Family-Centered Practices:
This presentation is the property of its rightful owner.
Sponsored Links
1 / 132

Deborah D. Hatton, Ph.D. FPG Child Development Institute PowerPoint PPT Presentation


  • 64 Views
  • Uploaded on
  • Presentation posted in: General

Family-Centered Practices: Multimedia Resources for Professional Development. 2005 OSEP National Early Childhood Conference February 9, 2005 Washington, D.C. Deborah D. Hatton, Ph.D. FPG Child Development Institute The University of North Carolina at Chapel Hill.

Download Presentation

Deborah D. Hatton, Ph.D. FPG Child Development Institute

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Deborah d hatton ph d fpg child development institute

Family-Centered Practices:

Multimedia Resources for Professional Development

2005 OSEP National Early Childhood Conference

February 9, 2005

Washington, D.C.

Deborah D. Hatton, Ph.D.

FPG Child Development Institute

The University of North Carolina at Chapel Hill

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Purposes of presentation

Provide overview of Early Intervention Training Center for Infants and Toddlers With Visual Impairments

Review modules and multimedia CDs being developed by the Center

Review curriculum and content for preparing personnel to provide family-centered practices

Secure feedback on resources from participants

Purposes of Presentation

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Early InterventionTraining Center for

Infants and Toddlers With

Visual Impairments

Deborah D. Hatton, Ph.D.

FPG Child Development Institute

The University of North Carolina at Chapel Hill

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

OSEP Cooperative Agreement H325B000003


Early intervention training center for infants and toddlers with visual impairments

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

Mission:To enhance the capacity of universities to prepare personnel to serve infants and toddlers with visual impairments and their families

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Modules developed by eitc

Family-Centered Practices

Visual Conditions and Functional Vision:

Early Intervention Issues

Developmentally-Appropriate Orientation and Mobility

Communication and Emergent Literacy

Assessment

Recommended and Evidence-Based

Intervention Practices

Modules Developed by EITC

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


What is a module

A course (2 to 3 semester hours of graduate

credit) consisting of five to seven sessions

Each session includes

Introduction and objectives

Knowledge synthesis (Major Points)

List of instructor resources

Suggested instructional sequence

PowerPoint summarizing Major Points

Quiz

Video clips and self-check on CDs for application of knowledge to practice

What is a module?

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Building a module

Literature review

Professional standards

Recommended practices

Review of relevant products from other projects

University partner input

Practitioner input

Family/consumer input

Expert input

Visual impairment

Early intervention

Accessibility

Technology

Building a Module

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Developing and implementing

Field review process

Module revision

Field test process

Module revision

Module publication

Dissemination

Developing and implementing

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Field test locations family centered practices

University of Alabama at Birmingham

University of Arizona

Drake University, Iowa

Florida State University

Kutztown University

North Carolina Central University

Field Test Locations:Family-Centered Practices

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Family-Centered Practices

Building Reliable Alliances

Session 1

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development InstituteProduced in collaboration with P.J. Winton (2003)


Objectives

After completing this session, participants will

describe the legal basis for family-centered practices in the context of early intervention.

2. identify and implement the key features of family-centered practices: focusing on family strengths, promoting family choice, and collaborating with families and other professionals while respecting and honoring diversity within the context of families, communities, and cultures.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1A


Deborah d hatton ph d fpg child development institute

describe the rationale for using family-centered practices and demonstrate the ability to initiate and sustain a reliable alliance with families based on effective help-giving practices.

describe their overall philosophy for working with families including the basic assumptions and principles that guide their approach. Develop self-awareness of personal values, assumptions, and biases related to childrearing and interactions with families and understand how those affect relationships with families and children.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1B


History of early intervention federal legislation

1975 Public Law (PL) 94-142

The Education of the Handicapped Act guaranteed free appropriate public education to children with disabilities ages 5 to 21 years.

1986 PL 99-457

Extended PL 94-142 down to age 3 years due to an urgent and substantial need to

enhance development of infants/toddlers with disabilities,

reduce educational costs,

minimize institutionalization,

maximize independence, and

enhance capacity of families to meet children's needs.

History of Early Intervention Federal Legislation

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1C


Idea amendments of 1997 pl 105 17 individuals with disabilities education act

Part C

Provided the legislative support for family-centered early intervention services for infants and toddlers (0-3) with disabilities and their families.

IDEA will probably be reauthorized in 2004. Final regulations will be issued following reauthorization. Be alert for changes in federal legislation that affect early intervention in 2005.

