EI/ECSE Standards Curriculum Modules
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.
Components:
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.
Purpose
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.
Objectives
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.
Topics
Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.
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
Learners Who Are Competent in this Component Know and Understand:
- Developmentally appropriate, evidence-based practices,
- Functional and socially valid skills,
- Systematic instruction, and
- Phases of learning.
Learners Who Are Competent in 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.
Learners Who Are Competent in 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 Are Competent in 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.
Learners Who Are Competent in 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 Are Competent in 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.
Learners Who Are Competent in this Component Know and Understand:
- Eevidence-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 Are Competent in 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.
Learners Who Are Competent in this Component Know and Understand:
- Development of social and object play skills, and
- Generalization of play skills.
Learners Who Are Competent in 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.
Learners Who Are Competent in this Component Know and Understand:
- Individualized interaction, intervention, and instructional strategies,
- Multiple modalities, and
- Ecological assessment.
Learners Who Are Competent in 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.
Learners Who Are Competent in this Component Know and Understand:
- Data-based decision making, and
- Technology supports for professionals for specific tasks.
Learners Who Are Competent in 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.
Sample Syllabi, Learning Activities, and Practicum Application
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 – Part 1 – Sample Syllabus 2025 (components 6.1, 6.3, 6.6, 6.7)
- Standard 6 – Part 2 – Sample Syllabus 2025 (components 6.2. 6.5, 6.6)
- Standard 6 – Part 3 – Sample Syllabus 2025(components 6.2, 6.4, 6.7)
Learning Activities
Evidence-Based Practices (Component 6.1):
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 (Component 6.1):
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?
Feelings Vocabulary List (Component 6.2)
Read Teaching Your Child about Feelings from NCPMI and share the resource with your partner family. Together, choose two of the ideas from the last three pages and try the ideas with the child. With the family, develop a feelings vocabulary list that can be used to teach the child to communicate what they are feeling and experiencing. Submit a summary of the ideas tried and the co-created feelings vocabulary list.
Suspension and Expulsion in Preschool Classrooms (Component 6.2)
Many states have issued a position statement about suspension and expulsion practices for all early childhood settings. Here is an example statement from Florida, and another example from Maryland. Explore your state’s resources regarding expectations, fair and effective practices that promote positive classroom environments. Create a presentation that includes the following: state position statement on suspension and expulsion in early childhood, training opportunities for early care educators, relevant historical and statistical information (e.g., prevalence, effectiveness, representative), and other resources found including family-specific supports.
Environmental Rating Scales (Component 6.3)
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.
Strategies to Build Relationships (Component 6.4)
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 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 IRIS Module on Early Childhood Behavior Management (Component4)
Complete the provided module. Complete a matrix for 2 behavior expectations you would implement in an early childhood setting. Write a 2–3-page response describing how you would communicate with families about rules. Discuss three reasons why it is important to communicate with families about rules. Also, discuss how you would create systems and engage in interactions that are culturally responsive and inclusive.
Observe Play (Component 6.5)
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 on each of the five visits. Think about the stages of object play, social play, and responsive perspectives and identify the stages observed. Include children’s conversations during play when possible. Write a three to five-page summary about your observations. In your summary, discuss ways you would consider supporting the child’s development through responsive interactions or play-based interventions.
Play Plan (Component 6.6)
Create a play plan that addresses an academic, functional, or social skill. Discuss how your plan promotes learning and development and how you would use responsive interactions, interventions, or interactions to facilitate access, participation, and engagement for all children.
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 (Components 6.1, 6.3, 6.7)
- With your preschool teacher partner, plan and implement the following:
- Using embedded learning opportunities and routines-based interventions, create a plan for an individual student that addresses a functional goal.
Each plan should include the following:
- Initial plan – ideas discussed with preschool teacher partner
- Revised plan – approved by preschool teacher partner and instructor
- Functional outcome
- Step by step guide – steps to implementing the plan
- Environmental considerations – adaptations or additions to support the physical, social, and temporal environments
- Assessment – measures used to document learning/growth toward goals
- Technology – consideration of assistive technology needs
- Revision – adaptations needed to build upon child strengths
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,
2. 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 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
Social Emotional Development and Learning Modules (Components 6.2, 6.6)
Within the training modules dropdown tab, select one infant/toddler training module and one preschool training module. The modules will download to your device and will include the presentation, video examples, resources, and supplemental materials to support learning. Each module is approximately six to seven hours of content.
Social Narratives (Components 6.2, 6.5)
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.
Complete a Functional Behavior Assessment (Components 6.4, 6.7)
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.
Practicum Application
The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.
The Practicum Applications:
- Should be incorporated across the curriculum and within each standard,
- Represent the age range from birth through five,
- Are sequenced from observation and reflection to implementation of practices with supervision,
- Should be implemented across home, school, and community settings.
Supporting Knowledge and Skill Development
Knowledge: Visit a home where early intervention is being implemented. Observe the evidence-based practices used with the child and family. Then, write a reflection on the reasons why those specific practices were chosen and how they were applied.
Knowledge: Carefully observe how the teacher implements the identified evidence-based practices during the activity. Pay attention to the teacher’s actions, instructional strategies, and interactions with students.
Knowledge: Observe an early intervention coaching session and identify the strategies that the early interventionist employs to involve the family member in decision-making about which evidence-based practices to use for a specific developmental skill and/or activity.
Knowledge: Take detailed notes on your observations, focusing on how the evidence-based practices are being applied and their impact on student engagement and learning.
Skill: Create a detailed lesson plan outlining the use of fidelity measures for gathering data on the implementation of evidence-based practices.
Skill: Collaborate with the family to determine which evidence-based practices used in the preschool classroom could also be implemented at home to support skill generalization. This could be done during a home visit or parent-teacher conference, where the practices being used in the classroom would be described.
Skill: Design and implement a lesson plan incorporating evidence-based practices for either a small group or an entire class. Following the lesson, reflect on the implementation of the chosen practices.
Supporting Knowledge and Skill Development
Knowledge: Conduct an interview with an early interventionist to determine the adult learning strategies they use when collaborating with families and other professionals.
Knowledge: Interview a family member currently receiving Part C services. Ask how the early interventionist facilitates their involvement during intervention sessions. Reflect on the adult learning strategies used.
Knowledge: Observe and document an early intervention session, noting the strategies used to share meaningful and relevant information with the family member. These strategies may include feedback, modeling, active listening, and questioning. The information provided should expand on the family’s existing knowledge. Reflect on your observations.
