August 2009 Indiana Personnel Guide Final Version 1
Early Intervention
Personnel
Guide
August 2009
August 2009 Indiana Personnel Guide Final Version 2
Table of Contents
Overview 3
Early Intervention Services 3
Early Intervention Roles 4
Early Intervention Personnel Standards Established Criteria 5
Entry Level Qualifications for Early Intervention Personnel 7
Professional Conduct Guidelines 13
Early Intervention Personnel Credentialing Process 14
Provider Update and Attestation Statement 15
Competency Areas for Direct Service Providers 16
Current Summary of Activities 19
Portfolio Activities and Credit Points 19
First Steps Core Trainings (FSCT) 20
Explanation of Activities for Initial Credentialing 25
Explanation of Activities for Annual Credentialing 26
Supported Documentation for Initial and Annual Credentialing 27
Current Summary of Activity for Direct Service Providers (Initial) 28
Continual Professional Development for Associates and Specialists (Annual) 29
Initial Credentialing Summary of Activity for Service Coordinators 30
Current Summary of Activity for Service Coordinators (Annual) 31
Attachment A: State Required Trainings 32
Attachment B: Sample Supervision Face to Face Summary Sheet 33
Attachment C: Rider A Attachment: Service Provider Supervisor Agreement 34
Helpful information:
Provider forms are located on the First Steps web page under Service Matrix/Provider Enrollment
Provider Agreements: http://www.eikids.com/in/matrix/docs/enrollment.asp
Provider Enrollment Update Form: http://www.eikids.com/in/matrix/docs/docindex.asp
First Steps Web Address: Firststepsweb@fssa.in.gov
Indiana First Steps: www.firststeps.in.gov
Online Matrix: http://www.eikids.com/in/matrix/
UTS Training Calendar: www.utsprokids.org
August 2009 Indiana Personnel Guide Final Version 3
Overview
Each state participating in Part C of the Individuals with Disabilities Education Act (IDEA) must
establish qualifications to assure that persons providing early intervention services are
adequately prepared and trained as defined in 34 CFR 303.361. Indiana’s personnel standards
are based on the belief that the needs of the state will best be met by a balance between high
standards and the flexibility of individual providers to engage in personally meaningful
professional development activities. The standards therefore are intended to be flexible and
inclusive, rather than exclusive, with high standards being supported by training.
The term “early intervention” refers to required services provided to eligible infants and toddlers
with special needs and their families through the First Steps Early Intervention System. These
requirements apply to all individuals enrolled and reimbursed as providers of any early
intervention service through the First Steps Early Intervention System. Persons providing the
following services as delineated in each child’s Individualized Family Service Plan (IFSP) must
meet the early intervention personnel standards:
Early Intervention Services
Individualized Early Intervention Services are services determined through the evaluation and
assessment process designed to meet the developmental needs of each eligible child and the
needs of the family related to enhancing the child’s development. Individualized services, as
defined in 34 CFR 303.12(d), include the following:
1. Audiology Services
2. Developmental Therapy (Special Instruction)
3. Specialized Individual and Family Counseling/Psychological Services
4. Health Services
5. Medical Services (Diagnostic/Evaluative Purposes Only)
6. Nursing Services
7. Nutrition Services
8. Occupational Therapy
9. Physical Therapy
10. Psychological Services
11. Social Work Services
12. Speech/Language Pathology
13. Vision Services
14. Assistive Technology Services
15. Service Coordination
16. Transportation
17. Other Early Intervention Services
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Early Intervention Roles
It is imperative that individuals with a variety of educational and experiential backgrounds be
utilized to provide early intervention services. Early Intervention Service Providers and Service
Coordinators can best be described utilizing three distinct roles:
Early Intervention Support
Persons who provide support services such as transportation and interpreter services, but are not
directly involved in the implementation of early intervention services.
Early Intervention Associate
Persons possessing a high school diploma or GED with formal specialized training beyond the
secondary level may enroll as an early intervention associate. Individuals must meet the
requirements of their discipline to provide services as an associate. Associates assist in the
design and provision of direct services to children and families under the direct supervision of an
early intervention specialist from the area/discipline in which they are providing services. Early
Intervention Associates include Nurses (Licensed Practical Nurses), Occupational Therapy
Assistants, Physical Therapy Assistants, and Speech Pathology Aides.
Early Intervention Specialist
Persons who meet entry level requirements for a specialization in their discipline as defined in
the Entry Level Qualifications. Specialists design and implement early intervention services and
may supervise early intervention associates within the area/discipline of their credential.
Specialists practicing in the First Steps Early Intervention System include Audiologists,
Developmental Therapy Specialists, Marriage and Family Therapists, Nurses (Registered Nurses),
Nutritionists, Occupational Therapists, Orientation/Mobility Specialists, Pediatric Nurse
Practitioners, Physicians, Physical Therapists, Psychologists, School Psychologists, Service
Coordinators, Social Workers, Speech/Language Pathologists and Vision.
THERE WILL BE NO WAIVERS OF THE PERSONNEL STANDARDS SET IN THIS
DOCUMENT EXCEPT AS REQUIRED UNDER CFR 303.361(g).
Providers who feel that their professional training should be considered as appropriate to
provide early intervention services should forward that information to the First Steps
Website:
Firststepsweb@fssa.in.gov
Division of Disability and Rehabilitative Services/Bureau of Child Development Services will
have the final decision on qualifications for enrollment applicants.
All new enrollees and enrolled providers changing payee status must meet the new
standards.
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Early Intervention Personnel standards:
1) An individual must meet minimum entry standards for the role of specialist, associate, or
support staff in their discipline. This means that they have completed required academic training
and meet state approved or recognized certification, licensing, registration, or other comparable
requirements for their discipline. Documentation of minimum qualifications must be submitted as
part of provider enrollment, as well as proof of liability insurance and a criminal history
background inquiry conducted within the past 12 months.
2) All potential providers must complete the Direct Service Provider Orientation (DSP 101)
before enrolling as a provider in First Steps. This is a distance learning experience that lets you
work at your own pace. You have 45 days from the date of registration to submit all activities.
