AZEIP Standards of Practice

Section I - Child and Family

Outcome: Participants will demonstrate knowledge and understanding of various aspects of early childhood development and developmental risks in child development for children ages birth to three and the family context that supports development

Objective IA. Participants will demonstrate knowledge and understanding of the social construct of family and the variables that impact family functioning.

  1. Definition of family
  2. Theoretical models pertaining to the family
    1. Ecological theory (Brofenbrenner)
    2. Family systems theory (Tumbull)
      1. Family Characteristics (ex. child characteristics—temperament, disability, siblings)
      2. Family Functions (ex. cultural context, family resources, resilience)
      3. Family Interactions (factors that promote and inhibit family functioning)
      4. Family Life Cycle (ex. stages, transitions)

Objective IB. Participants will demonstrate knowledge and understanding of basic information about the prenatal period of development, and variables that influence prenatal health and development.

  1. Stages, sequences and patterns of growth during prenatal stage
    1. Typical development
    2. Importance of prenatal care and maintaining a healthy intrauterine environment, biological and psychosocial effects
      1. infections (TORCH)
      2. teratogens
      3. maternal health—alcohol, smoking, diabetes, etc.
    3. Tests and monitoring during pregnancy (fetal testing and related issues)
  2. Cell division and chromosomes
    1. The process of cell division
    2. Chromosomal abnormalities such as Down syndrome, etc.
  3. Influence of hereditary
    1. How genes are inherited
    2. Specific inherited conditions associated with developmental disabilities, such as fragile X, metabolic disorders (PKU), etc.

Objective IC. Participants will demonstrate knowledge and understanding of basic information about typical patterns of growth and development for children ages birth to three.

  1. Stages and sequences of growth and development including major development tasks
    1. neonate period
    2. Infancy
    3. toddlerhood
  2. Variables that contribute to child development such as:
    1. Biological and environmental influences (Neurons to Neighborhoods - 10 core concepts)
    2. The cultural context of the family
    3. Risk, protective factors and resilience
  3. Overview of selected theoretical approaches to understanding and promoting typical development
    1. Piaget
    2. Vygotsky
    3. Bronfenbrenner
    4. Skinner

Objective ID. Participants will demonstrate knowledge and understanding of the concepts of developmental vulnerability and disability, and basic information on prevalent health and socio-cultural variables that result in developmental risk for children ages birth to three.

  1. Definitions and framework of the concepts of vulnerability, risk and disability
  2. Prenatal risks (biological influences, genetics and heredity; unique and individual child characteristics)
  3. Perinatal risks
    1. Prematurity
      1. General information and common causes of premature delivery
      2. The impact of prematurity the newborn’s physiological systems and developmental sequelae
      3. Medical and Developmental care in the NICU
    2. Definitions and causes of intrauterine growth retardation and small for gestational age
    3. Perinatal insults (birth trauma, forceps, anoxia)
  4. Postnatal-environmental risks
    1. Socio-cultural variations; the cultural context of the family
    2. Child-caregiver interactions (physiological pediatric under nutrition, attachment disorders)
    3. Trauma, abuse, neglect, exposure to violence
  5. Information and considerations of prevalent conditions.
    1. Developmental Delay
    2. Speech Language Impairment/ Communication Disorders
    3. Significant auditory or visual impairment
    4. Mental Retardation
    5. Chromosomal abnormalities and Genetic disorders (Inborn errors of metabolism)
    6. Neurological disorders (CP, seizures, neural tube defects)
    7. Chronic health impairments
    8. Severe attachment disorders
    9. Fetal Alcohol Syndrome
    10. Pervasive Developmental Delay and Autism spectrum disorders
    11. Pediatric Under-nutrition (PUN)

Section II - Initial Planning and the IFSP

Outcome: Participants will demonstrate knowledge and understanding of principles and practices of referral, evaluation, intervention, ongoing assessment, and transition for children from birth to age three and their families in the AzEIP system of services.

Objective IIA: Participants will demonstrate knowledge and understanding of the rationale and strategies for engaging families in the early intervention process.

