Standard 6: Multimedia Illustrations
- Application to Evidence-Based Practices for Adult Learners
- The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.
Component 6.1
| Title | Key Content | Duration | Link |
|---|---|---|---|
| CONNECT Video 6.5: Preparing a Book for Dialogic Reading | A teacher shows how to prepare a book for dialogic reading using the CROWD prompts and sticky notes. | 1:48 | View |
| CONNECT Video 6.7: Introducing the Book, Carrot Soup | A teacher introduces a book to a group of young children using dialogic reading practices. | 2:50 | View |
| CONNECT Video 6.8: Reading the Book, Carrot Soup | A teacher reads to a group of young children using dialogic reading practices. | 3:33 | View |
| CONNECT Video 6.9: Closing the Book, Carrot Soup | After finishing a book, a teacher closes the book with some questions for the children to keep them engaged. | 0:55 | View |
| CONNECT Video 6.6: Demonstration of How to Use CROWD Prompts | A university instructor shows a class how to read a book to a group of children using the CROWD prompts and dialogic reading practices. | 3:06 | View |
| Dialogic Reading - Webinar | Dialogic reading is proven to be effective in improving children’s vocabulary and oral language skills. National Center for Families Learning (NCFL) Reading Specialist Dr. Becky Goetzinger explains the concept and offers implementation strategies. | 37:22 | View |
| CONNECT Video 6.10: Dialogic Reading with Katy | A teacher reads to a group of children using dialogic reading practices. | 4:14 | View |
| CONNECT Video 7.18: Washing Clothes | A teacher uses a series of pictures to help scaffold a child’s learning during an activity in the dramatic play area. | 1:54 | View |
| CONNECT Video 7.19: Peer Supports in Bingo | A teacher is playing a game of Bingo with some children and encourages the children to help one another. | 0:45 | View |
| Interactive Readalouds: Learning from Books Together | This video demonstrates how to facilitate an interactive read-aloud of a story with children in a face-to-face or distance learning environment. The routine is aligned with evidence-based recommendations from the What Works Clearinghouse Practice Guide Improving Reading Comprehension in Kindergarten Through 3rd Grade and may be especially beneficial for children whose home language is not English. The strategies can also be used with preschoolers. | 16:52 | View |
| Ready, Set, Read | This video describes shared reading, an interactive style of adult-child reading for 4 to 5-year-olds. | 16:32 | View |
| Weaving Wonderful Tales | The shared reading of storybooks, an interactive style of adult-child reading, is portrayed with 2 to 3-year-olds. | 9:11 | View |
Component 6.2
| Title | Key Content | Duration | Link |
|---|---|---|---|
| Building Babies’ Brains Through Play: Mini Parenting Master Class | In this Mini Parenting Master Class from UNICEF, Center on the Developing Child Director Jack P. Shonkoff, M.D., explains the importance of serve and return interactions like play—and how parents can use interactions with their child to facilitate brain development. | 5:26 | View |
| CONNECT Video 7.7: Christopher’s Story | This video clip is of a child with disabilities and describes how the adults in his life build positive relationships with him and each other. | 1:55 | View |
| Connecting with Babies: The Power of Parent-Child Interactions | Observation of a baby’s attention-getting cues and the mother’s responses are discussed from the perspective of research in parent-child interaction and the impact on social-emotional development. | 3:05 | View |
| Get in Step with Responsive Teaching | This video illustrates the use of responsive teaching for encouraging children’s early language literacy learning. | 8:28 | View |
| Tune In: Responsiveness Interaction Style | Research tells us that an adult caregiver’s responsive interaction style benefits the early development of babies and young children, including children with disabilities or developmental delays. Three characteristics of a “tuned-in” adult-child interaction style are illustrated. | 6:42 | View |
| Using Video to Enhance Play, Communication, and Relationships | Aimee, a developmental specialist, illustrates how she shares a video that she recorded at a previous home visit with Amanda, Autumn’s mother, for reflection and planning. Both Aimee and Amanda describe the benefits of watching and reflecting on the videos. | 4:20 | View |
