primary role is working
with two other members of the state QA team to assess the services provided by
the agencies the state of Texas contracts with to provide EI services. This
happens through record reviews, observing services and meeting with agency
staff to learn about their training, supervision and oversight processes. Every
quarter, the QA team reviews program data related to quality services to
complete a risk assessment, and select the programs we will review the next
quarter.<span style="mso-spacerun: yes;"> </span>We review approximately one
program per month. The review consists of a program self-assessment, a review
of twenty records (ten of children who are enrolled in services, ten of
children who were evaluated, but did not enroll), and observations of as many
services as possible in a two-day period, including therapy and Specialized
Skills Training (what Specialized Instruction is called in Texas), evaluations,
and Individualized Family Service Plan (IFSP) meetings. These observations are my favorite part of the job, as they
keep me connected to the mission of serving kids and families.<span style="mso-spacerun: yes;"> </span>Following the review, we complete a
comprehensive report identifying program strengths and areas for improvement,
and recommending strategies and technical assistance to help the program
address identified needs. Another aspect of my role as a QA specialist is using
my time meeting with EI program staff to identify concerns that might be
systemic, rather than specific to one program.<span style="mso-spacerun: yes;">
</span>The QA team often works with our state training and technical assistance
team to develop products that help our contract agencies and their staff
provide high quality services as efficiently as possible.<span style="mso-spacerun: yes;"> </span>We also work with staff who develop policy to
identify particular policies or changes in policy that might lead to better or
more efficient services.</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Successes
you’ve experienced in the field:</b><span style="mso-spacerun: yes;"><b> </b> </span>Because
I have been involved in EI as both a direct service provider and a parent, I
try to bring those experiences to my work at the state office.<span style="mso-spacerun: yes;"> </span>I believe I’ve been able to help some of my
coworkers without those experiences understand how what we do at the state
office directly impacts kids and families, as well as service providers.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoListParagraphCxSpLast">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt;">I’m proud to say that almost all of the feedback
we’ve received from our contract agencies about the QA process has been very
positive.<span style="mso-spacerun: yes;"> </span>Programs find the information
we provide helpful, and like that we offer concrete, practical solutions.<span style="mso-spacerun: yes;"> </span>Our providers are proud of the work they do
and are glad that the state is observing their work rather than just relying on
data and paperwork to assess how they are doing.</span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Concerns
or challenges you’ve experienced in the field: </b>My biggest concern is related to
funding of therapy services for children and toddlers.<span style="mso-spacerun: yes;"> </span>Another concern is helping physicians and
other medical professionals understand how EI services in Texas are all about
helping parents learn to provide intervention in the course of daily
activities, rather than more traditional hands-on therapy.<span style="mso-spacerun: yes;"> </span>Finally, I would love to see therapy
education programs offer more training on this model of service delivery and on
early childhood.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><b>Here's a
link to the DEC Recommended Practices:</b> </span><a href="http://www.dec-sped.org/dec-recommended-practices"><span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">http://www.dec-sped.org/dec-recommended-practices</span></a><span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> . Please describe how you have
used a Recommended Practice/s with young children and/or families.</span><span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">The Texas ECI QA
team frequently recommends the DEC Recommended Practices to programs during our
reviews, particularly those related to engaging families and teaming.</span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>How
have you used any other DEC resource to guide your work?</b><span style="mso-spacerun: yes;"> </span>I often reflect on DEC’s Promoting Positive
Outcomes for Children with Disabilities when evaluating individual programs and
thinking about our statewide system.<span style="mso-spacerun: yes;"> </span>I
want to make sure our focus stays on the ultimate assessment of success:<span style="mso-spacerun: yes;"> </span>Are children with disabilities and
developmental delays getting the best start they can, and do parents feel
competent and confident in their abilities to help their children?</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman"; font-size: 11.0pt;"><b>Any
EI-related question you would like to pose to the DEC EI SIG community?</b><span style="mso-spacerun: yes;"><b> </b> </span>I would love to hear how other states
approach quality assurance, and I would also like to know what data about
quality indicators other states collect.</span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt;">Thank you Sharon, for sharing information with us! </span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman"; font-size: 11.0pt;"><i><b> Please comment below to respond to Sharon's question on how other states approach quality assurance. </b></i></span></div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-68813045029550213412018-02-02T08:35:00.000-08:002018-02-16T18:35:54.784-08:00New Book on Early Social-Emotional Development<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="margin-left: 1em; margin-right: 1em;">
<img alt="" class="a-dynamic-image" data-a-dynamic-image="{"https://images-na.ssl-images-amazon.com/images/I/51o2YROw55L._SY344_BO1,204,203,200_.jpg":[243,346],"https://images-na.ssl-images-amazon.com/images/I/51o2YROw55L._SX349_BO1,204,203,200_.jpg":[351,499]}" id="imgBlkFront" src="https://images-na.ssl-images-amazon.com/images/I/51o2YROw55L._SX349_BO1,204,203,200_.jpg" width="260px" /> </div>
<br />
<br />
<br />
<br />
<i><b>Exciting news! </b></i><br />
<br />
Please join me in congratulating my EI SIG co-leader
