Early Intervention

Explain the importance of early intervention for young children and families.

Written Response Submission Form

Your Name: First and last

Your E-Mail Address: Your e-mail here

Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

At the end of the template, you will list the references you used to support your responses.

 
Item 1

Define the term early intervention, and explain its components. (1 paragraph)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 1: Early Intervention
Define the term early intervention, and explain its components.

LO1: Define early intervention. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
LO2: Explain components of early intervention.
Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

 
Item 2

Explain why it is critical to provide early intervention services to children as early in their development as possible. (1 paragraph)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 1: Early Intervention
Explain why it is critical to provide early intervention services to children as early in their development as possible.

LO3: Explain why early intervention services are critical for young children.
Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

 
Item 3

Thomas, a new child in your program, has recently turned 2 years old. You notice that he is having difficulty with his language interactions with children and adults. He mainly uses gestures (e.g., pointing) and a few words, including “no” and “mine.” His language is not consistent and he quickly becomes frustrated and upset if he can’t be understood and his needs aren’t met. These challenges with communication are making it difficult for Thomas to make friends with other children and to connect with adults in the program.

Explain why Thomas’s communication challenges may be considered a significant concern and reason for referral for Early Intervention. (1 paragraph)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 1: Early Intervention
Explain why Thomas’s communication challenges may be considered a significant concern and reason for referral for Early Intervention.

LO4: Explain why difficulties with expressive language are a basis for referral for Early Intervention. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 4

Thomas was given a screening test, which raised concerns that he does have a developmental delay. Explain the next step in the Early Intervention process. (1 paragraph)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 1: Early Intervention
Explain the next step in the Early Intervention process.

LO5: Explain the next step after screening in the Early Intervention process. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

 
Item 5

After a formal evaluation, Thomas is identified as having a developmental delay in the area of expressive communication. A multidisciplinary team will now develop an Individualized Family Services Plan (IFSP). Summarize the eight elements of Individualized Family Services Plans (IFSPs). (2 paragraphs)

Your Response
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Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 2: Individualized Family Services Plan (IFSP)
Summarize the eight elements of Individualized Family Services Plans (IFSPs).

LO1: Summarize the eight elements of Individualized Family Services Plans. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

 
Item 6

The next step in the Early Intervention process is establishing IFSP outcomes for Thomas and his family. Thomas’s parents ask what a “functional outcome” is and, for guidance, you share a resource you respect: “Practice Guide: Developing Functional IFSP Outcomes.” Based on this resource, and any others that you choose to use, explain the concept of a functional outcome to Thomas’s family. (1 paragraph)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 2: Individualized Family Services Plan (IFSP)
Based on this resource and any others that you choose to use, explain the concept of a functional outcome to Thomas’s family.

LO2: Explain the concept of an IFSP functional outcome in an Individualized Family Services Plan (IFSP). Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 7

Some families who are identified as eligible for Early Intervention receive some or all of their intervention services in their home. Explain three principles of Early Intervention Home Visiting and what each principle might look like in practice. (3 paragraphs)

Your Response
Enter your response here

Rubric
0
Not Present 1
Needs Improvement 2
Meets Expectations
Topic 3: Early Intervention Services
Explain three principles of Early Intervention Home Visiting and what each principle might look like in practice.

LO1: Explain principles of Early Intervention Home Visiting Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
LO2: Explain Early Intervention Home Visiting practices Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
• Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Boston, MA: Pearson.

Mastery Rubric

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

MASTERY RUBRIC
Exceeds Expectations: Analyzes Sources to Make Informed Conclusions
LO1: Analyze multiple, relevant sources to explain Early Intervention processes and services for young children with exceptionalities and their families that represent and inform professional practice in the early childhood field. Responses to the items use information from multiple, relevant sources to demonstrate a thorough understanding of the importance of Early Intervention processes and services for young children with exceptionalities and their families, including identification, evaluation, and principles and practices that guide services, which represent and inform professional practice in the early childhood field.
• Yes
• No

Professional Skill Building
The faculty Assessor will provide feedback based on the following Professional Skill: Written Communication. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the Rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach so he or she can work with you to further develop this important Professional Skill.
It is highly recommended that you use this opportunity to practice this important skill (i.e., Written Communication) in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.

Written Communication: Write with clarity, coherence, and purpose. (Questions 1–7)
0
Not Present 1
Needs Improvement 2
Meets Expectations
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) Sentences are incoherent and impede reader’s access to ideas. Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. Sentence structure effectively conveys meaning to reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. Some inaccuracies in grammar and mechanics limit reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) Paragraphs, or lack of paragraphs, impede reader’s access to ideas. Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main id/ea and/or supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO6: Identify sources. (AWE 2; Credit to source) Sources are missing. Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of nonoriginal material and/or ideas.