early intervention support for children and families

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.