3-12-19 ASHA ppt-TM · – Financial compensation from ASHA for this presentation – Salary...

Core Competencies for Early Interventionists:A Foundation for Building Leaders Within InterprofessionalEducation

ASHA Online ConferenceBirth to Three: Working Together to Serve Children and Their Families

Core Competenciesfor Early

Interventionists

A Foundationfor Building

Leaders WithinInterprofessional

Education

Toby Long, PhD, PT, FAPTA

Director, Certificate in EarlyIntervention

Disclosures

• Financial:– Financial compensation from ASHA for this presentation

– Salary support from The Early Childhood Personnel Centerfrom 2017-2018

• Nonfinancial:– Early Childhood Personnel Center – professional

presentation participation at professional conferencesfrom 2013-2018, including APTA, ASHA, AOTA, and DEC

– Peer reviewed publications in Infants and Young Children



PresenterToby Long, PhD, PT, FAPTA is Professor, Department of Pediatrics, Georgetown University,Director of Professional Development at the Center for Child and Human Development, andthe Director of the Georgetown University Certificate in Early Intervention Program. Sheteaches within the GU Minors in Education, Inquiry and Justice and Disability Studies. She is amember of the Leadership Team for the Early Childhood Personnel Center at the University ofConnecticut. Dr. Long received her physical therapy degree from Boston University, a master’sdegree in early childhood special education from George Washington University and a doctoraldegree in human development from University of Maryland. Dr. Long collaborates withcolleagues on serving infants and toddlers with disabilities and delays using contemporary,evidenced based practices throughout Eastern Europe, Central Asia, the Gulf region, and Asia.She is on the editorial boards of the Journal of Early Intervention, Physical and OccupationalTherapy in Pediatrics, and Infants and Young Children. She is the author of over 60 peer-reviewed publications including The Handbook of Pediatric Physical Therapy, Third Edition. Dr.Long is the recipient of a variety of prestigious awards including, the Lucy Blair Service Awardfrom the American Physical Therapy Association, the Jeanne Fisher Distinguished MentorshipAward from the American Academy of Pediatric Physical Therapists, and the Bud DehavenAward from the American Academy of Pediatric Physical Therapists. She is a CatherineWorthingham Fellow of the American Physical Therapy Association and a Fulbright Fellow.

Description• Part C, Individual with Disabilities Education Act

– Requires states to design and implement 16 key components

– Comprehensive System of Personnel Development (CSPD)

• Insures infants and toddlers with disabilities and their families areserved by professionals with appropriate skills and knowledge

• Used to recruit and retain highly qualified providers and provideongoing professional development to enhance skills andknowledge of providers

• Services support inter- or transdisciplinary approach– States are implementing a transdisciplinary, primary service provider

(PSP) model of service

• Requires providers to coordinate and collaborate on serviceoutcomes, strategies, methods, and approaches

• Requires professionals serving young children with disabilities andtheir families to be competent in common and unique knowledgeand skills



Objectives

Describe the essential elements of contemporary early childhoodintervention practice

Identify the interprofessional early childhood interventioncompetencies for providers who serve young children with disabilitiesand their families

Identify the activities of the Early Childhood Personnel Center topromote interprofessional personnel competencies for earlychildhood intervention providers

Discuss the implementation and use of these competencies inacademia and practice

Early Childhood Intervention (ECI)

Pu

rpo

se

• Build capacity andcompetence of familiesto:

• Enhance development

• Minimize potential fordelay

• Reduce educationalcosts

Des

crip

tio

n • System of services &supports that is

• Coordinated amonghealth, therapeutic,education, and socialservices systems to

• Promote child’s growthand development and

• Support families duringthe critical early years



ECI

ECI services should help children:

• Participate in activities that they would like to or are expected toparticipate in

• Interact with peers, family members, and others

ECI is an integrated program of services and supportsthat are embedded into naturally occurring activitiesand routines

Family-centered and culturally and linguistically competent

Developmentally supportive, strengths-based, and promotechildren’s participation in their natural environments

