HDCD 7350 Advanced Seminar in Assessment and Intervention

SYLLABUS-Spring 2006

Supervisor: Sherry Bryant (972) 883-4476 Jeanie Willmann (469) 387-2965

e-mail: sherry.bryant@utdallas.edu e-mail: jwillmannslp@yahoo.com

Description: This practicum/independent study is designed to give students supervised

experiences providing family-centered, interdisciplinary intervention to toddlers with
atypical development. It is also a clinical program.

Student Competencies:
Interdisciplinary Teaming:
1. Interacts with parents as equal team members.
2. Communicates effectively with parents and other team members in planning and
providing services.
3. Participates in team decision-making.
4. Applies negotiation techniques, methods of reaching team consensus, and conflict
resolution strategies.
5. Supports parents and other teammates in learning one’s own skills and knowledge.

Family Centered Care and Service Coordination:

1. Makes HVs that are supportive and provides resources for families.
2. Uses strategies to assist siblings and other family members support the toddler’s
development when appropriate.
3. Conducts effective family interviews to identify strengths, needs, and concerns and
routines.
4. Develops effective, empowering partnerships with families.
5. Assists families in the use of informal support networks.
6. Gives and asks for feedback related to the child’s response to intervention activities
and developmental progress.

Instruction/Intervention with Toddlers:

1. Uses toys, practices, and materials that are developmentally-appropriate, motivating,
and suitable to needs.
2. Uses interactive techniques that are appropriate to developmental ability, primary
language and /or mode of communication.
3. Conducts on-going assessments that allow for modifications of instruction based on
the toddler’s response to intervention.
4. Plans situations and activities that support, encourage, and facilitate social
interactions.
5. Integrates activities across developmental domains.
6. Works collaboratively with all partners to ensure that environments promote safety,
exploration, independent functioning, and integration into family daily routines.
7. Records contact information appropriately using the format given.
8. Writes professional treatment plans and progress reports.
Culturally Sensitive Care:
1. Collects information in a manner that is respectful of cultural, social, gender, ethnic,
and social differences.
2. Uses reflective processes to understand personal values and their potential impact on
services.
3. Provides culturally sensitive services.

Students will work in pairs (a student from ECD and a student from COMD) to provide
home and center-based intervention to a toddler with atypical development and his/her
family according to the following schedule. All home visits will be videotaped and
critiqued by the students and supervisors. At midterm student pairs will have an informal
discussion with the supervisors on teaming skills. Final evaluation meetings will be
individual.

Grading:
Pass/Fail