Earn: .075 AOTA CEU (1 NBCOT PDU/.75 contact hour)
Lesly W. James, PhD, MPA, OTR/L, FAOTA
Center for Graduate Studies for Columbia
College of Heath Sciences
School of Occupational Therapy
Ashley Stoffel, OTD, OTR/L
University of Illinois at Chicago, Department of Occupational Therapy
By the end of this webcast, learners will:
--Define the three global functional child outcomes that all early intervention and early childhood programs must measure and report nationally.
--Identify national tools and resources that support participation in the early childhood outcomes summary process.
--Identify at least three strategies to support the occupational therapy practitioner participating in the IFSP and/or IEP team rating process for outcome measures.
Early Intervention (EI) and School-Based occupational therapy practitioners play a key role in ensuring the provision of quality services targeting young children with developmental needs. The 2004 Reauthorization of the Individuals with Disabilities Education Act (IDEA) established three child outcome areas and mandated that all participating states receiving funding for EI and preschool programs develop data-capturing processes. Federal policy changes further mandate state child outcomes reporting to ensure greater accountability for these services toward functional outcomes.
These three outcome areas are the same for Part C and Part B (Section 619) and relate to the child’s social functioning, the acquisition and application of knowledge and skills, and the child’s ability to meet his or her own needs.
Occupational therapy involvement in the Child Outcome Summary (COS) process
helps to highlight the distinct value of occupational therapy services in EI and preschool
while securing the profession’s position as an important service provider (Wilson &
Key Terms: Early Intervention, Outcomes, IDEA, IFSP, IEP
Audience: OT and OTA Practitioners
Learning Level: Intermediate
Domain of OT: 2: OT Process