Each participant will have three chances to pass this distant learning experience within the 45
day timeline. If you do not pass with an 80% or higher score, you will not be allowed to enroll as
a provider in First Steps even if you meet other minimum requirements in the future.
3) All persons providing early intervention services must complete additional training as
required for their role in the early intervention system. Support persons may be required to
complete and pass supplemental training related to infants and toddlers with disabilities.
4) All Indiana early intervention providers are required to complete mandatory state training
and educational activities. To continually meet the needs of the providers and early intervention
system, training requirement may be modified from year to year. Current requirements may be
found in Attachment A. This training is required in order to meet credentialing requirements.
Credentialing assures families that each enrolled provider has met additional qualifications
related specifically to the provision of pediatric services within the framework of the First Steps
Early Intervention System.
5) As part of the credentialing process all associate and specialist personnel are required to
document credit points earned through portfolio activities. These credit points are earned in
competency areas that represent bodies of knowledge and/or skills that are considered critical to
the implementation of quality early intervention services across all disciplines. Please refer to the
Early Intervention Credentialing Process in this guide (page 14).
Registration for First Steps Orientation and the state required training are coordinated through
the Unified Training System (UTS). You may access UTS by going directly to UTS Training
calendar at www.utsprokids.org.
6) After initial credentialing, all enrolled associate and specialist level providers must
document in their personnel file a minimum of three credit points each year of portfolio activities
related to continual professional development in the competency areas. Supporting
documentation of a provider’s Continual Professional Development for Direct Service Providers
Annual Credentialing must be maintained in a personnel file at your place of business.
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7) Direct Supervision for Developmental Therapists must include at a minimum:
A. Supervisor must be working in the First Steps program, be credentialed, carry a
caseload, and have at least one (1) year experience
B. Monthly face to face meetings with supervisor to review clinical notes, treatment
plan, and intervention strategies
C. Documentation of face to face supervisor meeting to include a summary of topics
covered, recommendations discussed, and action plans developed. (See Attachment B:
Sample Supervision Face to Face Summary Sheet.)
D. Submit Rider A Attachment: Service Provider Supervisor Agreement annually
(Attachment C)
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Entry Level Qualifications for Early Intervention Personnel
Audiologist: Licensed through the Indiana Speech-Language Pathology and Audiology board as
set forth in IC 25-35.6 and further defined in 880 IC 1-1; or those in the Clinical Fellowship Year
(CFY) working toward licensure under the supervision of a licensed Audiologist who must submit
the name, address and copy of license of supervisor at time of enrollment. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level within 2
years of enrollment and complete Continual Professional Development annually.
Common Carrier (Non-Ambulatory): Must maintain the appropriate operator’s license
through the BMV of Indiana. Provider must maintain liability insurance as imposed by the State
of Indiana and any other insurance requirements.
Developmental Therapy Early Childhood Specialist: Baccalaureate and/or Masters and/or
Doctorate degree in special education, deaf education, elementary education, early childhood
education, a four (4) year degree in child development, early intervention or a Pediatric
Registered Nurse with a four (4) year degree (BSN). Those enrollees lacking early intervention
work experience of at least one (1) year may enroll at the specialist level but must work for 12
months under the direct supervision of an enrolled credentialed developmental therapy specialist
and submit name and address of supervisor at time of enrollment. Certificate of completion for
Direct Service Provider Orientation Training 101 (DSP 101) through the Unified Training System
(UTS) must be submitted at the time of enrollment. Completion of annual mandatory training is
required (See Attachment A). Must credential at the specialist level within 2 years of enrollment
and complete Continual Professional Development annually.
Recreational Therapists may enroll in First Steps as a DT Early Childhood Specialist with a
Bachelor degree. Transcripts must be submitted to the State for review/approval to determine if
additional early childhood course work is required before the potential provider may enroll in
First Steps. Once enrolled, they must follow the Direct Service Provider requirements listed
above.
In addition to Developmental Therapy Early Childhood Specialist, four (4) additional
competencies have been identified. These specialties are for individuals that may not meet the
competencies for an early childhood specialist but have specialized education in a specific area of
development. Therefore, enrollment requirements in the following categories are as follows:
9Developmental Therapy Behavior Specialist: Baccalaureate and/or Masters and/or
Doctorate degree with a valid teaching license in special education with course work in
emotionally handicapped classes. This specialist may only work with children whose family
have identified behavior as a concern during the development of the IFSP and would like
assistance. Those enrollees lacking early intervention work experience of at least one (1)
year may enroll at the specialist level but must work for 12 months under the direct
supervision of an enrolled credentialed developmental therapy specialist and submit name and
address of supervisor at time of enrollment. Certificate of completion for Direct Service
Provider Orientation Training 101 (DSP 101) through the Unified Training System (UTS) must
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be submitted at the time of enrollment. Completion of annual mandatory training is required
(See Attachment A). Must credential at the specialist level within 2 years of enrollment and
complete Continual Professional Development annually.
9Developmental Therapy Communication Specialist: Provider must have a bachelor’s
degree in speech and hearing. This provider may only work with a child and their family who
is experiencing a communication delay. Those enrollees lacking early intervention work
experience of at least one (1) year may enroll at the specialist level but must work for 12
months under the direct supervision of an enrolled credentialed developmental therapy
specialist and submit name and address of supervisor at time of enrollment. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level
within 2 years of enrollment and complete Continual Professional Development annually.
9Developmental Therapy Hearing Impaired Specialist: Baccalaureate and/or Masters
and/or Doctorate degree with a valid teaching license in deaf education/hearing impaired.
SKI HI training is recommended but not mandatory. This provider will have the expertise to
work with a child and their family to address a variety of communication needs of deaf and
hearing impaired children. They may have skills including but not limited to amplification and
other technology needs, knowledge of various communication opportunities and language
development, including oral/auditory, verbal/signing. They may specialize in a particular
methodology which may be explained on their matrix page. This provider may only work with
children who ar deaf or hearing impaired. Those enrollees lacking early intervention work
experience of at least one (1) year may enroll at the specialist level but must work for 12
months under the direct supervision of an enrolled credentialed developmental therapy
specialist and submit name and address of supervisor at time of enrollment. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level
within 2 years of enrollment and complete Continual Professional Development annually.
