Tools & Services

Leadership Certification

Leadership Certification For information about application requirements contact us:

Professionals in position of responsibility for staff development, administrators of educational programs, university faculty, and other leadership service providers are eligible to participate in the DTT leadership certification program.

Successful completion of the requirements results in certification as Regional Associate Instructor for Developmental Therapy-Teaching. This designation grants approval to provide staff development workshops and onsite consultation for implementing DTT. A list of certified Regional Associates available to education agencies is maintained by the Developmental Therapy Institute.

It generally takes about two years for a working professional to complete the requirements for certification. Year One focuses on gaining comprehensive, indepth knowledge about the theory and methods of DTT, with emphasis on reliable use of DTT measurement instruments for students and teachers. Year Two shifts the focus to applications of this knowledge in the field, with emphasis on staff development skills through supervised workshops and presentations.

Content and Competencies

The first three areas (designated below) include basic content for using this approach. Individuals in leadership positions must learn to convey this content effectively to others. The specific scope of each topic and workshop is customized to the needs of those selected for the program resulting in certification as a DTT Regional Associate. The areas listed below are skills and competencies, which Regional Associates must demonstrate through on-site tutorials, workshops, and leadership seminars.

Developmental Therapy-Teaching: Model Overview and Theoretical Base

  • Developmental Characteristics of Social-Emotional-Behavioral Development: Early childhood through the teen years
  • Developmental Teaching Objectives & Rating Forms (DTORF-R): how to assess social-emotional-behavioral development to establish program objectives
  • Learning to Decode a Child’s Behavior: Developmental anxieties and defense mechanisms

The Therapeutic Classroom Environment

  • Setting Expectations, Rules, Respect, & Personal Responsibility
  • Developmentally Appropriate Teaching & Management Strategies
  • Developmentally Appropriate Schedules, Activities & Materials
  • Creative Activities to Enhance Motivation & Participation: Play, movement, physical skills, art, music, role play, story telling, & creative writing
  • Severe Problem Behavior & Crisis Intervention
  • Group Dynamics, Social Power, & Roles in Groups*

Adult Skills for Building Effective Relationships with Troubled Children, Youth, & Their Families

  • Working as an Effective Team Member
  • Awareness, Listening Skills, & Empathetic Responses
  • Styles of Interaction: Adult roles and how they change as children mature
  • Talking with Children and Youth in Crisis*

Group Processes for Inservice Workshop Effectiveness

  • Knowledge of Content
  • Support & Involvement of Each Participant in Active Learning
  • Pacing & Timing
  • Design of Presentation for Participant Investment & Motivation
  • Flexibility to Respond to Individuals yet Maintain Focus on Topic
  • The Workshop as a Vehicle for Enhancing Participants’ Sense of Community

Supervisory Field Skills

  • Reliable Use of the Developmental Therapy Rating Inventory of Teacher Skills (DT/RITS)
  • Classroom Observation Protocol
  • Debriefing with Teams
  • Follow-up Reports to Individual Teams
  • Responsibilities for Feedback to Program Administrators
  • Mentoring & Personal Support of Individuals

Program Consultation Competencies

  • Use of the Administrative Support Checklist: Practical strategies for guiding program effectiveness
  • Responsibilities & Limitations in Program Consultation
  • Repeated Basic Training for Staff Turnover
  • Use of Demonstration Teachers for Increased Staff Effectiveness
  • Continuing Advanced Staff Development
  • Involving Families
  • Involving Older Students in Goal Setting & DTORF-R Self-Ratings*
  • Enlarging Opportunities for Inclusive Programming & Supporting Educators in Those Settings
  • Enlarging Opportunities for Older Students in Pre-Vocational/Vocational and other Community Programs*

Evaluation Competencies

  • Periodic Reassessment of Students’ Individual Program Objectives: Monitoring their changing social, emotional, and behavioral status (the DTORF-R Bar Graph)
  • Preparation of DTORF-R Data for Evaluation of Program Effectiveness: Individual pre- post- DTORF-R gains
  • Conversion of scores to extrapolated developmental age scores (DAS) or T scores
  • Periodic Assessment of Teachers’ Skills: the DT/RITS as a self-guiding tool for teachers and supervisors
  • Determining Overall Program Effectiveness and Potential to Become a Demonstration Site

*These topics are included only for participants who are working with upper elementary, middle, or high school students.

For information about application requirements contact us: