1. Mission and Key Principles of Part C Early Intervention
Welcome to the Mission and Key Principles of Part C Early Intervention module.

2. This module was developed by an international workgroup that formed out of the Early Intervention-Early Childhood Professional Development Community of Practice. Members of the workgroup have extensive experience developing and delivering early intervention training. This module is one part of a Universal Online Part C Early Intervention Curriculum that may be used to support quality early intervention practices.

3. Learning Objective:
You will increase your knowledge of the 7 Key Principles for Early Intervention.
By completing this module, you will increase your knowledge of the 7 Key Principles for early intervention and learn what the principles look like and don’t look like. You will also gain knowledge and access to resources that will help you as you support and partner with families in early intervention.

4. IDEA http://idea.ed.gov/
Before we can discuss the key principles, we must first provide a brief introduction to the federal legislation that guides all early intervention systems across the nation. The Individuals with Disabilities Education Act (IDEA) is the key Federal statute that regulates our early intervention program. There are other federal laws that established programs preceding IDEA which continue to provide needed support and services to the early intervention program and population. You can find out more about IDEA by clicking on the link on the slide.

5. IDEA Part C Early Intervention
Sets forth a philosophical base and intentions
Spells out required services and other system requirements
Addresses funding
Within the legislation, IDEA sets forth a philosophical base, lists what services are to be provided, addresses funding, and spells out mandatory requirements for Part C systems. Contributing to the philosophical base in the federal legislation are basic themes that helped to lay the foundation for early intervention as we know it today.
Allows states to design of their state system of services

6. Basic Themes of the Legislation
The development of infants and young children can best be understood and promoted within the context of the family environment.
Infants and young children are viewed as whole persons whose needs must be met by service strategies that cut across the traditional disciplinary program and funding categories and boundaries.
Early intervention is most effective when parents are respected and empowered as consumers and as team members collaborating with professionals.
These important themes include, viewing young children from a whole child perspective, working together across service systems, promoting development within the context of the family environment, and respecting and empowering families. These are fundamental and key concepts for all state’s early intervention programs under IDEA Part C.

7. ECTA – Part C Coordinators and
IDEA allows some flexibility for states to design their early intervention systems. In addition to IDEA and the federal regulations, each state has its own rules, policies and procedures that their early intervention staff must follow. For more information about a specific state’s rules, policies and procedures, please visit the Early Childhood Technical Assistance Center’s website by clicking the link on the slide.
Photo courtesy of Best Wallpaper Design:
ECTA – Part C Coordinators and
State Websites

8. Intro Section is Complete
Click on the Key Principles tab for more!
You have finished the Intro Section of the module. Click the Key Principles tab to continue to the next section to learn how IDEA requirements and best practices are reflected in the Key Principles of Early Intervention.

9. Click for ECTA website - Key Principles Documents
Interdisciplinary workgroup of professionals:
clinicians and therapists
educators and child development specialists
researchers
Click for ECTA website - Key Principles Documents
In 2007 a work group of national experts, sponsored by the Early Childhood Technical Assistance Center (formally NECTAC) and the Office of Special Education Programs (OSEP), was convened to explore what was meant by natural environments in early intervention. As conversations continued, it became evident that the work group’s task was much larger. The work group developed guiding principles for providing effective services for young children with developmental delays. The Key Principles, which are based on research and evidence based practices, describe an approach that national experts agree is necessary to provide the best possible services and supports in early intervention.

10. Mission
Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.
In addition to developing the Key Principles, this workgroup also developed an overall mission statement for all Part C early intervention programs which states, “Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.” The “mission statement” reflects the broad over-arching purpose of family- centered early intervention services provided under Part C of IDEA.

11. Doesn’t Look Like Looks Like
As part of their work to develop the Key Principles, the work group spent time discussing what each principle looks like in practice. They also focused on what the principle does NOT look like. The results of this discussion is the Key Principles document, Looks Like /Doesn’t Look like.

12. Doesn’t Look Like Looks Like
This document breaks down specific practices and activities typically associated with each of the principles. The Looks Like / Doesn’t Look Like statements are not an exhaustive list. There are many other examples of how the principles can be implemented during early intervention practices.