9Developmental Therapy Vision Impaired Specialist: Baccalaureate and/or Masters
and/or Doctorate degree in special education with a license/certification in visual impairment.
This provider may only work with children who have visual impairments. Those enrollees
lacking early intervention work experience of at least one (1) year may enroll at the specialist
level but must work for 12 months under the direct supervision of an enrolled credentialed
developmental therapy specialist and submit name and address of supervisor at time of
enrollment. Certificate of completion for Direct Service Provider Orientation Training 101 (DSP
101) through the Unified Training System (UTS) must be submitted at the time of enrollment.
Completion of annual mandatory training is required (See Attachment A). Must credential at
the specialist level within 2 years of enrollment and complete Continual Professional
Development annually.
Interpreter Specialist: Person who is certified as an interpreter for a specific language listed
on the certification. Credentialing is not required for this specialty.
Interpreter Associate: Person who may speak a specific language and can translate on behalf
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of the family. Credentialing is not required for this specialty.
Marriage and Family Therapist: Specialized individual and family counseling related to the
child’s disability may be provided by a Certified Marriage and Family Therapist (CMFT) certified
under IC 25-23.6 and 839 IAC
1. Supervision, as used in IC 25-23.6.8 and 839 IAC 1, means face to face contact between the
supervisor and the supervisee for the purpose of assisting the supervisee in the process of
learning the skills of marriage and family therapy practice. Certificate of completion for Direct
Service Provider Orientation Training 101 (DSP 101) through the Unified Training System (UTS)
must be submitted at the time of enrollment. Completion of annual mandatory training is
required (See Attachment A). Must credential at the specialist level within 2 years of enrollment
and complete Continual Professional Development annually.
Registered Nurse: Licensed as a Registered Nurse by the Indiana Nursing Board. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level within
2 years of enrollment and complete Continual Professional Development annually.
Nurse Practitioner /Certified Pediatric Nurse Practitioner:
Licensed as a Registered Nurse by the Indiana Nursing Board and nationally certified as a
Pediatric Nurse Practitioner. Certificate of completion for Direct Service Provider Orientation
Training 101 (DSP 101) through the Unified Training System (UTS) must be submitted at the
time of enrollment. Completion of annual mandatory training is required (See Attachment A).
Must credential at the specialist level within 2 years of enrollment and complete Continual
Professional Development annually.
Licensed Practical Nurse: Licensed as a Licensed Practical Nurse by the Indiana Nursing
Board. Must work under the direct supervision of a credentialed registered nurse and submit the
name, address, and a copy of the license of their supervisor at the time of enrollment. Certificate
of completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the associate level within
2 years of enrollment and complete Continual Professional Development annually.
Nutritionist: Certified as a Registered Dietitian by the Indiana Certification Dietitians Board.
Certificate of completion for Direct Service Provider Orientation Training 101 (DSP 101) through
the Unified Training System (UTS) must be submitted at the time of enrollment. Completion of
annual mandatory training is required (See Attachment A). Must credential at the specialist level
within 2 years of enrollment and complete Continual Professional Development annually.
Occupational Therapist: Registered with the American Occupational Therapy Association and
certified by the Medical Licensing Board of Indiana as an Occupational Therapist; or those with a
temporary license working under the supervision of a licensed Occupational Therapist who must
submit the name, address and copy of license of supervisor at time of enrollment. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
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Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level within
2 years of enrollment and complete Continual Professional Development annually.
Occupational Therapy Assistant: Registered with the American Occupational Therapy
Association and certified by the Medical Licensing Board of Indiana as an Occupational Therapy
Assistant by the Indiana Occupational Therapy Committee. Must work under the direct
supervision of an enrolled Occupational Therapist as referenced in IC 25-23.5.5 and 844 IAC 10-
5.5, and submit the name, address, and a copy of the license of their supervisor at the time of
enrollment. Certificate of completion for Direct Service Provider Orientation Training 101 (DSP
101) through the Unified Training System (UTS) must be submitted at the time of enrollment.
Completion of annual mandatory training is required (See Attachment A). Must credential at the
associate level within 2 years of enrollment and complete Continual Professional Development
annually.
Orientation/Mobility Specialists: Certification as an Orientation/Mobility Specialist from the
Association for Education and Rehabilitation of the Blind and Visually Impaired. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level within
2 years of enrollment and complete Continual Professional Development annually.
Physical Therapist: Registered with the American Physical Therapy Association and licensed by
the Medical Licensing Board of Indiana as a physical therapist; or those with a temporary license
working under the supervision of a licensed Physical Therapist who must submit the name,
address and copy of license of supervisor at time of enrollment. Certificate of completion for
Direct Service Provider Orientation Training 101 (DSP 101) through the Unified Training System
(UTS) must be submitted at the time of enrollment. Completion of annual mandatory training is
required (See Attachment A). Must credential at the specialist level within 2 years of enrollment
and complete Continual Professional Development annually.
Physical Therapy Assistant: Registered with the American Physical Therapy Association and
licensed by the Medical Licensing Board of Indiana as a Physical Therapy Assistant. Must work
under the direct supervision of an enrolled licensed Physical Therapist as referenced in IC 25-27-
1 and 844 IAC 6 and submit the name, address, and a copy of the license of their supervisor at
the time of enrollment. Certificate of completion for Direct Service Provider Orientation Training
101 (DSP 101) through the Unified Training System (UTS) must be submitted at the time of
enrollment. Completion of annual mandatory training is required (See Attachment A). Must
credential at the associate level within 2 years of enrollment and complete Continual Professional
Development annually.