Comprehensive, coordinated, and team-based

Individualized, flexible, and responsive to the changing needs ofyoung children and families

Based on the highest-quality evidence available

The Essential Elements



A Brief History of ProfessionalDevelopment in ECI

1986-1991

• Carolina Institute forResearch on InfantPersonnel Preparation

• Developing a CSPD

• Specifying standards

• Focus on team, FCCinterdisciplinary

• Competencies: Core,cross-discipline

• Training to increasequantity of providers

1991-2000

•Winton, McCullum,Catlett

•Identified criticaltraining needs

•Quality trainingimpacts outcome

•Identifyinginstructional trainingmodels

•Modeling,coaching, reflection

2000-2009

• Center to InformPersonnel PreparationPolicy and Practice inEarly Intervention andPreschool Education

• Lack of systematic,sustainable PD

• Training inconsistentwith research oneffectiveness oftraining

• Lack of support toimplement bestpractices

2009-Now

• Early ChildhoodPersonnel Center

• Evidence ofeffectiveness

• Theories of change

• Implementing effectivemethodology

• Reflection

• Coaching

• Support

• Mentoring

Early Childhood PersonnelCenter (ECPC)



ECPC

Funded by the U.S. Dept. of Education, Office of Special EducationPrograms

• University of Connecticut, A.J. Pappanikou Center for Excellence in DevelopmentalDisabilities at UConn Health

National, multi-functional resource

• Support states to implement and evaluate integrated, comprehensive ECI systemsof care including CSPD

Address ECI workforce challenges

• Discrepancies with state adherence to national standards

• Shortages of personnel

• A lack of training: pre- and in-service

• Inequities in preparation and compensation across providers

Outputs of the ECPC

Knowledge Development

• National Database of State Personnel Standards

• National Database of CSPD Components: Reported by State Part C and 619 Coordinators

• Research Syntheses on Personnel Issues

• National Initiative on Cross-Disciplinary Personnel Standards

Technical Assistance

• General: Across audiences, regions, and states – to provide information and resources onpersonnel development

• Targeted: State-specific CSPD components – to align national personnel standards and statepersonnel standards and/or to align pre-service preparation with in-service preparation

• Intensive: State-specific – to develop CSPD framework within 8 states

Leadership and Coordination

• Leadership Institute with Part C and 619 Coordinators

• Collaborative with other OSEP Early Childhood TA Centers (DaSY, ECTA, IRIS, IDC)

• Collaborative with DoE and HHS TA Centers (RRCs, Workforce Development)

• Collaborative with professional organizations (APTA, AOTA, ASHA, DEC, NAEYC, Zero-Three)



CSPD: Theory of Action

States havehigh quality

CSPD

More ECleaders and

providershave therequisite

knowledgeand skills

Improvedeffectivenessof EI, ECSE,EC services

and supports

Improvedoutcomes forchildren and

families

If we want improved outcomes for infants & childrenwith disabilities and their families THEN…

Integrated Comprehensive System

PersonnelStandards

Recruitmentand

Retention

Pre-ServiceTraining

In-ServiceTraining

Leadership,

Sustainability

Leadership,Coordination,

&Sustainability

Evaluation



Cross-Disciplinary PersonnelCompetencies/Standards

Family-Centered Care

Instruction &InterventionInformed by

Evidence

Collaboration &Coordination

Professionalism

15

Research Affirms the Importance ofProfessional Competencies/Standards



Cross-DisciplinaryCompetencies

Alignment

The Process

National meetings of organizations: Share information andpriorities

Joint presentations at discipline-specific conferences

Completed crosswalks of personnel standards acrossCEC/DEC, NAEYC, AOTA, APTA, ASHA

Work group validated a refined item-by-item analysis ofDEC/NAEYC personnel standards

Articles published by discipline organizations (IYC)



Family-CenteredPractice

Intervention &Instruction

Informed byEvidence

Coordination &Collaboration

Professionalism

ECPC Cross-Disciplinary PersonnelCompetencies: AOTA, APTA, ASHA,

CEC, DEC, NAEYC, & ZTT

Process of Cross-Discipline CompetencyAreas and Sub-Areas

Organizations provided 1-10 documents

• Knowledge and skill statements, position statements,technical reports, systematic reviews, etc.