13. Seven Key Principles: Looks Like/Doesn't Look like
Mission and Key Principles for Providing Early Intervention Services in Natural Environments
Seven Key Principles: Looks Like/Doesn't Look like
We will refer to the Mission and Key Principles and Looks Like/Doesn’t Look Like documents throughout the rest of the training. You can access the documents by clicking on the links on the slide.
Please be sure to pause and print out these documents before proceeding so you can follow along and make notes as needed to support you in your practices.

14. (Click the box to play the video)
Larry Edelman and experts in the field of Early Childhood Intervention discuss the Key Principles.
(Click the box to play the video)
Now lets take a look at a brief video clip where Larry Edelman an expert in the field of early childhood intervention, discusses the Key Principles, how the principles were developed and why they are important to early intervention providers. In the video, Larry mentions NECTAC. Please note that this OSEP funded technical assistance center is now called the Early Childhood Technical Assistance Center (ECTA).
Click on the box on the slide to start the video.
Larry Edelman explains the history of the Mission and Key Principles documents Early Intervention Training Institute, Austin, Texas

15. Click on the Principles 1-3 tab for more!
Now that you have the foundational information you need about IDEA, and knowledge about how the Mission and Key Principles were developed, you are ready to proceed to the next section where you will learn more about the first three principles.
Click the Principles 1-3 tab to continue to the next section.

16. Infants and toddlers learn best through every day experiences and interactions with familiar people in familiar contexts.
The first of the 7 Key Principles is: Infants and toddlers learn best through every day experiences and interactions with familiar people in familiar contexts.
The life of an infant or toddler is filled with new experiences. Important and familiar people in the child's life like parents, siblings, child care providers, and grandparents help support and guide the child in all of these learning opportunities.

17. Naturally occurring tasks and routines
Learning is relationship-based
Opportunities to practice and build upon skills
The first principle highlights the importance of these relationships and these naturally occurring tasks and routines. Key concepts related to this principle include: Learning occurs through participation in a variety of enjoyable activities and learning is relationship-based. As infants and toddlers participate in a variety of enjoyable activities, they have more opportunities to practice and build upon previously mastered skills.

18. (Click the box to play the video)
This is a portion of a video that was developed in Connecticut for family members in their early intervention system to describe their early intervention process. This clip demonstrates the 1st Principle: “Infants and toddlers learn best through every day experiences and interactions with familiar people in familiar contexts.”
Clip illustrating Principle One - “Infants and toddlers learn best through every day experiences and interactions with familiar people in familiar contexts.” Early Intervention Home Visits – Connecticut Birth to Three. Video produced by Deb Resnick. Funding provided by a SPDG Grant.

19. As you learned from the video clip and from reviewing the 7 Key Principles documents, Principle 1 does not look like:
Using toys, materials and other equipment the professional brings to the visit.
Designing activities for a child that focus on skill deficits or are not functional or enjoyable.
Teaching specific skills in a specific order in a specific way through “massed trials and repetition” in a contrived setting. Or,
Conducting sessions or activities that isolate the child from their peers, family members or naturally occurring activities.

20. Principle 1 does look like:
Using toys and materials found in the home or community setting.
Identifying activities the child and family like to do which build on their strengths and interests.
Helping caregivers engage the child in enjoyable learning opportunities that allow for frequent practice and mastery of emerging skills in natural settings. And,
Focusing intervention on caregivers’ ability to promote the child’s participation in naturally occurring, developmentally appropriate activities with peers and family members.

21. Principle 1 Pause & Reflect
Pause the presentation and reflect.
Think about how principle 1 was demonstrated in the video clip. What do you currently do that supports this principle? Are there new things that you learned that you might want to try? If so, what might they be?
Press the play button when you are ready to continue.
Principle 1 Pause & Reflect

22. All families, with the necessary supports and resources, can enhance their children’s learning and development.
The 2nd Key Principle is: All families, with the necessary supports and resources, can enhance their children’s learning and development.
We know that families are their child's best teacher. Regardless of educational level, culture, socioeconomic status or any other variable, ALL families can support their child's development. Different families, however, may need differing levels of support from the early intervention team.
2nd Principle

23. Consistent adults have the greatest influence on learning and development.
Thinking back to the first principle, we know that the consistent adults in a child’s life have the greatest influence on learning and development-not early intervention providers. All families have strengths and capabilities that can be used to help their child. So, supports you provide need to build on strengths and reduce stressors so families are able to engage with their children in mutually enjoyable interactions and activities.