Physician: Licensed by the Indiana Medical Licensing Board as a Doctor of Medicine or
Osteopathic Physician. Certificate of completion for physician’s orientation to the First Steps
Early Intervention System through the Unified Training System (UTS) must be submitted at the
time of enrollment. Credentialing is not required.
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Psychologist: Specialized individual and family counseling or psychological treatment which
includes psychological counseling with the child and/or family, centering on the child’s
developmental needs, must be provided by a psychologist who is:
1. Licensed by the Health Professions Bureau (HSPP, IC 25-33-1 through IC 25-33-1-18). This
would include Psychologists who do not have the HSPP endorsement and are currently practicing
under the supervision of a health service provider in psychology for the purpose of qualifying for
the endorsement, or a psychologist who holds a limited license issued under IC 25-33-1-18 and
practices within the scope of the psychologist’s limited license OR
2. Licensed by the Professional Standards Board (Indiana School Psychologist with Private
Practice Endorsement, IC 20-1-1.9-1 through IC 20-1-1.9-6), practicing within the scope of the
school psychologist’s license and endorsement.
Certificate of completion for Direct Service Provider Orientation Training 101 (DSP 101) through
the Unified Training System (UTS) must be submitted at the time of enrollment. Completion of
annual mandatory training is required (See Attachment A). Must credential at the specialist level
within 2 years of enrollment and complete Continual Professional Development annually.
Service Coordinator: A Baccalaureate degree with 12 months of case management or early
intervention experience; or a Baccalaureate degree with a minimum of 30 related academic
credit hours with 12 months of supervised case management or early intervention experience.
Certificate of completion for Service Coordination Module Training through the Unified Training
System (UTS) must be obtained prior to providing services.
Individuals who meet the degree requirement but have not practiced as a service
coordinator/case manager must work for 12 months under direct supervision.
Or
High School Diploma or GED and:
• Associate degree/equivalent training (e.g. Child Development Associate and/or Healthy
Families Training) in one of the thirteen service disciplines (see page 3); or an Associate degree
with a minimum of 15 related academic credit hours.
Or
• An immediate (parent/sibling) family member of a child with special needs.
Or
• A community member of an underserved population.
The third and fourth option will be required to provide documentation that supports their
qualifications under those options.
Please Note: The above educational requirements for Service Coordinator are recommended
guidelines with the exception of the UTS Service Coordination Training and credentialing. (See
Attachment A.) All Service Coordinators must receive supervision through the SPOE.
Service Coordinator must work under direct supervision of the SPOE. Must credential at the
specialist level within 2 years of enrollment and complete Continual Professional Development
annually according to the SPOE credentialing date set by the State and CRO. (Initial and Annual
Credentialing grids can be found on Pages 25 and 26 with specific requirements for all Service
Coordinators.)
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Social Worker: Social work services, which include clinical interventions such as
individual/family counseling, must be provided by a licensed clinical social worker (LCSW)
licensed under IC 25-23.6, or a (MSW) level social worker working toward licensure who must
submit the name, address and copy of license of supervisor at time of enrollment. Certificate of
completion for Direct Service Provider Orientation Training 101 (DSP 101) through the Unified
Training System (UTS) must be submitted at the time of enrollment. Completion of annual
mandatory training is required (See Attachment A). Must credential at the specialist level within
2 years of enrollment and complete Continual Professional Development annually.
Speech Pathologist: Licensed as a Speech Pathologist by the Indiana Speech Pathology and
Audiology Board; or those who have registered with the State of Indiana for the Clinical
Fellowship Year (CFY) working toward licensure under the supervision of a licensed Speech
Pathologist who must submit the name, address and copy of license of supervisor at time of
enrollment. Certificate of completion for Direct Service Provider Orientation Training 101 (DSP
101) through the Unified Training System (UTS) must be submitted at the time of enrollment.
Completion of annual mandatory training is required (See Attachment A). Must credential at the
specialist level within 2 years of enrollment and complete Continual Professional Development
annually.
Speech Pathologist Aide: Must have a letter of accreditation from the Indiana Speech-
Language Pathology and Audiology Board and work under the direct supervision of a licensed
Speech Pathologist who has been approved by the board to supervise and aide as proved by IC
25-35.6. Must work under the direct supervision of an enrolled credentialed Speech Pathology
Specialist, and submit the name, address, and copy of license of their supervisor at the time of
enrollment. More detail regarding the development of a supervisory plan, documentation, and
required activities is found in 880 IAC 1-1, Speech-Language Pathology and Audiology Board.
Certificate of completion for Direct Service Provider Orientation Training 101 (DSP 101) through
the Unified Training System (UTS) must be submitted at the time of enrollment. Completion of
annual mandatory training is required (See Attachment A). Must credential at the associate level
within 2 years of enrollment and complete Continual Professional Development annually.
Transportation Provider: Documentation of a valid Indiana driver’s license and proof of
insurance is required for all parents providing transportation.
Vision Specialist: Vision services shall be conducted by personnel who meet state approved or
recognized certification, licensing, registration, or other comparable requirements for the
discipline. Certificate of completion for Direct Service Provider Orientation Training 101 (DSP
101) through the Unified Training System (UTS) must be submitted at the time of enrollment
Completion of annual mandatory training is required (See Attachment A). Must credential at the
specialist level within 2 years of enrollment and complete Continual Professional Development
annually.
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Professional Conduct Guidelines
Each provider must adhere to a Professional Conduct guidelines set forth by the State of Indiana
Division of Disability and Rehabilitative Services/Bureau of Child Development Services:
In order to maintain the highest standards and quality of care, the Division of Disability and
Rehabilitative Services/Bureau of Child Development Services is outlining minimum standards of
practice. Providers are expected to maintain the utmost professional behavior while representing
the First Steps system.
• Providers are expected to meet and maintain all licensing, credentialing and ethical codes
as established by individual licensing agencies as well as through First Steps.
• Services will only be provided when skilled intervention is necessary.
• Services may only be provided with the parent or other primary caregiver present and
actively involved.
• Services provided must be designed to assist the child or family in addressing outcomes
as outlined in the IFSP.
