Welcome! This page features resources organized by service type (service coordination, service provision, and family support). Use the tabs below to view a selection of resources under each type of service. To view all resources of a certain service type, use the following Menu:
Service Coordination
Service Provision
Family Support
All Service Types
The National Center for Pyramid Model Innovations describes the Pyramid Model as “a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.” It’s used by both families and professionals and is “based on over a decade of evaluation data.” Modeled after a “tiered public health approach” to providing supports to children and families, the Pyramid Model is built on a foundation of an effective workforce, meaning professionals who are able to “adopt and sustain these evidence-based practices.”
This Pyramid Model poster we’ve provided here describes three tiers of intervention, looking first at the base of the pyramid, then moving…
The Office of Special Education Program’s Center for Early Literacy Learning (CELL) and the Orelena Hawks Puckett Institute bring us this week, “Let Me Tell You What I Want.” The intention behind this practice guide is to capitalize on the gestures infants naturally use to communicate and to help parents find ways to adapt gestures and signs for children with disabilities who may struggle with communication.
The brochure offers step-by-step guidance on how to observe a young child’s attempts at gestures, then reinforce what’s working and what makes sense within their family. It also gives three real-life examples of families putting the practice to use with amazing results. If you work with a family of a child who is learning to communicate, this practice guide might be just what you need. Leave us a comment below to let us know how you used the information and what the family thought.
If you’d like to check…
The Backpack Connection Series features 25 downloadable handouts on how parents and early childhood professionals can “work together to help young children develop social emotional skills and reduce challenging behavior.” The handouts provide a wide variety of tools and strategies for caregivers across four main categories: Addressing Behavior, Emotions, Routines and Schedules, and Social Skills. Examples include “Addressing Behavior – How to Help Your Child Stop Biting,” “How to Help Your Child Transition Smoothly Between Places and Activities,” and How to Help Your Child Learn to Share.” View these handouts online at https://challengingbehavior.cbcs.usf.edu/Implementation/family.html#collapse2. These resources are also available in Spanish and Chinese at the California Teaching Pyramid…
California Department of Developmental Services, Early Start Section and California Department of Education, Special Education Division. WestEd Center for Prevention and Early Intervention, 2013.
Click here to download this resource directly.
…
A project of Colorado Libraries for Early Literacy, Story Blocks is “a collection of 30-60 second videos designed to model (for) parents, caregivers, and library staff . . . songs, rhymes, and finger-plays appropriate for early childhood.” The video clips also provide early literacy tips “to increase caregivers’ understanding of child development and pre-literacy needs.” Songs and rhymes are also offered in nine different languages. It’s a fun site to explore to be reminded of tried and true favorites as well as to learn new songs and rhymes children will enjoy. Check it out here and leave your comments below.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early…
The Let’s Participate! Model Demonstration Program was funded by the U.S. Department of Education, Office of Special Education Programs (OSEP) to assist early childhood programs in “implementing and sustaining promising practices in the effective use of assistive technology (AT) by infants, toddlers, and preschool children with disabilities and, as a result, improve their functional outcomes” (CAInclusion.org). Staff and managers can access a variety of trainings and resources to learn more about using AT with the young children they serve, including how to create child-specific AT plans, build a lending library of AT devices and apps, and identifying AT supports for different needs. Learn more at https://www.letsparticipate.org/.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service…
The McKinney-Vento Homelessness Assistance Act's definition of homelessness includes the following: “individuals who lack a fixed, regular, and adequate nighttime residence” [Title 42, Chapter 119, Subchapter VI, Part B, Section 11434a]. However, it goes on to explain in greater detail what is meant by homelessness for children and youth. Head Start’s Early Child and Language Center offers an eight-module course on the subject to help broaden your understanding of this important topic. Click here to find the modules. Learn to recognize families who are “experiencing homelessness, conduct community…
Published in 2016, by the Division for Early Childhood (DEC) of the Council for Exceptional Children, this week’s featured resource offers “guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children . . . who have or are at-risk for developmental delays or disabilities.” DEC Recommended Practices with Examples was designed to “help bridge the gap between research and practice,” to “support children’s access and participation in inclusive settings and natural environments,” and (to) “address cultural, linguistic, and ability diversity.” Production of this resource was guided by the following parameters:
Recommend practices:
The First Words Project at Florida State University has developed a series of free resources for families of children 0-3 to help parents better understand and support their child’s development. All resources are available in both Spanish and English, and the Communication Checklist is also available in Portuguese and Canadian French. There is also a curated list of websites of possible interest to families of young children.
To access these resources, visit the First Words Project webpage at…
In a position statement from September 2012, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) outlined six recommendations “for the promotion of health, safety, and well-being of all young children including those with or at‐risk for disabilities.”
