You are now viewing our public site. Back to Dashboard

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

presented by Elisa Kennedy

Accrediting Body:

Target Audience:

Levels:
Disclosure Statement:

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

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
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.

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,…

Read full bio

Chapters & Learning Objectives

1. Addressing Learning Needs of the Primary Caregiver

This chapter focuses on improving the learning outcomes of key adult learners who are significant to the child and family outcomes.

play_circle_outline

2. Case Applications: Supporting the Unique Needs of the Child and Their Family

This chapter will explore three “real-life” case scenarios to develop effective intervention programs based on IFSP functional outcomes.

More Courses in this Series

Early Intervention and Family-Centered Care

Presented by Elisa Kennedy, PT, PhD, PCS

Early Intervention and Family-Centered Care

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

View full course details

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: 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

Sign up to receive exclusive content from industry leading instructors.

Send us feedback

Email