Case Study #1: Aaron
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Points 1.5
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Students will complete the case study activities and questions indicated in the calendar that is located in the EIPPA handbook located in the Modules section of the course. Students will respond to the questions on a Word document with the original question included and will submit for grading.
Janet Thomas, MEd, OTR/L
Toby Long, PhD, PT
Rachel Brady, MS, PT
Georgetown University
Center for Child and
Human Development
University Center of Excellence
in Developmental Disabilities
District of Columbia Early
Intervention Program
Office of Early Childhood
Development
P
Early Intervention
ersonnel
Preparation
Training Activities
Early Intervention Personnel Preparation Training Activities i
Personnel Preparation Training Activities Overview . . . . . . . . . . . . . . . . . . . . 1
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Aaron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Kavon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Kaila. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
ASSIGNMENT ONE: Intervention Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
for Children with Disabilities
ASSIGNMENT TWO: Research Five Journals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Outside Your Field of Expertise
ASSIGNMENT THREE: Site Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
ASSIGNMENT FOUR: Describe Five Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
that Impact Young Children
ASSIGNMENT FIVE: Develop Helpful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Informational Materials for Families
Games of Early Intervention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
To Tell the Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
A Natural Match. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
It’s a Great IDEA! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
What Did You Say? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Truth or Dare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Table of Contents
Early Intervention Personnel Preparation Training Activities 1
DC Early Intervention Program
Comprehensive System of Personnel Development
Personnel Preparation
Training Activities
Personnel preparation in the field of early intervention has become a national effort. Part C ofthe Individuals with Disabilities Education Act (IDEA) requires each state and jurisdiction to
develop a Comprehensive System of Personnel Development or CSPD (U.S. Code of Federal
Regulations, 1997). Each state must develop a system to ensure that the personnel providing
services to infants, toddlers, and their families possess the appropriate skills needed to provide
service in a comprehensive, family centered, culturally competent, and community-based
system of care.
The purpose of the CSPD is to ensure that early intervention providers are qualified personnel in
early intervention. Each state’s CSPD needs to include a system-wide process for:
• developing minimum standards for personnel qualifications,
• coordinating pre-service and in-service training programs,
• identifying personnel needs, and
• disseminating promising materials.
The design of the CSPD should assist providers in identifying professional growth activities that
support acquiring and adopting contemporary practices of service delivery.
The DC CSPD program is part of the DC Early Intervention Program (DCEIP). The DC CSPD
consists of three major components: Credentialing, Training, and Resource Development.
• The Credentialing System consists of the development of a professional portfolio
indicating that the applicant has met competency in six areas of early intervention:
1. Infants and Toddlers with Special Needs
2. Interaction with Families
3. Legal Mandates, Regulations, and Administration
4. Evaluation and Assessment
5. Individualized Family Service Planning
6. Program Implementation
An application packet can be downloaded from http://gucchd.georgetown.edu or
requested by contacting Toby Long, PhD, PT, Georgetown University Center for Child
2 Early Intervention Personnel Preparation Training Activities
and Human Development, 3307 M Street, NW, Suite 401, Washington, DC 20007,
202-687-8742, [email protected]
• The Training includes:
1. The Annual Conference
2. DC Foundations: A basic overview of early intervention offered throughout the year
and is mandatory for all providers applying for credentialing
3. In-service trainings on a variety of issues pertinent to early intervention
• The Resources: DC CSPD and DCEIP have developed a variety of resources to assist
providers in meeting credentialing requirements and enhancing knowledge in the field
of early intervention. These resources include a Resource Guide for Professional
Development, Family Activity Brochures, and Personal Preparation Training Activities.
These materials an be downloaded from http://gucchd.georgetown.edu or requested by
contacting Toby Long, PhD, PT, Georgetown University Center for Child and Human
Development, 3307 M Street, NW, Suite 401, Washington, DC 20007, 202-687-8742,
[email protected]
The following set of training activities has been developed to assist in personnel preparation.