Knowledge: Observe and document the preschool teacher’s strategies (e.g., feedback, modeling, active listening, questioning) used when coaching the paraprofessional on specific strategies during learning activities. Reflect on these strategies based on adult learning principles.
Skill: Create a plan that assists the family in applying evidence-based practices with their infant or toddler. The strategy should be appropriate for the specific context of both the child and the family.
Skill: Design a strategy that incorporates adult learning principles to engage families of preschool children in various settings, including home visits, parent-teacher conferences, and group meetings.
Skill: Develop a plan, incorporating adult learning strategies, for a home visit or parent-teacher conference. During the meeting, share the child’s progress data with their family and use the strategies to assist in implementing next steps.
Skill: Collaborate with the family to develop and implement a social narrative targeting a specific social behavior for the child. Reflect on the impact of the social narrative on the child’s social interactions.
Supporting Knowledge and Skill Development
Knowledge: Conduct an interview with a preschool teacher to determine how they incorporate children’s IEP goals into their daily routines and activities, and how they implement these plans.
Knowledge: Conduct an interview with an early interventionist to learn about the development and implementation of plans that incorporate a child’s IFSP outcomes into the family’s daily routines and activities. Inquire about the family’s involvement in this process.
Knowledge: Observe a toddler classroom and evaluate the learning environment in relation to evidence-based practices.
Knowledge: Reflect on the connection between evidence-based practices and the learning environment in a preschool classroom through observation.
Skill: Develop a comprehensive strategy that seamlessly integrates a child’s Individualized Education Program (IEP) goals into their daily routines and activities, ensuring consistent practice and reinforcement of key skills.
Skill: Design a strategy that incorporates IFSP outcomes into the everyday routines and activities of a child and their family.
Skill: Administer either an ITERS-R or an ECERS-3 assessment. Subsequently, analyze the findings and devise a strategy to enhance the learning environment based on evidence-based practices.
Skill: Identify specific activities and routines that naturally align with the child’s IEP goals and modify them as needed to provide targeted practice.
Supporting Knowledge and Skill Development
Knowledge: Delve into the multifaceted ways in which the learning environment of a Head Start classroom can shape the social and emotional development of young children.
Knowledge: Observe a preschool classroom and analyze how the environment and routines support all learners. Focus on how interventions are implemented for students needing extra help, and how those with significant needs receive specialized services. Evaluate the overall effectiveness of the MTSS framework, including family involvement and areas for improvement.
Knowledge: Conduct an interview with an early childhood educator (toddler or preschool teacher) about their views on the use of suspension and expulsion in early childhood settings. Then, reflect on how their responses align with or contradict the principles of social-emotional development in young children.
Skill: Complete a functional behavioral assessment of a child in a preschool classroom, analyze the results, and develop a written summary report with recommendations.
Conduct a comprehensive functional behavioral assessment (FBA) on a preschool-aged student exhibiting challenging behaviors. This assessment should include:
- Direct Observation: Observe the student in their natural environment (such as a classroom or playground) and record the antecedent events (triggers), the behavior itself, and the consequences that follow.
- Interviews: Conduct interviews with the student’s teachers, parents, and other relevant caregivers to gather information about the frequency, intensity, and duration of the behavior, as well as any potential triggers and successful interventions.
- Record Review: Review any existing records, such as previous assessments, Individualized Education Plans (IEPs), and medical records, to gain a comprehensive understanding of the student’s history and current needs.
Skill: Develop and implement a behavioral intervention plan that tracks progress data and then reflects on the child’s progress towards the plan’s objectives based on the data collected.
Skill: Create and implement a social story to help a child achieve the social-emotional development goals outlined in their IEP.
Skill: Collaborate with the family to create a social story that promotes their toddler’s social-emotional development, as outlined in the IFSP outcomes.
Skill: During a Part C field placement, collaborate with the family to develop and implement strategies and a word list of feelings to enable their child to communicate feelings. Subsequently, reflect on the outcomes of this activity.
Supporting Knowledge and Skill Development
Knowledge: Visit a home where early intervention is being implemented to observe evidence-based practices and reflect on the reasons for the chosen practices and their application.
Knowledge: Observe a teacher implementing evidence-based practices, paying attention to their actions, instructional strategies, and the way they interact with students.
Knowledge: Observe how an early interventionist engages family members in decision-making during an early intervention coaching session.
Knowledge: During an early intervention session, take note of the toys and objects that can be used to stimulate social and object play development. Explain how these playthings can be employed to assist in play development.
Knowledge: Observe and record a child’s play, conversations, and interactions across multiple environments (e.g., indoor home, outdoor home, outdoor school, and centers) over a period of time. Document and summarize the child’s activities and identify the stages of object and social play present in the observations.
Skill: Develop and implement a comprehensive strategy that leverages peer support to facilitate a child’s entry into and engagement with play activities within a learning center environment.
Skill: Thoroughly examine the child’s IFSP (Individualized Family Service Plan) or IEP (Individualized Education Program) goals and outcomes related to gross and fine motor skills. Then, choose outdoor activities that naturally align with the child’s motor goals.
Skill: Design and execute a coaching session plan centered around early intervention. The primary goal of the session is to guide family members on observing and interpreting their child’s cues. By recognizing these cues, family members can effectively engage in their child’s play and support the achievement of IFSP outcomes.
Skill: To promote children’s play in centers:
- Observe and record the number of children accessing each center, the duration of their stay, the toys/materials used, and the type of social play demonstrated.
- Analyze and summarize the data collected over several days.
- Make necessary changes to the learning environment based on the analysis.
Skill: Collaborate with the family to create a list of feeling words that can be used to teach the child how to express their emotions.
Supporting Knowledge and Skill Development
Knowledge: Observe how assistive technology facilitates the child’s participation in classroom activities and routines. Does it enable them to engage in group play, circle time, or other social interactions with their peers? Reflect on how assistive technology affects the child’s level of engagement and motivation. Does it make learning more enjoyable and accessible, leading to increased participation and interaction?
Knowledge: Observe an early intervention session in which the child uses assistive technology, reflect on how the specific assistive technology used supports and enhances the child’s ability to engage, participate, and interact within their family’s daily routines and activities.
Skill: Plan and implement a small group activity that fosters learning and engagement. As you implement the activity with a small group of children, video the session. Ensure the recording captures your interactions with the children and the group’s overall dynamics. Watch the video recording and pay close attention to your interactions with the children. Reflect on your use of positive responsive interactions. Did you actively listen to the children? Did you respond in a way that validated their feelings and encouraged them to participate?