24. (Click the box to play the video)
Let’s view another clip from Connecticut ‘s Orientation to the Birth to Three program video. This clip demonstrates the 2nd Principle: “All families, with the necessary supports and resources, can enhance their children’s learning and development.”
Clip illustrating Principle Two – “All families, with the necessary supports and resources, can enhance their children’s learning and development.” Early Intervention Home Visits – Connecticut Birth to Three. Video produced by Deb Resnick. Funding provided by a SPDG Grant.

25. As you learned from the video clip and from reviewing the 7 Key Principles documents, Principle 2 does not look like:
Basing expectations for families on characteristics, such as race, ethnicity, education, income or categorizing families as those who are likely to work with early intervention and those who won’t.
Does NOT Look Like

26. Doesn’t Look Like Does NOT Look Like The second principle also is not:
Viewing families as apathetic or exiting them from services because they consistently miss appointments or don’t carry through on prescribed interventions, rather than refocusing interventions on family priorities. Or,
Taking over and doing “everything” for the family or, conversely, telling the family what to do and doing nothing to assist them.
Does NOT Look Like

27. Looks Like Principle 2 Looks Like Principle Two does look like:
Assuming all families have strengths and competences; appreciating the unique learning preferences of each adult and matching teaching, coaching, and problem solving styles accordingly.
Principle 2
Looks Like

28. Looks Like Principle 2 Looks Like Matching help to families’ desires
Build upon strengths
Reduce stressors
Principle Two also includes strategies such as:
Matching the kind of help or assistance with what the family desires; building on family strengths, skills and interests to address their needs. And,
Building on family supports and resources; supporting them to marshal both informal and formal supports that match their needs and reduce stressors.
Principle 2
Looks Like

29. Looks Like Principle 2 Pause & Reflect
Pause and reflect on how principle 2 was demonstrated in the video clip. How do you demonstrate in your practices that you believe ALL families can enhance and support their child’s development? Are there new things that you learned that you might want to try? If so, what might they be?
Principle 2
Pause & Reflect

30. The primary role of the service provider in early intervention is to work with and support the family members and caregivers in a child’s life.
The third key principle is: The primary role of the service provider in early intervention is to work with and support the family members and caregivers in a child’s life. Principle three builds upon principle one. Because we understand the importance of the primary caregiver(s) in the child’s overall learning and development, we know that our intervention will be most effective when we are supporting that person instead of taking over and providing direct therapy to the child.
Photo courtesy of Infant and Toddler Connection of Virginia.

31. Families are equal partners.
Early interventionists share their expertise and knowledge of child development and community resources while caregivers bring their expertise and knowledge about their child and their family. This collaboration enhances caregiver confidence and competence that creates a partnership between providers and families.

32. (Click the box to play the video)
Let’s take a few minutes and watch a short video clip that demonstrates the 3rd Principle: “The primary role of the service provider in early intervention is to work with and support the family members and caregivers in a child’s life.”
Clip discussing Principle Three “The primary role of the service provider in early intervention is to work with and support the family members and caregivers in a child’s life.” (Robin McWilliam) 2008 Early Intervention Training Institute, Austin, Texas
(Click the box to play the video)

33. Doesn’t Look Like
As you learned from the video clip and from reviewing the 7 Key Principles documents, the 3rd Principle does not look like: Simply being “nice” to families and becoming their friend.

34. Doesn’t Look Like The third key principle also is not:
Training families to be “mini” therapists or interventionists. Or, showing strategies or activities to families that the provider has planned and then asking families to fit these into their routines.

35. Looks Like The 3rd Principle does look like:
Using professional behaviors that build trust and rapport and establish a working “partnership” with families.

36. Looks Like Providing informational, material and emotional support.
Involving families in discussions about what they want to do.
Acknowledge the many things the family is doing to support their child.
The 3rd Principle also looks like:
Providing information, materials and emotional support to enhance families’ natural role as the people who foster their child’s learning and development. And,
Involving families in discussions about what they want to do and enjoy doing; and continually acknowledging the many things the family is doing to support their child.

