Early InterventionSupport for
Children and Families
Mission of Early Intervention Services
Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to
enhance children’s learning and development through everyday learning opportunities.
4Mission and Key Principles of Early Intervention Services http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
Seven Key Principles Looks Like/Doesn’t Look Like http://www.nectac.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
http://dodd.ohio.gov/
http://www.helpmegrow.ohio.gov/
County Boards of Developmental Disabilities
Key Principles
1) Infants & toddlers learn best through everyday experiences
and interactions with familiar people in familiar contexts.
2) All families, with the necessary supports and resources, can
enhance their children’s learning and development.
3) The primary role of a service provider is to work with and
support family members and caregivers in children’s lives.
4) The early intervention process, from initial contacts through
transition, must be dynamic and individualized to reflect the
child’s and family members’ preferences, learning styles and
cultural beliefs.
Key Principles (continued)
5) IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities.
6) The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.
7) Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations.
For children to enable young children to be active and successful
participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, preschool or school programs, and in the community
For familiesto enable families to provide care for their child and have
the resources they need to participate in their own desired family and community activities
ECO Center, 2005.
Retrieved from http://www.fpg.unc.edu/~eco/assets/pdfs/ECO_Outcomes_4-13-05.pdf
Goals of Early Intervention and Early Childhood Special
Education
Slide taken from Developing High Quality, Functional IFSP Outcomes/IPE Goals Training Package. Available at www.nectac.org/ifsp-outcomes-iep-goals/splash.asp.
Key Concepts Supporting the family to help the child
vs. teaching the child specific skills Family-centered practices
Building on activity settings and learning opportunities vs. embedding therapy
How children learn: natural learning opportunities
Promoting integration of services vs. focusing on disciplines in isolation
How services are deliveredSlide taken from Using Evidence in Early Intervention Service Delivery. Cheatham, Bush & Enright, 2008.
How children learn
• Naturally occurring learning opportunities
• Every day routines and activities
• Within family and community life
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M. (2001). Natural learning
opportunities for infants, toddlers, and preschoolers. Young Exceptional Children, 4(3), 18-25.
(Erratum in Young Exceptional Children, 4(4), 25)
Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing early intervention services
in natural environments. Infants & Young Children, 14(1), 1-13.
8
Interest-based Learning
Children’s interests influence:
Participation in activities
Level of engagement in activities
Amount of practice of new skills
Development of new competencies
Sense of mastery
(Raab, 2005)
Slide taken from Developing High Quality, Functional IFSP Outcomes/IPE Goals Training Package. Available at www.nectac.org/ifsp-outcomes-iep-goals/splash.asp.
51
EI Services: Focus on Participation
37
• Parents
• Service Coordinator
• Evaluation and Assessment Team Members
• Service Providers
• OthersIntegrating Child and Family Outcomes into the Individualized Family Service Plan (IFSP)Process•http://projects.fpg.unc.edu/~eco/assets/pdfs/IFSP-OutcomesFlowChart.pdf
The IFSP Process:
IFSP Team
IFSP Process: Outcomes
IFSP Outcomes:“What would your
family like to see happen for your child over the
next six months?”
ChildOutcomes
FamilyOutcomes
Who Has the Greatest Impact on Child’s Development?
SupportingInterventionist
SupportingInterventionist
SupportingInterventionist
ChildCaregivers
ChildInterventionist
Interventionist
1 hour
1 hour 84 hours
If the interventionist coaches the caregivers, the child now hassignificantly more opportunities for intervention each week.
-- Jung, 2003Less is More
COACHING IS KEY
Coaching is an evidence-based adult learning strategy used for talking with parents and other care providers to recognize what they are already doing that works to support child learning and development as well as building upon existing or new ideas.
Transition to Preschool
County Boards of Developmental Disabilities
Ages 6-15
County Board Determines Eligibility with COEDI: Children’s Ohio Eligibility Determination Instrument
Service Coordination:
Once you are eligible for services, your County Board will link you to needed services and supports. A Services and Support Administrator (SSA) will work with you to develop an Individual Service Plan that outlines what types of supports are needed.
Case Management (Service and Support Administration - SSA)
Case management is a process to link individuals and families to needed services and supports provided by local county boards of DODD. It may include any or all of the following supports:
Information, referral and linkage
Eligibility determination and assessment
Individual Service Plan development and revision
Assistance in provider selection and accessing services
Coordination and monitoring of services
Quality assurance of services provided to individuals and families
Crisis intervention
For children to enable children to be active and successful participants
during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, preschool or school programs, and in the community
For familiesto enable families to provide care for their child and have
the resources they need to participate in their own desired family and community activities
ECO Center, 2005.
Retrieved from http://www.fpg.unc.edu/~eco/assets/pdfs/ECO_Outcomes_4-13-05.pdf
Goals of Early Intervention, Early Childhood Special Education
and Supports for Families
Slide taken from Developing High Quality, Functional IFSP Outcomes/IPE Goals Training Package. Available at www.nectac.org/ifsp-outcomes-iep-goals/splash.asp.