Skill: Record yourself facilitating an early intervention session. Afterward, review the recording and assess your use of positive and responsive interactions with both the child and adult(s) present.
Skill: Monitor a child’s performance through baseline and ongoing data to determine if instructional support or intensity needs to be adjusted.
Skill: In collaboration with the preschool team, create a plan that helps a child who uses augmentative communication in all activities and daily routines.
Supporting Knowledge and Skill Development
Knowledge: Conduct an observation in a preschool setting to determine how progress data is collected for a child with an IEP. Then, reflect on whether the data collection methods are appropriate and sufficient for monitoring progress and making instructional decisions.
Knowledge: Observe how progress data is collected for a child with an Individualized Family Service Plan (IFSP) in an early intervention setting. Analyze the collected data to determine if it is sufficient and suitable for tracking progress and informing instructional decisions.
Knowledge: Interview a family member of a child receiving early intervention services. Focus on their involvement in the data collection process and how that data informs decisions about their child’s intervention plan.
Knowledge: Conduct an interview with a preschool teacher to discover how their team collaborates to gather and examine progress data and then utilize that data to inform instructional decisions.
Skill: Develop and implement a preschool lesson plan that incorporates a progress monitoring system. After implementation, confer with the family and preschool teacher to determine necessary instructional adjustments to enhance the student’s progress.
Skill: Design an early intervention session plan that includes a strategy for gathering progress data. After implementing the plan, evaluate the intervention’s effectiveness and suggest modifications to encourage continued progress.
Skill: Collaborate with the preschool team to analyze a child’s developmental progress data, taking into account multiple sources of information such as observations, assessments, and work samples.
Skill: Support a parent-teacher conference or home visit where progress data is discussed. This information will allow families and professionals to modify intervention and instructional strategies to meet the students’ needs.
Case Study & PD Guides
Case Study: The annotated case study provides discussion questions and resources.
PD Guides: These guides provide sample outlines for professional development content related to the standard and its components.
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Multimedia Illustrations
Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.
| Component and Title | Key Content | Duration | Link |
| 6.1 CONNECT Video 6.5:Preparing a Book for Dialogic Reading | A teacher shows how to prepare a book for dialogic reading using CROWD prompts and sticky notes. | 1:48 | View |
| 6.1 CONNECT Video 6.7:Introducing the Book, Carrot Soup | A teacher introduces a book to a group of young children using dialogic reading practices. | 2:50 | View |
| 6.1 CONNECT Video 6.8:Reading the Book, Carrot Soup | A teacher reads to a group of young children using dialogic reading practices. | 3:33 | View |
| 6.1 CONNECT Video 6.9:Closing the Book, Carrot Soup | After finishing a book, a teacher closes the book with some questions for the children to keep them engaged. | 0:55 | View |
| 6.1 CONNECT Video 6.6:Demonstration of How to Use CROWD Prompts | A university instructor shows a class how to read a book to a group of children using the CROWD prompts and dialogic reading practices. | 3:06 | View |
| 6.1 Dialogic Reading - Webinar | Dialogic reading is proven to be effective in improving children’s vocabulary and oral language skills. National Center for Families Learning (NCFL) Reading Specialist Dr. Becky Goetzinger explains the concept and offers implementation strategies. | 37:22 | View |
| 6.1 CONNECT Video 6.10:Dialogic Reading with Katy | A teacher reads to a group of children using dialogic reading practices. | 4:14 | View |
| 6.1 CONNECT Video 7.18:Washing Clothes | A teacher uses a series of pictures to help scaffold a child’s learning during an activity in the dramatic play area. | 1:54 | View |
| 6.1 CONNECT Video 7.19:Peer Supports in Bingo | A teacher is playing a game of Bingo with some children and encourages the children to help one another. | 0:45 | View |
| 6.1 Interactive Readalouds: Learning from Books Together | This video demonstrates how to facilitate an interactive read-aloud of a story with children in a face-to-face or distance learning environment. The routine is aligned with evidence-based recommendations from the What Works Clearinghouse Practice Guide Improving Reading Comprehension in Kindergarten Through 3rd Grade and may be especially beneficial for children whose home language is not English. The strategies can also be used with preschoolers. | 16:52 | View |
| 6.1 Ready, Set, Read | This video describes shared reading, an interactive style of adult-child reading for 4 to 5-year-olds. | 16:32 | View |
| 6.1 Weaving Wonderful Tales | The shared reading of storybooks, an interactive style of adult-child reading, is portrayed with 2 to 3-year-olds. | 9:11 | View |
| Component and Title | Key Content | Duration | Link |
| 6.2 Building Babies’ Brains Through Play: Mini Parenting Master Class | In this Mini Parenting Master Class from UNICEF, Center on the Developing Child Director Jack P. Shonkoff, M.D., explains the importance of serve and return interactions like play—and how parents can use interactions with their child to facilitate brain development. | 5:26 | View |
| 6.2 CONNECT Video 7.7:Christopher’s Story | This video clip is of a child with disabilities and describes how the adults in his life build positive relationships with him and each other. | 1:55 | View |
| 6.2 Connecting with Babies: The Power of Parent-Child Interactions | Observation of a baby’s attention-getting cues and the mother’s responses are discussed from the perspective of research in parent-child interaction and the impact on social-emotional development. | 3:05 | View |
| 6.2 Get in Step with Responsive Teaching | This video illustrates the use of responsive teaching for encouraging children’s early language literacy learning. | 8:28 | View |
| 6.2 Tune In: Responsiveness Interaction Style | Research tells us that an adult caregiver’s responsive interaction style benefits the early development of babies and young children, including children with disabilities or developmental delays. Three characteristics of a “tuned-in” adult-child interaction style are illustrated. | 6:42 | View |
| 6.2 Using Video to Enhance Play, Communication, and Relationships | Aimee, a developmental specialist, illustrates how she shares a video that she recorded at a previous home visit with Amanda, Autumn’s mother, for reflection and planning. Both Aimee and Amanda describe the benefits of watching and reflecting on the videos. | 4:20 | View |
| Component and Title | Key Content | Duration | Link |
| 6.3 Adapting Learning Opportunities | Adaptations that facilitate children accessing materials and activities within their daily environments are illustrated. | 2:40 | View |
