You will draw on knowledge of definitions and development, the process for referral and identification, characteristics of Individualized Family Services Plans (IFSPs), and
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Overview
This Written Response consists of seven items related to key components of Early Intervention through the example of a young child with a possible developmental delay. You will draw on knowledge of definitions and development, the process for referral and identification, characteristics of Individualized Family Services Plans (IFSPs), and details of Early Intervention services for a child and family, including principles and practices of Early Intervention Home Visiting.
Note: Rather than refer to children who are receiving support through the special education system as children with disabilities, this Competency uses the phrase children with exceptionalities. The term children with exceptionalities includes children who are experiencing identified challenges with development, emotions, and/or learning because of one or more specific exceptionalities. (Often children are screened and identified with more than one exceptionality.) The early childhood field also uses the term children with varying abilities in an effort to acknowledge that everyone varies in their abilities and not only those children who are officially identified with exceptionalities.
Professional Skills: Written Communication is assessed in this Competency.
Your response to this Assessment should:
- Reflect the criteria provided in the Rubric.
- Adhere to the required assignment length.
Instructions
For this Written Response Assessment, you will respond to a series of prompts related to Early Intervention programs and services for young children from birth through age 2 and their families.
Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
Submission Length: 7 prompts with responses ranging from 1–3 paragraphs in length
USE THE —-> Written Response Submission Form IN THE ATTACHMENT AREA!!!
CE2004: 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
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Early Intervention |
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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
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Early Intervention |
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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 |
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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 |
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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
Enter your response here
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Individualized Family Services Plan (IFSP) |
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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) |
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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 |
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Topic 3: Early Intervention Services |
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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.
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MASTERY RUBRIC |
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Exceeds Expectations: Analyzes Sources to Make Informed Conclusions |
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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.
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Written Communication: Write with clarity, coherence, and purpose. (Questions 1–7) |
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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. |
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