IDEA Amendments of 1997 (PL 105-17)Individuals with Disabilities Education Act

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1D


Idea amendments of 2004 individuals with disabilities education improvement act

Part C

Provides the legislative support for family-centered early intervention for infants and toddlers (0-3) with disabilities and their families.

Requires that families direct assessment of their resources, priorities, and concerns.

IDEA Amendments of 2004 Individuals with Disabilities Education Improvement Act

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1D


Goals of part c of idea

Enhance the development of infants and toddlers with disabilities

Reduce costs to society by minimizing need for special education

Minimize likelihood of institutionalization and maximize independent living

Enhance capacity of families to meet children's needs

Goals of Part C of IDEA

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1E


Family centered support

Reflects a way of coordinating and delivering assistance, support, and services to families with children who have disabilities that enhances their capacity to care for their child

Is based upon an understanding of the complexity that exists within families and that decisions and services will influence each member of the family and the unit as a whole

Family-Centered Support

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1F


Family systems theory

Family systems theory provides a framework for looking at families and their challenges.

Practitioners are most effective when they view the context of each unique, individual family and craft solutions that fit the family, rather than making the family adapt to the solution.

Practitioners who implement family systems theory explore options with a family based on their unique characteristics rather than imposing options on a family.

Foster & Phillips, 1992

Family Systems Theory

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1J


Central values of the family centered approach

Emphasizing families’ strengths rather than deficits

Promoting family choice and control over desired resources

Developing collaborative relationships between professionals and parents

Viewing family from a holistic perspective

Central Values of theFamily-Centered Approach

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1L


Shifting assumptions

Child-centered Family-centered

Standardized Individualized

Doing to families Doing with families

Specialized Integrated

Fragmented Coordinated

Multidisciplinary Transdisciplinary

Shifting Assumptions

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1M


Deborah d hatton ph d fpg child development institute

Family is constant in child’s life

Collaboration at all levels is essential

Cultural, racial, ethnic, socioeconomic diversity are honored

Family strengths are recognized and respected

Unbiased information is shared continuously

Networking and family-to-family support are promoted

Turnbull, Turbiville, & Turnbull, 2000

Family-Centered Practices:Current Assumptions

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1N


Family centered practices current assumptions

Expertise regarding developmental needs of child is shared

Systems are accessible, flexible, culturally competent, responsive to strengths/concerns identified by family

Comprehensive programs for financial and emotional support are available

Turnbull, Turbiville, & Turnbull, 2000

Family-Centered Practices:Current Assumptions

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1O


Establishing reliable alliances

The term reliable alliance has been used by Turnbull and Turnbull (2001) to describe a dynamic relationship between families and professionals in which they experience individual and collective empowerment by sharing their resources equally in order to make joint decisions.

Turnbull & Turnbull, 2001

Establishing Reliable Alliances

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1P


Eight obligations involved in establishing reliable alliances

Reliable alliances involve the following eight obligations.

1.Knowing yourself5. Promoting family choices

2.Knowing families6. Affirming great

3.Honoring cultural expectations

diversity7. Communicating

4.Affirming and positively

building on family 8. Warranting trust and

strengths respect

Turnbull & Turnbull, 2001, p. 58

Eight Obligations Involved in Establishing Reliable Alliances

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1Q


Diversity

Diversity refers to differences in individuals and families across a variety of dimensions including

culture, language, race, class, disability, age, and gender.

personal affiliations to religious and political groups or belief.

sexual orientation.

Family culture can affect any of the following:

treatment of medical issues,

primary language spoken within the home,

literacy activities,

interactive play (social skills), and

daily routines.

Milian, 2000

Diversity

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1V


Cultural diversity and visual impairment

Some cultures

believe that caring for the child is more important than teaching independence.

expect adults with blindness/VI to hold only certain jobs or not to work at all.

value oral communication over the written word.

vary in their gender expectations.

believe that specific types of VI have special meaning.

Erin, 2002

Cultural Diversity and Visual Impairment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1X


Religious diversity and visual impairment

Many religions still think that visual impairments result from retribution for sin.

For some families, religious leaders and heads of family may be the critical decision makers.

Many families visit religious healers during their children’s early years.

Erin, 2002

Religious Diversity and Visual Impairment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1Y


Cultural reciprocity

According to Harry (as cited by Warger, 2001), families

And professionals must engage in a two-way process to

gain understanding and respect for each other’s values.

This two-way process is the basis for cultural reciprocity

and involves

identifying cultural values,

determining if you and the family are aware of each others’ assumptions and how you differ,

identifying and respecting cultural differences—explaining and discussing cultural basis of assumptions, and

determining the best way to adjust recommendations to match values.