These six recommendations included the following:
This article from the National Institute for Children’s Health Quality (NICHQ) titled “Fathers: Powerful Allies for Maternal and Child Health” summarizes research on the critical importance of fathers’ role during pregnancy and in a child’s early years, and offers practical recommendations on how to support the involvement of fathers. Although geared mainly toward health professionals, some proposed approaches are relevant to (or could be adapted for) early intervention professionals and settings.
Click here to read this article on the NICHQ website.
…
“Self-regulation is the act of managing thoughts and feelings to enable goal-directed actions.” It’s a set of skills we begin working on right after birth and continue refining through adulthood. Self-regulation is an important goal for infants and toddlers as it enables them to shift the focus of their attention, soothe themselves, adjust their behavior, and seek help from others when it’s needed.
This two-page snapshot from the U.S. Department of Health and Human Services describes ways in which parents and caregivers can observe self-regulation in very young children, strategies they can use to support its development, and the research behind “lessons learned about interventions to promote self-regulation in infants and toddlers.”…
The National Center for Pyramid Model Innovations describes the Pyramid Model as “a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.” It’s used by both families and professionals and is “based on over a decade of evaluation data.” Modeled after a “tiered public health approach” to providing supports to children and families, the Pyramid Model is built on a foundation of an effective workforce, meaning professionals who are able to “adopt and sustain these evidence-based practices.”
This Pyramid Model poster we’ve provided here describes three tiers of intervention, looking first at the base of the pyramid, then moving…
The National Child Traumatic Stress Network and the National Center for PTSD have come together to produce a handout on Psychological First Aid, which offers parents “Tips for Helping Infants and Toddlers after Disasters.” This detailed and easy-to-read resource examines behaviors young children typically display after a disaster as well as what parents should know about and do in response to those behaviors.
Here’s an example:
If your child has problems sleeping . . .
Understand that children often dream about things they fear and can be scared of going to sleep . . . when children are scared, they want to be with people who help them feel safe, and they worry when you are not together . . .
Ways to Help: Hold him and tell him that he is safe, that you are there and will not leave . . . this…
To support parents and caregivers to engage in “serve and return” during everyday activities, the Harvard University Center on the Developing Child created a family-friendly two-page guide that lists five steps for completing serve and return interactions. The resource also includes a link where caregivers can watch an introductory video, learn more about the science behind serve and return, and access even more materials to help them support their baby’s development. Check out this resource online at https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/, or in Spanish at https://developingchild.harvard.edu/translation/5-pasos-para-el-desarrollo-mental-saque-y-volea/.…
From the US Department of Health and Human Services' Safe to Sleep campaign: a publication for families and caregivers on safe sleep practices for infants. More resources can be found here: http://safetosleep.nichd.nih.gov/
Click here to download this resource.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of…
The Office of Special Education Program’s Center for Early Literacy Learning (CELL) and the Orelena Hawks Puckett Institute bring us this week, “Let Me Tell You What I Want.” The intention behind this practice guide is to capitalize on the gestures infants naturally use to communicate and to help parents find ways to adapt gestures and signs for children with disabilities who may struggle with communication.
The brochure offers step-by-step guidance on how to observe a young child’s attempts at gestures, then reinforce what’s working and what makes sense within their family. It also gives three real-life examples of families putting the practice to use with amazing results. If you work with a family of a child who is learning to communicate, this practice guide might be just what you need. Leave us a comment below to let us know how you used the information and what the family thought.
If you’d like to check…
The McKinney-Vento Homelessness Assistance Act's definition of homelessness includes the following: “individuals who lack a fixed, regular, and adequate nighttime residence” [Title 42, Chapter 119, Subchapter VI, Part B, Section 11434a]. However, it goes on to explain in greater detail what is meant by homelessness for children and youth. Head Start’s Early Child and Language Center offers an eight-module course on the subject to help broaden your understanding of this important topic. Click here to find the modules. Learn to recognize families who are “experiencing homelessness, conduct community…
Published in 2016, by the Division for Early Childhood (DEC) of the Council for Exceptional Children, this week’s featured resource offers “guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children . . . who have or are at-risk for developmental delays or disabilities.” DEC Recommended Practices with Examples was designed to “help bridge the gap between research and practice,” to “support children’s access and participation in inclusive settings and natural environments,” and (to) “address cultural, linguistic, and ability diversity.” Production of this resource was guided by the following parameters:
Recommend practices:
"Reasons for Concern that your child or a child in your care may need special help" offers a brief summary of general risk factors and specific red flags for behavior, hearing, vision, movement, communication, and thinking. Targeted at families and caregivers of children birth to age five, this easy to understand brochure provides words families can use to discuss their concerns with doctors and words childcare providers can use with families. It also offers contact information for "next steps," including referral to the local regional center or school district and assessment of the child, when needed. Reasons for Concern is currently available in both English and Spanish, and both versions are attached here for your convenience.…
This article from the National Institute for Children’s Health Quality (NICHQ) titled “Fathers: Powerful Allies for Maternal and Child Health” summarizes research on the critical importance of fathers’ role during pregnancy and in a child’s early years, and offers practical recommendations on how to support the involvement of fathers. Although geared mainly toward health professionals, some proposed approaches are relevant to (or could be adapted for) early intervention professionals and settings.
