Standard 6: Sample Syllabi

The sample syllabi provide ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014).  Consider state and university policies and add them as appropriate.  Each syllabus is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard’s Components would be addressed in only one course in the curriculum.

Standard 6: Learning Activities

Component 6.1

Evidence-Based Practices:  Complete the Iris Center’s Evidence-Based Practices Part 1 module: Identifying and selecting a practice or program. Submit your responses to the following questions (adapted from the assessment section of the module):

  • Define an evidence-based practice (EBP).
  • List at least three benefits of implementing an EBP.
  • List three areas that professionals need to think about when selecting an EBP. Discuss some considerations for each.
  • Briefly describe the process you can use if you cannot find an EBP that matches your students and your resources.
  • Imagine that you are a preschool teacher and want to expand the communication opportunities for a student. A colleague has recommended Social Skills Training, and another has recommended Bright Beginnings.
  • Using more than one source, complete the EBP Comparison Worksheet.
  • Based on your findings, describe the program you will use and justify your response.

Fidelity of Implementation:  Complete the Iris Center’s Evidence-Based Practices Part 2 module: Implementing a practice or program with fidelity. In a one-page summary, describe the importance of implementing an EBP with fidelity?

Component 6.2

Social Narratives: Read the AFIRM Social Narratives Brief Packet that presents the evidence-based overview of social narratives. You will plan, develop, implement and revise two social narratives, one together with your family partner and one together with your preschool teacher partner.
Identify a social behavior for change that will result in positive social interactions and additional social learning opportunities for the child. Use the Social Narratives implementation checklist, found in the brief packet, as both a guide and as a self-assessment for both social narratives you create.

For both social narratives, submit the initial plan, revised plan, the final social narrative, and the implementation checklist. Write a two-page reflection about the experience, including feedback from the family and preschool partners.

Component 6.3

Environmental Rating Scales:  Complete one of the following environmental rating scales: the FCCERS-3, the ITERS-3, or the ECERS-3, including scoresheet and profile. A summary of strengths and suggested classroom environment practices to target for change should be included in the profile.

Component 6.4

Strategies to Build Relationships:  Alternative discipline strategies aim to address the root causes of challenging behavior by building strong and healthy relationships with children and improving their engagement with the learning environment. Strategies that are popular include positive behavioral interventions and supports, restorative practices, and trauma-informed practices. Take a closer look at these strategies and think about the following questions:

  • How does the implementation of each of these strategies increase child engagement?
  • How might each strategy improve overall child behavior?
  • How might the strategies potentially decrease the number of children excluded from the learning environment for disciplinary reasons?
  • What elements do the strategies have in common?

Complete a Functional Behavior Assessment:  With your preschool partner team, follow the process document and use the PTR forms to complete a functional behavior assessment for one child. Identify the data to collect and use a behavior rating scale. Complete the PTR checklists as part of the FBA process.

Component 6.5

Observe Play:  In the preschool partner classroom, observe how children play on five different visits for 20 minutes each visit. Observe a variety of environments including outside play. Record your observations for each of the five visits. Think about the stages of object and social play and identify the stages observed. Include children’s conversations during play when possible. Write a three to five-page summary of your observations.

Component 6.6

Characteristics of Coaching:  Watch the Hartford Foundation video: Foundations of Coaching in Early Childhood: Partnering with Parents and Professionals.  With your discussion group, talk about the characteristics of coaching. Define each characteristic and identify examples of each. Submit the characteristics of coaching, definitions, and examples to the instructor.

Assistive Technology Solutions:  Explore the assistive technology solutions at the fabricATE website (https://www.fabricate4all.org/). Select three assistive technology examples, develop a script of how you would share, and discuss each of the three examples with your partner family and partner preschool.

Component 6.7

Implement and Assess and Revise Interventions and Instruction:  With your preschool teacher partner, implement the following:

  • Using a UDL framework, a plan that scaffolds the child’s learning and engagement.
  • Using a UDL framework, a plan that supports the child’s independence and includes small-group instruction.
  • Using a UDL framework, a plan that expands the child’s communication skills within a dyad.

Using the data-driven decision cycle (e.g., plan, implement, assess, revise), reflect on the following questions for each plan:

  • What worked?
  • What would you do differently and why?
  • What suggestions did your preschool partner share with you?

Plan, Implement, Assess and Revise Interventions and Instruction (This learning activity could also be used to address Components 6.1 and 6.3): Complete the AFIRM Module: Naturalistic Intervention (NI). The module provides an overview of NI and activity-based scenarios that promote real-world application. Use the NI Practice Guide to support understanding of key concepts.

With your family partner, use the step-by-step of the NI Practice Guide to plan an intervention that addresses the target behavior chosen by the family. Your plan should include coaching opportunities, modeling, and steps for the generalization of the target behavior. Once your plan has been approved by the instructor, you will use the plan to implement the intervention with the family and their child.

Use the NI implementation checklist as a self-assessment. Write a two-page summary about the implementation of the intervention and your fidelity.

Amsbary, J., & AFIRM Team. (2017). Naturalistic intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Naturalistic-intervention

Select a Category:

Activity Bank

*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

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

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