These materials will assist trainers of early intervention personnel in academic and continuing
education settings. The activities include case studies, short-term assignments, group activities,
observation and site visits, and writing assignments. The training activities were developed by:
Janet Thomas, MEd, OTR/L; Toby Long, PhD, PT; and Rachel Brady, MS, PT of the
Georgetown University, Center for Child and Human Development.
For more information on DC CSPD or DCEIP please contact:
Toby Long, PhD, PT
Coordinator, DC CSPD
Georgetown University Center for
Child and Human Development
3307 M Street, NW, Suite 401
Washington, DC 20007
Phone: 202-687-8742
Fax: 202-687-8899
E-mail: [email protected]
Program Manager
DC Early Intervention Program
Department of Human Services
Office of Early Childhood Development,
717 14th Street, NW, Suite 800
Washington, DC 20005
Phone: 202-727-1839
Fax: 202-727-5218
or
Early Intervention Personnel Preparation Training Activities 3
Case Studies
The following case studies are designed to stimulate discussion on a variety of issues in earlyintervention. Each case is followed by several questions on current issues in early
intervention. These cases can be used as individual assignments, small group assignments, or as a
part of classroom discussions. The case studies are vehicles for enhancing knowledge in three
core areas related to early intervention: evaluation, eligibility, and service provision within the
natural environment.
Objectives
In completing the case studies the provider will be able to:
1. Describe the evaluation process used to determine eligibility for early
intervention services.
2. List eligibility criteria.
3. Understand the importance of the family as the focal point of intervention.
4. Describe early intervention services that can be helpful to families.
5. Describe the characteristics of autism and developmental delay.
6. Describe the components of providing service in a natural environment.
There are three case studies: Aaron, Kavon and Kaila. The story of Aaron is written to highlight
the characteristics of autism and the various treatment approaches and options that are available
to families. The story of Kavon highlights the eligibility determination process and the need to
consider natural environments in the context of service delivery. The story of Kaila describes the
evaluation process and focuses on pre-evaluation planning, anticipating a variety of factors that
can influence services and service delivery, including mental health services.
Aaron is an 18-month-old who wasdiagnosed with autism at 17 months of
age. His parents were devastated to learn that
Aaron had autism. He had been diagnosed
with epilepsy by a neurologist when he was 15
months old. Aaron has been on medication for
his seizure disorder since his diagnosis. His
seizures have been under control.
His birth was much anticipated and
uncomplicated. Aaron was the first born to his
young parents. His parents describe him as a
fussy baby who did not like to cuddle. His
mother and father first became concerned when
Aaron did not smile. His grandparents attributed
this to his parent’s inexperience. Aaron also
experienced some early feeding issues. These
included some vomiting and slow weight gain.
At his six-month medical checkup Aaron’s
parents brought up their concerns to his
pediatrician. Aaron’s pediatrician was also
concerned about Aaron’s slow weight gain.
Some tests were ordered. He was found to be
anemic but otherwise healthy. He was placed
on an iron supplement.
Aaron’s parents became increasingly
concerned, as he did not seem to be meeting
his developmental milestones. For example,
Aaron was 8 months old when he sat; 11
months old when he crawled; and 15 months
old when he first started to walk. Additionally,
he was not responding to his name. His
parents brought up concerns about deafness to
their pediatrician. Although he was
uncooperative with his hearing test, he did not
appear to have a significant hearing loss.
Aaron experienced his first seizure at 15
months of age while he was on vacation with
his parents. He was rushed to an emergency
facility. After running some tests, a
pediatrician made the diagnosis of epilepsy
and recommended to the family that Aaron see
a neurologist and receive an interdisciplinary
evaluation when he returned home.
Although he was seen immediately by a
neurologist, it took the family a couple of
additional months to receive the interdisciplinary
evaluation. An occupational therapist,
psychologist, and speech language pathologist
evaluated him in consultation with the
neurologist. The evaluations were conducted
in a clinical setting. The evaluation consisted
of administration of standardized tests, a series
of questionnaires, and informal observations.
