Self Paced LearningSelf Paced Learning

PaTTAN offers several course options online that are self-paced and interactive. Participants of online courses may receive credits in the form of certificates of completion, Act 48 hours or some other type of format.

This online course provides an overview of Early Intervention including legal foundations, rationale and service delivery. Current trends, practices and processes are described. Emphases also include the importance of family participation and community systems and resources. This course is recommended for newly hired Early Intervention personnel as part of their pre-service training but is not mandatory. You will need to complete the course within a four week time period.

Objectives

Participants will be able to:

  • The user will become familiar with the theoretical, historical, and legal bases for Early Intervention including federal and state legislation.
  • The user will be oriented to the early intervention service system including the purpose of the State and Local Interagency Coordinating Councils.
  • The user will recognize and know the duties and responsibilities of Early Intervention practitioners.
  • The user will become familiar with assessment and evaluation activities and processes for the purposes of eligibility and identifying ongoing developmental and educational needs of infants, toddlers and preschoolers.
  • The user will gain knowledge in service delivery approaches that incorporate the outcomes and goals of the IFSP or IEP.
  • The user will become familiar with current practices, issues and trends in Early Intervention; including family centered practices, team approaches, inclusion and the use of community resources.
  • The user will recognize practices associated with transition into preschool and kindergarten and/or other community programs.

Target Audience

Early Childhood Personnel, Service Coordinators, Providers of Services and Supports, Preschool Personnel, and Family Members

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Topics: Early Intervention, Parent/Family
Credits: Act 48 Clock Hour (6 Hours), Infant/Toddler Staff Training Hours (6 Hours)

PLEASE NOTE: This course is designed for Professional Educators, if you are not a Professional Educator you will not be able to enroll at the time the course is opened.

The Special Education: Effective Practices for my General Education Classroom is a fifteen (15) hour interactive online course where K-12 teachers and administrators have the opportunity to review information regarding special education and apply the information to their general education classrooms. An instructor is available to guide participants through this four part, virtual learning process. Participants provide support and feedback to each other through the chat room, and are able to post questions and assignments on the bulletin board.

Objectives

Participants will:
  • Identify three factors that general education teachers must know and be able to do when educating all students, including students with disabilities.
  • Describe the evaluation and IEP process and demonstrate how to be effective team members.
  • Examine different ways to implement IEPs of students with disabilities in general education classrooms.
  • Determine effective practices and concepts of their curriculum in relation to Standards-Based Curriculum for all students.

Target Audience

General Educators and Administrators


Topics: Chapter 14/IDEA
Credits: Act 48 Clock Hour (15 Hours)

This online course provides a foundation for early intervention and early childhood staff for the understanding of social and emotional development in infants and toddlers. The first module provides an overview of social and emotional development within the context of relationships. Attachment, temperament, self-regulation and the context of family, community and culture are emphasized. The second module provides an overview of responsive routines, environments, and strategies to support social emotional development in infants and toddlers. Observation, responsive caregiving, emotional literacy and development of social skills are explored. The third module looks at individualized interventions for infants and toddlers through determining the meaning of behavior and developing appropriate responses. Behavior as communication and responding to challenging behaviors are highlighted.

You need to complete the course within the four week time period.

Objectives

Participants will be able to:

  • To describe the importance of relationships to early social emotional development in infants and toddlers.
  • To describe the elements of social emotional wellness in infants and toddlers (precursors to preschool goals).
  • To describe key developmental concepts that impacts the social emotional development of infants and toddlers.
  • To discuss why it is important to be intentional about supporting social emotional development in infants and toddlers.
  • To examine the environments in which they work and begin to make plans to enhance them to meet the needs of infants and toddlers.
  • To identify strategies for helping to build social skills in infants and toddlers.
  • To identify the characteristics of challenging behavior for infants and toddlers.
  • To identify family circumstances, including maternal depression that can have an impact on the social emotional development of infants and toddlers.
  • To describe and have an opportunity to use a process for developing and implementing a support plan to respond to challenging behavior.

