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- oObjectives
- Discuss the federal legislation for Part C and references made to teams therein. (FDOH A3, A4)
- Define the differences between
- Multidisciplinary teams
- Interdisciplinary teams
- Transdisciplinary teams (FDOH C2, D1, E4)
- Describe the roles of team members, including family members. (FDOH D2)
- Describe teaming as it relates to
- Intake and screening
- Evaluation and assessment in natural environments
- Providing feedback to families following evaluation/assessment
- Report writing
- Developing the IFSP
- Intervention planning in natural environments
- Service delivery (ongoing) in natural environments
- IFSP updates
- Reassessment
- Transition planning
(FDOH C3, C4, C9-11, E2, E3, E4, E6, G1-3, F1-3, 6)
- Give reasons for and benefits of teaming when considering
- Benefits for children
- Benefits for families
- Benefits for providers (FDOH D3)
- Describe procedures for conducting effective team meetings
- Ground rules and roles
- Clear goals and objectives
- Decision making process (FDOH E6)
- Describe the major functions of the professional disciplines and related personnel who may be involved in teaming during the early intervention process, for example: nurse, ITDS, parent, physical therapist, speech/language pathologist, psychologist. (FDOH D4)
- Discuss attributes of successful team members, such as:
- Accepting differences in skills and approaches
- Ability to work toward consensus
- Interest in teaching, learning and working across disciplines
- Willingness to invest time and energy for the benefit of all
- Commitment to working in full partnership with families
- Openness to diversity in learning styles
- Role release and the ability to let go of control
- Ability to brainstorm and problem-solve
- Demonstration of personal and professional maturity (FDOH D5)
- Discuss the stages of team development
- Forming
- Storming
- Norming
- Performing
- Transforming (FDOH D6)
- Understand the principles of collaborative consultation and discuss methods and strategies when using a consultative model in providing early intervention services to:
- Increase provider knowledge and skills
- Improve quality of early intervention services
- Promote teaming (FDOH D7)
- Discuss components of effective communication as well as behaviors that interfere with effective communication. (FDOH E1)
- Discuss adult learning principles that promote maximum involvement of family members and child care personnel. (FDOH C12)
$54.00 for 90 days - Objectives
- Describe formal and informal assessments including observation techniques during free and structured play as a part of daily routines and use of assessment information for developing and evaluating Individualized Family Support Plans (IFSP). (FDOH C7, C8, E5, E7, E9, E10)
- Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
- Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
- Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
- Describe the functions of various assessment activities in early intervention including child find, screening, eligibility determination, ongoing assessment, and monitoring progress in intervention. (FDOH A5, E5)
- Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
- Identify the use of open and focused observation, curriculum and norm-referenced tests, criterion-referenced checklists, interviews and parent report for data collection appropriate to different assessment functions and eligibility/program planning. (FDOH C5, E5, E9)
- Describe the uses and abuses of assessment instruments and the limitations to administration and interpretation of assessments as applied to young children with special needs. (FDOH C5)
- Identify alternative approaches to designing data collection systems to collect developmental and behavioral information on young children, including family-based assessment and transdisciplinary assessment. (FDOH C2, C3)
- Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
- Identify at least one instrument in each of several types of approaches to data collection (screening instrument, developmental assessment, informational interview, behavior rating, parent-child interaction scale, play observation). (FDOH C5, C6)
- Identify and discuss the development of an IFSP and its importance in partnership with family members, incorporating both family goals and approaches, appropriate to the cognitive, affective, language and motor needs of the child. (FDOH C9, F1, F2, F5, G1, G12)
- Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)
$45.00 for 90 days - Objectives
- Differentiate between the function of screening and assessment.
- Complete an accurate screening and assessment.
- Identify multiple sources of information for the assessment.
- Describe the purpose of the assessment.
- Identify types of questions for each area of the mental status exam.
- Describe the LOCUS and ASAM patient placement criteria.
- Accurately make a placement of a client using information from the assessment and LOCUS and/or ASAM.
- Identify characteristics of mood and addictive disorders.
- Identify differences in assessment between age groups (adolescents, adults, elderly).
- Identify considerations to assess validity/reliability and usefulness of various objective testing instruments.
$12.00 for 90 days - Objectives
- To explain the military rank structure and organization and distinguish the primary mission and core values of each branch of service.
- To describe differences and similarities between Active and Reserve components.
- To discuss demographic characteristics of Service members.
- To recognize general and deployment-related military terms.
- Describe military terms and demographics
- Discuss stressors in the military
- Report programs offered by DoD relevant to combat and operational stress
- Describe implications of military culture for clinicians
$12.00 for 90 days Objective
- To explain the military rank structure and organization and distinguish the primary mission and core values of each branch of service.
- To describe differences and similarities between Active and Reserve components.
- To discuss demographic characteristics of Service members.
- To recognize general and deployment-related military terms.
- Describe military terms and demographics
- Discuss stressors in the military
- Report programs offered by DoD relevant to combat and operational stress
- Describe implications of military culture for clinicians
$12.00 for 90 days- Objectives
- Review the core features of IOT/IOP
- Identify the core services of IOP
- Examine the components of an effective biopsychosocial assessment
- Explore data and information gathering methods
- Review the ASAM PPC criteria
- Highlight engagement activities
- Identify counselor activities for each phase of treatment (assessment, early recovery/active treatment, maintenance/relapse prevention)
- Review common administrative and programmatic issues in running a successful IOP
$90.00 for 90 days Objectives
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Issues regarding involuntary commitment including
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Basic rights and assistance in protection of those rights
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Using the least restrictive setting
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Informed consent and capacity issues
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Issues surrounding seclusion and restraint
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Advanced directives
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$6.00 for 90 days-
- Objectives
- Identify the most common settings for co-occurring disorders treatment.
- Differentiate between the levels of treatment from intervention to residential level IV.
- Discuss data and information gathering methods.
- Identify specific characteristics of treatment in problem solving courts, jails.
$24.00 for 90 days - Objectives
- Define life skills and why they are important
- Describe the different learning styles and how to use them to improve life skill acquisition
- Identify the characteristics of each dimension of temperament and how that impacts relationships and life skills
- Discuss the levels of Maslow’s hierarchy and how they relate to life skills
- Identify other characteristics which may yield specialized needs.
$12.00 for 90 days - Objectives
- Define the problem
- Identify and discuss differential diagnosis for various pain conditions
- Examine the similarities between CNCP and addiction
- Identify the impact of CNCP on patients
- Discuss effective interventions for CNCP
- Identify what counselors can do
$6.00 for 90 days