37. Looks Like
Pause and reflect on how principle three was demonstrated in the video clip. What do you currently do that supports this principle? What are you doing to build trust and rapport with families? Are there new things that you learned that you might want to try? If so, what might they be?

38. Principles 1-3 Section is Complete
Click on the Principles 4-7 tab for more!
Now you are familiar with what the first three principles look like and don’t look like and you have reflected on some quality intervention practices you already perform and/or would like to work on. When you are ready, click the Principles 4-7 tab to continue to the next section which will review the remaining four principles.

39. The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.
The 4th Key Principle is: “The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.” In order for early intervention services to be most effective, families must be active participants in all aspects of services.
Photo courtesy of Infant and Toddler Connection of Virginia.

40. Families should be supported in their decision making.
This active participation supports each family member as a unique adult learner with valuable insights, interests, and skills. When early intervention is collaboratively tailored to fit each family it encourages flexible and responsive interactions that value every family’s cultural, ethnic, race, language, socioeconomic characteristics and preferences. Families are the ultimate decision makers in the amount, type of assistance and the support they receive and should be supported in their decision making.

41. (Click the box to play the video)
You will now watch a short video clip that includes a mother’s description of the IFSP process. This video reflects the key concepts of the 4th Principle “The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.”
Clip illustrating Principle Four – “The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.” Texas ECI: Family to Family. Produced by the Texas Department of Aging and Disability (DADS) for Texas ECI.
(Click the box to play the video)

42. Doesn’t Look Like
Now you know that the 4th Principle does not look like:
Expecting families to “fit” the services; giving families a list of available services to choose from and providing these services and supports in the same manner for every family.

43. Doesn’t Look Like In addition, the 4th Principle does not look like:
Providing all the services, frequency and activities the family says they want on the IFSP.
Treating the family as having one learning style that does not change. Or,
Expecting the IFSP document, outcomes, strategies and services not to change for a year.

44. Looks Like The 4th principle does look like:
Collaboratively tailoring services to fit each family; providing services and supports in flexible ways that are responsive to each family’s cultural, ethnic, racial, language, socioeconomic characteristics and preferences.

45. Looks Like Collaboratively adjusting the frequency and intensity.
Treating each family member as a unique adult learner.
The 4th Principle also looks like:
Collaboratively deciding and adjusting the frequency and intensity of services and supports that will best meet the needs of the child and family.
And, treating each family member as a unique adult learner with valuable insights, interests, and skills.

46. Looks Like
Pause and reflect on how principle four was demonstrated in the video clip. What words did the mother use? Did you hear her say the process “keeps changing, it’s not static and it’s individualized?” Does your practice reflect these key words? Are there new things that you learned that you might want to try? If so, what might they be?

47. 5th Principle 5th Principle
IFSP outcomes must be functional and based on children’s and families’ needs and priorities.
The 5th Key Principle states, “IFSP outcomes must be functional and based on children’s and families’ needs and priorities.”
Functional outcomes address the needs of the child in a meaningful way for the family. Functional outcomes aren’t based on test items or other criteria that have no significance to the family.
Photo courtesy of Texas Part C.
5th Principle

48. Practical improvements in the child and family’s life.
Functional outcomes build on the child’s natural motivations to learn and strengthen what is important and already happening in the family's daily life. The ultimate goal of a functional outcome is to have practical improvements in the child’s and family’s life.