During the evaluation Aaron demonstrated
fleeting eye contact. He did not respond to his
name when called by either his parents or the
examiners, nor did he follow simple
commands such as “come here”, “give me” or
“sit down”. He did not use gestures or words
to communicate during the evaluation. Aaron
was quiet, although some vocalizations, mostly
vowel-consonant combinations, were heard.
Aaron did not attempt to gain the attention of
other people. He often maintained an open
mouth posture with a protruding tongue.
Some drooling was also noted.
The mental and motor scales from the
Bayley Scales of Infant Development-II were
given to Aaron as well as the Receptive and
Expressive Emergent Language Scale (REEL).
His adaptive and social emotional abilities
were informally assessed. Results revealed that
Aaron demonstrated global developmental
delays with atypical behaviors. His cognitive
abilities were measured at the 7-month level.
His motor skills were at the 12-month level.
Aaron’s language skills were at the 6-7 month
level. His feeding skills were considered
significantly delayed. He had not started
feeding himself; ate mostly stage two baby
foods; and continued to drink from a bottle.
The atypical behaviors that were observed
included hand flapping and staring at the
lights. Additionally, he did not play with the
examiners. He did seek out his parents
occasionally for some comfort.
The evaluation concluded that Aaron
had epilepsy, autism, and global
developmental delays. Early intervention
services were recommended and Aaron was
referred to the District of Columbia Early
Intervention Program.
4 Early Intervention Personnel Preparation Training Activities
Case Studies
Aaron
Early Intervention Personnel Preparation Training Activities
Discussion Questions—Aaron
1. Is Aaron eligible for services through the District of Columbia’s Early Intervention Program?
Why or why not?
2. What are some of the characteristics of autism?
3. Since the diagnosis of autism is based on clinical rather than laboratory findings, what do you
think the clinical assessment should include? What other assessments and or methods would
you recommend for an evaluation of a child suspected of having autism?
4. What are some of the common and uncommon treatment strategies used with children who
are diagnosed with autism?
5. What intervention strategies are used with children with autism? Select one intervention
approach used with children with autism and discuss the evidence that supports its use.
6. What are some questions you can think of that would be appropriate to ask Aaron’s parents
in order to obtain more information about him?
5
Case Studies
Kavon is a 21⁄2-year-old boy whose motheris concerned about his speech, language,
and behavior. She indicated that Kavon uses
two syllable words, but frequently cuts off the
beginning and ending of words; thus he is very
difficult to understand. Kavon’s mother also
said that her 4-year-old child had speech and
language difficulties. Her 4-year-old received
intervention services, which were helpful.
Also, Kavon’s mother reports that Kavon will
have “screaming fits” or tantrums mostly at
home that will last for 20 to 30 minutes. She
is very concerned about this and doesn’t
know what to do.
Kavon is one of many siblings. His mother
is single and has recently put her children in
child care so that she can pursue work and
school. She indicated that if Kavon is eligible
for early intervention services these services
would need to be provided for him at his
child care setting.
Kavon was born early at 34 weeks gestation.
He did not receive any type of developmental
follow-up. He had some difficulty with breast-
feeding and was put on the bottle, which he
continues to seek out. He has a younger
sibling so it is difficult to prevent him from
getting a bottle. His mother indicated that she
tries to fill the bottle with water.
Kavon had obvious dental problems at the
time he was evaluated. His mother reported
that he has had many ear infections, but he
has not seen an ear, nose and throat specialist.
Kavon also has a history of asthma and
allergies, but again has not seen any specialists
about either of these conditions.
