Certificate Program

The Georgetown University Certificate in Early Intervention prepares you to be an evidenced based service provider and professional leader advocating for infants, toddlers and young children with disabilities or delays to receive community based services and supports. Participants gain the knowledge and skill needed to deliver evidenced based early childhood intervention. Coursework is designed to promote comprehensive, evidence-based, family- centered, culturally and linguistically competent, interdisciplinary services and supports for vulnerable children and their families.

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Scope of Training

The ten-month certificate program combines on-line and classroom based learning activities. The training prepares you to:

  • Assess and promote social, emotional, developmental, and behavioral health of infants, toddlers, and young children in partnership with families in the context of their communities
  • Identify developmental, behavioral, and emotional problems and disorders early and intervene effectively using evidence-based knowledge and practices
  • Develop and manage effective systems of supports and service

Program Benefits

Participants will learn how to provide evidence-based evaluation, assessment and intervention strategies as well as program plan and provide leadership promoting system based policy and practice.

Experience Needed

To participate in this program, a student must have:

  • Completed a bachelors’ or masters’ degree in a related field of study such as psychology, sociology, human development, health care, etc.
  • An entry level degree in an early childhood discipline such as physical therapy, occupational therapy, speech language pathology, psychology, special education, social work, early childhood education, etc.
  • At least one year of professional experience serving vulnerable children and families

Who Should Apply?

  • Professionals who provide early childhood intervention services including occupational therapists, physical therapists, speech-language pathologists, social workers, teachers
  • Policy makers, administrators and executives who create and implement early intervention/early childhood programs
  • Advocates for families and young children
  • Health care finance officials who collaborate with providers and program
  • Apply here

Where Do I Get More Information?

Visit the Georgetown University School of Continuing Studies, Center for Continuing and Professional Education website or contact Rachel Brady (rab9@georgetown.edu) or Toby Long (longt@georgetown.edu)

What Do Past Students Think?

Past students have been practicing early intervention providers, new providers, administrators wanting to understand early childhood systems or people interested in becoming part of the early intervention program team in their area. They have found the program both challenging and rewarding.

  • " I will recommend this program because it enhances service providers knowledge on the new trends and regulations in EI" - J.C., Speech and Language Therapist 
  • "I truly enjoyed this program and gained a lot of valuable insight that I'll be able to apply to my profession immediately!" - C.C., Occupational Therapist
  • "I have conducted meetings differently, listening more to families and making sure the outcomes are functional and meaningful. I have gained knowledge about EI as a whole and not just in DC."" - M.D., Service Coordinator

Capstone Projects

Capstone projects include family brochures on transition, resource documents on Medicaid and early childhood programs, and survey research into assessment tests and tools taught in professional preparation programs. Check out the projects here:

The Intersection of Early Intervention and Early Childhood Mental Health Consultation

Capstone

Ana Katrina Aquino, BA & Ehvyn McDaniels, BA

ECI in DC: What do we know about Part C Implementation?

Capstone2

Kathleen Ryan, Toby Long, PhD, PT, FAPTA, Rachel Brady, PT, DPT, MS, & Jamie Holloway, PT, DPT, PCS

Quality of IFSP Outcomes Before and After Implementation of the Routines-Based Interview

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Regina Ray & Jasmyn Price

Coaching as an Interaction Style: Provider Perspectives

Capstone4

Celia Martins and Tosin Fashola

An Evaluation of Coaching as an Interaction Style in Early Intervention Family and Caregiver Perspectives

Capstone5

Liran Laor, Dina Reed, Michelle Schaefer, Catherine Snider

Early Intervention Treatment Dosage, What does the Research Tell Us?

Capstone6

Anne Carter MD and Shona Forbes Kincannon OTR/L, MBA

Trauma Informed Care: Service Delivery to Support Young Children and Families

Capstone7

Melanie D. McNutt, MA, CCC-SLP & Vanessa H. Poynter, MA, CCC-SLP

M-CHAT Screening in Primary Health Care Centers in Dubai

Capstone8

Latifa Alrustamani, Family Physician PHCSS/ DHA-Dubai

Early Intervention and Center-Based Services Needs

Capstone9

Alyson Porter, Jacqueline Strickland, Sascha Rogers, & Stephanie Behnke

Quedices? A Guide to Effectively Using Interpreters in Early Intervention

Capstone10

Ana Maria Hakim, Yilmarie Hall, Kimberly Vargas

Making Childcare Inclusion a Reality for Children with ASD

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Dr. Lera Joyce Johnson, BCBA-D & April Spratt, M.S.

DC Strong Start Participant Perceptions of Child & Family Outcomes

Capstone12

Jacquelin Jackson & Deitra Nealy-Shane

Early Intervention in Mexico City

Capstone13

Marlene Miller

Ages and Stages Documented Referrals for DC Maternal, Infant, and Early Childhood Home Visiting Program

Capstone14

Edwina V. Davis, MS, MCHES

GUCEI Alumni Survey

Capstone15

Alicia Nti-Ampela, Nikia Brocks, Tiara Wise

Collaborative Care: Coaching and Early Intervention in Group Settings

Capstone16

Jaclyn Cobosco

A Training Needs Assessment of DC Early Intervention Providers

Capstone17

Gali Aviam-Graver, Christy Chase, Lindsay Ferrer, Irene Opuka

Self-Assessment in Early Intervention

Capstone18

Dominique Dubose, MA; Rachel L. Fisher, MA; Amanda M. Tuck, M.Ed

Reliability of the Goal Functionality Scale III

Capstone19

Elayne Martinez, Kaleena Rogers, Christopher Staton