Contemporary Practices in Early Intervention

Welcome to Contemporary Practices in Early Intervention for Children Birth to Five!

FamilyContemporary Practices in Early Intervention for Children Birth through Five consists of a series of training modules and provider resources designed to enhance the knowledge and skills of early intervention and early childhood service providers from the education, health care, therapeutic, and social service fields.

The main purpose of CPEI is to meet the critical need for training for early intervention and early childhood service providers in comprehensive, evidence-based early childhood intervention practices.

The CPEI curriculum is available via 4 options:

Graduate Certificate Program: Contemporary Practices in Early Childhood Intervention is offered through Georgetown University, School of Continuing Studies, Center for Continuing and Professional Development. Read More....

Continuing Education Credit:

  1. Completion of the curriculum may be eligible for continuing education credit depending on your professional designation and state licensing requirements. Read More.....
  2. The District of Columbia and Alaska early intervention service programs have made arrangements for access to the CPEI curriculum for their providers.
    DC Read More.....

Non-Credit: This option is available for all providers working in pediatric settings as a knowledge base for practice in early childhood. Read More....

Group Training: Arrangements can be made for those interested in establishing training and access for a group of providers or a state wide system. Read More....


Why a Contemporary Practices in Early Intervention curriculum?

Although there are programs that offer training in early intervention, most are on-site, degree granting programs housed in schools of education with an emphasis on teacher preparation.

Related service providers are critical team members in early intervention service provision and few receive adequate training in their professional preparation programs to meet the needs of infants, toddlers, and young children with disabilities and their families, especially those from high risk, under represented communities.

The CPEI curriculum translates evidence-based knowledge and practices creating a comprehensive set of learning activities addressing the principles of evidence-based, culturally and linguistically competent, family centered, early intervention practices in an easily accessible format.

 

CPEI will enhance the early intervention providers’ ability to:

  • Assess and promote social, emotional, developmental, and behavioral health of infants, toddlers, and young children in partnership with families in the context of their communities
  • Identify developmental, behavioral, and emotional problems and disorders early
  • Intervene effectively using evidence-based knowledge and practices
  • Provide leadership to the field of early childhood intervention


This distance Learning curriculum was funded by the Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration, US Department of Health and Human Services, grant number T02MC09376.

Suggested Citation: Long, T & Brady, R. (2012). Contemporary Practices in Early Intervention for Children Birth through Five: A Distance Learning Curriculum. Washington: DC: Georgetown University. Available at: www.teacheingei.org

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