Cultural Reciprocity

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1Z


Building positive relationships with families

Respect the uniqueness of families

Develop personalized, trustful relationships

Consider cultural issues that influence communication

Recruit staff who value diversity

Develop relationships with leaders of cultural groups who serve as guides

Evaluate outcomes and processes

Bruns & Corso, 2001

Building Positive Relationships With Families

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1AA


Consider variations within cultures

Families vary in their adherence to cultural

norms based on

Primary language in home and community

Educational levels

Religious affiliations

Country of origin, length of time in U.S.,

degree of acculturation, current residence

Income

Santos & Reese, 1999

Consider Variations Within Cultures

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1BB


Families within cultures vary fcm 1 07

Families Within Cultures VaryFCM 1-07

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005

PowerPoint 1BB


Deborah d hatton ph d fpg child development institute

Examine personal biases, values, and past experiences and how they may impact interactions with families.

Be sensitive to families’ reactions to disability within the context of the family, community, and culture.

Get to know and appreciate families and their perspectives, strengths, needs, and concerns.

Honoring Diversity

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Family-Centered Practices

Teams and Service Coordination

Session 2

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development InstituteProduced in collaboration with P.J. Winton and R.A. McWilliam (2002)


Objectives1

After completing this session, participants will

identify, observe, and describefactors that contribute to effectively functioning teams.

contrast three team models and cite the advantages and disadvantages of each.

recognize families as key members of teams and describe factors that contribute to family participation on early intervention teams.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives2

After completing this session, participants will

identify, observe, and describe the possible collaborative roles of TVIs on early intervention teams. Identify their own strengths and areas of potential growth regarding teamwork and collaboration.

describe the potential roles of the official service coordinator and the required elements of service coordination.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Effective early intervention teams

Members understand and accept the mission, purpose, and goals.

Members have appropriate training, skills, and experience.

Members practice open communication.

Organizational support is available.

Leadership is identified.

Effective problem-solving strategies are utilized.

Members have high standards and evaluation methods.

Trust and support are evident.

Sufficient time and resources are available.

Briggs, 1993

Effective Early Intervention Teams

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Effective communication strategies

Start with general questions and statements.

Offer support; follow through on commitments; listen empathetically.

Restate key components; listen actively.

Seek clarification.

Practice nonverbal communication and passive listening.

Summarize information.

Model effective communication.

Effective Communication Strategies

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Parents may feel estranged from

the team when they are

not involved in planning stages,

not given meaningful roles,

not prepared for meetings, or

not supported in their involvement.

Factors that make it difficult for parents to feel a part of a team:

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Factors that make it difficult for parents to feel a part of a team

Parents may feel estranged from

the team when professionals

discount parent perspectives or priorities,

see the child from single discipline’s perspective, or

are not sensitive to the fact that they can be intimidating.

Factors that make it difficult for parents to feel a part of a team:

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Increasing family involvement in ifsp development

When parents

participated in a developmental assessment,

recorded their family profile, and

met with a school or community liaison,

the meeting that followed resulted in the parents

presenting their goals and concerns first,

suggesting more goals, and

making more decisions.

Brinckerhoff & Vincent, 1987

Increasing Family Involvement in IFSP Development

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Effective team members

approach early intervention from a transdisciplinary perspective in partnership with service agencies and families,

know how to find information, and

are critical thinkers and life-long learners who seek innovative solutions.

Effective team members

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Involving families in teams fcm 2 06

Involving Families in TeamsFCM 2-06

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Collaborative team meetings fcm 2 02

Collaborative Team MeetingsFCM 2-02

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Service coordinators support families of infants and toddlers with disabilities who are eligible for services.

They do so by assisting and enabling the child and family to receive the rightful services, including procedural safeguards, authorized by the state’s early intervention program.

While supporting families when needed, service coordinators also encourage families to become self-directed and empowered so they acquire the skills required for life-long advocacy for their child.

Service Coordination as Defined by IDEA

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Family-Centered Practices

Support-Based Early Intervention and Developing Ecomaps

Session 3

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development InstituteProduced in collaboration with R.A. McWilliam (2002)


Objectives3

After completing this session, participants will

describe why all high-quality early intervention practices are considered support; contrast support and services; and describe the three types of support that should be provided to families by early interventionists.

2. discuss the importance of focusing on family strengths.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives4

After completing this session, participants will

describe why a TVI in early intervention is interested in family members, friends, and other natural supports.

demonstrate the completion of an ecomap and describe its advantages.

describe how teachers of children with visual impairments (TVIs) work in collaboration with other professionals in the early intervention system to provide support to families.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Early intervention is best described as a system of supports that enhances the capacity of families to meet the special needs of their children with disabilities.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Services versus support

Services: specific, discrete activities intended to meet specific, discrete needs

Support: providing or coordinating resources to meet a family’s needs

Services Versus Support

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Early intervention is the process of providing support not just services

Describing early intervention simply as the provision of services is limiting and inaccurate.