| 6.3 Blake’s Story | This vignette illustrates how an occupational therapist worked with the family to embed some of Blake’s outcomes in shopping trips and make grocery shopping easier for mom. | 7:28 | View |
| 6.3 Designing Environments | Learn about features of the physical and social classroom environment that maximize young children's engagement and learning. | 4:48 | View |
| 6.3 Evan’s Story | This vignette illustrates how a speech-language pathologist worked with 18- month-old Evan’s family at home and the teacher at childcare to embed his feeding and communication outcomes into daily routines. | 10:00 | View |
| 6.3 Jacob’s Story | This vignette illustrates how a physical therapist worked with the family to integrate two-and-a-half-year-old Jacob’s outcomes into their family routines while he and his younger brother have fun at the playground. | 5:26 | View |
| 6.3 Jenni’s Story | This vignette illustrates how a physical therapist worked with the entire family to incorporate two-and-a-half-year-old Jenni’s outcome of walking independently into the daily routines. | 8:12 | View |
| 6.3 Nature-Based Learning and Development for Teachers | Playing in nature is fun for children. In this video, learn how to use the natural world as a learning environment to improve outcomes for young children. Explore how teachers can use nature in their daily routines to enhance children’s development. | 5:19 | View |
| 6.3 Pathways to Literacy | This video illustrates how literacy learning opportunities can be found in everyday places, in everyday activities. | 4:02 | View |
| 6.3 CONNECT Video 1.5:Routine in a Program: Enjoying Mealtime | Alisa, a toddler with multiple disabilities has joined a newly inclusive childcare setting. A practitioner helps Jalisa get into her special chair and helps Jalisa use a spoon. Jalisa’s team –Head Start practitioners, therapists, and the family – work together on planning and implementing embedded interventions | 1:42 | View |
| 6.3 CONNECT Video 1.6:Routine in a Program: Taking Turns | A preschool teacher facilitates a game of peek-a-boo between two boys with special needs. She embeds learning by encouraging communication with signs and turn-taking. | 1:23 | View |
| 6.3 CONNECT Video 1.10Routine in a Program: Water Play | A classmate, Ava, is paired with Luke to introduce him to a new activity in water play. With the prompting of the teacher, Ava takes Luke’s hand and leads him through the sprinkler. Ava was chosen for this peer support strategy as she is a gentle, easy-going classmate and she and Luke get along well. | 1:13 | View |
| 6.3 CONNECT Video 1.11:Routine in a Program: Singing a Song | Jack watches and imitates a classmate making motions during a song. He has the opportunity to play a game with a friend and to work on motor skills throughout the song. Watch how the teacher encourages and facilitates the interaction between these peers. | 1:21 | View |
| 6.3 CONNECT Video 1.14:Routine in a Program: Expanded Block Play | Austin first uses a communication board posted on the wall to decide what he wants to build. Then his therapist introduces a template to assist in the building process. Later, a peer is enlisted as a helper to create a door for his garage. In just 5 minutes, 3 different embedded interventions were used to help Austin successfully participate in this activity. | 3:07 | View |
| 6.3 CONNECT Video 7.9:Creating an Environment | This video shows an example of a classroom environment and how it is organized and arranged to help children feel connected and safe. | 1:59 | View |
| 6.3 CONNECT Video 7.16:Rolling a Ball Rhyming Activity | A teacher works with a small group of children to reinforce the concept of words that rhyme using a rolling ball game. | 1:20 | View |
| 6.3 CONNECT Video 7.17:Letters on the Alphabet Tree | A teacher uses an embedded learning activity during center time with a small group of children to help them learn to identify letters. | 0:52 | View |
| Component and Title | Key Content | Duration | Link |
| 6.4 Brendan Before PBS | Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. Brendan and his family were physically, mentally, and emotionally exhausted and in desperate need of help. | 0:47 | View |
| 6.4 Brendan After PBS | Brendan is a very happy, energetic, young boy. Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. PBS was a match with the family’s routines and values and allowed Brendan’s parents to view their dreams and visions for their son as achievable. | 1:10 | View |
| 6.4 Challenging Behaviors | Young children are also developing self-regulation—the ability to calm or regulate themselves when they are upset. Learn more about how to respond to challenging behaviors like crying, aggression, and defiance, and how to support your child’s development of self-control and self-regulation. | 4:52 | View |
| 6.4 Pyramid Model Overview | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model) is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development. This video provides an overview of the structure and levels of support. | 8:58 | View |
| 6.4 CONNECT Video 7.1:The Teacher’s Viewpoint – Social-Emotional Development | Emily, a pre-K teacher, shares a dilemma about whether to use tiered instruction to promote children’s social-emotional development and address challenging behaviors. | 1:09 | View |
| 6.4 CONNECT Video 7.4:Formative Assessment (Social-
Emotional Development |
A teacher conducts a formative assessment by observing and recording information about children in her classroom during center time. | 1:06 | View |
| 6.4 CONNECT Video 7.6:Tiered Instruction | A framework for tiered instruction that can be used in early childhood settings is discussed. | 1:57 | View |
| 6.4 CONNECT Video 7.10Reviewing Classroom Rules | A teacher reviews the classroom rules with the children during whole group time. | 2:27 | View |
| 6.4 CONNECT Video 7.11:How is Froggy Feeling? | A teacher reads a book to a group of children to review different types of emotions to enhance their emotional literacy skills. | 2:47 | View |
| 6.4 CONNECT Video 7.12:Putting on a Puppet Show | After seeing some children arguing while putting on a puppet show, a teacher helps children use a technique called the Turtle Technique as a way to calm down and think of a better solution. | 1:01 | View |
| 6.4 CONNECT Video 7.13:Finding a Resolution in the Block Area | A teacher uses a series of picture cards on the wall to help the children solve their conflicts in the block area. | 1:12 | View |
| 6.4 CONNECT Video 7.14:Using an Incentive System with Sammy | A teacher uses an incentive system with a child who needs some additional behavior support. | 1:59 | View |
| Component and Title | Key Content | Duration | Link |
| 6.5 Early Literacy: Playing | Children learn about language and literacy skills through play. While playing they practice putting thoughts into words. The role of pretend, dramatic, and make-believe play in children’s development are illustrated. | 2:33 | View |
| 6.5 Magic of Everyday Moments: The Power of Play | Play is how children learn to communicate, problem-solve, test ideas, and get along with others. The importance of adults, including parents, is emphasized. | 5:33 | View |