• Services should be provided as established on the IFSP and as scheduled with the
parent/caregiver.
• Providers are required to notify parents/caregivers in advance of missed or late sessions.
If advance notice is not possible due to unforeseen circumstances, immediate notification
is required. Lack of notification of missed or late sessions, similar to a no-call, no-show,
may be grounds for termination of the provider agreement.
• Providers (including the Service Coordinator) may not bring children/minors or other
individuals not directly involved in the provision of care of the child, to early intervention
services or the residence of the child or family. Doing so would be considered a breach in
confidentiality and would interfere with the provider’s ability to perform their job. Parents
may not be requested to waive this policy. With prior verbal and written consent of the
family, therapy students gaining required practical experience, and who are supervised by
the specialist level therapist, are excluded from this provision.
• No provider in the system may solicit business from parents or caregivers.
• Providers may not solicit business for their agency, other providers, spouse or immediate
family.
• Providers may not sell or market products while representing First Steps.
• Providers may not lobby to families within the system, while representing First Steps.
• Conduct and attitudes must portray the values of the First Steps system and that of family
centered care. Services shall be family-centered, inclusive and culturally competent.
• Providers must maintain professional relationships and boundaries with families served
within the First Steps system. Providers may not provide services to members of their
immediate family or individuals in which a professional relationship would be
compromised.
• Providers must maintain professional conduct with providers, lead agency (including State
Program Consultants), lead education agency staff, administrators, and First Steps
Stakeholders.
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Early Intervention Personnel Credentialing Process
Early intervention specialists and associates as listed in this personnel guide, must obtain an
early intervention credential within two years of enrollment with the Early Intervention
enrollment contractor (CRO). Annually, providers must submit certification of a criminal
history check conducted within the year, current insurance information, and *copy of
a current licensure (if applicable) with submission of Provider Update and Attestation
Statement
A provider may apply for their early intervention credential once the following has been
completed:
K 15 points for an Early Intervention Specialist
OR
K 10 points for an Early Intervention Associate
You will receive either an Early Intervention Credential that matches your request, or a letter
requesting clarification or additional documentation. Please refer to Attachment A for additional
information on State required trainings.
Please note: You may only enroll as either a service provider or a service coordinator, you
may apply simultaneously for a credential in any discipline for which you qualify. Please use a
separate cover sheet and a current summary of activity sheet for each credential request.
*Licensed Providers:
A copy of your specialty Indiana professional license must be in your personnel file at the
CRO by the expiration date of the license along with a copy of the verification showing
the exact expiration date of your license to maintain enrollment status through First
Steps remain in good standing with the State. You may print a copy of your license
verification from the Indiana Professional Licensing Agency at www.ipla.in.gov.
National Provider Identifier (NPI):
If you are enrolling as a provider that will be providing health related services, you will need to
apply for an NPI. Please visit this website for more information:
https://nppes.cms.hhs.gov/NPPES/StaticForward.do?forward=static.npistart. You must have
a NPI before enrolling in First Steps.
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Indiana First Steps Attestation Statement
Name: ______________________________________________ Date______________________
Address: _______________________________________________________________________
_______________________________________________________________________________
Phone: _______________________ Fax:________________________ Rendering#____________
E-mail address: _____________________________________________ NPI #________________
I am applying as an:
Early Intervention Associate
Early Intervention Specialist
Audiology Nutrition Social Work
Developmental Therapy Occupational Therapy Speech Language Pathology
Individual and Family Counseling Physical Therapy Vision Services
Medical Psychology Other (Please identify)
Nursing Service Coordination _______________________
1. First Year Attestation Page (Annual Update)
DSP 102 DSP 103
SC102 SC103 -If not completed, Registered Training Date: _____________
2. I am applying for my initial credentialing in the following area/discipline:______________
3. I am completing my annual re-credentialing
Date of First Steps Core Training attended: _______________________________
Completed Training Times Dates: ____________________________________ (Must complete 4 per year)
Please complete the following information and attach supporting documents:
License#: ________________________________________Expiration Date: ______________
*Please include a copy of your license.
Insurance Agency Information: __________________________________________
Phone: ________________________________________________________________________
Policy#: _______________________________________Expiration Date: _________________
*Please include a copy of your policy.
Date of Current Criminal History Inquiry**: _________________________
*Please include of copy of the inquiry. Must be completed through Indiana State Police If you live in one state
and provide services in a neighboring state, you must submit one through each state. City and County inquiries
will not be accepted.
**If a violation is noted on the criminal history report, the report must be submitted with the application packet to the provider enrollment
agency. Go to www.in.gov (Click on Law and Justice then on Limited Criminal History Search.)
I hereby swear or affirm under the penalties of dis-enrollment that I understand and have met the
continuing education requirements for renewal and have answered the questions true to the best of my
knowledge.