Component 6.3
| Title | Key Content | Duration | Link |
|---|---|---|---|
| Adapting Learning Opportunities | Adaptations that facilitate children accessing materials and activities within their daily environments are illustrated. | 2:40 | View |
| Blake’s Story | This vignette illustrates how an occupational therapist worked with the family to embed some of Blake’s outcomes in shopping trips and make grocery shopping easier for mom. | 7:28 | View |
| Creating Anti-Racist Early Childhood Spaces - Webinar | It is important to address issues of race and bias in early childhood settings. This webinar presents strategies for creating an anti-racist environment to promote the development of healthy racial identities. | 60:00 | View |
| Designing Environments | Learn about features of the physical and social classroom environment that maximize young children's engagement and learning. | 4:48 | View |
| Evan’s Story | This vignette illustrates how a speech-language pathologist worked with 18- month-old Evan’s family at home and the teacher at childcare to embed his feeding and communication outcomes into daily routines. | 10:00 | View |
| Jacob’s Story | This vignette illustrates how a physical therapist worked with the family to integrate two-and-a-half-year-old Jacob’s outcomes into their family routines while he and his younger brother have fun at the playground. | 5:26 | View |
| Jenni’s Story | This vignette illustrates how a physical therapist worked with the entire family to incorporate two-and-a-half-year-old Jenni’s outcome of walking independently into the daily routines. | 8:12 | View |
| Nature-Based Learning and Development for Teachers | Playing in nature is fun for children. In this video, learn how to use the natural world as a learning environment to improve outcomes for young children. Explore how teachers can use nature in their daily routines to enhance children’s development. | 5:19 | View |
| Pathways to Literacy | This video illustrates how literacy learning opportunities can be found in everyday places, in everyday activities. | 4:02 | View |
| CONNECT Video 1.5: Routine in a Program: Enjoying Mealtime | Alisa, a toddler with multiple disabilities has joined a newly inclusive childcare setting. A practitioner helps Jalisa get into her special chair and helps Jalisa use a spoon. Jalisa’s team –Head Start practitioners, therapists, and the family – work together on planning and implementing embedded interventions. | 1:42 | View |
| CONNECT Video 1.6: Routine in a Program: Taking Turns | A preschool teacher facilitates a game of peek-a-boo between two boys with special needs. She embeds learning by encouraging communication with signs and turn-taking. | 1:23 | View |
| CONNECT Video 1.10: Routine in a Program: Water Play | A classmate, Ava, is paired with Luke to introduce him to a new activity in water play. With the prompting of the teacher, Ava takes Luke’s hand and leads him through the sprinkler. Ava was chosen for this peer support strategy as she is a gentle, easy-going classmate and she and Luke get along well. | 1:13 | View |
| CONNECT Video 1.11: Routine in a Program: Singing a Song | Jack watches and imitates a classmate making motions during a song. He has the opportunity to play a game with a friend and to work on motor skills throughout the song. Watch how the teacher encourages and facilitates the interaction between these peers. | 1:21 | View |
| CONNECT Video 1.14: Routine in a Program: Expanded Block Play | Austin first uses a communication board posted on the wall to decide what he wants to build. Then his therapist introduces a template to assist in the building process. Later, a peer is enlisted as a helper to create a door for his garage. In just 5 minutes, 3 different embedded interventions were used to help Austin successfully participate in this activity. | 3:07 | View |
| CONNECT Video 7.9: Creating an Environment | This video shows an example of a classroom environment and how it is organized and arranged to help children feel connected and safe. | 1:59 | View |
| CONNECT Video 7.16: Rolling a Ball Rhyming Activity | A teacher works with a small group of children to reinforce the concept of words that rhyme using a rolling ball game. | 1:20 | View |
| CONNECT Video 7.17: Letters on the Alphabet Tree | A teacher uses an embedded learning activity during center time with a small group of children to help them learn to identify letters. | 0:52 | View |