| 6.5 Nice Catch! | A preschooler builds physical skills and persistence as she plays ball with her dad. | 1:14 | View |
| 6.5 Parents’ Guide to the Stages of Play | Young children develop their social skills through the six stages of play, all of which are important for their development. All of the stages of play involve exploring, being creative, and having fun. | 1:30 | View |
| 6.5 Parten’s Social Stages of Play | This video is part of the following article: Jacobi-Vessels, J. L. (2018). Playing to learn: The essential role of play in early childhood instruction. Imagine (9), 16-21. | 1:00 | View |
| 6.5 Play in Early Childhood: The Role of Play in Any Setting | Play in early childhood is an effective way of supporting three core principles that can guide what society needs to do to help children and families thrive. In this video, learn more about how play can foster children’s resilience to hardship, and how the complex interactions involved when children play help build their brains. | 8:11 | View |
| Component and Title | Key Content | Duration | Link |
| 6.6 An Early Interventionist Reflects on Making the Shift to the Coaching Model | An Early ACCESS early interventionist reflects on her participation in the Iowa Distance Mentoring Model, how she made the shift to using a coaching model, and what she likes about using it. | 2:00 | View |
| 6.6 An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting | This video illustrates an entire early intention home visit, with very little editing, delivered by Jenny Seuntjens via video conferencing. Running at around forty minutes, the video includes an introduction by Juliann Woods and annotations throughout that point out the SS-OO-PP-RR framework and key strategies used by both the provider and the family. | 42:38 | View |
| 6.6 A Virtual Home Visit with Liam’s Family | This video illustrates how Jaime, a speech-language pathologist, makes a virtual home visit from her office to join Beth, her son Liam, and Peggy, a developmental specialist. | 5:51 | View |
| 6.6 A Virtual Co-Visit with Straton’s Family | This video illustrates how Kate, a physical therapist, makes a virtual home visit from her office to join Tammy, her son Straton, and Peggy, a developmental specialist. | 18:24 | View |
| 6.6 Building upon Student’s Strengths: The “Can Do” Approach | Lynn, a researcher and ELL Standards specialist at WIDA, discusses building on students’ strengths, interests, and preferences to plan instruction. | 1:27 | View |
| 6.6 Coaching a Family During an Early Intervention Visit | This video shows Yvonnie, an early interventionist, using coaching skills to support a mother during an early intervention visit. Yvonnie reviews the mother’s joint plan for helping her son learn to self-feed and pull to stand. She uses reflective questions to explore the family’s experience since the last visit. | 4:45 | View |
| 6.6 Coaching in Action | This video features Robin, a speech-language pathologist, coaching a mother during an early intervention visit. Robin uses observation, practice, reflection, feedback, and joint planning during this activity to help the mother learn intervention strategies she can use with her son. | 11:28 | View |
| 6.6 Coaching with Intention: Making the Most of the PBC Cycle - Webinar | There are specific evidence-based practices for implementing Practice-Based Coaching (PBC). In addition, coaches must learn to provide different levels of support based on individual coachees’ needs. For coaching to be effective, it must be delivered with fidelity. In this webinar, panelists discuss the tools you can use to ensure you are using PBC with fidelity. | 55:00 | View |
| 6.6 Discussing Jake’s Progress (Coaching Example) | This video features Nosheen, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices with Mia, Jake's mother, as they discuss concerns about progress. | 4:40 | View |
| 6.6 Discussing Jake’s Progress (Non-Coaching Example) | This video shows a fictitious example of a service coordinator who is not using coaching practices with a family. | 2:07 | View |
| 6.6 Discussing Leisel’s Communication Device (Coaching Example) | This video features Christina, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices while meeting with Benea, Leisel's mother. | 4:13 | View |
| 6.6 Discussing Leisel’s Communication Device (Non-Coaching Example) | This video shows a fictitious example of a service coordinator who is not using coaching practices with a family. | 2:54 | View |
| 6.6 Don’t Wait to Communicate! Augmentative and Alternative Communication (AAC) - Webinar | This webinar introduces augmentative and alternative communication systems. | 46:32 | View |
| 6.6 FIT Video Library – Coaching in Early Intervention | The FIT Video Library includes multiple videos that share information with early intervention practitioners and families by providing illustrations of evidence-based and recommended early intervention practices in New Mexico. | Varies | View |
| 6.6 Foundations for Coaching in Early Childhood: Partnering with Parents and Professionals (Video Series) | This is a series of seven videos for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. These characteristics can be applied to a number of early childhood settings. | Varies | View |
| 6.6 Interests Lead to Learning | This video explores two types of child interests, personal and situational, which can be used to design meaningful learning experiences. | 11:01 | View |
| 6.6 Just Do It | This video focuses on the specialized activities and accommodations that can, during normal routines, be provided in inclusive settings to serve an infant or toddler with a significant disability. | 32:40 | View |
| 6.6 CONNECT Video 5.4:Perl Using a Switch and Stander | The teacher uses two adaptations, a switch device, and a box to help a preschool-aged child participate in a game with another child. | 3:20 | View |
| 6.6 CONNECT Video 5.5:Max Using a Walker | A teacher helps preschooler, Max, use a walker to get from the classroom to the playground. | 2:19 | View |
| 6.6 CONNECT Video 5.6:Using an Adapted Tricycle | An adult adapts a tricycle with a belt and foot pedals to help a child participate in riding bikes with other children on the playground. | 3:18 | View |
| 6.6 CONNECT Video 5.7:Communicating at Breakfast | An adult uses a child’s communication board to show him how to ask for more cereal at breakfast. | 0:46 | View |
| 6.6 CONNECT Video 5.9:Dress Up Time | A preschool-aged child uses pictures and symbols to communicate with a teacher about the clothes and toys she wants in the dramatic play area. | 1:11 | View |
| 6.6 Practice-Based Coaching (PBC) | The Practice-Based Coaching (PBC) model starts with creating a strong partnership between the coach and education staff. Learn what collaborative coaching partnerships look like in action and what it takes to develop a strong partnership. | 3:38 | View |
| 6.6 Supporting Grayson’s Family | Grayson’s parents, Niki, and Matt describe their experience with mobile coaching from their initial reluctance to their wholehearted acceptance of the approach with their EI provider Jenny. This short video shares their family’s story and focuses on how the pandemic impacted their lives and their supports to their family including Grayson. | 10:34 | View |