It suggests first that the professional’s activities, rather than the family’s own actions, account for progress and positive change within a family and the child.

It leads to the notion that every need requires a service.

It leads to the belief that more is better in terms of number of services and frequency of contacts.

Early intervention is the process of providing support, not just services.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Support based intervention

McWilliam and Scott (2001) identified three primary types of support provided by early interventionists:

emotional support,

material support, and

informational support.

Support-Based Intervention

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Emotional support

Emotionally supportive, family-centered

practitioners have the following characteristics:

positiveness,

responsiveness,

orientation to the whole family,

friendliness,

sensitivity,

competence with and about children, and

competence with and about

communities.

McWilliam et al., 1998

Emotional Support

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Material support

Families cannot carry out interventions if their

needs for food, shelter, and security are not met.

Sometimes children with VI require specialized

materials and environmental modifications such

as task lighting, optical aids, or brightly colored

objects to enhance participation in daily routines.

Examples

Equipment and supplies

Information about

resources, including

financial resources

Material Support

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Informational support

Families whose child has a visual impairment

report concerns about the future and a need

for information about

child development,

child’s visual condition,

services and resources, and

specific strategies and skills.

Leyser & Heinze, 2001

Informational Support

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Families are the key to effective early intervention

Family members are the child’s primary sources of nurturance, lifelong advocates, and key decision makers.

Family members know the child better than anyone else.

Family members are the ones who will be most effective at implementing suggestions.

In order to implement family-centered support effectively, professionals must look for strengths in families.

Families are the key to effective early intervention.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Focusing on family and child strengths

When emphasis is on strengths rather than deficits, the family is empowered.

Fewer professional services may be required when a strengths-based approach is used.

Collaboration between family and service providers is enhanced when professionals recognize and value existing strengths.

The knowledge, skills, and talents of both the child and family should be considered in intervention planning and implementation.

Focusing on Family and Child Strengths

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Support based early intervention and the family ecology

In addition to support from professionals, families obtain support from relatives and friends, neighbors, coworkers, and groups with which they are associated.

The system of supports that families have is part of the family ecology.

By knowing about the family ecology, the TVI can make suggestions that ensure that family priorities are met with existing resources whenever feasible.

Support-Based Early Intervention and the Family Ecology

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


What s the best time to ask about the family ecology

If family members are interested, the initial intake visit is the preferred time to learn about the family ecology.

This can be postponed, however, if

the family seems uncomfortable sharing this personal information so early in the relationship, or

the intake procedures preclude learning about the family ecology.

What’s the best time to ask about the family ecology?

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Purposes of the intake visit

Establish rapport withthe family.

Convey information about the program.

Determine family’s primary concerns.

Inform family of

their rights.

Secure permission

to conduct

assessments.

Learn about the

family ecology.

Purposes of the Intake Visit

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Methods of learning about the family ecology

Interviews and questionnaires

Observation

Community resource mapping

Ecomaps

Methods of Learning About the Family Ecology

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


What is an ecomap

A visual depiction of the family’s informal, formal, and intermediate system of supports

Completed during informal dialogue between family and early interventionist or TVI—may take about 15 minutes

Preferably completed during intake visit, but can be completed whenever family seems comfortable with sharing the information

What is an ecomap?

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Developing an ecomap fcm 3 09

Developing an EcomapFCM 3-09

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Eligibility and routines based assessment

Family-Centered Practices

Eligibility and Routines-Based Assessment

Session 4

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development InstituteDeveloped in Collaboration with R.A. McWilliam, 2002


Objectives5

After completing this session, participants will

describe the eligibility criteria (established condition, developmental delay, atypical development, or being at risk for developmental delay) for children entering Part C of IDEA.

describe what IDEA says about multidisciplinary assessment and assessment of the child’s current level of functioning.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives6

After completing this session, participants will

describe the difference between evaluation for eligibility and assessment for intervention planning.

describe what IDEA says about the assessment of families’ priorities and concerns as related to their capacity to meet the developmental needs of the child. Describe the difference between assessment of families’ needs and priorities and assessment of families.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

After completing this session, participants will

5. contrast the benefits and drawbacks of questionnaires and interviews to assess families' priorities.