Component 6.4
| Title | Key Content | Duration | Link |
|---|---|---|---|
| Brendan Before PBS | Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. Brendan and his family were physically, mentally, and emotionally exhausted and in desperate need of help. | 0:47 | View |
| Brendan After PBS | Brendan is a very happy, energetic, young boy. Prior to implementing Positive Behavior Support (PBS), Brendan had severe challenging behavior. PBS was a match with the family’s routines and values and allowed Brendan’s parents to view their dreams and visions for their son as achievable. | 1:10 | View |
| Challenging Behaviors | Young children are also developing self-regulation—the ability to calm or regulate themselves when they are upset. Learn more about how to respond to challenging behaviors like crying, aggression, and defiance, and how to support your child’s development of self-control and self-regulation. | 4:52 | View |
| Developing and Implementing Intensive Interventions: Prevent-Teach-Reinforce for Young Children - Webinar | This webinar introduces Prevent-Teach-Reinforce for Young Children (PTR-YC). PTR-YC is an evidence-based model that classroom teams can use to resolve patterns of serious challenging behavior. The webinar offers a description of the background and procedures of PTR-YC along with a case study to illustrate the PTR-YC process. | 55:00 | View |
| Pyramid Model Overview | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model) is a conceptual framework of evidence-based practices for promoting young children’s healthy social and emotional development. This video provides an overview of the structure and levels of support. | 8:58 | View |
| CONNECT Video 7.1: The Teacher’s Viewpoint – Social-Emotional Development | Emily, a pre-K teacher, shares a dilemma about whether to use tiered instruction to promote children’s social-emotional development and address challenging behaviors. | 1:09 | View |
| CONNECT Video 7.4: Formative Assessment (Social-Emotional Development) | A teacher conducts a formative assessment by observing and recording information about children in her classroom during center time. | 1:06 | View |
| CONNECT Video 7.6: Tiered Instruction | A framework for tiered instruction that can be used in early childhood settings is discussed. | 1:57 | View |
| CONNECT Video 7.10: Reviewing Classroom Rules | A teacher reviews the classroom rules with the children during whole group time. | 2:27 | View |
| CONNECT Video 7.11: How is Froggy Feeling? | A teacher reads a book to a group of children to review different types of emotion to enhance their emotional literacy skills. | 2:47 | View |
| CONNECT Video 7.12: Putting on a Puppet Show | After seeing some children arguing while putting on a puppet show, a teacher helps children use a technique called the Turtle Technique as a way to calm down and think of a better solution. | 1:01 | View |
| CONNECT Video 7.13: Finding a Resolution in the Block Area | A teacher uses a series of picture cards on the wall to help the children solve their conflict in the block area. | 1:12 | View |
| CONNECT Video 7.14: Using an Incentive System with Sammy | A teacher uses an incentive system with a child who needs some additional behavior support. | 1:59 | View |
Component 6.5
| Title | Key Content | Duration | Link |
|---|---|---|---|
| Early Literacy: Playing | Children learn about language and literacy skills through play. While playing they practice putting thoughts into words. The role of pretend, dramatic, and make-believe play in children’s development are illustrated. | 2:33 | View |
| Magic of Everyday Moments: The Power of Play | Play is how children learn to communicate, problem-solve, test ideas, and get along with others. The importance of adults, including parents, is emphasized. | 5:33 | View |
| Nice Catch! | A preschooler builds physical skills and persistence as she plays ball with her dad. | 1:14 | View |
| Parents’ Guide to the Stages of Play | Young children develop their social skills through the six stages of play, all of which are important for their development. All of the stages of play involve exploring, being creative, and having fun. | 1:30 | View |
| Parten’s Social Stages of Play | This video is part of the following article: Jacobi-Vessels, J. L. (2018). Playing to learn: The essential role of play in early childhood instruction. Imagine (9), 16-21. | 1:00 | View |