Target Audience

This training is intended for Early Intervention staff, Early Childhood teachers, home visitors and parents.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Topics: Early Intervention, Parent/Family, Behavior
Credits: Act 48 Clock Hour (9 Hours), Infant/Toddler Staff Training Hours (9 Hours), PQAS Childcare Training Hours (9 Hours)

Early Intervention programs emphasize family centered services because of the critical role of families on their children’s growth and development. Professional standards for those working in EI include the knowledge, skills, and abilities to provide family centered services. Understanding the nature of family centered intervention helps assure families of young children with developmental delays receive services that meet their unique needs. Learning to view families from a strength-based perspective and working with a family’s expertise in regards to their child creates the context in which all Early Intervention services are provided through a family centered process. Family-Centered Interventions in the first in a series of four courses that make up the Foundations for Infant and Toddler Services for Early Intervention. The purpose of this module is to provide standards for and practice indicators of family centered services for Early Intervention professionals. Administrators can use this module to support the professional development and performance of EI personnel they supervise. The module has four sessions based on established competencies for family centered intervention. Each session contains instructional content delivered through narrated presentations, resource content such as reading materials and websites, activities to integrate content into practice, and accomplishment of specific competencies through participant evaluation.

Objectives

Participants will:

  • Demonstrate an understanding of and the ability to apply family centered principles and practices
  • Demonstrate knowledge of ecological and family systems theories and their implications for providing family centered services
  • Describe potential effects of children’s developmental delays on caregivers and other family members
  • Demonstrate an understanding of how culture impacts early intervention services and supports
  • Identify strategies to become more culturally competent
  • Apply the concepts of a relationship-based approach in establishing partnerships with families
  • Evaluate your ability to establish successful parent-professional partnerships
  • Identify family strengths and resources to support child development
  • Identify strategies to use to empower families
  • Identify emotional, informational, and economic resources and supports for families

Target Audience

This training is intended for early care and education practitioners working with children ages 0 – 3 years.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Topics: Early Intervention
Credits: Act 48 Clock Hour (6 Hours), Infant/Toddler Staff Training Hours (6 Hours), PQAS Childcare Training Hours (6 Hours)

Each child and family that receives early intervention services must have an Individualized Family Service Plan (IFSP). The IFSP is designed for professionals and family members to collaborate as a team to address developmental outcomes for a young child with delays or disabilities. The IFSP is the legal contract between the program and the family regarding early intervention services for and on behalf of the child. The IFSP focuses on functional outcomes and goals for the child’s development, and directs services to family members and caregivers.

IFSP Development is the second in a series of four courses that make up the Foundations for Infant and Toddler Services in Early Intervention. The purpose of this module is to provide guidelines in IFSP development for Early Intervention professionals. Administrators can use these modules to support the professional development and performance of EI personnel they supervise. The content and resources of this module align with the standards of national organizations for personnel preparation programs and performance indicators related to early childhood outcomes developed by the Department of Education, Office of Special Education Programs (OSEP).

The module has four sessions based on established competencies for IFSP development. Each session contains instructional content delivered through narrated presentations, resource content such as reading materials and websites, activities to integrate content into practice, and accomplishment of specific competencies through participant evaluation.

Objectives

Participants will:

  • Identify legislation and regulations that impact early intervention services
  • Describe the required components of Pennsylvania´s Early Intervention Evaluation Report document and Individualized Family Service Plan (IFSP)
  • Make connections between early intervention program, policy, and practice.
  • Gather information from families that reflect the child and family’s unique strengths, resources, concerns, and priorities
  • Facilitate the IFSP process in order to promote family understanding and participation in the collaborative process
  • Establish IFSP outcomes that are meaningful to the child and family and that support learning in the child’s natural routines
  • Identify resources in your local community
  • Assist families in accessing services that promote inclusion of the child and family into the community
  • Provide support to families in accessing family support, family networking, and involvement within the early intervention system
  • Describe how transitions impact families, children, and professionals
  • Identify methods to facilitate a smooth service delivery transition for families, children, and professionals.
  • Develop a transition plan for families exiting early intervention

Target Audience

This training is intended for early care and education practitioners working with children ages 0 – 3 years.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Topics: Early Intervention
Credits: Act 48 Clock Hour (6 Hours), Infant/Toddler Staff Training Hours (6 Hours), PQAS Childcare Training Hours (6 Hours)

