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Early Intervention and Family-Centered Care

presented by Elisa Kennedy

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
Federal legislation authorizing EI services for infants and toddlers with disabilities (Part C of IDEA) mandates a service-delivery model of family-centered services to enhance the capacity of families to meet their children's needs. Parenting values, beliefs, and behaviors have been shown to predict developmental outcomes. Effective intervention plans for children with disabilities share responsibility with families, are individualized to the family and child, and include coaching to produce functional change for the child. Based on evidenced-based principles of family-systems theory, early motor learning, developmental psychology, and parent interaction behaviors, topics in this course will include assessment of risk for developmental delays, family assessment of coping and adaptation to disability, conducting a family interview to inform clinical decision-making, assessment of parent-child interactions to support behavior, and strategies to support a therapeutic alliance with the family.

Meet Your Instructor

Elisa Kennedy, PT, PhD, PCS

Elizabeth "Elisa" T. Kennedy, PT, PhD, PCS, is an Associate Professor Emeritus in Physical Therapy, an Associate Professor in the Department of Physical Therapy (PT), and Adjunct Faculty in the College of Medicine, Developmental-Behavioral Pediatrics, University of South Alabama, Mobile, AL. She received a PhD in Early Childhood Special Education from the University of Georgia,…

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Chapters & Learning Objectives

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1. Defining family-centered care (FCC) under Part C of IDEA

This chapter provides an evidence-based overview of FCC and explains the role of the clinician working in collaboration with families under Part C of IDEA.

2. Theoretical Framework Guiding Family-Centered Care in Early Intervention

This chapter describes the theoretical framework for service delivery in early intervention, allowing for the complexities of “real families” in the naturalistic settings.

3. Evidenced-Based Practice Linked to FCC

This chapter provides the practitioner with an understanding of the impact of early experiences on early brain development, functional neuroplasticity, and models of influence impacted by family systems.

4. Developing Meaningful EI Services Through a FCC Approach

The focus of the chapter is on developing meaningful goals and preparing for services with an emphasis on supporting the family and the child. This chapter provides clinicians with methods to cultivate and refine interview skills for the purpose of collecting, managing, and interpreting essential information to enhance developmental outcomes.

5. Supporting Families to Optimize Neurodevelopmental Outcomes in EI

The focus of this chapter is to explore various strategies for the application of family-centered services to promote successful neurodevelopmental outcomes.

More Courses in this Series

Early Intervention: Implementing High Quality Intervention in Natural Settings - Part One

Presented by Elisa Kennedy, PT, PhD, PCS

Early Intervention: Implementing High Quality Intervention in Natural Settings - Part One

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA) provides clear instruction: EI is to be provided to the maximum extent appropriate in natural environments, such as home or community. Intervention provided in the natural environment of the child has clear advantages, with increased opportunities to impact brain plasticity by practicing meaningful tasks within the environment where the child lives, grows, plays, and participates in activities with families and peers. The topics in this course will include the development of fun, age-appropriate intervention programs to promote a child’s ability to move as based on evidence-based principles of motor development, motor control, and motor learning. This is part one in a two-part course on Early Intervention: Implementing High Quality Intervention in Natural Settings.

View full course details

Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services - Part One

Presented by Elisa Kennedy, PT, PhD, PCS

Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services - Part One

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Therapists working in EI settings must be familiar with explicit requirements for screening, evaluation, and assessment to guide intervention as defined within federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA). The language and intent of the law may be unfamiliar for therapists providing services in a more traditional rehabilitative setting, such as out-patient or acute care. The topics in this course will cover theoretical frameworks as guiding principles in EI settings; the role of the therapist in screening, evaluation, and assessment; identifying red flags; choosing and using valid, reliable, and practical assessment tools; and practical strategies for performing assessments in the natural environments of EI settings. This is part one of a two part course on Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services.

View full course details

Early Intervention: Implementing High Quality Intervention in Natural Settings - Part Two

Presented by Elisa Kennedy, PT, PhD, PCS

Early Intervention: Implementing High Quality Intervention in Natural Settings - Part Two

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA) provides clear instruction: EI is to be provided to the maximum extent appropriate in natural environments, such as home or community. Intervention provided in the natural environment of the child has clear advantages, with increased opportunities to impact brain plasticity by practicing meaningful tasks within the environment where the child lives, grows, plays, and participates in activities with families and peers. The topics in this course will include the development of fun, age-appropriate intervention programs to promote a child’s ability to move as based on evidence-based principles of motor development, motor control, and motor learning. This is part two in a two-part course on Early Intervention: Implementing High Quality Intervention in Natural Settings.

View full course details

Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services - Part Two

Presented by Elisa Kennedy, PT, PhD, PCS

Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services - Part Two

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Therapists working in EI settings must be familiar with explicit requirements for screening, evaluation, and assessment to guide intervention as defined within federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA). The language and intent of the law may be unfamiliar for therapists providing services in a more traditional rehabilitative setting, such as out-patient or acute care. The topics in this course will cover theoretical frameworks as guiding principles in EI settings, the role of the therapist in screening, evaluation, and assessment, identifying red flags, choosing and using valid, reliable, and practical assessment tools, and practical strategies for performing assessments in the natural environments of EI settings. This is part two of a two part course on Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services.

View full course details

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