His mother accompanied Kavon to the
evaluation. He was a friendly and engaging
little boy who had much energy. For the most
part he complied with formal testing,
especially when instructions were given with
visual cues. He was patient and persistent with
the tasks. Toward the end of the testing,
however, Kavon had a harder time attending
to the tasks and following directions. He
became active by running and jumping around
the room. When redirected and given several
breaks he was able to complete the formal
testing. His mother indicated that his behavior
during the evaluation was fairly typical of how
he is at home.
The mental and motor scales from the
Bayley Scales of Infant Development-II were
given to Kavon. The Receptive and Expressive
Emergent Language Scale (REEL) was
administered as well. His adaptive and social
emotional abilities were also determined by
use of the Vineland Adaptive Scale. The results
of the evaluation follow.
Cognitive Development: Kavon achieved
a developmental index of 81 with a
developmental age of 26 months on the
mental portion of the Bayley. Tasks that
involved thinking and problem solving with
his eyes and hands were a strength. He
struggled more with the language items on the
cognitive test. He was often echolalic. He had
difficulty with many abstract concepts
including spatial concepts, quantitative
concepts, and descriptors.
Communication Development: Kavon
achieved a receptive language level of 20-22
months on the REEL. He also achieved an
expressive level of 20-22 months. Based on
informal assessment of his speech, Kavon’s
articulation was felt to be similar to his
language abilities. His relative language
strengths included his abilities to imitate
environmental sounds, use two word
combinations, and use some personal
pronouns. His difficulties included expanding
his understanding of the meaning of longer
verbal information, pointing to smaller body
parts, and understanding questions related to
the functional use of objects such as “What do
you eat with?”. He also needs to learn to ask
for help verbally for some of his personal needs.
Motor Development: Kavon achieved a
developmental index of 86 with a
developmental age of 27 months on the motor
portion of the Bayley. His gross motor skills
are a strength. Kavon was age appropriate in
6 Early Intervention Personnel Preparation Training Activities
Case Studies
Kavon
Early Intervention Personnel Preparation Training Activities
running, jumping and negotiating the stairs.
He did not do as well with fine motor skills
such as grasping small objects and
manipulating a pencil. Kavon tended to
grasp the pencil in his palm and he was not
able to imitate or copy simple lines or circles.
Adaptive Development: Kavon achieved a
standard score of 81 for an age equivalent of 2
years, 2 months on the Vineland Adaptive
Scales. Kavon can feed himself, but at 2 1⁄2 he is
still using the bottle and a sippy cup. He is
also struggling with toilet training, as he has
expressed little interest in using the toilet. This
has become an issue at his child care setting.
Social-Emotional Development: Kavon
achieved a standard score of 100 for an age
equivalent of 2 years, 6 months on the
Vineland Adaptive Scales. Kavon is described
as friendly and outgoing and plays well with
other children.
7
Case Studies
Discussion Questions—Kavon
1. How could you summarize the evaluation findings in reader or family-friendly terms?
2. What percent delay, if any, is Kavon demonstrating in the various areas of development for
which he was assessed?
3. In your opinion should Kavon be found eligible for early intervention services? On what
bases are you making your judgment?
4. What services, if any, do you think would benefit Kavon and why?
5. How could Kavon’s services be delivered?
6. What other recommendations do you have for Kavon and his family?
The District of Columbia Early InterventionProgram has referred Kaila to you for an
evaluation. Kaila is 15 months old. She attends
an Early Head Start program. Her mother,
who is described as having some cognitive
limitations, dropped out of high school at 15
years of age and now at 22 is attending a
program for adults with developmental
disabilities. Her mother is also homeless and
lives in transitional housing. Kaila’s mother
and her teacher at the Early Head Start
program think an evaluation is appropriate.
Although she consented to have Kaila
evaluated, her mother is not very concerned
about Kaila nor her development. She did
express some frustration with Kaila’s
“fussiness” and her lack of sleeping, however.
Kaila’s primary child care provider is
extremely concerned about Kaila’s physical
growth. Kaila appears very small for her age
of 15 months. Kaila’s mother is not sure how
much Kaila weighs but did indicate that her
pediatrician is following Kaila for her growth.