Signature Date
Submit to:
Indiana First Steps Provider Enrollment
c/o CSC Covansys
P.O. Box 29160
Shawnee Mission, KS 66201-9160
1-866-339-9595 Option 2
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Competency Areas for Direct Service Providers
The following competency areas represent bodies of knowledge and/or skills considered critical
across all early intervention disciplines:
Foundations of Early Intervention: Information and experience that promote
understanding about the history of early intervention, underlying philosophies of early
intervention including family centered practices, Individualized Family Service Plans, team process
skills, and early intervention service coordination. Providers will demonstrate:
1. a basic knowledge of relevant federal and state legislation and related public agency
policy
2. understanding of standards and rules and their impact on services and families
3. the ability to implement procedural safeguards to ensure delivery of appropriate
services
4. a basic knowledge of the history and philosophy of early intervention
5. knowledge of Indiana’s First Steps system/procedures, i.e. SPOE, CRO, LPCC, service
delivery, service coordination
6. knowledge of research in the area of early intervention practice and efficacy
7. the ability to describe the purpose, importance and limitations of early identification,
screening and evaluation, including the issues of bias and testing
8. understanding of early intervention theories and their implications
Infant and Toddler Typical and Atypical Development: Information and
experience that promote an understanding of typical and atypical physical, cognitive,
social emotional and communication development of infants and toddlers. Providers will
demonstrate:
1. understanding of content and range within child developmental domains
2. understanding of etiology and characteristics of common developmental disabilities
3. understanding of the potential impact of a disability’s characteristics on a child’s needs
4. understanding of child development theories and their implications
5. the ability to describe the common risk factors for developmental dysfunction
Infant/Toddler and Family Assessments: Information and experience that promote an
understanding of the techniques and procedures for family-centered infant and toddler
evaluation and assessment. Also includes activities that promote an understanding of the
process by which families may be supported to identify their strengths, concerns and
priorities. Providers will be able to:
1. identify valid and reliable state approved screening and evaluation procedures and
instruments
2. identify valid and reliable state approved screening and evaluation tools appropriate to
age, population, and physical environment
3. demonstrate ability to discuss with parents the purpose of selected screening and
evaluation procedures, as well as due process and procedural safeguards as they
apply to identification, screening, and evaluation
4. demonstrate the ability to administer and score a variety of approved screening and
evaluation tools which measure development across the range of developmental
domains
5. demonstrate competence in interpreting results of screening and evaluation in terms
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of a child’s functional capabilities
6. demonstrate competence in gathering information through family interview as a
component of the screening and evaluation of the infant and toddler, and the
identification of family concerns, priorities and resources
7. demonstrate the ability to communicate with parents in a clear, concise, respectful and
sensitive manner the results of screening and evaluation activities and subsequent
recommendations, taking into account parental response to the information given
8. demonstrate competence in adapting the environment in which the screening and
evaluation take place, using specialists when appropriate
9. demonstrate competence in referral processes and procedures to other professionals
and community resources when indicated by results of screening and evaluation
10. demonstrate ability to coordinate and participate in team meetings
Early Intervention Service Delivery Strategies: Activities that promote familiarity with research,
current trends, and best practices related to the provision of discipline specific early intervention
services to young children with special needs. Providers will design, implement and evaluate
appropriate services for a child within a collaborative relationship with parents/caregivers and
community providers and demonstrate:
1. the ability to facilitate appropriate and stimulating learning opportunities that will
enhance children’s learning and positive behaviors
2. the ability to effectively communicate with children (including access to alternative
communication systems when appropriate)
3. the ability to integrate therapeutic practices into learning environments in ways that
support learning and encourage autonomy in children (i.e., integration of medical
routines written or parents/caregiver by medical staff; integration of augmentative
communication strategies; integrations of therapeutic activities)
4. positive social interactions with children
5. the ability to develop an IFSP based on assessment information, to implement and
evaluate progress on IFSP goals through a variety of strategies in homes and
community settings
6. the ability to embed goals/objectives into daily activities/routines at home and other
natural environments
7. the ability to problem solve with the family around issues of a child’s management of
behaviors and environmental stimuli
8. the ability to teach parents/caregivers how to implement specific programs, routines
and procedures with a child
9. the ability to use adaptive techniques/equipment as directed to promote acquisition of
skills and active participation in age appropriate activities
10. developing competence in conducting home visits to serve as a source of support and
a resource to families
11. competence in developing an IFSP in partnership with team members consistent with
state standards and federal guidelines
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Family Partnership and Support Strategies: Activities that promote an understanding and
recognition of the family as the major long-term influence in a child’s life, and support strategies for
families acknowledging their diversity and individual hopes and plans for their child. Providers will
demonstrate:
1. the ability to apply family guided services and work in partnership with families,
mutually exploring options, soliciting input about what they want for their child, and
respecting choices
2. the understanding about family relationships, including working with siblings, and how
a disability can affect those relationships
3. respect, understanding and responsiveness to the family within the context of their
culture, ethnicity and unique family circumstances, i.e., parents with developmental
disabilities, foster parents, grandparents as parents, teen parents, gay/lesbian parents
4. leadership in supporting parents as they advocate for their children
5. an understanding of their role in sharing information with families, including
philosophies of various services, in a timely manner and communicates effectively with
them
6. active involvement of families in the design and implementation of policies and/or
procedures which reflect a value of family guided services
7. a flexible menu of involvement/participation/support opportunities for families
regarding the identification, implementation and evaluation of child and family
outcomes/goals
8. the ability to assist families in assessing information and gaining skills to functions
successfully within their community
9. recognition of and respect for the coping strategies that the family demonstrates
10. understanding of adult learning styles and basic skills in teaching adults
11. competence in conducting family interviews using attending and listening skills
12. knowledge of characteristics of adult mental health problems and their impact on the
parent-infant relationship (e.g., substance abuse, domestic violence, psychiatric
diagnoses)
13. knowledge of the effects of environmental risk factors on the parent-infant relationship
(e.g., homelessness, poverty, stress)
Team Relationship Skills: Activities that promote positive team communication in a manner that
ensures an unduplicated, family-centered, comprehensive, coordinated, community-based system of
services. Team relationships will be in concert with the identified concerns, priorities and preferences
of the family. Providers will demonstrate:
1. effective communication with a variety of audiences, i.e. families, EI providers,
community providers, using jargon-free terminology to provide essential EI information
2. skills to function as a direct service provider and consultant to other disciplines and
agencies
3. understanding of related service providers and community providers, their
rules, regulations and requirements, and act with the ability to network to advocate
and create increased options for the child and family
4. understanding of different team formats, i.e. multidisciplinary, transdisciplinary, their
strengths and limitations
5. the ability to use good communication skills and productive problem solving strategies
as a collaborative team member
6. the ability to negotiate divergent team expectations and resolve conflicts/crises
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Indiana’s early intervention program updates: Participation in state required trainings such as
quarterly Training Times and any other training the State deems mandatory by all First Steps
providers. (See Attachment A)
Current Summary of Activity
Documentation of training and skill development in competency areas is done through a Current
Summary of Activity sheet which documents where a provider assigns credit points earned to each of
the competency areas. There are two different Summary of Activity Sheets, Initial and Annual Recredentialing.