  1. Definition and purpose of the early intervention process
  2. Rationale for and benefits of engaging families (Federal Regulations, recommended practice, literature)
  3. Family centered model
  4. Encouraging family-driven planning
    1. Procedural safeguards
    2. Identifying resources, priorities and concerns of the family
      1. eliciting the family’s story and sharing information in meaningful ways
      2. facilitating open communication (i.e. joint problem solving, using open-ended questions, active listening, limited use of acronyms)
    3. Variables influencing partnerships between families and professionals (i.e. role definition, boundaries, cultural considerations)

Objective IIB. Participants will demonstrate knowledge and understanding of the rationale and strategies for the effective use of teams in early intervention.

  1. Rationale for collaboration
  2. Teaming practices
    1. Models for teams—multi-, inter-, trans-disciplinary/arena assessment.
    2. Individual and group characteristics impacting teaming (consultation and role release)
    3. Strategies for effective teaming (cross training)

Objective IIC. Participants will demonstrate knowledge and understanding of the key elements of the process for referral and eligibility determination for early intervention services in the context of AzEIP including an understanding of the strategies for selection of appropriate measures, instruments and procedures for evaluation and assessment.

  1. Referral and eligibility
    1. Roles and responsibilities of the family, service coordinator and early intervention personnel.
    2. Applying AzEIP’s eligibility criteria
  2. Screening, Evaluation and Assessment
    1. Defining the purpose for screening, evaluation and assessment (eligibility, programming)
    2. Principles of appropriate evaluation/assessment procedures (multi-measure, multi-source, multi-domain, multi-purpose, and multi-context
    3. Understanding basic psychometric properties of evaluation/assessment instruments (reliability, validity, standard deviation, standard score, age equivalent, norm-referenced, criterion-referenced)
    4. Identifying the evaluation/assessment instruments that are appropriate for infants and toddlers with disabilities for specific purposes
    5. The use of observation, interviews, and informed clinical opinion in evaluation/assessment approaches
    6. Matching appropriate assessment practices to the demands of the child and family assessment (i.e., characteristics of the child, purpose of the evaluation/assessment, instruments, cultural/linguistic needs, etc.)
    7. Strategies for engaging the family in the evaluation/assessment process
    8. Sharing assessment/evaluation results

Objective IID. Participants will demonstrate knowledge and understanding of the fundamental considerations when developing child and family outcomes, strategies, and services for the IFSP that are based on the family’s daily routines, resources, priorities, and concerns.

  1. Developing the IFSP 
    1. Definitions, components of federal requirements
    2. Roles and responsibilities of the family, service coordinator, and early interventionists in developing IFSP 
    3. Developing functional family and child outcomes based upon the family’s routines, resources, concerns, and priorities and current developmental status of the child
    4. Identifying strategies and individuals to support functional outcomes
    5. Identifying services to address functional developmental outcomes
    6. Documenting other related services that support the needs of family and child (outside of AzEIP services)
  2. Implementing the IFSP 
    1. Approaches to implementing child and family intervention (DAP, play-based intervention)
    2. Roles and responsibilities of the family, service coordinator, and early interventionists
    3. Embedding intervention practices in the child/ family’s daily routine with typical activities
    4. Monitoring and modifying strategies and activities to support functional developmental outcomes
    5. Coordinating intervention strategies and services with families and team members
    6. Providing ongoing monitoring and assessment

Objective IIE. Participants will understand the issues and strategies related to child and family transitions that occur in the context of early intervention

  1. Federal and state policies pertaining to transitions
  2. Roles of sending and receiving programs
  3. Engaging family in transition process
  4. Expected outcomes of transition

Section III - AzEIP Policies

Training Only—Test not available for this section

Outcome: Upon completion of training, participants will demonstrate an understanding of the AzEIP System of services for infants and toddlers and their families.

Please note that the emphasis of this content is on Objectives 5A and 5B.

Objective IIIA. Understand the federal legislation and regulations of Part C of IDEA.

  1. Required system components

Objective IIIB. Understand how the federal legislation and regulations of Part C are implemented in Arizona

  1. State structure
  2. Arizona's response to the required components

Objective IIIC. Understand the variables that contribute to the professional practices used to implement Part C of IDEA.

  1. Professional Organizations
    1. NAEYC
    2. DEC
    3. Zero to Three