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About Learning Paths

Learning Paths are small collections of curated activities that focus on an early intervention topic. To learn about the topic, you will complete each activity on the path. Activities might include reading an article, taking an online module, watching a video, etc. Once you complete the learning path, you will take a final quiz to earn a certificate documenting the professional development hours earned.

Available Learning Paths




Autism Pathways

 

Path #1: What is Autism Spectrum Disorder?

Map IconThis learning path provides an overview of autism spectrum disorder, including information about the diagnosis, primary and secondary characteristics, early identification, and other introductory information relevant to those who provide early intervention. GET STARTED

 

 


Path #2: Early Signs and Symptoms of Autism Spectrum Disorder

Map IconThis learning path focuses on illustrating and describing the early signs and symptoms of autism spectrum disorder (ASD) in very young children. With this knowledge, early intervention practitioners can improve early identification and provide appropriate early intervention for children who have or are suspected of having ASD. GET STARTED

 

 


Additional Resources

The ITC of VA does not endorse any particular intervention for children with an autism spectrum disorder. As with all children, intervention must be individualized and evidence-based. In addition, practitioners are expected to use caregiver coaching and natural learning environment practices with all children and families. If you would like to learn about strategies for supporting very young children who have or who are suspected of having ASD and their families, consider the following additional resources.

 

Guidance Documents

 

Online Courses/Modules


Functional Assessment

 

Path #1: Introduction to Functional Assessment

Map IconThis learning path provides an overview of functional assessment. Topics include a definition, key components, and other introductory information related to the importance of using functional assessment throughout the early intervention process. GET STARTED

 


Path #2: A Continuous and Collaborative Process

Map IconThis learning path illustrates how functional assessment (FA) is both a continuous and a collaborative process. Functional assessment is continous when service providers us it to gather information about the child and family throughout early intervention. When FA reflects a collaborative team process, it includes building and maintaining rapport and relationships among early intervention team members (i.e., the service coordinator, service providers and family members/caregivers). GET STARTED

 


Path #3: Functional Assessment During Naturally Occurring Learning Opportunities in Multiple Situations and Settings

Map IconThis learning path focuses on two specific components of functional assessment: multiple situations and settings, and naturally occurring. The component “multiple situations and settings” includes a child’s functional skills in different places, activities, and people. The component “naturally occurring” refers to the activities and routines the child participates in that are unique to the family’s culture, community, and values. GET STARTED

 


Path #4: Observing, Listening and Asking Meaningful Questions

Map IconThis learning path focuses on three specific components of functional assessment: observing, listening, and asking meaningful questions. Observing involves watching children and families in-person or on video, in the home and in other natural environments. Listening means connecting with the family to gain a comprehensive understanding of their priorities and concerns based on their resources, values, and culture. Asking meaningful questions helps promote a conversation with a family using open-ended questions to convey respect that enhances family-centered services. GET STARTED

 


Path #5: Analyzing Multiple Sources of Information

Map IconThis learning path focuses on analyzing the information from all sources (parent report, observation, age-anchored assessment tool, clinical opinion, etc.) in order to understand the child’s functioning compared to same age peers. GET STARTED




Transition from Early Intervention Pathways

 

Path #1: Transition from Early Intervention

Map IconThis learning path is designed to inform EI service coordinators and service providers about practices and requirements for ensuring a smooth transition for children and families when they leave early intervention. GET STARTED

 

 




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Disclaimer

We encourage the use and dissemination of the materials on this website for educational and professional development purposes. If you wish to use or disseminate any of the materials you found here, we respectfully ask that you cite the work appropriately. Thank you!


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