Click here to read this article on the NICHQ website.
…
“Self-regulation is the act of managing thoughts and feelings to enable goal-directed actions.” It’s a set of skills we begin working on right after birth and continue refining through adulthood. Self-regulation is an important goal for infants and toddlers as it enables them to shift the focus of their attention, soothe themselves, adjust their behavior, and seek help from others when it’s needed.
This two-page snapshot from the U.S. Department of Health and Human Services describes ways in which parents and caregivers can observe self-regulation in very young children, strategies they can use to support its development, and the research behind “lessons learned about interventions to promote self-regulation in infants and toddlers.”…
The Center for the Developing Child at Harvard University is an excellent resource for information on many aspects of early childhood. In a recent video, entitled “Play in Early Childhood: The Role of Play in Any Setting,” the creators address the science behind “three core principles that can guide what society needs to do to help children and families thrive.”
These principles include “supporting responsive relationships, strengthening core life skills, and reducing sources of stress.”
…
The National Center for Pyramid Model Innovations describes the Pyramid Model as “a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development.” It’s used by both families and professionals and is “based on over a decade of evaluation data.” Modeled after a “tiered public health approach” to providing supports to children and families, the Pyramid Model is built on a foundation of an effective workforce, meaning professionals who are able to “adopt and sustain these evidence-based practices.”
This Pyramid Model poster we’ve provided here describes three tiers of intervention, looking first at the base of the pyramid, then moving…
Teaching Your Child to: Identify and Express Emotions from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University offers actionable tips for caregivers on how to use everyday opportunities to help children learn about their feelings.
You can check out this resource and more at the CSEFEL site here: http://csefel.vanderbilt.edu/
Download the resource directly to your device here: https://wested.box.com/shared/static/x0lyydphf30decczxpdv7pqd2hngjhfk.pdf
The ICC-Recommended Early Start Personnel Manual (ESPM) describes…
Today in the Neighborhood News, we’re looking at one of the solely low incidence disabilities, specifically, children who are blind or have low vision, and information that may be useful to their families. In Orientation and Mobility for Babies and Toddlers: A Parent’s Guide, Dr. Merry-Noel Chamberlain, an orientation and mobility specialist, describes the importance of starting early with cane training. Dr. Chamberlain states, “If you want your child to be an independent traveler. . . the very best thing you can do is to introduce her to the cane at an…
The National Child Traumatic Stress Network and the National Center for PTSD have come together to produce a handout on Psychological First Aid, which offers parents “Tips for Helping Infants and Toddlers after Disasters.” This detailed and easy-to-read resource examines behaviors young children typically display after a disaster as well as what parents should know about and do in response to those behaviors.
Here’s an example:
If your child has problems sleeping . . .
Understand that children often dream about things they fear and can be scared of going to sleep . . . when children are scared, they want to be with people who help them feel safe, and they worry when you are not together . . .
Ways to Help: Hold him and tell him that he is safe, that you are there and will not leave . . . this…
To support parents and caregivers to engage in “serve and return” during everyday activities, the Harvard University Center on the Developing Child created a family-friendly two-page guide that lists five steps for completing serve and return interactions. The resource also includes a link where caregivers can watch an introductory video, learn more about the science behind serve and return, and access even more materials to help them support their baby’s development. Check out this resource online at https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/, or in Spanish at https://developingchild.harvard.edu/translation/5-pasos-para-el-desarrollo-mental-saque-y-volea/.…
This article from the National Association for the Education of Young Children (NAEYC) is a quick read about co-regulation, which the author defines as “warm and responsive interactions that provide the support, coaching, and modeling children need to ‘understand, express, and modulate their thoughts, feelings, and behaviors’ (Murray et al. 2015, 14).” It’s part of the “Rocking and Rolling” column which appears in Young Children three times a year. “It Takes Two: The Role of Co-Regulation in Building Self-Regulation Skills” offers real-world examples of co-regulation strategies, with infants and toddlers of various ages, as well as detailed tips and things to think about and try.
Let us know about the co-regulation strategies you use in your work by leaving a comment below.
The ICC-Recommended Early…
From the US Department of Health and Human Services' Safe to Sleep campaign: a publication for families and caregivers on safe sleep practices for infants. More resources can be found here: http://safetosleep.nichd.nih.gov/
Click here to download this resource.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of…
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