The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Jay case presents a child with autism. In this case, communication challenges are paramount. Behaviors that co-occur for some children with autism are both modeled and described. The tutorials use multi-media, virtual patient instruction.
As you work through each case, you make decisions about how to conduct the examination. You will also be asked to answer specific questions related to developing a treatment plan.
The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Bryan Case features an individual with cerebral palsy (CP) whose presenting issues are confounded with communication difficulties and conditions that frequently co-occur in patients with CP. Related medical issues are briefly described to alert the medical provider to possible needs for additional information. The Jay case presents a child with autism. In this case, communication challenges are paramount. Behaviors that co-occur for some children with autism are both modeled and described. The tutorials use multi-media, virtual patient instruction.
As you work through each case, you make decisions about how to conduct the examination. You will also be asked to answer specific questions related to developing a treatment plan.
Welcome to the PHT Modules, produced by the Human Development Institute at the University of Kentucky.The PHT Modules were funded by the Kentucky Council for Developmental Disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students’ and practicing clinicians’ comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
Welcome to the PHT Modules, produced by the Human Development Institute at the University of Kentucky.The PHT Modules were funded by the Kentucky Council for Developmental Disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students’ and practicing clinicians’ comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
About The Case
Julia is a 13 year-old patient with Down syndrome being seen for a well-adolescent visit. The patient is played by an actor with this developmental disability.
In this case the patient, Julia, is being seen for a well-child visit. The actor playing Julia is an individual with Down syndrome.
Observe how best to facilitate effective clinical interactions in this situation.
As you go through this case, notice in particular how issues related to communication are addressed.
Welcome to the PHT Modules, produced by the Human Development Institute at the University of Kentucky. The PHT Modules were funded by the Kentucky Council for Developmental Disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students’ and practicing clinicians’ comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
About The Case
Olivia is a 10 month-old infant born at twenty six weeks gestational age. The patient is played by a child who was born prematurely, and the mother is played by her real mom.
This case involves a well-child visit for a preterm infant.
Observe how best to facilitate effective clinical interactions in this situation.
Welcome to the PHT Modules, produced by the Human Development Institute at the University of Kentucky.The PHT Modules were funded by the Kentucky Council for Developmental Disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students’ and practicing clinicians’ comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
The Preservice Health Training (PHT) modules were designed to educate student and practicing primary care providers about working with individuals having developmental disabilities.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
This online course introduces providers to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KY First Steps providers and published by VORT Corporation. The course is estimated to take 5 hours to complete and provides an overview of the features of the HELP®. Course materials must be purchased prior to enrollment from VORT at www.vort.com.
Important Note:
This course was developed based on the bound version of the manual published by the VORT Corporation. The course can be completed with the unbound version as well as the version published by Shine Early Learning, although the page numbers may not match up, you may need to make sure to locate the correct domains and items in those versions.
Course Outline
Section 1: Components of the HELP® 0-3 System (30 minutes)
Section 2: HELP® System Unique Features (30 minutes)
Section 3: Assessment Procedures and Crediting with the HELP® (1 hour, 30 minutes)
Section 4: Practice, Practice, Practice (2 hours)
Section 5: Conclusion (30 minutes)
Training Outcomes
Gain knowledge of the various resources available related to the Hawaii Early Learning Profile (HELP)® for Birth – 3 Years;
Describe methods for collecting information and the types of information to collect during the HELP® assessment process;
Observe various video clips and credit children’s skills using the HELP® Strands protocol;
Locate resources for determining approximate Developmental Age Levels for the HELP®
Workplace Outcomes
After completing this course, you will possess the skills to:
Identify components of the HELP® 0-3 Curriculum-Based Assessment System;
Describe the components of the HELP® Strands and Checklist for children aged birth to three years;
Assess a child using the HELP® 0-3.
Target Audience
Early Intervention
Preschool Teachers
Content developed by: Caroline Gooden and Carol Schroeder, Human Development Institute, University of Kentucky in consultation with Stephanie Parks, Inside HELP® author.
Sponsored by: Cabinet for Health and Family Services, Department of Public Health
Hours: 5 – approved for early intervention and child care early care and education hours
The Preservice Health Training (PHT) modules were designed to educate student and practicing primary care providers about working with individuals having developmental disabilities.
