Application of early childhood intervention and discipline-specific laws, policies, ethical standards, and practice guidelines by all service providers who take responsibility for continued learning through self-reflection and professional development, which they share with others through the teaching, mentoring, and coaching and demonstration of advocacy and leadership skills at the local, state and national level.
- Follows all IDEA and professional discipline policies, advocacy guidelines, ethics codes, and practice standards for early childhood intervention.
- Demonstrates ethical decision making and professional behavior.
- Demonstrates knowledge of one’s own discipline-specific practice standards and guidelines.
- Demonstrates awareness of other discipline’s practice standards and guidelines for early childhood intervention.
- Learns from, with, and about all team members within an interprofessional collaborative practice framework.
- Uses self-reflection and professional development to stay in evidenced-based disciplinary and interdisciplinary practices.
- Uses collaborative consultation practices when working with service providers and families.
- Mentors teach and provide performance feedback and reflective supervision to other service providers.
- Demonstrates disciplinary and interdisciplinary leadership skills at the service delivery, program administration, and systems-level of early childhood intervention.
- Advocates at the local, state, and national level for high quality, timely, and effective early childhood intervention services to improve outcomes for children and families.
Case studies illustrate the cross-disciplinary competencies and are for use by Higher Education faculty and Professional development staff.
Case Study: Professionalism.pdf