| Play in Early Childhood: The Role of Play in Any Setting | Play in early childhood is an effective way of supporting three core principles that can guide what society needs to do to help children and families thrive. In this video, learn more about how play can foster children’s resilience to hardship, and how the complex interactions involved when children play help build their brains. | 8:11 | View |
Component 6.6
| Title | Key Content | Duration | Link |
|---|---|---|---|
| An Early Interventionist Reflects on Making the Shift to the Coaching Model | An Early ACCESS early interventionist reflects on her participation in the Iowa Distance Mentoring Model, how she made the shift to using a coaching model, and what she likes about using it. | 2:00 | View |
| An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting | This video illustrates an entire early intention home visit, with very little editing, delivered by Jenny Seuntjens via video conferencing. Running at around forty minutes, the video includes an introduction by Juliann Woods and annotations throughout that point out the SS-OO-PP-RR framework and key strategies used by both the provider and the family. | 42:38 | View |
| A Virtual Home Visit with Liam’s Family | This video illustrates how Jaime, a speech-language pathologist, makes a virtual home visit from her office to join Beth, her son Liam, and Peggy, a developmental specialist. | 5:51 | View |
| A Virtual Co-Visit with Straton’s Family | This video illustrates how Kate, a physical therapist, makes a virtual home visit from her office to join Tammy, her son Straton, and Peggy, a developmental specialist. | 18:24 | View |
| Building upon Student’s Strengths: The “Can Do” Approach | Lynn, a researcher and ELL Standards specialist at WIDA, discusses building on student’s strengths, interests, and preferences to plan instruction. | 1:27 | View |
| Coaching a Family During an Early Intervention Visit | This video shows Yvonnie, an early interventionist, using coaching skills to support a mother during an early intervention visit. Yvonnie reviews the mother’s joint plan for helping her son learn to self-feed and pull to stand. She uses reflective questions to explore the family’s experience since the last visit. | 4:45 | View |
| Coaching in Action | This video features Robin, a speech-language pathologist, coaching a mother during an early intervention visit. Robin uses observation, practice, reflection, feedback, and joint planning during this activity to help the mother learn intervention strategies she can use with her son. | 11:28 | View |
| Coaching with Intention: Making the Most of the PBC Cycle - Webinar | There are specific evidence-based practices for implementing Practice-Based Coaching (PBC). In addition, coaches must learn to provide different levels of support based on individual coachees’ needs. For coaching to be effective, it must be delivered with fidelity. In this webinar, panelists discuss the tools you can use to ensure you are using PBC with fidelity. | 55:00 | View |
| Discussing Jake’s Progress (Coaching Example) | This video features Nosheen, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices with Mia, Jake's mother, as they discuss concerns about progress. | 4:40 | View |
| Discussing Jake’s Progress (Non-Coaching Example) | This video shows a fictitious example of a service coordinator who is not using coaching practices with a family. | 2:07 | View |
| Discussing Leisel’s Communication Device (Coaching Example) | This video features Christina, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices while meeting with Benea, Leisel's mother. | 4:13 | View |
| Discussing Leisel’s Communication Device (Non-Coaching Example) | This video shows a fictitious example of a service coordinator who is not using coaching practices with a family. | 2:54 | View |
| Don’t Wait to Communicate! Augmentative and Alternative Communication (AAC) - Webinar | This webinar introduces augmentative and alternative communication systems. | 46:32 | View |
| FIT Video Library – Coaching in Early Intervention | The FIT Video Library includes multiple videos that share information with early intervention practitioners and families by providing illustrations of evidence-based and recommended early intervention practices in New Mexico. | Varies | View |
