Cross-Disciplinary Competencies

Seven national organizations representing disciplines providing services in early childhood have worked on the cross-disciplinary competencies: the American Occupational Therapy Association (AOTA); the American Physical Therapy Association (APTA); the American Speech-Language-Hearing Association (ASHA); the Council of Exceptional Children (CEC), the Division for Early Childhood (DEC), the National Association for the Education of Young Children (NAEYC); and ZERO TO THREE.

Coordination & Collaboration
Family Centered Practice
Evidence-Based Intervention
Professionalism

Cross-Disciplinary Competency Areas, Definitions, and Indicators

The Cross-Disciplinary Competency Areas, Definitions, and Indicators are laid out in the following table.

Cross-Disciplinary Competency Areas and Indicators

Cross-Disciplinary User Guide

The purpose of this guide is for the reader to enhance one’s early childhood knowledge and practices through the application of the identified core cross-disciplinary competencies. The intended users of the guide include educators, practitioners, students, and families. It can be used for state team training, professional development, and higher education.

Cross-Disciplinary User Guide

Cross-Disciplinary Case Studies

Case Study: Family Centered Practice

Case Study: Coordination and Collaboration

Case Study: Evidence-Based Intervention

Case Study: Professionalism

Resources

  • Interprofessional Core Competencies to Enhance Occupational Therapy Services in Early Childhood Settings Paper published in the OT Practice Magazine - March 2019

  • “Finding a common lens: Competencies across professional disciplines providing early childhood intervention”

    This article explores shared competencies among various professional disciplines involved in early childhood intervention for infants and young children with disabilities and their families. The research was conducted through an initiative involving seven national organizations. It identified four key areas of competence common across service providers: Collaboration and Coordination, Family-Centered Practice, Evidence-Based Practice, and Professionalism.

    These findings have important implications. They support the alignment of personnel standards, practice guidelines, and educational preparation. This alignment helps ensure consistent and high-quality early childhood intervention services.

  • Bruder, M. B., Catalino, T., Chiarello, L. A., Cox Mitchell, M., Deppe, J., Gundler, D., Kemp, P., LeMoine, S., Long, T., Muhlenhaupt, M., Prelock, P., Schefkind, S., Stayton, V., & Ziegler, D. (2019). Finding a common lens: Competencies across professional disciplines providing early childhood intervention. Infants & Young Children, 32(4),280-293.

  • “Ensuring Excellence in Early Intervention for Occupational Therapists in NY”

    This article from the New York State Occupational Therapy Association (NYSOTA) outlines key competencies for occupational therapists in New York’s Early Intervention program. These competencies are both evidence-based and cross-disciplinary.

    The article emphasizes the importance of these guidelines in providing high-quality, effective, and family-centered services. These services are aimed at infants and toddlers with developmental delays and their families.

    Ultimately, the guidelines support professional growth and promote excellence in care.

  • New York State Occupational Therapy Association. (2024, September 16). Ensuring Excellence in Early Intervention for Occupational Therapists in NY. Retrieved from https://www.nysota.org/news/681597/Ensuring-Excellence-in-Early-Intervention-for-Occupational-Therapists-in-NY.htm

  • “When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings”

    This insightful article from Young Children (Spring 2021) highlights the vital role of collaboration among educators, early interventionists, and families. It focuses on creating successful inclusive environments for young children, especially those with disabilities or developmental delays.

    The article stresses that effective teamwork is essential to support children’s participation and progress. It outlines five key strategies for strong communication and collaboration:

    1. Clearly defining roles

    2. Exchanging information with consent

    3. Utilizing communication logs

    4. Scheduling regular meetings

    5. Consistently gathering and using data

    These strategies are critical for building a supportive environment. They benefit both children’s development and educators’ professional growth.

  • Spence, C. M., Miller, D., Corr, C., Santos, R. M., & Bentley, B. (2021, Spring). When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings. Young Children. https://www.naeyc.org/resources/pubs/yc/spring2021/teaming-strategies-early-childhood
 
 

Participating National Organizations

American Occupational Therapy Association (AOTA)

The American Occupational Therapy Association represents more than 244,500 occupational therapists, occupational therapy assistants, and occupational therapy students in the United States and beyond, to advance occupational therapy practice, education, and research.

American Physical Therapy Association


The American Physical Therapy Association is an individual membership professional organization representing more than 100,000 member physical therapists (PTs), physical therapist assistants (PTAs), and students of physical therapy. APTA seeks to transform society by optimizing movement to improve the human experience.

American Speech-Language-Hearing Association


The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 234,000 members, certificate holders, and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists (SLPs) identify, assess, and treat speech, language, and swallowing disorders.

The Alliance for the Advancement of Infant Mental Health


The Alliance for the Advancement of Infant Mental Health is a global organization that partners with associations of infant mental health and other child-serving organizations so that they can support, grow, diversify, and advocate for their local infant & early childhood mental health-informed workforce.

Council for Exceptional Children (CEC)

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies set professional standards provides professional development and helps professionals obtain conditions and resources necessary for effective professional practice. CEC is known as THE source of information, resources, and professional development for special educators.

The Division for Early Childhood (DEC) of the Council for Exceptional Children

The Division for Early Childhood promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special needs and their families.

The National Association for the Education of Young Children (NAEYC)

The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. The association comprises nearly 60,000 individual members of the early childhood community and 52 Affiliates, all committed to delivering on the promise of high-quality early learning. Together, we work to achieve a collective vision: that all young children thrive and learn in a society dedicated to ensuring they reach their full potential.

Zero to Three

Zero to Three works to ensure that babies and toddlers benefit from the family and community connections critical to their well-being and development. Healthy connections help build babies’ brains.

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The Early Childhood Intervention Personnel Center (ECIPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities, was made possible by Cooperative Agreement # H325C220003 from the U.S. Department of Education, Office of Special Education Programs for the period 2022 to 2025. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © All rights reserved.