Two concepts central to early intervention are the emphasis on natural environments and a naturalistic teaching approach called routines based intervention, also known as activity-based instruction or embedded instruction. According to the Individuals with Disabilities Education Improvement Act, to the maximum extent appropriate, early Intervention services are to be provided in natural environments, including the home and community settings in which children without developmental delays participate. Daily routines are meaningful contexts for young children to learn new skills because they are predictable, functional, and occur numerous times throughout the day. Families and caregivers involved in these routines can support their child’s learning and development. Early intervention professionals’ work in collaboration with the family through their roles as consultant or coach to share information, resources, and support families in implementing routines based interventions. Routines Based Interventions is the third in a series of four courses that make up the Foundations for Infant and Toddler Services in Early Intervention. The purpose of this module is to provide guidance to early intervention professionals for the implementation of routines based interventions. Administrators can use this module to support the professional development and performance of early intervention personnel they supervise. The content and resources of this module align with the standards of national organizations for personnel preparation programs and performance indicators related to early childhood outcomes developed by the Department of Education, Office of Special Education Programs (OSEP). The module has three sessions based on established competencies for routines based intervention. Each session contains instructional content delivered through narrated presentations, resource content such as reading materials, videos, and websites, activities to integrate content into practice, and accomplishment of specific competencies through participant evaluation.

Objectives

Participants will:

  • describe effective home visits with naturalistic teaching strategies that can be easily integrated into a family’s routines and activities.
  • provide information and support to facilitate caregiver competence in teaching functional skills during daily routines and activities.
  • use principles of adult learning theory to support families in their ability to learn to implement routines based interventions.
  • describe the importance of routines-based interventions in natural environments.
  • identify, with family members, everyday routines and activities as potential settings for intervention.
  • design routines based interventions with family members, using evidence-based intervention strategies to promote child development and learning.
  • collaboratively monitor child progress in routines based interventions.
  • develop documents to convey information regarding the effectiveness of a routines based intervention to the family and other team members.
  • modify the routines based interventions and/or IFSP outcomes based on child progress.

Target Audience

This training is intended for early care and education practitioners working with children ages birth – 3 years.


Topics: Early Intervention, Parent/Family
Credits: Act 48 Clock Hour (6 Hours), Infant/Toddler Staff Training Hours (6 Hours), PQAS Childcare Training Hours (6 Hours)

This online course provides a sequenced training on using assistive technology (AT) with young children birth to age five in order to increase their participation in typical early childhood settings. Topics covered include types of AT, evaluating functional use of AT, using AT for communication and emergent literacy and making adaptations. You will need to complete the course within a four week time period.

Objectives

Participants will be able to:

Module 1: Overview of Assistive Technology

Participants will:

  • Explore the legal basis for providing assistive technology (AT) to children
  • Examine the types of AT used with young children
  • Describe the routines, activities and environments in which AT can be used
  • Identify recommended practices for using AT with young children

Module 2: Determining the need for Assistive Technology/integrating into activities

Participants will:

  • Describe ways to identify how AT may assist a child
  • Define universal design for all children
  • Determine how to monitor whether a trial device is effective
  • Examine the use of AT in existing routines and functional activities using a collaborative approach.

Module 3: Communicating using Assistive Technology

Participants will:

  • Examine the types of AT used for communication
  • Discuss communication message selection
  • Explore integration of opportunities to communicate into existing activities in home, school, child care and community settings.

Module 4: Emergent Literacy

Participants will:

  • Define research based strategies for developing literacy skills in children using AAC
  • Explain the importance of developing literacy skills in children with disabilities
  • Develop strategies to increase a child’s ability to participate in literacy activities

Module 5: Practical Strategies

Participants will:

  • Discuss switch selection and use for children who are developmentally delayed
  • Explore adaptations to common play materials
  • Identify devices and adaptations that allow children to access the computer
  • Examine hands-on directions and activities to develop adapted materials

Target Audience

Early Intervention staff and Early Childhood teachers, and parents

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Topics: Early Intervention, Assistive Technology, Parent/Family
Credits: Act 48 Clock Hour (5 Hours), Infant/Toddler Staff Training Hours (5 Hours)

This online course is made up of 9 modules. Each module contains a videotaped presentation which may be viewed in either captioned or uncaptioned format. Accompanying each segment are both Learning Activities and Study Questions. Any participant wishing to complete the course for credit must complete and submit written answers to all study questions.

Objectives

Participants will be able to:

  1. The learner will be able to describe the most important practices in early intervention with infants with deafness or hearing loss and their families.
  2. The learner will be able to describe the value and importance of both early identification of hearing loss and Early Intervention for identified infants and children and their families
  3. The learner will be able to describe the relationship between hearing, speech and language development

Target Audience

Early Intervention Service Coordinators, early childhood teachers and providers, and parents


Topics: Deaf/Hard of Hearing, Early Intervention
Credits: Act 48 Clock Hour (6 Hours), Infant/Toddler Staff Training Hours (6 Hours)