Functional Equivalency
This is an important concept when creating behavior plans. If it is new to you, please check out Form vs. Function before jumping into this lesson.
Form vs. Function
Why we do things (function) is not always obvious from the behaviors we use (form). Here is a quick reminder of the differences between form and function and strategies to find the function.
Behavior is Communication
From words, to hugs, to tantrums, all behavior communicates something. This brief lesson will help you practice reading the message behind the behavior.
6 Dimensions of Behavior
Learn about measuring and defining the nature of behavior using the six dimensions of behavior: frequency/rate, duration, latency, topography, locus, and intensity.
Strategies for Challenging Behavior: Interviewing Families
Use this tool to support you in preparing for an interview with a family about their child’s challenging behavior. This can be used in conjunction with Talking with Families about Challenging Behavior
Individualizing Transition Plans
Use this resource to explore ways to ensure transition plan outcomes and activities are individualized. This interaction may be especially useful when a child is transitioning from Infant/Toddler to Preschool, Preschool to School-Age, or either program to the community.
Caregiver Session Notes
Use this tool to gain a better understanding of the EI session note and how it can be a tool to support your child’s progress.
Transition Timelines
Use this resource to understand the timelines associated with transition from Infant Toddler to Preschool and Preschool to Kindergarten.
Eligibility Criteria for Infant Toddler EI, Preschool EI, and Kindergarten
Use this resource to clarify the eligibility criteria for Infant Toddler EI, Preschool EI, and Kindergarten. This interaction may be especially useful at times of transition, when a child is moving from one program to another.
Infant Toddler Session Notes
Use this resource to increase caregiver participation throughout the session, to help them recognize the child’s progress, and to capture what was important to the caregiver(s) about the session and their plan for embedding.