Nicole Edwards for the publication of her book:<br />
<br />
Early Social-Emotional
Development: Your Guide to Promoting Children's Positive Behavior,
available this June! <br />
<br />
Preview the contents on the Brookes Publishing website <a href="http://products.brookespublishing.com/Early-Social-Emotional-Development-P1059.aspx" target="_blank">HERE</a>. <br />
<br />
You may also pre-order on <a href="https://smile.amazon.com/Early-Social-Emotional-Development-Promoting-Childrens/dp/1681251922/ref=sr_1_1?ie=UTF8&qid=1518834783&sr=8-1&keywords=Early+Social-Emotional+Development%3A+Your+Guide+to+Promoting+Children%27s+Positive+Behavior%2C" target="_blank">Amazon</a>.<br />
<br />
<i><b>Congratulations, Nicole!</b></i></div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-27167922731535426852018-01-29T06:30:00.000-08:002018-02-16T19:03:49.438-08:00Eye contact in infants<div dir="ltr" style="text-align: left;" trbidi="on">
Recently we blogged about this "serve and return" feature of responsive adult-child interactions. Now here's some interesting research about <a href="http://www.cam.ac.uk/research/news/eye-contact-with-your-baby-helps-synchronise-your-brainwaves" target="_blank">eye contact in infants</a>:<br />
<br />
<blockquote class="tr_bq">
"Dr
Victoria Leong, lead author on the study said: “When the adult and
infant are looking at each other, they are signalling their availability
and intention to communicate with each other. We found that both adult
and infant brains respond to a gaze signal by becoming more in sync
with their partner. This mechanism could prepare parents and babies to
communicate, by synchronising when to speak and when to listen, which
would also make learning more effective.”</blockquote>
<br />
What do you think?</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-9705904756069364072018-01-26T12:00:00.000-08:002018-02-16T18:44:49.151-08:00TED Talk: "Good" and "Bad" Are Incomplete Stories We Tell Ourselves<div dir="ltr" style="text-align: left;" trbidi="on">
Here's a TED Talk worth watching. We'd love to hear your thoughts...<br />
<br />
<br />
<div class="text_exposed_show">
<a href="https://www.ted.com/talks/heather_lanier_good_and_bad_are_incomplete_stories_we_tell_ourselves#t-804233" target="_blank">"Good" and "Bad" are Incomplete Stories We Tell Ourselves</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/XZiNVGA78kA/0.jpg" src="https://www.youtube.com/embed/XZiNVGA78kA?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br /><blockquote class="tr_bq">
"Heather Lanier's daughter Fiona has Wolf-Hirschhorn syndrome, a
genetic condition that results in developmental delays -- but that
doesn't make her tragic, angelic or any of the other stereotypes about
kids like her. In this talk about the beautiful, complicated, joyful and
hard journey of raising a rare girl, Lanier questions our assumptions
about what makes a life "good" or "bad," challenging us to stop fixating
on solutions for whatever we deem not normal, and instead to take life
as it comes."</blockquote>
<br />
<br />
Thank you to EI SIG member Dana Childress for sharing this!<br />
<br />
<i><b>What is your main "take-away" from this talk?</b></i><br />
<br />
<i><b> What do the speaker's insights mean to you and your work in Early Intervention?</b></i><br />
<br />
<br />
</div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-85508838031042806632018-01-24T06:00:00.000-08:002018-02-16T18:48:40.925-08:00Resource: How Caregivers Can Boost Young Brains<div dir="ltr" style="text-align: left;" trbidi="on">
From Harvard Graduate School of Education: This resource can be a great supplement/visual support to coaching conversations with families!<br />
<br />
<a href="https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains" target="_blank">How Caregivers Can Boost Young Brains</a>: Five simple steps for stimulating interactions with young children — at home, in daycare, or in preschool<br />
<br />
The resource mentions this idea of "<a href="https://developingchild.harvard.edu/science/key-concepts/serve-and-return/" target="_blank">serve and return</a>".<br />
<br />
<i><b>How does this "serve and return" play out in your interactions with young children? </b></i><br />
<br />
<i><b>How can we support caregivers in engaging in this kind of interaction with their child? </b></i></div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-42752184196977386662018-01-22T15:00:00.000-08:002018-02-16T18:51:11.494-08:00Growing Strong: Social-Emotional Development Calendar from Brookes Publishing<div dir="ltr" style="text-align: left;" trbidi="on">
Hello, EI SIG! Hope you all had a good start to 2018.<br />
<br />
Here's a link to download your free "Growing Strong" social-emotional development calendar from <a href="http://www.brookespublishing.com/campaigns/2018-social-emotional-calendar/" target="_blank">Brookes Publishing</a>. <br />
<br />
<br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-78203959884021836672017-11-06T06:00:00.000-08:002018-02-16T18:53:40.098-08:00CDC App for Child Development<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="_5pbx userContent _3576" data-ft="{"tn":"K"}" id="js_37h">
Here's some interesting info about an <a href="https://ww2.kqed.org/futureofyou/2017/11/02/cdc-app-tells-parents-when-to-be-concerned-about-child-development/" target="_blank">app</a> to help parents with child development information, from the CDC.<br />
<br />
<i><b>Early interventionists, have you advised any families to use this app? <br /> We would be curious to know any feedback from families!</b></i></div>
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0tag:blogger.com,1999:blog-6857893402415191716.post-73708094528540606482017-10-30T06:00:00.000-07:002018-02-16T18:57:37.560-08:00Collaborating with interpreters in early intervention/early childhood special education<div dir="ltr" style="text-align: left;" trbidi="on">
Early this year we <a href="https://deceisig.blogspot.com/2017/02/working-with-interpreters-in-early.html" target="_blank">blogged</a> about the Young Exceptional Children article, <i>Guidelines for Collaborating with
Interpreters in Early Intervention/Early Childhood Special Education </i>
(Acar & Blasco, 2016).<br />
<br />
Now you can learn more through an upcoming Division for Early Childhood (DEC) Learning Deck:<br />
<br />
<a href="http://www.dec-sped.org/learning-decks" target="_blank">Collaborating with Interpreters in EI/ECSE</a>, November 14, 1-2 pm EST<br />
<br />
<br />
<br />
<br />
</div>
Anonymoushttp://www.blogger.com/profile/17402822350882960614noreply@blogger.com0