49. (Click the box to play the video)
Now lets take a moment and watch a short clip that demonstrates the 5th Principle, “IFSP outcomes must be functional and based on children’s and families’ needs and priorities.”
Clip illustrating Principle Five: “IFSP outcomes must be functional and based on children’s and families’ needs and priorities.” Bri, Her Family and Early Intervention. Bri IFSP Video, Chapter 4.1. Video produced by the Illinois Early Intervention Training Program. Funding provided by the Illinois Department of Human Services, Bureau of Early Intervention in cooperation with United Cerebral Palsy of Greater Chicago and the Illinois Early Intervention Training Program.
Bri & and Family (Video Script)
ECI Service Coordinator: What we’ll do is we’ll come up with your concerns, like if we were saying speech, for instance. You were concerned about her not using so many words. And we want in your own words – for you to come up with an outcome – You want Bri to do such and such.
Mom and Dad: We do want her to talk
ECI Service Provider – We want Bri to talk in order to – or so that –
ECI: What would be different in your life?
Mom: Well, I think - so everybody can understand her
Mom and Dad: Yeah, I think what Maria said – so other people can understand her – and, well, me too. I’ve gotten better at the gestures and I mean Maria is the one that really sang to her and watched the videos and I’ll admit I haven’t been as good at that. I just keep waiting for her to talk so we can skip that part.
ECI SP: And you talked about when you go to your moms house, Maria, and that it’s harder there – especially if you need to leave her if you need to take the baby to the doctor or want to go to the grocery store.
Mom: Yeah, that’s right, so that’s so everyone else can understand her, not just me.
ECI SP: I really like that – so Bri will use more words so others are able to understand her better. I’m wondering if you might want to add the piece about that it will also decrease frustration. I heard you talk about getting frustrated and in recent times about getting frustrated so I would like to see that, as well.
Dad: Yeah, I think Bri and I have a harder time when Maria is not around and Bri gets frustrated – I think we both do get frustrated.
ECI SP: And how wonderful it could be if that were different
Dad: Yeah – that would be awesome!!!!
ECI SC: So I it sounds like we’re saying that we would want Bri to talk more in order to be understood by others and at the same time decrease her frustration.
Dad: Yes, and mine, as well. (Laughs) Not that it’s about me.
All: (laughs)

50. Doesn’t Look Like Does NOT Look Like
You know that the 5th principle does not look like:
Writing discipline-specific outcomes without full consideration of the whole child within the context of the family.
Does NOT Look Like

51. Doesn’t Look Like Does NOT Look Like
You know that the 5th principle also does not look like:
Having outcomes that focus on deficits and problems to be fixed.
Listing the services to be provided as an outcome for example, Johnny will get PT in order to walk.
Or, Measuring a child’s progress by a “therapist checklist” or re-administration of initial evaluation measures.
Does NOT Look Like

52. Looks Like Principle 5 Looks Like The 5th Principle does look like:
Writing integrated outcomes that focus on the child participating in community and family activities.
Principle 5
Looks Like

53. Looks Like Principle 5 Looks Like
In the context of typical routines and activities
Functional outcomes with measurable criteria
In addition, the 5th Principle also looks like:
Describing what the child or family will be able to do in the context of their typical routines and activities. And,
Identifying how families will know a functional outcome is achieved by writing measurable criteria that anyone could use to review progress, using measures that make sense to families
Principle 5
Looks Like

54. Looks Like Principle 5 Pause & Reflect
Pause and reflect on how principle five was demonstrated in the video clip. What do you currently do that supports this principle? Are there new things that you learned that you might want to try? If so, what might they be?
Principle 5
Pause & Reflect

55. The family’s priorities needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.
The 6th key principle states, “The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.”
A primary provider is the consistent person who understands and keeps abreast of the changing circumstances, needs, interests, strengths, and demands in a family’s life.
6th Principle

56. Family works closely with one provider with support from the rest of the team.
By having one main provider, the family does not have to tell their story over and over to multiple team members. The family works closely with one person and he or she brings in services and supports for the child and family as needed from the rest of the team. The team can include friends, relatives, and community support people, as well as specialized service providers.

57. (Click the box to play the video)
Now let’s take a look at a video clip that demonstrates the 6th Principle: “The family’s priorities needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.”
Clip illustrating Principle Six: “The family’s priorities needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.”
Early Intervention Home Visits – Connecticut Birth to Three. Video produced by Deb Resnick. Funding provided by a SPDG Grant.