Kaila is described as being a picky eater. She is
bottle-fed and is difficult to feed. Although her
mother indicated that she has no trouble
feeding her at home, the primary child care
provider indicated that Kaila often gags and
throws up at child care.
Kaila’s primary child care provider is also
concerned about her temperament. She
describes Kaila as having a “flat” affect. Kaila
often wants to be held and cries when other
children approach her.
Her development sounds as though it has
been generally slow all around, although not
likely 50% delayed. Kaila has just started to
walk by herself. She babbles and says “ma
ma”. She will wave “bye bye” as well. She will
finger feed but will not use a spoon or drink
from a cup.
Her mother and social worker will
accompany Kaila to the evaluation. Her
primary child care provider will not be able to
attend the scheduled evaluation. The
evaluation is scheduled for the upcoming week.
8 Early Intervention Personnel Preparation Training Activities
Case Studies
Kaila
Early Intervention Personnel Preparation Training Activities
Discussion Questions—Kaila
1. You are assigned to be the service coordinator for this child and family and will have the
opportunity to speak with the mother by phone prior to conducting the evaluation. What
additional information would you like to obtain prior to conducting the evaluation on Kaila?
Based on the information provided above make a list of questions you would like to ask.
2. What information should you share with Kaila’s mother prior to her visit?
3. What areas should be addressed during the evaluation and how will you address these areas?
4. Who should conduct this evaluation?
5. Do you think there may be any mental health issues described? If so how will these be addressed?
6. If Kaila is not 50% delayed is it possible that she may still be found eligible for early
intervention services? On what basis?
7. Are there any other community-based personnel you would like to talk to about Kaila and
her mother?
8. Develop a comprehensive care plan that addresses the needs of Kaila. Include in the plan the
services that can be utilized to help meet those needs, who should be assigned responsibility
for them, and a timeline for plan implementation.
9
Case Studies
Early Intervention Personnel Preparation Training Activities 11
Assignments
The following five assignments were designed to broaden an individual’s knowledge of earlyintervention, research, program planning, legislation and resource development. Specific
guidelines and detailed instructions are provided for each assignment. Descriptions, purposes,
and objectives for each assignment are also given.
The overall purpose of the assignments is to provide a variety of activities that facilitate learning
about the core areas of early intervention. The activities range from site visits to analysis of
research, to development of new materials. The range of learning activities caters to the styles of
the adult learner and the needs of trainers. Trainers can choose which of the activities are useful
for their purposes.
The assignments can be used individually or as group projects. Products such as papers and
presentations can be generated from the assignments. The trainer should decide on how to use
and/or modify any one or all of the assignments.
Objectives
Following completion of the assignments, students of early intervention will be able to:
1. Research traditional and non-traditional early intervention strategies.
2. List and discuss journals outside their specific field of expertise.
3. Describe the types of settings in which infants and young children receive care.
4. Understand the federal legislation related to early intervention.
5. Develop helpful tools for parents.
12 Early Intervention Personnel Preparation Training Activities
Assignment One: Intervention Approaches
for Children with Disabilities
Purpose
To become familiar with the variety of intervention approaches provided to children with disabilities.
Format
Each presenter will have 10 minutes to present a succinct review of an intervention approach.
The review should include:
• Purpose of the intervention.
• Population of children the intervention is designed for (disability, age).
• General description of the intervention including: who performs the intervention,
where the intervention is conducted, what the intensity level is and the cost, equipment
needed, special expertise, certification, training, etc.
• Research related to the intervention approach.
• Critical analysis: from literature, own experience, family experiences, etc.
• Local practitioners who practice the approach.
• Web site or other internet resources pertaining to the intervention approach.
Documentation
Each presenter will provide a one-page summary in bulleted format on the intervention approach
she/he examined. The summary should include the above information as well as the names and
contact information for local practitioners, if known; and three citations from the literature that
describe, critique, or analyze the approach.
