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Definition of Expert. One who knows a lot about a subject OR One who has a powerpoint. If you treat an individual as he is he will stay as he is, but if you treat him as he ought to be, and could be, he will become what he ought to be and could be. ~ Goethe. What Do We Know?.

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definition of expert
Definition of Expert

One who knows a lot about a subject


One who has a powerpoint


If you treat an individual as he is he will stay as he is, but if you treat him as he ought to be, and could be, he will become what he ought to be and could be.

~ Goethe


Independent Variable

  • Mediator
  • Moderator
  • All of the Above

The Conclusion Being:

Personnel Can Have a

Powerful Impact....

or NOT


About one in six children in the U.S. have one or more developmental disabilities or other developmental delays.


Attention-Deficit/Hyperactivity Disorder

  • Autism Spectrum Disorders
  • Cerebral Palsy
  • Fetal Alcohol Spectrum Disorders
  • Fragile X Syndrome

Hearing Loss

  • Intellectual Disability
  • Kernicterus
  • Muscular Dystrophy
  • Tourette Syndrome
  • Vision Impairment
early childhood challenges
Early Childhood Challenges
  • Changing characteristics of families
  • Changing characteristics of children
  • Changing characteristics of communities
  • Changing characteristics of early childhood programs
  • Changing responsibilities of early childhood systems
science of learning
Science of Learning

The brain is adaptable and can be influenced by positive experiences;

The brain is vulnerable and can be harmed by negative experiences

needs of young learners in early childhood
Needs of Young Learners in Early Childhood:

Enough to Eat

Consistent Family/Caregivers

A Safe and Consistent Place to Live

Medical Home

Mental Health/Behavioral Strategies for Self Regulation

Learning Opportunities


Model for Viewing Different Ecological Settings as Sources of Learning Experiences and Opportunities

Larger Society


Intervention/ ECSE Programs




Home Routines

Community Activities

Program Practices

Cultural Beliefs/Values

and changing roles for early childhood professionals
And, changing roles for early childhood professionals:









Qualified Personnel who provide early intervention services include …

  • Special educators
  • Speech-language pathologists and audiologists
  • Occupational therapists
  • Physical therapists
  • Psychologists
  • Social workers
  • Nurses
  • Registered dietitians
  • Family therapists
  • Vision specialists, including ophthalmologists and optometrists
  • Orientation and mobility specialists
  • Pediatricians and other physicians

General Role of Service Providers

To the extent appropriate, service providers in each area of early intervention services included in paragraph (d) of this section are responsible for:

  • Consulting with parents, other service providers, and representatives of appropriate community agencies to ensure the effective provision of services in that area;
  • Training parents and others regarding the provision of those services; and
  • Participating in the multidisciplinary team’s assessment of a child and the child’s family, and in the development of integrated goals and outcomes for the individualized family service plan.
implications for services
Implications for Services
  • Family-Centered Philosophy
  • Collaborations/Teaming
  • Evidenced Based Practices
  • Measurable and Functional Outcomes

Family-Centered Philosophy

Care that recognizes and respects the pivotal role of the family in the lives of children. It supports families in their natural caregiving roles, promotes normal patterns of living, and ensures family collaboration and choice in the provision of services to the child.



  • to work together, especially in some literary, artistic, or scientific understanding;
  • to cooperate with an enemy invader.



Collaboration Between People:

  • The process whereby two people create something each thinks is his own.

Frank A. Clark


DEC Recommended Practices: Interdisciplinary Models

  • Teams including family members make decisions and work together.
  • Professionals cross disciplinary boundaries.
  • Intervention is focused on function, not services.
  • Regular caregivers and regular routines provide the most appropriate opportunities for children’s learning and receiving most other interventions.
definition of evidenced based practice
Definition of EvidencedBased Practice

Practices that are informed by research, in which the characteristics and consequences of environmental variables are empirically established and the relationship directly informs what a practitioner can do to produce a desired outcome.

(Dunst, 2010)

Evidence is not value-free.
  • There are no universal solutions or quick fixes.
  • Evidence is often incomplete or equivocal.
  • Evidence can be quite complex.
early childhood research paradigms
Early Childhood Research Paradigms
  • Families have powerful impact (Family Engagement)
  • More is not necessarily better (Redefine Intensity)
  • Intervention has different effects(Fidelity Measures)
  • Outcomes depend on……

We can collect data on the effectiveness of different interventions with different children and then use these data as the basis of future interventions.