6. describe the rationale for routines-based assessment (RBA) and identify and demonstrate sensitive and appropriate interactions with families in the process of RBA. Review major concerns and help parents select their priorities.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

After completing this session, participants will

7. identify and demonstrate the six questions to ask caregivers in the context of each routine.

8. describe the role of the TVI in determining eligibility and conducting an RBA.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Evaluation for eligibility

Does the child qualify for early intervention based on the eligibility criteria?

Or more simply,

Is the child in or out of early intervention?

Evaluation for Eligibility

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Eligibility criteria

Established disability or “condition”

Developmental delay

Atypical development

At risk for developmental delay due to biological and/or environmental factors

Eligibility Criteria

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Multidisciplinary assessment

Once eligibility is established, IDEA requires that the child’s current level of functioning be determined by a multidisciplinary assessment. Two or more professionals from at least two disciplines must participate in the multidisciplinary assessment to determine current level of functioning.

A functional vision assessment may be performed as part of the multidisciplinary assessment.

The purpose of the multidisciplinary assessment is to identify the unique strengths and needs of the child.

Multidisciplinary Assessment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Current level of functioning

Current level of functioning describes cognitive, communication, motor, social-emotional, and adaptive/self-help skills.

Some states accept a descriptive narrative of current level of functioning.

Current level of functioning is a required component of the IFSP.

Current Level of Functioning

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Routines based assessment

A process whereby families

share their concerns and

identify priorities for early intervention

within the context of everyday activities

and routines, thereby assuring that early

intervention occurs within natural

environments.

This process is more comprehensive than

either questionnaires or interviews.

Routines-Based Assessment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


What are routines

Routines are the everyday or frequently occurring events needed to maintain family life.

Routines occur in the family’s natural environments.

Routines reflect cultural and personal values, vary from day to day, appear chaotic or rigid, may be organized or disorganized, and may reflect a family’s goals.

Bernheimer & Keogh, 1995

What are routines?

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Benefits of the rba

The routines-based assessment

emphasizes that intervention is family-centered,

provides a structure for families to have a meaningful role in planning,

generates a list of functional intervention outcomes, and

aids in developing a positive relationship with families.

Benefits of the RBA

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Components of an rba

Routines-based interview

An early interventionist interviews the family about daily routines and how the child and family interact during those routines.

Identification of concerns

From the interview, family members generate a list of concerns they would like to address.

Prioritization of concerns

Family members prioritize the list of concerns so that their most immediate concerns become outcomes for intervention planning.

Components of an RBA

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Steps to ensure an effective routines based assessment

Prepare: Think about routines and logistics; devote full attention to planning.

Listen: Conduct the routines-based interview; learn about daily routines; highlight the family’s concerns.

Summarize: Identify major concerns; ask family members what they would like to work on; assist family in prioritizing these potential outcomes.

Steps to Ensure an Effective Routines-Based Assessment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Interviewing skills

Be friendly: Make an effort to put the family

at ease.

Relax: Don’t go through a checklist of

questions.

Show real interest: Your goal is to learn

about and support this family.

Empathize: Don’t be poker-faced.

Accept: Don’t judge.

Interviewing Skills

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


The routines based assessment getting ready

Before the interview, encourage the family to think about their daily routines.

When appropriate, arrange to have childcare providers from outside the family report on routines.

Keep eligibility evaluations separate from intervention planning assessments.

The Routines-Based Assessment: Getting Ready

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Rbi overview

Families report on their routines first.

Staff from childcare settings report on routines.

Specialists ask questions.

Specialists and staff withhold giving advice.

RBI Overview

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Go through each routine.

Get a sense of family’s and child’s functioning using the six questions that will follow.

Write down significant information.

Highlight concerns.

Recap concerns with the family, showing them the highlighted items.

Ask what the family would like to concentrate on.

Write down these potential outcomes.

Help family determine priority order.

Routines-Based Assessment

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Introducing rba fm 4 03

Introducing RBAFM 4-03

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Six questions about each routine

What does everyone else do?

Home: other family members?

Classroom: other children?

What does the child do?

Engagement How and how much

does the child participate in the routine?

Six Questions About Each Routine

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Six questions about each routine1

Independence What does the child

do without assistance?

Social relationships How does the child

communicate and get along with others?

How satisfied is the caregiver with the

routines?

Six Questions About Each Routine

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Developing functional outcomes

Family-Centered Practices

and the IFSP Process

Developing Functional Outcomes

Session 5

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development Institute

Developed in Collaboration with R.A. McWilliam (2003)


Objectives7

After completing this session, participants will

1. identify and describe the benefits and required components of an individualized family service plan (IFSP).

2. describe the importance of functional outcomes and strategies for children and families. Describe functionality for very young children—engagement, independence, and social relationships within daily activities and routines.

