Standard 6: Topics and PD Guides

Topics: Each of the standards has two or more components which further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, with examples, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

PD Guides: These guides provide sample outlines for professional development content related to the standard and its components.

Component 6.1 Learners, 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

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • developmentally appropriate, evidence-based practices,
  • functional and socially valid skills,
  • systematic instruction, and
  • phases of learning.

 Learners Who Have Mastered this Component Are Able To

  • plan interactions, interventions, and instruction with the family and other team members based on children’s strengths, preferences, and interests,
  • plan evidence-based, systematic interactions, interventions, and instructional practices,
  • intentionally use and monitor interactions, interventions, and instruction to teach functional and socially valid skills,
  • implement evidence-based, systematic practices with fidelity, and
  • implement the appropriate frequency, intensity, and duration of interactions, interventions, and instruction based on the child’s strengths, needs, and phase of learning acquisition, fluency, generalization, and maintenance.

Component 6.2 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • adult learning strategies as they apply to a variety of roles, such as transdisciplinary team member, consultant, advocate, and coach.

 Learners Who Have Mastered this Component Are Able To

  • use adult learning strategies consistently with families and other professionals (i.e., adult learners), such as active listening, sharing ideas, questioning, and problem-solving,
  • focus on the needs of adult learners to support them in facilitating positive outcomes for children,
  • provide relevant, immediately useful information that builds on what adults already know,
  • engage in triadic and reciprocal partnerships with other adults to facilitate responsive adult-child interactions, model naturalistic interventions, demonstrate evidence-based instructional practices, and
  • use adult-learning practices that include active, hands-on experiences paired with real-time practice, positive reinforcement, and individualized and performance-based feedback and support.

Component 6.3 Learners 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, which are adapted to meet the needs of each and every child and their family.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • activity-based embedded intervention and instruction,
  • cognitive, communication, and social-emotional developmental sequences,
  • efficiency of learning,
  • evidence-based practices for designing physical, social, and temporal environments, and
  • types of groupings for intervention and instruction.

Learners Who Have Mastered this Component Are Able To

  • plan and implement embedded, evidenced-based  interventions and instruction,
  • observe, interpret, and plan intervention and instruction that
    • scaffolds the child’s learning engagement, and expands the child’s communication, cognitive, social, and emotional skills,
    • facilitates more complex play skills, and
    • supports the child’s independence, and
  • use intervention and instructional practices that support equitable access and participation for all children,
  • select instructional practices that address the efficiency of learning,
  • design the physical, social, and temporal environment to optimize outcomes,
  • select developmentally appropriate materials directly related to the child’s preferences, interests, strengths, and learning goals/outcomes,
  • adapt environments and materials based on the level of support needed to support the child’s independence and engagement,
  • use flexible groupings (e.g., dyads, small-group instruction), and
  • embed instructive feedback opportunities.

Component 6.4 Learners promote young children’s social and emotional competence and communication, and proactively plan and implement function-based interventions to prevent and address challenging behaviors.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • evidence-based practices for teaching social and emotional skills,
  • evidence-based practices for teaching communication skills,
  • functional behavioral assessment, and
  • multi-tiered systems of support. 

Learners Who Have Mastered this Component Are Able To

  • partner with families and other professionals to teach social and emotional skills, teach communication skills, and facilitate reciprocal interactions
  • plan, identify, and support proactive, preventive social environments, routines, and activities,
  • support children’s use of augmentative and alternative communication and other assistive technology,
  • coach other adults to employ evidence-based practices and responsive interactions across routines and activities,
  • conduct functional behavioral assessments,
  • use functional behavioral assessment data to plan and implement and support others to implement prevention, promotion, and intervention strategies with fidelity, and
  • use multi-tiered systems of support, if applicable.

Component 6.5 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • development of social and object play skills, and
  • generalization of play skills.

Learners Who Have Mastered this Component Are Able To

  • create multiple opportunities and supports for children to learn play skills, and engage in play independently and with others,
  • design the physical, social, and temporal environment to include time for children to engage in child-directed, meaningful play,
  • assess, teach using evidence-based practices, and monitor social and object play skills,
  • use play as a context for embedding interactions with materials, peers, family members, and others,
  • coach other adults to assess, teach, and monitor social and object play skills, and
  • teach for generalization of play skills across people, objects, and settings.

Component/Topic 6.6 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • individualized interaction, intervention, and instructional strategies,
  • multiple modalities, and
  • ecological assessment.

Learners Who Have Mastered this Component Are Able To

  • implement data-driven responsive interactions, interventions, and instruction
    • with sufficient intensity to promote learning and development,
    • across environments, routines, and activities, and
    • using multiple modalities of engagement, and
  • partner with families and other professionals to identify and implement individualized strategies, adaptations, and modifications,
  • use authentic and ecological assessment to identify children’s strengths, preferences, needs, and interests to facilitate routines and activities that promote active engagement, and
  • use evidence-based coaching practices that facilitate the use of naturalistic instruction in ongoing activities and routines.

Component 6.7 Learners plan for, adapt, and improve approaches to interactions, interventions, and instruction based on multiple sources of data across a range of natural environments and inclusive settings.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component Know and Understand

  • data-based decision making, and
  • technology supports for professionals for specific tasks.

 Learners Who Have Mastered this Component Are Able To

  • use a data-driven decision cycle - plan, implement, assess, and revise
  • use data-based decision making to
    • identify the strengths, needs, and preferences of children and families,
    • develop individualized goals,
    • select and implement effective interactions, interventions, and instruction,
    • adapt goals and implementation, and
    • communicate child progress with the family and other team members, and
  • collaborate with families and other team members to administer, interpret, and use data from culturally and linguistically responsive informal and formal assessments to monitor and evaluate progress toward learning goals, and
  • use appropriate technology for tasks, such as assessment administration, assessment accommodations, data storage, digital documents, and logs, and data charts and graphs.

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

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