Two ECPC staff members grouped individual items into eachof four multidisciplinary competency areas through thematicanalysis

• Categorizing process was iterative

• Two staff reviewed, re-reviewed the groupings and re-grouped items based on discussion

• ECPC director reviewed groupings and subcomponentnames for each of the four competency areas



Methodology

Categorization of Standards by Cross-Disciplinary Competency Areas

OrganizationNumber

of Items

Competency Areas

Family-

Centered

Practice

Instruction/

Intervention

Collaboration &

Coordination Professionalism

Total 752 149 406 98 99

Percent 20% 54% 13% 13%

AOTA 40 1 20 6 13

APTA 40 8 17 11 4

ASHA 263 42 163 36 22

CEC 35 4 21 4 6

DEC 80 12 50 10 8

NAEYC 24 4 12 0 8

ZTT 270 78 123 31 38

Family-Centered Practice

• Parent Partnership, Advocacy & Help-Giving

• Parent Education in Child Development & Interventions

• Family Involvement in Assessment

• Cultural, Linguistic and Socioeconomic Competency

• Family Systems Theory

• Laws & Policies

• Supporting Home Language Development

• Stress, Trauma, & Safety

• Parent/Caregiver Social Emotional/Attachment Communicating WithFamilies

• Nutrition

Culturally competent practice in naturalsettings that involves and actively engages

the family in decision-making and theprovision of services



Example

Family-Centered Practice: Family Involvement in Assessment

Organization Personnel Standard

APTA Evaluate family strengths, resources, concerns, and priorities: a) conductfamily interview; b) select and administer supplemental family surveys

ASHA Skills (ability): To interview families in family-friendly, culturallycompetent manner to obtain background history

CEC Beginning special education professionals in collaboration withcolleagues and families use multiple types of assessment information inmaking decisions about individuals with exceptionalities

DEC Integrate family priorities and concerns in the assessment process

NAEYC Knowing about assessment partnerships with families and withprofessional colleagues

ZTT Assesses family strengths and risk factors and connects the family toappropriate resources to both enhance the family’s ability to build ontheir strengths and protect children and family members from risks

Intervention/Instructionas Informed by Evidence

Use of scientifically based evidence to inform all screening,assessment, intervention/instruction and evaluationdelivered to child and family; refers to the process of

collecting data about a child to design and implement a plan(e.g., IEP, IFSP) of instruction/intervention that is evidence-

based and focused on remediating a child’s and family’sneeds

• Intervention• Assessment• Knowledge of Typical Child

Health & Safety• Development & Behavior• Progress Monitoring• Evidence-Based Practice• Health & Safety

• Communicating & InterpretingAssessment Results

• IEP/IFSP• Knowledge of Risk Factors &

Atypical Child Development• Accommodations &

Adaptations• Service Delivery Models



ExampleIntervention/Instruction: Assessment


AOTA An occupational therapist is responsible for all aspects of the screening, evaluation,and re-evaluation process

APTA Use valid, reliable, and nondiscriminatory examination instruments and proceduresfor: a) identification and eligibility, b) diagnostic evaluation, c) individual programplanning, d) documentation of child progress, family outcomes, and program impact

ASHA Knowledge of methods of evaluation & assessment appropriate for the 0-3population (including interview, parent report, observational, and criterion-referenced tools)

CEC Beginning special education professionals use multiple methods of assessment anddata sources in making educational decisions

DEC Alignment of assessment with curriculum; content standards; and local, state, andfederal regulations

NAEYC Understanding the goals, benefits, and uses of assessment

ZTT When available, uses evidence-based screening, observation, and assessment toolsand strategies to inform planning and provision of appropriate services for the uniqueneeds of each individual child, including children with special needs and duallanguage learners