3. describe the importance of assessing current level of functioning in developing functional outcomes.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives8

After completing this session, participants will

4. describe the role of the team in developing the IFSP according to IDEA(2004).

5. describe the process by which the IFSP is monitored and reviewed.

6.use ecomaps and routines-based assessment (RBA) to identify functional outcomes and strategies and the natural environments in which they are most likely to be implemented.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives9

After completing this session, participants will

7. develop a successful IFSP that includes functional outcomes; strategies for achieving the outcomes; specification of any necessary early intervention services and supports; and requirements for coordination and accountability.

describe the transition process from Part C (infant and toddler) to Part B (preschool) services.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives10

After completing this session, participants will

9. describe the structure of effective and efficient IFSP meetings, including preparing families.

10. describe differences between an IFSP and an individualized education program (IEP).

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Benefits of the ifsp

Family-centered: focuses on the family’s concerns and priorities—a dynamic process and document that guides early intervention

Contains procedural safeguards

Provides a holistic plan to assure that outcomes are achieved in a timely manner

Requires service coordination

Requires that two or more professionals from at least two disciplines are involved in assessment and in development of the IFSP

Requires that meetings are accessible and convenient for families

Benefits of the IFSP

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Ifsp eight required components

Statement of current levels of functioning

Statement of the family’s resources, priorities, and concerns

Statement of the major outcomes, criteria, procedures, and timelines

Statement of early intervention services including the frequency, intensity, and method of delivering services

IFSP: Eight Required Components

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Ifsp eight required components1

Statement of the natural environments in which services will be provided

Statement of the projected dates for the initiation and duration of services

Identification of the service coordinator

Description of the transition plan for the transition to preschool services

IFSP: Eight Required Components

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Natural environments

According to IDEA (2004), early intervention

services should be provided in natural

environments.

Natural environments are defined as settings

and activities that are typical for the child’s

peers of the same age who do not have

delays or disabilities.

Natural environments include childcare

centers, playgroups in public facilities,

parks and recreation centers, festivals, retail

establishments, and other community settings.

Natural Environments

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Family resources priorities and concerns

Use the ecomap (Session 3) and routines-based interview (Session 4)

to identify family

resources,

priorities, and

concerns.

to identify the natural environments

in which intervention will occur.

Family Resources, Priorities, and Concerns

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Describe the child’s current level of functioning in terms of the child's engagement (participation), independence, and social relationships in everyday activities.

Typically, the current level of functioning contains information from the multidisciplinary assessment.

Meaningful descriptions of the child’scurrent level of functioning promote development of functional outcomes.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Information from the RBA is incorporated into the current level of functioning.

The TVI may use information from the FVA, orientation and mobility assessments, and the RBA to help develop descriptions of current levels of functioning.

Meaningful descriptions of the child’scurrent level of functioning promote development of functional outcomes.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Functional outcomes

Functional Outcomes

For a very young child, functionality

means

  • engagement,

  • independence, and

  • social relationships.

    McWilliam, 2005

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Engagement

Engagement

Engagement means developmentally and contextually appropriate interactions with the environment, including adults, peers, and materials.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Social relationships

Social development involves

forming relationships

(attachment),

communicating,

developing trust,

adapting to new situations,

interacting with peers (parallel,

associative, cooperative play), and

forming friendships.

Social Relationships

Social relationships provide motivation and serve

as the foundation for learning and competence.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Ifsp development is a team effort

The IFSP team agrees on functional outcomes and the strategies needed to achieve them.

The IFSP team determines who will provide support and services.

The IFSP team determines the timelines for achieving the outcomes.

If the team plans to provide transdisciplinary services, the primary home visitor (and possibly the service coordinator) can be identified during the IFSP meeting.

IFSP development is a team effort.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Multidisciplinary versus transdisciplinary

Part C regulations of IDEA (2004) specify that in order to assure that more than one discipline is involved, a multidisciplinary team must complete assessments and collaborate with families to develop the IFSP.

Transdisciplinary models can also be used to fulfill the mandate.

Increasingly, the transdisciplinary model is recommended for providing early intervention support and services.

Multidisciplinary Versus Transdisciplinary

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


The ifsp is a living document

Most programs require that the IFSP be reviewed every 6 months, as required by law.

It may be desirable to review the IFSP on a quarterly basis—particularly since young children may change quickly.

The schedule for review will determine the projected dates for initiation and duration of services.

The IFSP is a living document.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Services on the ifsp must be related to needs identified in the multidisciplinary assessment

The team should decide on services based

on the outcomes—not on the diagnosis.