As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
About The Case
In this adult case the patient, Daniel, is being seen for a possible dental restoration. The actor playing Daniel is an individual with dual sensory impairment.
Observe how best to facilitate effective clinical interactions in this situation.
Funding for this project was provided by the Kentucky Council on Developmental Disabilities.
You’re the Dentist
In this interactive case, you are playing the role of a dentist. You will interact with a virtual patient played by an actor with a developmental disability.
Be prepared to make decisions, get feedback and hone your communication skills.
Note to Students
You are preparing to meet Daniel, your next patient. Daniel is an adult male with dual sensory impairment. He is a new patient who was referred by one of your other patients – you have not seen him before. Daniel is experiencing pain in one of his lower, right teeth. Your main task is to accommodate and respect Daniel’s specific needs and concerns throughout the course of the dental visit.
This training is intended for Kentucky Librarians only, credit for early care and education will not be issued.
Content developed by: Mary Howard, Associate Director of Early Childhood Projects, Human Development Institute, University of Kentucky and Krista King-Oaks, Kentucky Department for Libraries and Archives
Sponsor: Kentucky Department for Libraries and Archives, Institute for Museum & Library Sciences Credit Hours: 2 Target Audience: Librarians
Putting FET to Work is an online learning experience that helps you design a training plan on a topic of your choosing. Upon completion, you will have a new, custom training session that you can begin training on immediately.
Laugh to Learn is a course for ECE Credentialed Trainers onlyand is based on the section called Training Aids from Fundamentals of Effective Training. It uses guided online instruction and independent practice toward skill application. Upon instructor review of your completed Learning Log and plans for a humorous training activity, credentialed trainers will earn 3 clock hours of “how to train other adults.”
Course Details
Target Audience
Trainer/Potential Trainer
How to Train Other Adults Hours
3
Important Information
This course requires satisfactory completion of a learning log before the training is fully complete. It can take up to 3 business days to review the learning log. The completion date for the training is the date that all components have been satisfactorily completed. Once completed satisfactorily, you will have the ability to print a certificate with the completion date, and credit will be entered into ECE-TRIS within 10 calendar days.
If you are approaching your credential expiration, completing and submitting all coursework with your renewal application 30 days before your expiration is recommended. This allows ample time for course feedback and resubmissions of assignments if necessary. Please reach out to the course facilitator if you have any questions.
This one hour training is an overview of how earned income may affect eligibility for an entitlement to social security disability benefits and supplemental security income.
Course Objectives
Clarify the facts about the impact of work upon disability benefits and supplemental security income benefits and
Provide you with the basic knowledge to make an informed decision about how obtaining employment may affect your financial situation.
Course Overview
This website can provide information on the impact of work on benefits and resources to help you go to work.
Employment specialists, individuals with a disability
Course Funding
Development of this course was supported by a grant from the U.S. Administration on Disabilities, Administration on Community Living, (90DNEM0004-01-00), Project Officer: Larissa Crossen. The contents do not necessarily represent the policy of the U.S. Administration on Community Living, and no assumption of endorsement by the Federal government should be made.
This series of professional development modules focuses on basic elements of supporting communication and language development in students who do not use oral speech and who also may have intellectual disabilities.
Not only is communication an essential building block for the development of language REQUIRED for access to the general curriculum, communication is an essential life skill. Student health and safety depends on the extent to which students have regularized gestures, symbols, and augmented or alternative forms of communication. Now more than ever before, technological enhancements make the goal of communication and language development achievable.
Content developed by: Dr. Jacqui Kearns, Dr. Jane Kleinert, Dr. Judy Page and Lou Ann Land, University of Kentucky
Sponsor: US Department of Education, Office of Special Education Programs
In this 2-hour course, you will encounter the following types of activities
? Think Spot: An ungraded opportunity to reflect on the topic discussed and likely is tied to the course handout. It is recommended that you download or print the handout to have on hand while you complete this course.
? Check Your Knowledge: A graded quiz to check your understanding of the topic(s) covered. Check Your Knowledge quizzes are complete when 80% of the questions are answered correctly. You may take the Check Your Knowledge quizzes multiple times until 80% is achieved.
