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Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services - Part Two

presented by Elisa Kennedy, PT, PhD, PCS

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:

Therapists working in EI settings must be familiar with explicit requirements for screening, evaluation, and assessment to guide intervention as defined within federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA). The language and intent of the law may be unfamiliar for therapists providing services in a more traditional rehabilitative setting, such as out-patient or acute care. The topics in this course will cover theoretical frameworks as guiding principles in EI settings, the role of the therapist in screening, evaluation, and assessment, identifying red flags, choosing and using valid, reliable, and practical assessment tools, and practical strategies for performing assessments in the natural environments of EI settings. This is part two of a two part course on Early Intervention: Evaluation and Assessment to Inform Effective Intervention Services.

Meet Your Instructor

Elisa Kennedy, PT, PhD, PCS

Elizabeth "Elisa" T. Kennedy, PT, PhD, PCS, is an Associate Professor Emeritus in Physical Therapy, an Associate Professor in the Department of Physical Therapy (PT), and Adjunct Faculty in the College of Medicine, Developmental-Behavioral Pediatrics, University of South Alabama, Mobile, AL. She received a PhD in Early Childhood Special Education from the University of Georgia,…

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Chapters & Learning Objectives

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1. Individualizing the Evaluation and Assessment: Routines-Based Assessment

This chapter focuses on the assessment of everyday routines for the purpose of making the assessment findings meaningful and linked to the environment the child learns and develops.

2. Synthesizing Results: Case Vignettes

This chapter will focus on interpreting and synthesizing assessment finding for the development of effective and efficient early intervention programs through case-based application.

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