In the self-enrollment section of the Professional Development page, you can sign up for self-enrollment courses or job aids. Act 48 hours are not awarded for self-enrollment courses.
Job aids are shorter learning opportunities, usually under 20 minutes in length, which are designed to improve skills and knowledge on a specific topic. No training hours are awarded at the completion of job aids.
Learn about promoting a successful process for young children and families who are transitioning from Infant/Toddler EI to Preschool EI or other community settings, as well as from Preschool EI to Kindergarten.
Learn tools to help children transition from non-verbal to verbal communication, which includes foundational skills that should be used to support children throughout this process.
Learn how to directly teach behavior expectations and peer related social skills as preventative classroom-wide practices that are research-based and promoted by the National Center for Pyramid Model Innovations. Self-assess how you currently teach behavior expectations and peer-related social skills and further learn how direct teaching can decrease challenging behaviors and promote desirable behaviors. Build upon what you are already doing to be more intentional and systematic with implementation. Leave with action steps that can be implemented immediately in early childhood and intervention settings.
Learn how to use positive attention and establish predictable schedules and routines within routines as preventative classroom-wide practices that are research-based and promoted by the National Center for Pyramid Model Innovations. Self-assess your current use of these practices and further learn how using positive attention, predictable schedules, and routines can decrease challenging behaviors and promote desirable behaviors. Build upon what you are already doing to be more intentional and systematic with implementation. Leave with action steps that can be implemented immediately in early childhood and intervention settings.
Learn how to complete the 4-month monitoring process for a child believed to no longer be eligible for Early Intervention. Review background information and policies and guidelines your program may choose to adopt, and examples of what should be included in documents for families. All documents are easily editable and can be adjusted to fit your program’s needs.
Review the Office of Child Development and Early Learning (OCDEL) announcement regarding young children and their families who are experiencing homelessness in Pennsylvania, as well as resources that can help alleviate some of the barriers that families experiencing homelessness face.
Family Guided Routines Based Intervention (FGRBI) is a model of Early Intervention that uses everyday activities and play that occur between caregivers and children as the context for embedding functional child outcomes for learning. The components of FGRBI offer a framework for interdisciplinary providers to use during home, classroom, or tele-intervention visits to coach caregivers on using evidence-based strategies confidently within meaningful routines identified as important to the family. This course supports OCDEL Announcement EI-20-03 Early Intervention Service Delivery: Coaching Across Settings.
This course is part of the Infant/Toddler Service Delivery Learning Path. More information about accessing this learning path can be found in the Learning Path Navigation Guide.
Examine how the three primary relationships (parent-child, parent-professional, and professional-professional) in Early Intervention work together to promote and enhance the positive development of children within the context of their families. Reflect on the balance of power between families and professionals and how partnership principles and interaction skills support relationships. Explore strategies to help identify family strengths and resources and identify practices that serve to empower families.
This four-part webinar series on supporting homeless families presented by Dr. Grace Whitley was offered by the Bureau of Early Intervention Services and Family Supports through Early Intervention Technical Assistance for Infant/Toddler Service Coordinators; however, there is valuable information for other professionals related to supporting children and their family experiencing homelessness. Each session can be taken as a stand-alone course for .75 Infant/Toddler Clock hours, or you may choose to take several sessions for .75 credit hours each. You will receive 3 Infant/Toddler Clock hours in total if you complete all four sessions.
Get the most current and up-to-date information for Infant Toddler EI regarding how to write a quality note that documents the services and supports you provide to infants, toddlers and families in Early Intervention.
Learn about the impact of poverty on growth, development, and family dynamics.
Get ready to learn strategies for improving your listening skills and using these skills with the families you support! First, you’ll discover how our brains respond when we’re engaged in conversation. You’ll then get best practices for effective listening, including creating the right environment, engaging curiosity, supporting—rather than shifting—the conversation, and embracing silence. We’ll finish up by talking about the importance of listening to the families we work with and how listening can help us understand and embrace the diverse nature of each and every family we support.
Learn about the roles and responsibilities of a Service Coordinator in Pennsylvania, including how to individualize service coordination services.
Learn about Infant/Toddler Early Intervention Procedural Safeguards and explore ways to help families understand their rights.
This job aid is designed to provide basic information about the Infants, Toddlers and Families (ITF) Waiver, including what families need to know. Discover the fundamentals of the ITF Waiver while being provided with support for discussions about the ITF Waiver with families.
All organizations encounter change and adversity. Employee needs evolve, stakeholder attitudes shift, and the climates that Early Intervention programs operate within, change. Is your team prepared? Now, more than ever, successful teams demonstrate courage and resilience. Learn what resilience is and strategies for developing resilient traits and habits in your team. Explore how building psychological safety and creating a culture of continuous improvement encourages innovation and responsible risk-taking, in addition to examining how the role of positive work relationships and self-care impact resilience.
Motivation comes from internal and external forces and those forces are unique to every person. But why should Early Intervention (EI) and Home Visiting leaders learn about motivation? For starters, motivated employees are more productive, happier at work, and stick around longer. Discover how leaders can support programs and motivate employees by understanding the types of motivation and the unique forces that motivate individuals.
Workplace conflict stifles communication and productivity. At its worst, tensions escalate to aggression and constant negativity. That’s why it’s important to address conflict quickly. Learn to define common sources of conflict, typical responses to it, and learn techniques to resolve conflict, address anger, and stop negative behavior. Differences between teammates demonstrate a positive diversity of strengths and ideas. Learning to bridge contrasting perspectives with empathy and understanding are key to your Early Intervention (EI) and Home Visiting program’s productivity and effectiveness.
Learn about the four stages of team development, which will help you facilitate optimal performance and understand how the process inspires competence and commitment, together as a team. Take your team from the first meeting to a well-oiled machine!
Review norm-referenced and criterion-referenced, the types of scores each provides, and the advantages and disadvantages of these tests.