| 6.6 Through Your Child’s Eyes: American Sign Language | Parents and professionals discuss their use of American Sign Language with children beginning in infancy and the benefits of this alternative communication system. | 13:16 | View |
| 6.6 Using Instant Messaging and Video for Just-In-Time Support | Lauren, a parent, and Ginger, her daughter’s speech-language pathologist, illustrate how Lauren shares videos with Ginger via text messaging for “just-in-time” feedback and coaching. | 4:30 | View |
| 6.6 Using the SSOOPPRR: Guiding Home Visiting During the COVID-19 Pandemic | In this video, mobile coaching using the SS-OO-PP-RR framework for guiding home visits is discussed. Led by Larry Edelman, Jenny Seuntjens and Juliann Woods address the importance of supporting families during the COVID-19 pandemic. | 13:29 | View |
| Component and Title | Key Content | Duration | Link |
| 6.7 Authentic Assessment in Early Intervention | Physical Therapist Megan Kish Fibbe describes and illustrates how authentic assessment practices enhance EI work with children and families. Focuses on the purposes and uses of observation in a home setting as an authentic assessment tool. | 7:36 | View |
| 6.7 CONNECT Video 7.5:Formative Assessment (Academic Learning) | A teacher conducts a formative assessment with a child on her knowledge of parts of words. | 1:19 | View |
| 6.7 CONNECT Video 7.1:The Teacher’s Viewpoint – Academic Learning | Michelle, a childcare teacher, shares a dilemma about whether to use tiered instruction to improve children’s academic learning in language and literacy. | 1:39 | View |
| 6.7 What is Authentic Assessment? | Illustrates the primary features and purposes of authentic assessment in a classroom setting. | 3:02 | View |
| 6.7 Using Child Assessment Data to Achieve Positive Outcomes | Administrators and teachers illustrate how they use authentic child assessment data to (1) inform funders, (2) inform classroom instruction (begins at 5:15), (3) meet the needs of individual children (begins at 7:15 and again at 12:18), (4) share with families (begins at 8:55), and (5) supports teachers (begins at 10:28). | 14:20 | View |
Resources
Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.
Websites - Provide information and resources related to the Standard and Components.
All Components
American Institutes for Research (AIR)
Council for Exceptional Children
Council for Exceptional Children High Leverage Practices
Division for Early Childhood Learning Decks
Division for Early Childhood Recommended Practices
Head Start Early Learning and Knowledge Center
Head Start ECLKC – Culture & Language
ECTA Practice Improvement Tools
National Association for the Education of Young Children
National Clearinghouse for English Language Acquisition
TESOL International Association
WIDA at University of Wisconsin - Madison
Component 6.1
Center for Early Literacy Learning
Center on the Developing Child Harvard University
Division for Early Childhood Learning Decks – Using Picture Books to Engage Children with Disabilities: A Three-Part Webinar Series
Early Childhood Technical Assistance Center (ECTA) Practice Improvement Tools: Instruction
Institute of Education Sciences What Works Clearinghouse
National Association for the Education of Young Children – Developmentally Appropriate Practice
National Professional Development Center on Autism Spectrum Disorder Evidence-Based Practices
Component 6.2
Early Childhood Technical Assistance Center (ECTA) Practice Improvement Tools: Interaction
Component 6.3
Early Childhood Technical Assistance Center (ECTA) Practice Improvement Tools: Environment
Component 6.4
Center on Multi-Tiered System of Supports
National Association for the Education of Young Children Guidance and Challenging Behaviors
National Center for Pyramid Model Innovations
Positive Behavioral Interventions and Support
Zero to Three – Challenging Behaviors
Zero to Three – Social and Emotional Development
Zero to Three – Social Skills
Component 6.5
National Association for the Education of Young Children – Play
Zero to Three – Play
Component 6.6
Center for Applied Special Technology
Center on Technology and Disability
Early Childhood Technical Assistance Center (ECTA) Assistive Technology
Early Childhood Technical Assistance Center (ECTA) Indicators of High-Quality Inclusion
Early Childhood Technical Assistance Center (ECTA) Research and Studies on Inclusion
U.S. Department of Education, Office of Educational Technology – Parent and Family Digital Learning Guide
Component 6.7
Early Childhood Technical Assistance Center (ECTA) Practice Improvement Tools: Assessment
Positive Behavioral Interventions and Support – Data-based Decision Making
Learning Modules - The modules related to the Standard which can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.
Component 6.1
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources. AFIRM Modules | AFIRM (unc.edu)
- Antecedent-based Intervention
- Discrete Trial Training
- Modeling
- Peer-mediated Instruction and Intervention
- Pivotal Response Training
- Prompting
- Prompting: Introduction & Practice
- Task Analysis
- Time Delay
- Time Delay: Introduction & Practice
- Visual Modeling
Connect Module 6: Dialogic Reading Practices
Early Childhood Recommended Practices Module 6: Instruction
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
Component 6.2
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources. AFIRM Modules | AFIRM (unc.edu)
- Parent Implemented Interventions
Early Child Contingency Learning E-Learning Lessons
Early Childhood Recommended Practices Module 1: Interaction
Naturalistic Instruction – ECPC E-Learning Lessons
Supporting Caregiver Learning During Early Intervention Visits
Component 6.3
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources. AFIRM Modules | AFIRM (unc.edu)
- Naturalistic Intervention
- Technology-aided Instruction and Intervention
- Visual Supports
CONNECT Module 1: Embedded Interventions
CONNECT Module 5: Assistive Technology
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom
Early Childhood Environments: Designing Effective Classrooms
Early Childhood Recommended Practices Module 3: Environment
Early Intervention in Everyday Routines and Activities
Everyday Child Learning Activities - ECPC E-Learning Lessons
Interest-Based Child Learning - ECPC E-Learning Lessons
Component 6.4
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources. AFIRM Modules | AFIRM (unc.edu)
- Differential Reinforcement
- Extinction
- Functional Behavior Assessment
- Reinforcement
- Reinforcement: Introduction & Practice
- Response Interruption and Redirection
Early Childhood Behavior Management: Developing and Teaching Rules
CONNECT Module 7: Tiered Instruction
Component 6.5
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. You must log in or sign up to access the free AFIRM online modules and resources. AFIRM Modules | AFIRM (unc.edu)
- Scripting
- Social Narratives
- Social Skills Training
- Structured Play Groups
Component 6.6
CONNECT Module 5: Assistive Technology
Component 6.7
Authentic Assessment Learning Modules
Authentic Child Assessment Practices - ECPC E-Learning Lessons
Early Childhood Recommended Practices Module 7: Assessment
Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.
