Training Overview

This module covers training (and self-training) in early detection. We encourage you to read this page first because it covers various types of training and outlines what information is available in this training module:

  • Child development,  how it progresses, the meaning of developmental domains with examples of how they must work together
  • Causes of developmental problems including psychosocial risk and resilience factors that deter or enhance a child’s progress
  • Professional and Federal/State policy mandates on early detection
  • Standards for quality screening
  • Explaining results to families
  • How to collaborate with other professionals
  • Community resources available for children and families
  • Common child-rearing issues and how to address them with families
  • The training materials we have on our site
  • How to self-train, train others or "train-the-trainer", including measuring proficiency via post-testing
  • Resources to help professionals with challenging cases and life-long learning, maintenance of certification, community collaboration, etc.
  • Resources to help researchers and policy-makers with quality improvement initiatives, study planning, translations, standardization issues in other nations, etc.

Training needs are varied and so we also cover the needs of:

  • Providers who want to self-train on using our measures in print, online or combinations of both methods.
  • Professional trainees (e.g., residents in pediatrics and family practice, psychology, education, nursing, and medical undergraduates and graduate students, etc.).
  • Trainers who plan to teach others to use our tools.
  • Trainers offering “train-the-trainer” sessions, i.e.,  teaching a group who will then train others-- where  it is critical that participants not only know how to administer and interpret our measures, but also have facility in explaining administration and scoring, critical concepts (e.g., psychosocial risk, resilience, developmental domains), and to answer common questions from participants.
  • Trainers working with emerging professionals (e.g., residents, psychology interns, and student teachers). Such individuals often have to master developmental milestones, know how to manage children’s behavior, help parents understand the process of testing, and learn to explain results. In general, these trainees benefit from learning to use our tools hands-on, as well as by seeking information from parents
  •  Researchers and clinicians who want to use our tools for program evaluation, outcome studies, survey research, telephone interviews, quality improvement initiatives, standardization studies in other nations, or who wish to work on and study new translations, etc.

On the next page is a summary of issues to help trainees understand the rationale for improved early detection. You may want to print this out for sharing with others.

  Highlights