Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction
The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 6. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.
Standard 6: Candidates plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains in partnership with families and other professionals. Candidates facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Candidates use data-based decision making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.
6.1 Candidates, in partnership with families, identify systematic, responsive, and intentional evidence-based practices and use such practices with fidelity to support young children’s learning and development across all developmental and academic content domains.
6.2 Candidates engage in reciprocal partnerships with families and other professionals to facilitate responsive adult-child interactions, interventions, and instruction in support of child learning and development.
6.3 Candidates engage in ongoing planning and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of interactions, interventions, and instruction addressing developmental and academic content domains and are adapted to meet the needs of each and every child and their family.
6.4 Candidates promote young children’s social and emotional competence and communication, and proactively plan and implement function-based interventions to prevent and address challenging behaviors.
6.5 Candidates identify and create multiple opportunities for young children to develop and learn play skills and engage in meaningful play experiences independently and with others across contexts.
6.6 Candidates use responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings.
6.7 Candidates plan for, adapt, and improve approaches to interaction, intervention, and instruction based on multiple sources of data across a range of natural environments and inclusive settings.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these materials that term will be maintained in the standard and component statements. The term “learner” will be used in the support materials and resources.
The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction and its Components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
After engaging with these resources, IHE faculty and PD providers will be able to:
- Identify learner outcomes specific to responsive and reciprocal interactions, interventions, and instruction.
- Identify resources to integrate into the higher education curriculum and/or content for PD.
- Identify the relationship of the resources with evidence-based practices for adult learners.
Select a Category:
|*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19||Enhancing Family-Provider Partnerships|
|Tips for Providers: Providing & Coordinating EI Remotely||Tips for Providers: What to say to Families|
|Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?)||Tips for Providers: What will a Remote Visit Look Like?|
|Tips for Families: Receiving Remote EI Services||Tips for Families Flyer .pdf What is Remote EI
Consejos para Familias .pdf What is Remote EI? (Spanish)
|Tips for Families: How to prepare for a Remote EI Visit||Tips for Families: .pdf Preparing for the Visit
TConsejos para Familias: .pdf Preparing for the Visit (Spanish)
|ECPC Course Enhancement Modules||E-Learning Lessons, Practice Guides & Resources
|CONNECT Modules||CONNECT Modules and Courses|
|Virginia Early Intervention Professional Development Center||Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf|
|Virginia Early Intervention Professional Development Center||Tools of Trade|
|OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free)||Suite of Resources for Early Childhood Professionals|
|Public Consulting Group||Use of telehealth in early intervention (IDEA Part C)|
|Protecting Student Privacy
U.S. Department of Education
|Student Privacy 101|
|Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic||Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic|
|CEC Hosted Webinar with Resources||Teaching Special Education Online During COVID-19|
|National Center for Hearing Assessment & Management Utah State University||Welcome to the Tele-Intervention Learning Courses|
|Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators||Series of Podcasts: teaching online, inclusion, etc.|
|National Center for Pyramid Model Innovations - May Newsletter||Pyramid in the Time of COVID-19|