| Foundations for Coaching in Early Childhood: Partnering with Parents and Professionals (Video Series) | This is a series of seven videos for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. These characteristics can be applied to a number of early childhood settings. | Varies | View |
| Interests Lead to Learning | This video explores two types of child interests, personal and situational, which can be used to design meaningful learning experiences. | 11:01 | View |
| Just Do It | This video focuses on the specialized activities and accommodations that can, during normal routines, be provided in inclusive settings to serve an infant or toddler with a significant disability. | 32:40 | View |
| CONNECT Video 5.4: Perl Using a Switch and Stander | The teacher uses two adaptations, a switch device, and a box to help a preschool-aged child participate in a game with another child. | 3:20 | View |
| CONNECT Video 5.5: Max Using a Walker | A teacher helps preschooler, Max, use a walker to get from the classroom to the playground. | 2:19 | View |
| CONNECT Video 5.6: Using an Adapted Tricycle | An adult adapts a tricycle with a belt and foot pedals to help a child participate in riding bikes with other children on the playground. | 3:18 | View |
| CONNECT Video 5.7: Communicating at Breakfast | An adult uses a child’s communication board to show him how to ask for more cereal at breakfast. | 0:46 | View |
| CONNECT Video 5.9: Dress Up Time | A preschool-aged child uses pictures and symbols to communicate with a teacher about the clothes and toys she wants in the dramatic play area. | 1:11 | View |
| Practice-Based Coaching (PBC) | The Practice-Based Coaching (PBC) model starts with creating a strong partnership between the coach and education staff. Learn what collaborative coaching partnerships look like in action and what it takes to develop a strong partnership. | 3:38 | View |
| Supporting Grayson’s Family | Grayson’s parents, Niki, and Matt describe their experience with mobile coaching from their initial reluctance to their wholehearted acceptance of the approach with their EI provider Jenny. This short video shares their family’s story and focuses on how the pandemic impacted their lives and their supports to their family including Grayson. | 10:34 | View |
| Through Your Child’s Eyes: American Sign Language | Parents and professionals discuss their use of American Sign Language with children beginning in infancy and the benefits of this alternative communication system. | 13:16 | View |
| Using Instant Messaging and Video for Just-In-Time Support | Lauren, a parent, and Ginger, her daughter’s speech-language pathologist, illustrate how Lauren shares videos with Ginger via text messaging for “just-in-time” feedback and coaching. | 4:30 | View |
| Using the SSOOPPRR: Guiding Home Visiting During the COVID-19 Pandemic | In this video, mobile coaching using the SS-OO-PP-RR framework for guiding home visits is discussed. Led by Larry Edelman, Jenny Seuntjens and Juliann Woods address the importance of supporting families during the COVID-19 pandemic. | 13:29 | View |
Component 6.7
| Title | Key Content | Duration | Link |
|---|---|---|---|
| Authentic Assessment in Early Intervention | Physical Therapist Megan Kish Fibbe describes and illustrates how authentic assessment practices enhance EI work with children and families. Focuses on the purposes and uses of observation in a home setting as an authentic assessment tool. | 7:36 | View |
| CONNECT Video 7.5: Formative Assessment (Academic Learning) | A teacher conducts a formative assessment with a child on her knowledge of parts of words. | 1:19 | View |
| CONNECT Video 7.1: The Teacher’s Viewpoint (Academic Learning) | Michelle, a childcare teacher, shares a dilemma about whether to use tiered instruction to improve children’s academic learning in language and literacy. | 1:39 | View |
| What is Authentic Assessment? | Illustrates the primary features and purposes of authentic assessment in a classroom setting. | 3:02 | View |
| Using Child Assessment Data to Achieve Positive Outcomes | Administrators and teachers illustrate how they use authentic child assessment data to (1) inform funders, (2) inform classroom instruction (begins at 5:15), (3) meet the needs of individual children (begins at 7:15 and again at 12:18), (4) share with families (begins at 8:55), and (5) supports teachers (begins at 10:28). | 14:20 | View |