Trauma is a sad fact of life for many children. Tragically, one out of four girls and one out of six boys have been abused. And trauma can happen early in life. Over 25% of children with confirmed cases of child abuse and neglect are under age three. Of children who experience domestic violence, 60% are under age six at the time of exposure.

Studies of children who have experienced major early childhood toxic stress reveal that dysfunction in many organs in the body years after the stressful event(s), raising the risk of heart disease, obesity, high blood pressure, asthma, diabetes, poor school performance, drug abuse, mental illness, attention problems, and low language, literacy, and math skills. Enough toxic stress early on in life can hinder learning and the ability to develop healthy relationships across the lifespan.

The culprit: “stress hormones” such as cortisol that activate physiological neuroendocrine response that results from repeated or chronic toxic stress, and over time, changes pediatric brain architecture while simultaneously harming the body. Early Intervention may inadvertantly serve to counter, stem, and even impede the effects of toxic stress and consequent trauma.

Beyond reporting to child protective services, early intervention providers play an important, and possibly front-line role in helping detect and possibly even shield children from trauma during the time they are interacting with the child and family, often giving them a ‘window’ into family dynamics.

Harvard University, Child Study Center Study has published research that shows that many of the harmful effects of toxic stress can be mitigated or even reversed, because of neuroplasticity in the young brain – if begun early enough. This is where ‘Early Intervention,’ by virtue of consistent one-on-one interaction by a caring adult, may moderate and serve as a bulwark against such negative influences in a child’s life, and serves to counter, stem, and even impede the effects of toxic stress.

Even under stressful toxic stress conditions to a child in early life, the supportive and responsive relations with caring adults – and when parents cannot provide this, the early intervention provider plays a significant compensatory role –acts as a buffer to toxic stress that can mitigate or even reverse the damaging effects of toxic stress response.

In addition to the role of an early intervention provider being a vigilant observer, this course will explain the effects of toxic stress on the vulnerable mind of a young child entrusted to your care, so that you may play an active and often critical role toward neutralizing harmful stress vis-à-vis your particular domain of developmental growth for that child.

This primer is a MUST READ for any early intervention provider who is privileged to enter the home of a child entrusted to their care!

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This program is offered for 0.50 ASHA CEU's (Level:  Various    Content:   Professional)

ASHA LEARNERS PLEASE NOTE: There are 2 purchase options above, EI Continuing Education and CEU. If you wish to earn ASHA CEUs for this course and you select the CEU option, your information including name, address, e mail and ASHA ID, will be sent to ASHA CE.  If you do not want your information sent to ASHA, please select the option for continuing education.

EITTOC is an AOTA Approved Provider of professional development. This on-line course is offered at 0.50 CEUs, (Level: Introductory.  Category:  Service Delivery, Foundational Knowledge). The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA or indicate AOTA approval of a certification or other professional recognition.

- Meets NY State (NYSOTA) Continuing Compliancy Requirements for continued Core Competency Hours (CCH) -

APPROVED BY THE ILLINOIS EARLY INTERVENTION TRAINING PROGRAM FOR EARLY INTERVENTION CREDENTIAL CREDIT for 5.0 Hours

Approved as a Core of Knowledge Training  by the  Office of Childcare: Maryland State Department of Education

Disclosure: Disclosure: David C Saidoff PT - course developer/presenter - has the following relevant financial relationships to disclose: he receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member. Melissa Whelan, OTR - course developer/presenter - has the following relevant financial relationships to disclose: she receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member. Nancy L. Beckerman, LCSW, DSW - instructor has the following relevant financial relationships to disclose: she receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose:EITTOC Board of Directors: volunteer member. KristenO’Leary,SLP, has the following relevant financial relationships to disclose: she receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose:EITTOC Board of Directors: volunteer member. Dr. Robert Koppel, M.D.,FAAP, Diplomate of the American Board of Pediatrics has the following relevant financial relationships to disclose: he receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member.  Declaration: Approval of this course does not necessarily imply that any of the governing bodies (e.g., West Virginian Board of Physical Therapy, or other such governmental or NGO’s supports the views of the presenter or sponsor. Information provided should be used within the scope of practice. No relevant financial or non-financial relationships exists between EITTOC or the products discussed any course; no such relationship or endorsement exists for any products mentioned in any courses sponsored by EITTOC, or in any of the items (such as specific AED or Epinephrine injection product) or any testing instrument used to evaluate children; the above course is specific to said-topic, and may not be extrapolated to any other course or topic outside the scope of this course. Course instructor(s) have no other financial or non-financial remuneration - whether prior to or following course delivery; the above advertisement is made available to all physical therapy (and other) licensee on a non-discriminatory basis. Ascend has approved this course and may be contacted about any concerns. Information provided should be used within scope of practice.  AOTA does not endorse specific course content, products, or clinical procedures. The onus of responsibility for this course – granted contact hours by the AOTA – is for each OT professional to check with their State board of OT to see if this course meets licensure requirement for continuing education.