Early Intervention

Code:

PEDH06

Acronym:

IP

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2022/2023 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	17	Plano Oficial do ano letivo 2021	1	-	6	54	162
MTP	14	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

At the end of the course students should be able to:

• To know the main theoretical approaches that guide contemporary practices in Early Childhood Intervention (ECI).
• 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.
• To know the fundamental guidelines used in the design and implementation of intervention plans in ECI.
• To understand the working principles and the required skills to actively participate in ECI transdisciplinary teams.
• To understand the principles of collaborative consultation when working with 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 ECI
Module 1  – Developmental Models

• Theoretical perspectives of human development
• 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
• 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: Authentic Assessment and Arena Assessment
• The Developmental Systems Model Guralnick and Dunst Model– Capacity building
• McWilliams’s Model: The five components of ECI Model in natural setting

Module 4 – Child Participation and Engagement

• Participation and Engagement;
• The “Embedded Instruction” Model (P. Snyder et al.)
• Relationship based intervention: ResponsiveTeaching Model (G. Mahoney)

Mandatory literature

Carvalho, L., Almeida, I., Felgueiras, I., Boavida, J., Santos, P., et al; Práticas recomendadas em Intervenção Precoce na infância: um guia para profissionais. , ANIP: Coimbra, 2016
Sukkar, H., Dunst, C. J., & Kirkby, J. (Eds.).Taylor & Francis; Early childhood intervention: Working with families of young children with special needs. , Taylor & Francis, 2016
Michael J. Guralnick; A^developmental systems model for early intervention
McWilliam, R.; Routines-based early intervention. Supporting Young Children and Their Families, 2010
Mahoney, G., Perales, F., & Herman, B.; Responsive teaching: early intervention for children with Down syndrome and other disabilities. Down Syndrome Research and Practice., . Down Syndrome Research and Practice, 11(1), 18-28, 2006

Teaching methods and learning activities

The teaching methodology is based on exposition procedures accompanied by tutorial and experiential activities. Each student will have contact with an Early Intervention program and should document the work developed, framing it conceptually and reflecting on the dynamics of their services. Cases followed by IP teams will be observed. Students should also make a critical review of selected articles, in group, in order to deepen one of the themes presented in the classes.

 

keywords

Social sciences > Psychological sciences > Psychology > Developmental psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

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