58. Doesn’t Look Like Does NOT Look Like
The 6th Principle does not look like:
Having separate providers seeing the family at separate times and addressing narrowly defined, separate outcomes or issues.
Does NOT Look Like

59. Doesn’t Look Like Does NOT Look Like
The 6th Principle also does not look like:
Providing services outside one’s scope of expertise or beyond one’s license or certification.
Having a disjointed IFSP process, with different service providers who do not meet and work together with the family as a team. Or
Working in isolation from other team members with no regularly scheduled time to discuss how things are going.
Does NOT Look Like

60. Looks Like Principle 6 Looks Like The 6th Principle does look like:
Having a primary provider, with necessary support from the team, maintain a focus on what is necessary to achieve functional outcomes; and
Supporting the family to carry out the strategies and activities; directly engaging team members when needed.
Principle 6
Looks Like

61. Looks Like Principle 6 Looks Like Making time for communication
Outcomes are a shared responsibility
The 6th Principle also looks like:
Working as a team; all team members understanding each others on-going roles. And,
Making time for team members to communicate formally and informally, and recognizing that outcomes are a shared responsibility.
Principle 6
Looks Like

62. Looks Like Principle 6 Pause & Reflect
Pause and reflect on how principle six was demonstrated in the video clip. How would you explain the role of the primary provider to a family who is new to early intervention? How is your team implementing the use of a primary provider? Are there new things that you learned that you might want to try? If so, what might they be?
Principle 6
Pause & Reflect

63. Interventions must be based on:
7th Principle
Interventions must be based on:
Explicit principles
7th Principle
Validated practices
Best available research
The 7th and final key principle states, “Interventions with young children and family members must be based on explicit principles, validated practices, best available research and relevant laws and regulations.”
Providers need to know and be able to explain why they do what they do.
Relevant laws and regulations

64. They must know the research and the evidence base behind their practices. Evolving brain research, research in the field of early childhood intervention and data from ongoing assessment of the individual child and family all provide rationale for decision making about services.

65. Professional Organizations and Journals
DEC
ECTA
Zero to Three
IDEA Infant & Toddler Coordinators Association
Professional Journals:
Journal of Early Intervention
Topics in Early Childhood Special Education
Young Exceptional Children
Infants and Young Children
Keeping abreast of current evidence-based practices is not only one of the Key Principles, it is also a standard in many of the early intervention service providers’ codes of ethics. These are just some examples of professional organizations and journals that can provide staff with information about explicit principles, validated practices, best available research and relevant laws and regulations. Pick one professional organization and one professional journal to explore.

66. Doesn’t Look Like
As you learned from reviewing the Key Principles documents, the 7th Principle does not look like:
Thinking that the same skills and strategies one has always used will always be effective.

67. Doesn’t Look Like The 7th Principle also does not look like:
Using practices without considering the values and beliefs they reflect.
Using practices that “feel good” or “sound good” or are promoted as the latest “cure-all”. Or,
Using practices that are contrary to relevant policies, regulations or laws.

68. Looks Like The 7th Principle does look like:
Updating knowledge, skills and strategies by keeping abreast of research.
Refining practices based on introspection to continually clarify principles and values.

69. Looks Like The 7th Principle also looks like:
Basing practice decisions for each child and family on continuous assessment data and validating program practice through continual evaluation. And,
Keeping abreast of relevant regulations and laws and using evidence-based practice to amend regulations and laws.

70. Click on the Conclusion tab for more!
You have successfully completed the section on Principles 4-7 and should be familiar with what all seven principles look like and don’t look like in practice. When you are ready please click the Conclusion tab to continue to the next section which will provide a summary of this module.

71. Final Home visit
Now that you have reviewed the 7 Key Principles, it’s time to see them in action. The video clip Reflections During the Final Home Visit from the Results Matter website demonstrates many of the key principles and practices that you just learned about. Click on the link when you are ready to view the video. This link will take you to the Results Matter site.

72. Early Intervention Quiz
You have completed a comprehensive overview on the Mission and Key Principles that can guide and support your work as you partner with families in early intervention. If you would like to check your knowledge and understanding of the key principles please click the link to complete the Early Intervention Quiz.
The Early Intervention Quiz is courtesy of Brooke’s Publishing:

73. Resources
Supplemental materials about the Key Principles of Part C Early Intervention can be obtained by clicking on the Resources link on the slide.

74. Conclusion
Congratulations! You completed the Mission and Key Principles of Part C Early Intervention module.
Congratulations! You have completed the Mission and Key Principles of Part C Early Intervention module.
Please share your feedback on this module by clicking on the survey link on the slide.
Photo courtesy of Texas Part C.
Survey