Although flexibility is provided to tailor learning experiences that are critical to the
professional growth of each individual provider, a minimum of one credit point must be earned
and documented in each competency area for Initial Credentialing.
Portfolio Activities and Credit Points
The Current Summary of Activity for Initial Credentialing form is completed using a portfolio
approach for documenting training and skill development. The following portfolio activities may be
used to earn credit points. Maximum points are permitted for Initial credentialing purposes only. For
Annual Re-credentialing, you may only use portfolio activities achieved during your credentialing year
dates. Initial and annual credentialing grids may be found on pages 28 and 29 of this guide for Direct
Service providers and pages 30 and 31 for Service Coordinators.
Activity Credit Point Equivalent Maximum Points
Experience *1 Year = 1 Point 5
Birth-Three
*You must prorate if you work only part time in First Steps.
• 1-10 hours per week- .25 points
• 11-20 hours per week-.5 points
• 21-30 hours per week- .75 points
• 31-40 hours per week- 1.0 point
In-Service 10 Contact Hours = 1 Point
Activities 1 Contact Hour= .1 Points 5
Academic 1 Academic Credit = 1 Point Unlimited points for coursework
Coursework completed less than 10 year prior to
application date or a max of
5 points for coursework 10 years or older.
Other Proposed Tasks 1 Task = 1 Point 5
(Professional Work)
State required training 10 Contact Hours = 1 Point
1 Contact Hour = .1 Point
Training Times Typically .2 points each Must complete quarterly
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FIRST STEPS CORE TRAINING Onsite Trainings
FSCT-Article 7
Unrestricted Audience: Direct Service Providers, Intake/ongoing Service Coordinators, LPCC
Transition Committee members, Parents
Article 7 refers to the Indiana Administrative Code (IAC) that contains legislation for Indiana's special
education laws and regulations for children from 3 through 21 years of age. Since many children in
Indiana's First Steps System transition into the Preschool Special Education Program
(IDEA, Part B619) and beyond, it is important for First Steps Service Coordinators, Direct Service
Providers and LPCC Transition Committee members to understand Article 7. This 3 hour training will
provide an overview of the state and federal special education legislation and rules, including
parent/child rights, mediation and due process. The training will also discuss eligibility for special
education, evaluation requests/procedures, timelines, the case conference meeting and the Individual
Education Plan (IEP). Participants will have ample opportunity to ask questions about First Steps
Transition and Part B Special Education.
Credential Units: .3
FSCT-AEPS: An Overview (onsite)
Restricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators new to
the system since September 2007
Description: The Assessment, Evaluation and Programming System (AEPS) is the assessment tool
used by Eligibility Determination (ED) Teams as part of the process to determine First Steps eligibility.
This 3 hour course is available as a First Steps Core Training only to new providers and service
coordinators whose enrollment date is after September 2007. Topics to be covered include an
overview of the AEPS tool, scoring guidelines, family reporting and the use of the AEPS assessment in
the development of IFSP goals, strategies and activities. The course provides an overview only and is
not intended as training to use the AEPS tool. The course will provide general information about the
AEPS tool and the eligibility determination process for newly enrolled ongoing providers and service
coordinators. It does not substitute for the full 2-day AEPS training, required for all ED
team members. Credential Units: .3
FSCT -The Paper Trail – A Guide to First Step Provider Documentation
Restricted Audience: Any Direct Service Providers
Description: First Steps, Indiana’s program for the Individuals with Disability Education
Improvement Act, (IDEA) Part C, has many requirements for the early intervention record and
individual provider documentation. This half-day course will provide an overview of the early
intervention record, including the Individual Family Service Plan (IFSP), Face-to-Face form, and
provider progress notes. Participants will discuss how to requests changes in IFSP services, writing
effective outcomes and organizational strategies to insure that documentation meets all required
timelines. Basic information on documentation needed for First Steps credentialing and billing will
also be presented.
Credential Units: .3
FSCT -Understanding Diversity within Families
Unrestricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators
Seminar Description: Participants will engage in guided learning opportunities that will
demonstrate how cultural influences affect all of us. Participants will discuss how their own
August 2009 Indiana Personnel Guide Final Version 21
perceptions and experiences impact their daily interactions and those with the children and families
they serve.
Seminar Objectives: Identify individual beliefs and biases related to your own culture. Determine
action steps towards developing cultural sensitivity that can be integrated into your work. Recognize
cultural differences and report how you value them in relation to families and have an opportunity to
talk about the aspects of recognizing the importance of fathers and their roles within the family
structure.
Credential Units: .6
FSCT - Using the AEPS to Develop Strategies for Therapy Sessions
Restricted audience: Direct Service Providers who completed their initial credential prior to January
1, 2008.
Description: This is also a 3-hour face-to-face training that focuses on reading and interpreting the
AEPS report to write appropriate outcomes on the Individualized Family Service Plan (IFSP). Providers
will also learn how to write appropriate IFSP progress reports that reflect the progress made on the
outcomes written in the IFSP. This course covers the same topics as DSP 103 that new providers
must take in their first year of enrollment. This course can NOT be substituted for DSP 103.
Credential Units: .3
AEPS 2 Day Course
The 2-day AEPS course can now be used as a First Steps Core Training (FSCT) for your First Steps
initial or annual credential. The Bureau of Child Development Services has approved the full 2-day
AEPS course as a (FSCT). The cost for the 2 day AEPS training is $75 and is not included in the
Annual Provider Fee. (Providers can still use their annual training fee to attend another FSCT).
Providers who wish to take advantage of using the 2-day AEPS for their annual mandatory training
cannot have used it for credential points in a previous credential period.
Credential Units: 1.2
FSCT -Writing Functional Outcomes for Service Coordinators
Restricted Audience: Intake/Ongoing Service Coordinators
Description: IFSP outcome writing has long been a challenge for both families and professionals.