Just because the child has a deficit in a given area, it doesn't mean that it’s a priority for the family.

Just because a family chooses an outcome, it doesn't necessarily mean that a service is needed for that outcome to be met.

Services on the IFSP must be related to needs identified in the multidisciplinary assessment.

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Suggestions for writing meaningful descriptions of the child s current level of functioning

Balance positive statements about the child's functioning with straightforward statements about the child's needs.

Focus on functional needs in daily routines rather than on test performance.

Use language that a layperson would understand; avoid professional jargon.

Suggestions for WritingMeaningful Descriptions of the Child’s Current Level of Functioning

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Outcome selection

The concerns identified by the family during the RBA are reviewed.

The family selects 6 to 10 outcomes (goals).

Team members, including the family, suggest outcomes based upon the multidisciplinary assessment and integrate them into the family outcomes.

The family and other team members put outcomes into priority order.

Outcome Selection

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

The most important point about outcome writing is that outcomes should be worded directly, simply, and measurably.

It should be clear what the child is learning to do.

It should be understood by everyone involved.

It should be clear how to determine when the outcome has been achieved.

Writing Functional Outcomes

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Identifying strategies and specifying supports and services

Strategies are actions that will be taken to achieve the functional outcomes specified in the IFSP.

Strategies should fit into the family’s daily routines and meet family priorities.

After outcomes and strategies have been identified, the team specifies the supports and services needed to achieve the outcomes, including the frequency, intensity, and method of delivering services.

Identifying Strategies andSpecifying Supports and Services

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Identifying natural environments and initiation and duration of services

The IFSP must identify the natural environments in which support will be provided or a rationale for why support was not provided in a natural environment.

The IFSP must specify the projected dates for initiation and duration of services.

Identifying Natural Environments and Initiation and Duration of Services

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Support for transitions from part c to part b services

When the child is between 24 and 30 months of age, professionals should begin preparing the family for the transition from infant/toddler services (Part C) to preschool services (Part B).

The family should be offered options for resources to meet their goals for their child.

The family may want to visit as many options as they can.

The family may need to be prepared for the shift from a focus on the family to a focus on the child.

Support for Transitions from Part C to Part B Services

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Planning effective ifsp meetings

Prepare families for the meeting.

Set the time and location based on the family’s preferences.

Promote communication among all from intake onward.

Treat all with warmth and respect.

Promote participation by all in the meeting.

Encourage everyone to provide input.

Remember that the IFSP meeting is a team process.

PlanningEffective IFSP Meetings

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Begin with introductions.

Review family concerns and priorities.

Review child and family strengths.

Describe child’s current level of functioning.

Review and prioritize family members’ concerns.

Use concerns as a basis for developing functional outcomes that can be incorporated into the context of daily routines across natural environments.

Write outcomes in measurable, easy-to-understand terms.

ImplementingEffective IFSP Meetings

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Family-Centered Practices

Effective Home Visits

Session 6

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development Institute

Developed in Collaboration with R.A. McWilliam, 2003

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives11

After completing this session, participants will

1.identify the major goals of home visits: providing informational, material, and emotional support that promotes functional outcomes based on family priorities within the context of daily routines.

2.describe the importance of developing an awareness of cultural diversity and cultural reciprocity.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives12

After completing this session, participants will

describe the rationale for a transdisciplinary, collaborative, routines-based approach to home visits; the difference between regular home visits and consultative home visits within the transdisciplinary approach; and the role of the TVI in each.

use modeling appropriately to facilitate the acquisition of functional outcomes.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives13

After completing this session, participants will

5.structure home visits around family priorities in order to promote the acquisition of functional outcomes for the child and family within the context of daily routines and activity settings.

6.identify situations in which outside assistance must be sought.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Major goal of home visits

Providing support to families is the foundation for effective home visits.

Three types of support early interventionists can provide include:

emotional,

material, and

informational.

Major Goal of Home Visits

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Communication barriers

Family

Lack of resources (e.g., time and money)

Current emotional response (e.g., grieving)

Professional

Lack of experience working with families

Negative attitude toward family

Berry & Hardman, 1998

Communication Barriers

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Cultural awareness

To be effective early interventionists and to accomplish the goals of the home visit, TVIs must develop cultural awareness and respect for diversity.

Service providers may consider following a four-step process that will help them develop cultural reciprocity (Harry, as cited by Warger, 2001). Cultural reciprocity refers to a two-way process by which people from different cultures find mutual ground through sharing information about values and culture, to communicate effectively.