Ysseldyke & Algozzine, 1982, p 258

roles of the infant early intervention specialist
Roles of the Infant Early Intervention Specialist
  • Facilitator/Consultant
  • Infant Specialist
  • Parent Educator
  • Team Collaborator
  • Program Developer and Advocate

Geik, Gilkerson & Sponsetter, 1982


Common Infancy Core

Child-related competencies (cognitive, social, and affective development; skills in developmental assessment; design of learning environments; strategies to promote engagement and interaction; skills in data collection and evaluation)

Family-related competencies (strategies for including family members as partners in planning and implementing intervention, strategies for promoting interaction between parent and child)

Team-related competencies (skill in integrating the knowledge and recommendations of multiple disciplines into the child’s and family’s daily routines)

Agency-related competencies (knowledge of community resources, developing blended service plans)

Thorp & McCollum, 1988


Breakdown of Early Intervention Competencies


Family Involvement

Program Implementation


Program Administration

Program Planning

Typical Development

Atypical Development

Evaluation of Program Effectiveness

Case Management

Medical Management


Bruder & McLean, 1988

the center s completed projects
The Center’s Completed Projects

Study I: The National Landscape of Early Intervention and Early Childhood Special Education

Study II: The Higher Education Survey for Early Intervention and Early Childhood Special Education Personnel Preparation

Study III: The Analysis of Federally Funded Doctoral Programs in Early Childhood Special Education

Think Tank in Simsbury, CT September 11-12, 2006

Study IV: The Impact of Credentials on Early Intervention Personnel Preparation (Credentialing Part C)

Think Tank in Washington, DC May 24-25, 2006

Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators (619)

Think Tank in Washington, DC June 11-12, 2007

Study VI: Training and Technical Assistance Survey of Part C & 619 Coordinators

Study VII: Confidence and Competence of 619/Part C Service Providers

the center s projects
The Center’s Projects

Study VIII: Alignment of ECSE Higher Education Curricula with National Personnel Standards

Study IX: Parent Perceptions of Confidence and Competence of 619/Part C Service Providers

Study X: Case Studies Highlighting States from Study VI on Training and TA

web site information
Web Site Information

Center Information

Data Reports


A paradigm is a set of rules and regulations that:

  • define boundaries
  • tell us what to do to be successful within those boundaries
The world we have created is a product of our thinking.

It cannot be changed without changing our thinking.


21 st century
21st Century
  • Change is the Constant
  • Technology
  • Instant Gratification
  • Viral Communication
  • Personalized Learning
personalized learning




ed·u·ca·tion   /ˌɛdʒʊˈkeɪʃən/

1. the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.

2. the act or process of imparting or acquiring particular knowledge or skills, as for a profession.

3. a degree, level, or kind of schooling: a university education.

4. the result produced by instruction, training, or study: to show one\'s education.

5. the science or art of teaching; pedagogics

the purpose of education
The Purpose of Education
  • Self Realization
  • Human Relationships
  • Economic Efficiency
  • Civic Responsibility

Education Policies Commision, 1938


Social institutions established by society to instill in children its belief and knowledge base and, that, school instruction is both systematic and deliberate.

Ysseldyke &Algozzine, 1982, p 7

education in the 21 st century
Education in the 21st Century
  • Still Racing to……..
  • State Common Core Standards
  • Growing Diversity in Students
  • Different Family Structures
  • Huge Achievement Gaps and Disparities
  • RTI
  • Learning to Learn
life long learning
Life Long Learning

When Will We Know What We Don’t Know?

evidenced based practices in adult learning
Evidenced Based Practices in Adult Learning
  • Needs assessment
  • Multifaceted strategies
  • Sequencing
  • Interaction
  • Commitment to Change

Van Hoof, 2004

meta analysis of the effectiveness of adult learning methods
Meta-analysis of the Effectiveness of Adult Learning Methods

The findings refute claims that self-directed learning and self-discovery in the absence of instructor guidance or feedback are effective Dunst,Trivette, & Hamby, 2010, p107


The findings support…..the importance of instructor guidance and feedback, learner reflection and critical thinking, real world relevance and immediate applicability, and the use of performance standards for having learners assess their progress.

even more
Even More……

The more actively involved learners were is mastering new knowledge or practice and the more instructors or trainers supported and facilitated the learning process, the better were the learner outcomes.

Dunst, Trivette, & Hamby, 2010

adult learning
Adult Learning

You\'ll never plow a field by turning it over in your mind."

--Irish proverb