| Term | Definition | Reference/Resource |
| Authentic assessment | “… the systematic recording of developmental observations over time about the naturally occurring behaviors and functional competencies of young children in daily routines by familiar and knowledgeable caregivers in the child’s life” (p. 29). | Bagnato, S. J., & Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. International Journal of Educational Policy, 3(1), 2343. |
| Child-initiated routines and activities | Routines and activities that children initiate themselves, as opposed to routines and activities that are initiated and directed by adults. | Schweinhart, L. (2016). Child initiated learning. In D. Couchenour & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781483340333.n61 |
| Culturally and linguistically responsive and affirming | Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes. These approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. | Link DEC RP Glossary: Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84. |
| Developmentally appropriate practice | An approach to intervention and instruction whereby an early childhood professional bases decisions about children’s developmental and learning goals and experiences on (a) knowledge of child development and learning in order to determine experiences likely to promote positive outcomes, (b) knowledge of each child’s individual abilities and characteristics to adapt and be responsive for each child, and (c) knowledge of children’s social, linguistic, and cultural contexts to ensure that learning experiences are relevant and respectful for each child and family. | Link |
| DEC Recommended Practices (RPs) | A set of practices based on the best available empirical evidence as well as the wisdom and experience of the field that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas: Leadership, Assessment, Environment, Family, Instruction, Interaction, Teaming and collaboration, and Transition. | Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from Link |
| Evidence-based practice | Used as a Noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE. Used as a Verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child. | Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164-173. Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11. |
| Family | A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network. | Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson. |
| Family capacity-building practices | Participatory opportunities and experiences afforded to families to strengthen existing parenting knowledge and skills, and promote the development of new parenting abilities that enhance parenting self-efficacy beliefs and practices and are guided by families’ strengths and needs; priorities, goals, and preferences; and cultural and linguistic characteristics. | Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from Link |
| Functional behavior assessment | Collection of data to investigate the environmental variables maintaining and/or contributing to challenging behavior. A functional assessment includes systematically identifying the challenging behavior, events that precede such behavior (antecedents), and events that maintain such behavior (consequences) with results used to identify, plan, implement, and support others to implement individual behavior support plans. | Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343. |
| High Leverage Practices (HLPs) | Practices that are based on best-available research evidence and field consensus, reflect practices that are frequently used in the classroom, and are considered critical for special educators, kindergarten through twelfth grade, because of their high potential to improve student outcomes, and which can be taught in teacher preparation programs. | McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331-337. Link |
| Instruction | A set of practices that are evidence-based, intentional, and systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals. | Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44. Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38 (1), 4-10. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from Link |
| Intervention | A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals. | Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from Link |
| Play | A distinct developmental domain characterized by activities with objects and people that capture a child’s attention and interest as they experiment, try new ideas and roles, investigate laws of nature, and represent what they know about and are learning from ongoing events. As a context for learning, play skills can be operationalized, and predicted, and a focus of intervention and instruction with children’s learning goals embedded in indoor and outdoor play activities. | Brown, S. L. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Penguin. Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. doi: 10.1177/0271121408318799 |
| Strength-based | Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient, and self-determined. | Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society. |
References – Supporting literature and resources which may be assigned as readings for pre-service and in-service learners and most align with the introduction of evidence-based practice for adult learners.
All Components
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. https://www.dec-sped.org/dec-recommended-practices
Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. (DEC Recommended Practices Monograph Series No. 1). DEC.
Snyder, P.A., & Hemmeter, M.L. (Eds.). (2018). DEC recommended practices monograph series no. 4 Instruction: Effective strategies to support engagement, learning, and outcomes. Division for Early Childhood.
Component 6.1
Barton, E., Bishop, C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blended practices for all children. Young Exceptional Children Monograph, 16, 73-96.
Battaglia, D. (2017). Functional communication training in children with autism spectrum disorder. Young Exceptional Children, 20 (1) 30-40.
Christensen-Sandfort, R. J., & Whinnery, S. B. (2013). Impact of milieu teaching on communication skills of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 32(4), 211- 222.
Division for Early Childhood. (2013). Frameworks for the response to intervention in early childhood: Description and implications. Division for Early Childhood. https://www.decdocs.org/position-statement-challenging-beha
Guan, C-L.D., & Cheatham, G.A. (2018). Bilingual vocabulary development for dual language learners with disabilities: Two research-based approaches. Young Exceptional Children, 21(3), 142-156.
Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How can I help? Prompting procedures to support children’s learning. Young Exceptional Children, 16(4), 31-39.
National Association for the Education of Young Children. (2020). NAEYC Position Statement on Developmentally Appropriate Practice. NAEYC.
Component 6.2
Akamoglu, Y. & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20(1), 41-50.
Curiel, E.S.L., & Sainato, D.M. (2016). Teaching your tot to talk: Using milieu teaching strategies. Young Exceptional Children. 19(1), 39-47.
Hatcher, A., & Page, J. (2020). Parent-implemented language intervention for teaching Enhanced milieu teaching strategies to parents of low socioeconomic status. Journal of Early Intervention, 42(2), 122-142.
McCollum, J. (2015). From qualities of interaction to intervention practices: Using what comes naturally. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 87–98). Division for Early Childhood.
McCollum, J.A., Santos, R.M., & Weglarz-Ward, J.M. (Eds.). (2018). DEC recommended practices monograph series no. 5 interaction: Enhancing children’s access to responsive interventions. Division for Early Childhood.
Component 6.3
Catalino, T., & Meyer, L.E. (2015). Environment: Improving access and participation. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 53-63). Division for Early Childhood.
Catalino, T., & Meyer, L.E. (2016). DEC recommended practices monograph series no. 2 environment: Promoting meaningful access, participation, and inclusion. Division for Early Childhood.
Dennis, L. R., Lynch, S. A., & Stockall, N. (2012). Planning literacy environments for diverse preschoolers. Young Exceptional Children, 15(3), 3-19.
Donegan-Ritter, M. (2017). STEM for ALL children preschool teachers supporting the engagement of children with special needs in physical science learning centers. Young Exceptional Children, 20(1), 3-15. https://journals.sagepub.com/doi/10.1177/1096250614566541
Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. N. (2013). Quality of the literacy environment in inclusive early childhood special education classrooms. Journal of Early Intervention, 35(1), 40-60.
Hardy, J.K., & Hemmeter, M.L. (2020). Designing inclusive science activities and embedding individualized instruction. Young Exceptional Children. 23(3), 119-129.
