Certificate in Early Intervention

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 participants 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 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 participant 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.

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 Participants Say about the GUCEI?

Past participants 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

GUCEI participants complete a capstone project that results in a professional poster presentation. A variety of projects are completed including family and professional resources, survey research, document reviews and more. Check out the projects here:

Early Intervention (EI): Education for Neonatal Intensive Care Unit Staff

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Annie Spector, MA; Latay Benson, DPT; Makenzie Sinclair, MA

Early Childhood Special Education/Early Intervention in the District of Columbia, Maryland, and Virginia

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Erica Eckel; Sandi Atkins, MA

The Needs of Early Childhood Teachers Regarding Inclusion

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Grace-Ann Lewis, MA; Louise van der Meulen; Vikki Taplin

Wellness Needs of Early Childhood Intervention Personnel

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Elle Russell, MS, OTS; Toby Long, PhD, PT, FAPTA

The Impact of Neonatal Abstinence Syndrome (NAS) on Early Intervention Systems

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Michaela Caruso-Drennen, MA; Ellen Cook, MA

Supporting Bilingual Language Acquisition in Early Intervention

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Gina Mortensen, Thais Chirnios

Reliability of the Goal Functionality Scale III


Elayne Martinez, Kaleena Rogers, Christopher Staton

Self-Assessment in Early Intervention


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

A Training Needs Assessment of DC Early Intervention Providers


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

Collaborative Care: Coaching and Early Intervention in Group Settings


Jaclyn Cobosco

GUCEI Alumni Survey


Alicia Nti-Ampela, Nikia Brocks, Tiara Wise

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


Edwina V. Davis, MS, MCHES

Early Intervention in Mexico City


Marlene Miller

DC Strong Start Participant Perceptions of Child & Family Outcomes


Jacquelin Jackson & Deitra Nealy-Shane

Making Childcare Inclusion a Reality for Children with ASD

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Lera Joyce Johnson, PhD, BCBA-D & April Spratt, MS

Quedices? A Guide to Effectively Using Interpreters in Early Intervention


Ana Maria Hakim, Yilmarie Hall, Kimberly Vargas

Early Intervention and Center-Based Services Needs


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

M-CHAT Screening in Primary Health Care Centers in Dubai


Latifa Alrustamani, Family Physician PHCSS/ DHA-Dubai

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


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

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


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

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


Liran Laor, Dina Reed, Michelle Schaefer, Catherine Snider

Coaching as an Interaction Style: Provider Perspectives


Celia Martins and Tosin Fashola

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

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Regina Ray & Jasmyn Price

ECI in DC: What Do We Know about Part C Implementation?


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

The Intersection of Early Intervention and Early Childhood Mental Health Consultation


Ana Katrina Aquino, BA & Ehvyn McDaniels, BA