However, writing functional, measurable, and family driven outcomes will provide the needed
evidence to support that early intervention programs do make a difference in the lives of the children
and families we serve. The goal of this training is to revisit what we may think we know about writing
family guided outcomes and encourage participants to "think outside the box" as we offer
clarifications on how to make outcomes truly belong to the family.
Credential Units: .3
FSCT -Documentation for Service Coordinators
Restricted Audience: Intake/Ongoing Service Coordinators
Description: Service Coordinators do a lot of different activities with and on behalf of their families
in First Steps. This 1/2 day training will focus on how to become more effective in this area by
exploring what needs to be documented, techniques on how to document, and organizational tips on
staying on top of clinical documentation
Credential Units: .3
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FSCT -Home Visiting
Unrestricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators
Description: Home visiting strategies in early intervention. This session presents strategies early
interventionists can use to carry out the IFSP in the natural home setting. The session will focus on
the audience's relationships with families, parent-child interactional techniques, and intervention with
high risk families. Participants will engage in observation and discussion of effective strategies that
promote the ongoing relationship of the family with their child and the child's development.
Credential Units: .6
FSCT -Writing Functional Outcomes
Restricted Audience: Direct Service Providers
Description: Writing Functional Outcomes for Children, Ages Birth to Three, and Their Families.
This is an interactive workshop designed for participants to both evaluate and write functional
outcomes for the Individualized Family Service Plan (IFSP). Functional outcomes emphasize outcomes
that reflect family priorities, promote successful and independent functioning, have current and
future relevance, and are easily embedded into everyday routines, activities, and places. (Participants
are encouraged to bring copies of current outcome pages from which to practice.)
Credential Units: .6
SELF-STUDY Courses
FSCT-AEPS Overview
Unrestricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators new to
the system since September 2007
Description: The Assessment, Evaluation and Programming System (AEPS) is the assessment tool
used by Eligibility Determination (ED) Teams as part of the process to determine First Steps eligibility.
This 3 hour course is available as a First Steps Core Training only to new providers and service
coordinators whose enrollment date is after September 2007. Topics to be covered include an
overview of the AEPS tool, scoring guidelines, family reporting and the use of the AEPS assessment in
the development of IFSP goals, strategies and activities. The course provides an overview only and is
not intended as training to use the AEPS tool. The course will provide general information about the
AEPS tool and the eligibility determination process for newly enrolled ongoing providers and service
coordinators. It does not substitute for the full 2-day AEPS training, required for all ED
team members.
Credential Units: .3
FSCT- Direct Service Provider Refresher Course
Restricted Audience: Direct Service Providers who entered the system prior to August 2007
Description: This course takes you through the DSP 101 orientation course which is offered in a
distance education format. Many of the topics covered in the new Direct Service Provider Orientation
we not covered in the old format of orientation. This interactive training requires providers to view
narrated PowerPoint presentations, complete self-assessment questions, and apply the newly learned
concepts by completing several Application Station exercises. The training, which consists of six
modules, focuses on the following content areas:
Overview of First Steps
Natural Environments
Procedural Safeguards
Working as a Team to provide Family-Centered Care
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Home Visiting
Mechanics for Direct Service Providers
After providers complete the six modules, they are required to take an online assessment and
achieve an 80% or higher and complete application stations for the 6 modules.
Credential Units: 1.0
FSCT- Service Coordination Refresher Course
Restricted Audience: Intake/Ongoing Service Coordinators who entered the system prior to
December 2007.
Description: Service Coordination is one of the most important roles in early intervention. Service
coordinators must be properly trained, well-informed and have a variety of skills. The service
coordinator training modules have been designed to help you continue your professional
development. Unlike many states, Indiana’s service coordinators do not provide any other direct early
intervention services. This allows the service coordinator to focus on the needs and wants of the
family, while ensuring that the child is receiving all services written into his or her Individual Family
Service Plan (IFSP).
These 7 training modules will provide you with comprehensive information about state and federal
legislation, resources, practical strategies and hands-on activities. You will come away with a basic
understanding of First Steps and your role as service coordinator. In your cluster, your service
coordinator supervisor can assist you to further develop your skills as you work with children,
families, providers and community
Please note: There is a 45 day timeline in which to complete this training. The time to complete is
approximately 10 hours.
Credential Units: 1.0
FSCT- Providing EI Supports and Services in Everyday Routines, Activities, and Places -
Unrestricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators
Description: By completing this training, participants will be able to:
understand the value of providing early intervention services in natural environments
understand the importance of identifying a family’s everyday routines, activities, and places
identify the elements of quality service early intervention supports and services.
design early intervention activities that include the features of quality supports and services
Through this interactive self-study, participants will learn the guiding principles for providing early
intervention services and supports in everyday routines, activities, and places and the key features of
quality early intervention supports and services. Participants will observe these principles and
features being applied while viewing vignettes on Larry Edelman’s DVD, Just Being Kids. Participants
will also receive planning tools that can be used to identify a family’s routines so participants can
develop early intervention activities that encompass the family’s natural environment.
Credential Units: .5
A Family-Centered Approach to Procedural Safeguards
Unrestricted Audience: Direct Service Providers and Intake/Ongoing Service Coordinators
Description: Are your families being “Mirandized” when you present the procedural safeguards to
them? In other words, do you present them in a “you have the right to….” manner, then move on
to signing the consent and release forms? What if families have a complaint with the First Steps
System? Do you know how to explain the complaint procedures to them? These and other concerns
August 2009 Indiana Personnel Guide Final Version 24
are addressed in the First Steps Core Training: A Family-Centered Approach to Procedural
Safeguards.
Explaining procedural safeguards in a way that families can understand them and, equally important,
when families need them is the responsibility of both the service coordinators (intake and ongoing)
and direct service providers. The first two sections of this training address the reasons for procedural
safeguards and examine typical ways in which safeguards are presented to families and why these
presentation methods may fail the families. The final sections focus on five family-centered
techniques for presenting the safeguards to the families and allow participants the opportunity to
increase their understanding of the safeguards and enhance their skills in using family-friendly
terms.
By learning how to view the safeguards from the family’s perspective, by