Intervention Approaches
The following includes a partial list of early intervention approaches. Trainers may add others.
Assignments
• Sensory Integration
• Developmental, Individual
Differences, Relationship
Based Model (DIR)
• Neurodevelopmental
Therapy (NDT)
• Developmental Optometry
• Discreet Trial Training-
Lovaas
• Developmentally
Appropriate Practice (DAP)
• Auditory Integration
Training: Berard, Tomatis,
Samonas
• Cognitive-Developmental
Systems Approach: Miller
Method
• Lindamood Phonemic
Sequencing Program:
Lindamood-Bell
• Movement Opportunities
Via Education (MOVE)
• Myofascial Release (MFR)
and Cranial-Sacral
Therapy (CS)
• Applied Behavioral Analysis
• MEDEX
• Fast Forward
• TEACCH
• Conductive Education
• Activity Based
Intervention (ABI)
• Phonographics/Earopics
• Nutritional Supplements/
Diets
• Advanced Neuromotor
Rehabilitation
Early Intervention Personnel Preparation Training Activities
Assignment Two: Research Five Journals
Outside Your Field of Expertise
Purpose
To become familiar with a variety of publications outside your field.
Format
Each student/trainee will produce a summary of a journal outside their field, but within a field
that they would potentially work.
Documentation
Generate a one-page summary on each of the journals researched that includes the
following information:
• Name of the journal
• Purpose of the journal
• Editor of the journal
• Publication information
• Frequency of the publication
• Types of articles
• Affiliation of the journal with a professional association
• Target audience
• Subscription rate
• Critical analysis of the journal: Is it worth spending the fee for this journal?
Why or why not?
• How to order the journal
Publications
The following includes a partial list of publications from a variety of organizations. These
journals contain current information about topics in early intervention from various disciplines.
Trainers can also use other relevant journals not listed here.
13
Assignments
American Journal of Mental Retardation
American Association of Mental Retardation
Washington, DC
American Journal of Occupational Therapy
American Association of
Occupational Therapy
Bethesda, MD
Archives of Disease in Children
BMJ Publishers Group
London, England
Child Development
Blackwell Publishers
Malden, MA
continued
14 Early Intervention Personnel Preparation Training Activities
Developmental Medicine and
Child Neurology
MacKeith Press
London, England
Exceptional Children
Council for Exceptional Children
Reston, VA
Infancy
Lawrence Erlbaum Associates, Publishers
Mahwah, NJ
Infant Behavior and Development
Elsevier Science, Inc.
New York, NY
Infant and Toddler Intervention:
The Transdisciplinary Journal
Singular Publishers
San Diego, CA
Infants and Young Children: An
Interdisciplinary Journal of Special
Care Practices
Aspen Publishers, Inc.
New York, NY
Journal of Early Intervention
Council for Exceptional Children
Reston, VA
Mental Retardation
American Association of Mental Retardation
Washington, DC
Neonatal Network: The Journal of
Neonatal Nursing
Santa Rosa, CA
Pediatric Physical Therapy
Lippincott, Williams and Wilkins
Philadelphia, PA
Physical Therapy
American Physical Therapy Association
Alexandria, VA
Physical and Occupational Therapy
in Pediatrics
Haworth Press
Binghamton, NY
The Future of Children
A Publication of the David and Lucile
Packard Foundation
Los Altos, CA
Topics in Early Childhood Special Education
Pro-ed
Austin, TX
Zero to Three
ZERO to THREE: National Center for
Infants and Families
Washington, DC
Assignments
Early Intervention Personnel Preparation Training Activities
Assignment Three: Site Observations
Purpose
The purposes of this assignment are to become familiar with the variety of programs available in
the community that serve infants and toddlers, and to determine how programs/services infuse
best practice philosophy/values into service provision.
Format
Each student/trainee will set up a site visit and will spend some time observing …
