Early Intervention

Code:

P832

Acronym:

IP

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2019/2020 - 2S

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_adm.ficha_uc_edit?pv_ocorrencia_id=333086#tab1
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	22	Official Curricular Structure	4	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

1- To portray the main theoretical approaches that guide contemporary practices in Early Childhood Intervention (ECI).

2- To clarify the importance of inscribing ECI practices within an inclusive framework according to family centered approaches as well as on the other inclusive settings on child participation.

3- To know the fundamental guidelines used in the design and implementation of intervention plans in ECI.

4- To understand the working principles and the required skills to actively participate in ECI transdisciplinary teams

5- To understand the principles of colaborative consultation when working wit parents and team professionals.

Learning outcomes and competences

1-     Students shall be able to identify conceptual and theoretical assumptions underlying programs and practices implemented in ECI.

 

2-     Students shall be able to identify the barriers that restrict children's participation in family or community activities and to outline strategies which could favor the full inclusion of these children in their natural living contexts of life.

 

3-     Students should be able to design the broad lines of an intervention program in ECI and plan its basic principles of practical implementation

 

4-   Students shall be able to recognize the organization model of current ECI teams and to develop working skills which are appropriate to participate in transdisciplinary intervention teams.

 

5- Students shall be able to demonstarte colaborative consulting skills when working with parents and ECI  team professionals.

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Non applicable

Program

I - Conceptual framework and theoretical issues in Early Childhood Intervention (ECI)

Module 1  – Developmental Models and children in need of additional support

• Theoretical perspectives of human development
• The ecology of early developmental risk
• Developmental plasticity and transactional regulations

 

Module 2 – ECI concept and its value for human development

• Evolution of ECI approaches and challenges in ECI
• ECI definitions
• Team work and the case manager
• Children Rights
• The economic, social and developmental value of ECI
• Shonkoff's theory of change

II – Assessment-intervention issues in ECI

 

Module 3 –Models to approach the assessment-intervention process in ECI

• Family centered and routine based ECI
• Assessment in ECI – Concepts and principles of different assessment models
• Authentic Assessment _ Observation of an Arena Assessment
• The Developmental Systems Model Guralnick (2005)
• Dunst Model– “Capacity building”
• McWilliams’s Model: The five components of ECI in natural setting:
  • Routine Based Interview
  • The Ecomap;
  • Assessment approaches and contexts
  • Team work and the role of case manager
  • Components of the Home Visit and of the collaborative consultation

 

Module 4 – Child Participation and Engagement as na assessment-intervention goal

• Concepts of participation and engagement;
• The “Embedded Instruction” Model - Pat Snyder et al.
• Relationship based intervention: ResponsiveTeaching Model (G. Mahoney)

(a)Parental role in ECI; (b) Pivotal behaviors; (c) The relevance of play for cognitive development; (d) Responsiveness vs intrusion

Mandatory literature

Early Intervention: Practices from Around the World. Baltimore, Odom, S.L., Hanson. M. L., Blackman, J.A., & Kaul, S., , 2003. ISBN: 159.922.7-ODO/EAR-ex.1
Handbook of Early Childhood Intervention (2nd ed.), Shonkoff, J., & Meisels, S. (Eds.). , 2000. ISBN: ISBN 0-521-58573-2
Carvalho, L., Almeida, I., Felgueiras, I., Leitão, S., Boavida, J., Santos, P., Serrano, A., Brito, A., Lança, C., Pimentel, J., Pinto, A., Grande, C., Brandão, T., & Franco, V. ; Práticas recomendadas em Intervenção Precoce na infância. Um guia para profissionais , Coimbra: ANIP, 2016 (Best practices in Early Childhood Intervention. A guide for professionals)
Guralnick, M., ; A developmental systems approach to early intervention: National and international perspectives., . Baltimore: Paul Brookes, Publisher, 2005. ISBN: ISBN 1-55766-797-7

Teaching methods and learning activities

Teaching methodologies use exposition activities coordinated with tutorial and experiential activities. In parallel with lectures, students will contact ECI programs with the purpose of documenting their organizational structure, the conceptual outlines underlying their practices. Students shall also reflect about and describe the dynamics of their service delivery models. They have to observe as well as cases followed by ECI teams. Finally, they will critically review selected papers, in the scope of group work, aiming to further analyze theoretical issues previously presented during lectures.

 

Their activities encompass:

 

1- A written assignment on a theoretical topic of the syllabus. Concepts are presented in the light of the experience with ECI teams work with which the student will contact.

 

2- Oral presentation of the selected papers' critical review

 

3- Oral presentation documenting the visit to the Early Childhood Intervention Team.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho de campo	25,00
Trabalho escrito	50,00
Apresentação/discussão de um trabalho científico	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	46,00
Estudo autónomo	50,00
Frequência das aulas	54,00
Trabalho de campo	12,00
Total:	162,00

Eligibility for exams

Compulsory, following the prescriptions of the  Regulamento dos princípios a observar na avaliação dos discentes da FPCEUP http://sigarra.up.pt/fpceup/LEGISLACAO_GERAL.ver_legislacao?p_nr=245

Calculation formula of final grade

 

 1 - Group Work: oral presentation concerning a critical review of selected papers

Based on papers selected and commented in class.

The weighting will be 25% (5 points) in relation to the final grade total.

 

2 -  Group Work: oral presentation concerning a critical comment on the visits to ECI teams

Students should base their critical comments on the conceptual framework conveyed in the course:

1. a) Family centered practices
2. b) Promotion of learning opportunities in natural settings
3. c) Transdisciplinary team work
4. d) Coordination and service integration

The weighting will be 25% (5 points) in relation to the final grade total.

 3 – Written Group Work: Integration of works 1 and 2.

The weighting will be 50% (10 points) in relation to the total of the final grade.

 

Final classification: Up to 5 points (25%) in work 1; up to 5 points (25%) in work 2; up to 10 points (50%) in work 3.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Examinations or Special Assignments

Non applicable

Internship work/project

Non applicable

Special assessment (TE, DA, ...)

Students whose status allows them not to attend classes will have to submit an individual written comprehensive assignment on issues addressed in the UC. They will have to demonstrate mastery on fundamental ECI concepts about. The assignment should also describe the ECI reality in their country of origin (legislative aspects, existing services ...).

Classification improvement

 Reformulation of written work: work including the reflection on conceptual framework conveyed during the course and the observation of an ECI team - 50% (10 points)

Observations

The written assignments must be delivered in the last class of the semester.