Coordination & Collaboration

• General Teaming

• Resource & Referrals

• Effective Communication

• Transitions

• Teaming With Families

• Role as a Consultant

• Problem Solving

• Leader of a Team

• Medical Home

• Positive & Respectful Relationships

Refers to working across professionals fromother disciplines and community organizationsin every facet of intervention/instruction with

a child and family



Example

Coordination & Collaboration: General Teaming


AOTA An occupational therapy practitioner is an integral member of the interdisciplinarycollaborative health care team; he/she consults with team and family members toensure the client-centeredness of evaluation and intervention practices

APTA Supervise personnel and professional students: a) monitor the implementation oftherapy recommendations by other team members, b) establish a student clinicalaffiliation, c) formally and informally teach/train therapy staff

ASHA Skills in implementing strategies to function as an effective member of aninterdisciplinary programming team

CEC Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings andcollaborators

DEC Collaborate with caregivers, professionals, and agencies to support children’sdevelopment and learning

ZTT Collaborates with other service providers and provides information, guidance, andsupport to assist families who are caring for a child with special needs

Professionalism

• Advocacy/Public Awareness

• Laws, Policies, & Practice Standards

• Professional Development & Self-Reflection

• Knowledge of the Field

• Ethics

• Administrative Leadership

• Supervision

• Communication

• Wellness

Requires all providers to have knowledge and skills in the laws,policies, and practices that govern their professional discipline;

requires demonstration of professional ethics and advocacy witheach child and family; professionals in early childhood

intervention will also take responsibility to improve theirknowledge and skills through professional development and self-

reflection



Example


AOTA An occupational therapy practitioner is an effective advocate for the client'sintervention and/or accommodation needs

APTA Promote public awareness of early intervention services: a) disseminate informationabout the availability, criteria for eligibility, and methods of referral; b) collect anduse data from multiple sources for child-find systems

ASHA Skills in disseminating information related to early intervention services through avariety of print, media, technology, and professional organization networks

CEC Beginning special education professionals advance the profession by engaging inactivities such as advocacy and mentoring.

DEC Advocacy for professional status and working conditions for those who serve infantsand young children and their families

NAEYC Engaging in informed advocacy for children and the profession

ZTT Understands and takes a leadership role in advocating for families and youngchildren with special needs at the programmatic, local, state, and federal levels

Professionalism : Advocacy/Public Awareness

Applying the ECPC Cross-Disciplinary Competencies

Professional DevelopmentTeam Decision-Making

30



Graduate Education Of Related Service Providers atGeorgetown and George Washington Universities in Early

Intervention (GEORGE)

10 interdisciplinary students: ECE, SLP, PT, OT

Course Work

• Providing services to young children with disabilities

• Gathering information to determine eligibility and program plan

• Evidence-based practice

• Leadership

Capstone

• Cross-disciplinary, yearlong project

Practicum

• Team-based

• Apply key practices: Family interview, eco-map, RBI, standardized testing, plandevelopment, PSP, coaching, teaming…

GEORGE graduates will, in partnership withfamilies in the context of their communities:

Identify developmental, behavioral, and emotional problems and disordersearly

Assess developmental, functional, and behavioral status

Work collaboratively with families to design responsive functionaloutcomes and program plans

Provide contemporary, evidence-based services and support

Develop and manage effective systems of supports and services

Support team members to serve children and families in an integrated andcomprehensive system of care