Irvin, D. W., Boyd, B. A., & Odom, S. L. (2015). Child and setting characteristics affecting the adult talk directed at preschoolers with an autism spectrum disorder in the inclusive classroom. Autism, 19(2), 223-234. https://journals.sagepub.com/doi/10.1177/0271121414523652
Keilty, B. (2020). Assessing the home environment to promote infant-toddler learning within everyday family routines. Young Exceptional Children, 23(4), 199-211.
Kemp, C., Kishida, Y., Carter, M., & Sweller, N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28(1), 134-143.
Kuder, B.N., & Hojnoski, R.L. (2018). Under construction: Strategic changes in the block area to promote engagement and learning. Young Exceptional Children. 21(2), 76-91.
Sandall, S. R., Schwartz, I. S., & Gauvreau, A. (2016). Using modifications and accommodations to enhance the learning of young children with disabilities: Little changes that yield big impacts. In B. R. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early Childhood Education (pp. 349-361). Springer Publishing Company.
Schwartz, I. & Woods, J. (2015). Making the most of learning opportunities. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 77-86). Division for Early Childhood.
Stone, J. P., Rivera, C. J., & Weiss, S. L. (2016). Literacy-rich environments for young students with significant developmental disabilities. Young Exceptional Children, 15(3), 3- 19 doi.org/10.1177/1096250616674330
Waters, C. (2020). Covering the bases: Pairing sign with spoken word in early childhood settings. Young Exceptional Children. 23(3), 130-142.
Component 6.4
Dickinson, S., Shaffer-Hudkins, E., & Mendez, L.M.R. (2020). Treatment for challenging behaviors: Are IDEA Part C interventionists using functional interventions? Journal of Early Intervention, 42(1), 31-48.
Green, K.B., Robbins, S.H., & Buckholz, J.L. (2019). Positive behavior interventions and supports: Maximizing the universal tier for young children with or at risk for disabilities. Young Children, 22(1), 6-21.
Joseph, J. D., Rausch, A., & Strain, P. S. (2016). Social competence and young children with special needs: Debunking “mythconceptions”. Young Exceptional Children, 1096250615621359.
Price, C.L., & Steed, E.A. (2016). Responsive strategies to support young children with challenging behavior. Young Children, 71(5), 36-43.
Shepley, C., & Grisham-Brown, J. (2019). Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework. Behavior analysis in practice, 12(1), 235-246.
Component 6.5
Barton, E.E., Choi, G., & Mauldin, E.G. (2019). Teaching sequences of pretend play to children with disabilities. Journal of Early Intervention, 41(1), 13-29.
Jamison, K. R., Doswell, L. C., & Stanton-Chapman, T. L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young exceptional children, 1096250611435422.
Patry, M. B., & Horn, E. (2020). Supporting the play of preschoolers with autism through peer-mediated interventions. Young Exceptional Children, 23(1), 3-14.
Pierucci, J., Barber, A., Gilpin, a., Crisler, M., Klinger L. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.
Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299-310.
Wolfberg, P., Dewitt, M., Young, G.S., & Nguyen, T., (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings Journal of Autism and Developmental Disorders, 45(3), 830-845.
Component 6.6
Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an Evidence-Based Framework to the Early Childhood Coaching Literature. Topics in Early Childhood Special Education, 35(3), 183-196.
Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., & Miller, M. M. (2013). Pick one! Conducting preference assessments with students with significant disabilities. Teaching Exceptional Children, 45(6), 16-23.
Division for Early Childhood. (2009). Inclusion. Division for Early Childhood. https://www.decdocs.org/position-statement-inclusion
Kemp, P., & Turnbull, A.P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children. 27(4), 305-324.
Rush, D.D., & Shelden, M. (Eds.). (2020). The Early Childhood Coaching Handbook (2nd ed.). Brookes Publishing.
Salisbury, C.L., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education. 38(1), 1-13.
U.S. Department of Health and Human Services & U.S. Department of Education. (2023). Policy statement on inclusion of children with disabilities in early childhood programs. Policy Statement on Inclusion of Children With Disabilities in Early Childhood Programs (PDF) (ed.gov).pdf
Component 6.7
Bagnato, S., Goins, D., Pretti-Frontczak, K., & Neisworth, J. (2014). Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research, Topics in Early Childhood Special Education, 34(2), 1-12. https://doi.org/10.1177/0271121414523652
Bishop, C., Shannon, D., & Harrington, J. (2020). Progress monitoring within the embedded instruction approach: Collecting, sharing, and interpreting data to inform instruction. In M. McLean, R. Banerjee, & J. Squires (Eds.), DEC recommended practices monograph series no. 7 assessment: Recommended practices for young children and families. Division for Early Childhood.
Cornelius, K. E. (2014). The formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.
Division for Early Childhood (2017). Position statement on challenging behavior and young children. Division for Early Childhood. https://www.decdocs.org/position-statement-challenging-beha
Farran, D.C., Meador, D., Christopher, C., Nesbitt, K.T., & Bilbrey, L.E. (2017). Data-driven Improvement in prekindergarten classrooms: Report from a partnership in an urban district. Child Development, 88(5), 1466-1479.
Hojnoski, R. L., Gischlar, K. L., & Missall, K. N. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 2(3), 32-44. http://yec.sagepub.com/content/12/3/32.full.pdf+html
Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.). Guilford Press.
McCollow, M.M., & Hoffman, H.H. (2018). Evidence-based decision making: A team effort toward achieving goals. Young Exceptional Children. (23)1, 15-23. https://journals.sagepub.com/doi/10.1177/1096250614566541
Pool, J.L., & Hampshire, P. (2020). Planning for the authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children. 23(3), 143-
Ruble, L.A., McGrew, J.H., Wong, W.H., & Missall, K.N. (2018). Special education teachers’ perceptions and intentions toward data collection. Journal of Early Intervention, (40)2, 177- 191.
Squires, J. (2015). Guiding principles for accurate and efficient decision-making. In DEC recommended practices: Enhancing services for young children with disabilities and their families (pp. 37-52). Division for Early Childhood.
Zweig, J., Irwin, C.W., Kook, J., & Cox, J. (2015, April). Data collection and use in early childhood education programs: Evidence from the Northeast region (REL 2015-084). U.S. Department of Education, Institute of Education Sciences National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. https://files.eric.ed.gov/fulltext/ED555738.pdf.pdf
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