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Early Intervention: Implementing High Quality Intervention in Natural Settings - 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:

Federal legislation authorizing early intervention services for infants and toddlers with disabilities (Part C of IDEA) provides clear instruction: EI is to be provided to the maximum extent appropriate in natural environments, such as home or community. Intervention provided in the natural environment of the child has clear advantages, with increased opportunities to impact brain plasticity by practicing meaningful tasks within the environment where the child lives, grows, plays, and participates in activities with families and peers. The topics in this course will include the development of fun, age-appropriate intervention programs to promote a child's ability to move as based on evidence-based principles of motor development, motor control, and motor learning. This is part two in a two-part course on Early Intervention: Implementing High Quality Intervention in Natural Settings.

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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Download the learning objectives for Early Intervention: Implementing High Quality Intervention in Natural Settings - Part Two.

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1. Addressing Learning Needs of the Primary Caregiver

This chapter focuses on improving the learning outcomes of key adult learners who are significant to the child and family outcomes.

2. Case Applications: Supporting the Unique Needs of the Child and Their Family

This chapter will explore three “real-life” case scenarios to develop effective intervention programs based on IFSP functional outcomes.

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