Aligning GEORGE with Cross-DisciplinaryCompetencies

Each GEORGE standards of practice aligned tocross-disciplinary competency area

FCCData-Based

Coll &Coor Prof

Evaluation & Assessment X X X

Family X

Context & Environment X X

Program Planning X X

Service Delivery & Transition X X

Team Collaboration X X X

Leadership X

Team Decision-Making


Instruction &InterventionInformed by

Evidence

ProfessionalismCoordination &Collaboration



Family Stories

• Communicating to create a collaborative relationship

• Ensuring families have skills and knowledge

• Respecting background, concerns, priorities

• Advocating


• Team-based service delivery

• Coordinating community-based services

• Effective communication

• Sharing information and knowledge

Collaboration &Coordination

• Evidence-informed decision-making

• Interprofessional practice

• Knowledge translation

Intervention/InstructionInformed by Evidence

• Ethics

• Legal, regulatory, policy knowledge

• Self-reflection, professional development

Professionalism

AidenFamily

• Aiden, a 15-month-old

• Gwen, Aiden’s mother, attends high school

• Ms. Berry, Aiden’s grandmother

Natural Environment

• Child care at high school

• Home where all three live

Concerns

• Language

• Behavior

Team

• Pediatrician, child care provider, mother, grandmother, special instructor, SLP, OT

• PSP: Special instructor

Services

• Special instruction in CC weekly

• Consult from OT, SLP to PSP



Making it Work

Challenges

• Teaming

• Professional identity

• Professional preparation

• Lack of awareness– Discipline competencies

– Practice models

Facilitators

• Readiness forinterprofessional learning

• Professional development

• Team meetings

• Professional associationdocuments/programming

CONCLUSION

• Early childhood providersserve infants and toddlerswith disabilities and theirfamilies under Part C of IDEA

• Evidence-based ECI requiresproviders trained in inter-professional practice

• Critical to team-basedservice provision is therecognition of cross-disciplinary competencies aswell as the unique disciplinecontribution to teaming.

• Highly qualified ECIproviders

– Family-CenteredPractices

– Intervention &Instruction Informedby Evidence

– Coordination andCollaboration

– Professionalism

Core Competencies for Early Interventionists: A Foundation for Building Leaders Within Interprofessional Education, by Toby Long

ASHA Online Conference Birth to Three: Working Together to Serve Children and Their Families

Resources

Catalino, T., Chiarello, L., Long, T., & Weaver, P. (2015). Promoting professional development

for physical therapists in early intervention. Infants and Young Children, 28,132-149.

Chiarello, L., & Effgen, S. K. (2006). Updated competencies for physical therapists working in

early intervention. Pediatric Physical Therapy, 8, 148-158

Early Childhood Personnel Center: https://ECPCTA.org

Muhlenhaupt, M., Pizur-Barnekow, K., Schefkind, S., Chandler, B., & Harvison, N. (2015).

Occupational therapy contributions in early intervention: Implications for personnel preparation

and interprofessional practice. Infants and Young Children, 28, 123-132.

Muhlenhaupt, M., Sam Lazaro, S., Fabrizi, S., Sandra Schefkind, S., & Owens, A. (2019).

Interprofessional core competencies to enhance occupational therapy services in early

childhood settings. OT Practice, 12-16.

Prelock, P., & Deppe, J. (2015). Speech-language pathology: Preparing early interventionists.

Infants and Young Children, 28, 150-164.

Rapport, M. J., Furze, J., Martin, K., et al. (2014). Essential competencies in entry-level pediatric

physical therapy education. Pediatric Physical Therapy, 26, 7-18.

Stayton, V. D. (2015). Preparation of early childhood special educators for inclusive and

interdisciplinary settings. Infants and Young Children, 28, 113-122.

ASHA Resources

ASHA Practice Portal, Early Identification: www.asha.org/Practice-Portal/Professional-Issues/Early-Intervention/

ASHA resources on interprofessional practice: www.asha.org/practice/interprofessional-education-practice/ ASHA Strategic Objective 2: www.asha.org/uploadedFiles/Strategic-Objective-Highlights.pdf

https://ecpcta.org/

http://www.asha.org/Practice-Portal/Professional-Issues/Early-Intervention/

http://www.asha.org/Practice-Portal/Professional-Issues/Early-Intervention/

http://www.asha.org/practice/interprofessional-education-practice/

http://www.asha.org/practice/interprofessional-education-practice/

http://www.asha.org/uploadedFiles/Strategic-Objective-Highlights.pdf

Date post:	27-Aug-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

3-12-19 ASHA ppt-TM · – Financial compensation from ASHA for this presentation – Salary...

Documents