? Embedded Videos: Throughout the course there are videos from various YouTube channels. Many of these videos must be viewed in its entirety before moving on to the next topic. If you encounter a problem with a video please email patti.naber@uky.edu and include the name of the video or topic you are having trouble with.
Kentucky All STARS is Kentucky’s five-star quality rating and improvement system for early care and education programs. The purpose of All STARS is to increase quality in child care, Head Start, and public preschool. Throughout this training you will be introduced to the Kentucky All STARS, STARS Levels, and STARS domains and standards. This training is intended to help you learn how to achieve your desired All STARS rating.
Course Details
Target Audience
Site-level directors or managers who have knowledge about the day-to-day operations of the facility
Learning Environment
Infant Toddler Preschool School Age
Training Level
1
Core Content Subject Area
Program Management and Evaluation.
Core Content Competency
Assist with program evaluation by providing input.
IMPORTANT INFORMATION
This course is informational and no credit hours are awarded for completion of this training.
This one-hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
Core Content: Learning environment and curriculum (Level 1)
CDA Subject Area: Planning a safe and healthy learning environment
1 credit hour, upon successful completion, of course, a certificate will be available. Your ECE-TRIS training record will be updated within 10 working days of completion.
Teachers and providers working in early care, education and intervention.
About this Course
In this course, you will encounter the following types of activities
? Think Spot: An ungraded opportunity to reflect on the topic discussed and likely is tied to the course handout. It is recommended that you download or print the handout to have on hand while you complete this course.
? Check Your Knowledge: A graded quiz to check your understanding of the topic(s) covered. Check Your Knowledge quizzes are complete when 80% of the questions are answered correctly. You may take the Check Your Knowledge quizzes multiple times until 80% is achieved.
? Embedded Videos: Throughout the course there are videos from various YouTube channels. Many of these videos must be viewed in its entirety before moving on to the next topic. If you encounter a problem with a video please email patti.naber@uky.edu and include the name of the video or topic you are having trouble with.
? Training Outcomes
During completion of this course, you will practice:
Accurately assessing a child’s present developmental status using the CCITSN (Carolina Curriculum for Infants & Toddlers with Special Needs)
Accurately scoring the CCITSN and reporting scores for curriculum sequences on the Developmental Progress Chart
? Workplace Outcomes
After completion of this course, you will be able to:
Collect relevant developmental information about a child to communicate with the family and others on the Individual Family Service Plan (IFSP) team.
Use collected information to plan for child progress.
Plan periodic assessments and monitor ongoing progress.
This online course introduces providers to the administration and scoring of the CCITSN, a curriculum-based assessment approved for use for KY First Steps providers and published by Brookes Publishing. Course materials must be purchased prior to enrollment from Brookes at www.brookespublishing.com.
Participants will recognize the benefits of breastfeeding for mothers and babies and explore ways supporting breastfeeding can enhance their program or family child care home. Content will provide specifics on the correct ways to store, handle and feed breastmilk. Participants will be exposed to multiple strategies that improve the breasting environment in their program or family child care home. Reflective activities will challenge participants to utilize training content to identify strategies, practices and policies to improve the breastfeeding environment at their work site and identify possible challenges and supports needed to incorporate changes.
Clock hours: 1.5
Core Content Subject Area: Health, Safety and Nutrition, Level 2
CDA Subject Area: Planning a safe and healthy learning environment
Target Audience: All early care and education staff
? Objectives:
Participants will
Understand the benefits of breastfeeding for mothers and babies
Explain and Describe paced bottle feeding
Identify 2 strategies that support breastfeeding in the early care setting
Working with families requires building strong relations with parents and families. While relationships are built over time, there are many things ECE professionals can do through simple steps to help build these relationships. Things such as greeting parents using their name and sharing stories about the child’s day can nurture these relationships. Part A of the module will explore a variety of strategies that ECE professionals can use to support families.
Target Audience: Early care and education providers
Clock Hours: 2
Objectives
Identify 2 actions to enhance the family-friendly environment in their classroom or program
Review everyday actions that support families in building protective factors
Practice incorporating the Kentucky Strengthening Families Protective Factors into typical family events