Cultural Awareness

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Cultural reciprocity1

According to Harry (as cited by Warger, 2001), professionals and families must engage in a two-way process to gain understanding and respect for each others’ values. This process is the basis for cultural reciprocity and involves

identifying cultural values,

determining if you and the family are aware of each others’ assumptions, and of how you differ,

identifying and respecting cultural differences—explaining and discussing the cultural basis of assumptions, and

determining the best way to adjust recommendations to match the family’s values.

Cultural Reciprocity

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Models of service delivery

MultidisciplinaryEach specialist works independently from assessment to intervention.

InterdisciplinarySpecialists share findings of their assessments and plan outcomes together with the family but implement their own intervention programs.

TransdisciplinaryOne primary specialist or generalist is responsible for outcomes and collaborates with specialists to provide intervention.

Models of Service Delivery

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Advantages of transdisciplinary approach

Almost all child-level intervention occurs

between visits.

Almost all interventions can be implemented in

the context of family routines and daily activities.

Infants and toddlers cannot generalize skills that early interventionists introduce.

Not every need requires a service.

More is not necessarily better.

Advantages of Transdisciplinary Approach

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Components of collaboration

Empower regular caregivers to meet the child’s individual needs.

Treat regular caregivers with respect and as full members of the team.

Confer with specialists and other service providers to develop and implement an integrated and comprehensive intervention plan.

Components of Collaboration

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Outcomes of effective collaboration

Routines-based, family-centered assessment and intervention planning

Family discusses its routines and needs

Staff members discuss classroom routines (if appropriate)

Family identifies priorities

Functional outcomes tied to routines, family priorities, and needs

Primary service provider/home visitor model (Transdisciplinary approach)

Outcomes of Effective Collaboration

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Roles of home visitors

Primary Home Visitor

Responsible for regular weekly home visits

Responsible for securing formation from specialists and incorporating it into integrated strategies for functional outcomes

Responsible for IFSP development, implementation, monitoring

Responsible for transition planning

Consultant

Identifies priorities from primary home visitor while formulating recommendations related to visual impairment

Makes joint visits with primary home visitor

Provides technical assistance to primary home visitor and direct service to child and family through joint home visits

Roles of Home Visitors

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Structuring the home visit

General well-beingHow have things been going?

New questions orDo you have anything new you concerns wantto ask me about?

Review of outcomes How have things been going

in priority orderwith [priority #1]?

Problematic Is there a time of day that is

routines not going well?

Other family How is [family member]

members doing?

Appointments Have you had any appointments?

Workload Do you have enough or too much intervention to do with [your child]?

Structuring the Home Visit

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Recommended practices for home visits

Collaborate with families and with other specialists and service providers.

Use routines-based intervention to achieve functional outcomes.

Use a transdisciplinary model with a primary home visitor.

Ensure the primary home visitor collaborates with other specialists and service providers.

Recommended Practicesfor Home Visits

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Collaborative approach fm 6 02

Collaborative ApproachFM 6-02

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Promoting functional outcomes involves

empowering regular caregivers to make

their own decisions to achieve their priorities and meet the child’s individual needs.

fostering important functional domains of child development:

engagement,

independence, and

social relationships.

Promoting functional outcomes involves

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Deborah d hatton ph d fpg child development institute

Family-Centered Practices

VI-Specific Issues

Session 7

The University of North Carolina at Chapel Hill

Early Intervention Training Center for Infants and Toddlers With Visual Impairments

FPG Child Development InstituteProduced in collaboration with R. A. McWilliam and P.J. Winton (2002)


Objectives14

After completing this session, participants will

1.describe issues and strategies that will assist TVIs as they build reliable alliances and implement family-centered practices.

2.describe the strategies that TVIs use as members of teams to effectively communicate and collaborate with families and other professionals, identify the benefits of the transdisciplinary method of service delivery, and describe the responsibilities of the service coordinator.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives15

After completing this session, participants will

describe the three types of support that are important for families of young children with visual impairments and explain the advantages of developing an ecomap (a graphic representation of a family’s existing supports).

describe the criteria for eligibility for Part C services under IDEA (2004) and the rationale for family-centered, routines-based assessment and identification of the family’s priorities, strengths, and concerns.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


Objectives16

After completing this session, participants will

identify the eight required components of individualized family service plans (IFSPs) and strategies for developing functional IFSP outcomes and assuring smooth transitions from Part C to Part B services.

contrast the roles of TVIs who serve as primary home visitors to those of TVIs who serve as consultants to primary home visitors and families.

Objectives

Early Intervention Training Center for

Infants and Toddlers With Visual Impairments

FPG Child Development InstituteUniversity of North Carolina at Chapel Hill

February 2005


  • Login