Enhancing Services in Natural Environments. Common Themes from the Community of Practice on Part C Settings/Natural Environments conference call series on effective practices in early intervention.
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Common Themes from the Community of Practice on Part C Settings/Natural Environments conference call series on effective practices in early intervention.
Presented byLarry Edelman, Univ. of Colorado Health Sciences CenterJoicey Hurth, NECTAC Lynda Pletcher, NECTAC
Report on the Conference Call Series Sponsored by the OSEP Part C Settings Community of Practice
Downloadable Handouts and PowerPoint presentations, and ordering information for tapes or CD’s of the audio portions of the calls in the series are available at:
Touch PointsComplexity:Lots of Differently Labeled Lists of Ideas are Used to Describe Ways of Thinking
Classroom-Based Integrated Services
Consultative Model Adapted for Diverse Adult Learners
Development-Enhancing Learning Opportunities
Dyadic Interaction/Triadic Exchange
Everyday Learning Opportunities
Everyday Natural Learning Opportunities
Family/Child Supports & Services
Family-Centered Home-based Service Approach
Family-Guided Routine Based Intervention
Home-Based Integrated Services
Initial Planning Conversation
Integrated Specialized Services
Natural Learning Environment
Primary Service Provider
Support-Based Home Visits
Triadic Support Hierarchy
Typical Natural Learning Environment SettingsComplexity: Terminology
There also seems to be some common themes and areas of clear agreement.
Two 30 minute sessions = 60 minutes of intervention a week.
The family, and other care givers, are always there
10 minutes of intervention during ~10 waking hours = 100 minutes a day or 700 minutes a week.Learning Occurs between “Sessions”
Each routine (e.g. putting a child asleep for a nap) that infants experience regularly accounts for more than 2,000 episodes of everyday learning opportunities by the time a child is one year old.Do the Math Again
Basing strategies on how all children learn
Having a sound understanding of typical infant and toddler development
Recognizing that young children learn throughout the course of everyday life, at home and in the community
Focusing on naturally occurring learning opportunities, rather than contrived, specialized instruction
Supporting primary caregivers to provide children with learning experiences and opportunities that strengthen and promote a child’s competence and development
Supporting learning that occurs in context of the things that have high levels of interest and engagement for children and their families
Although our speakers would probably differ in emphasis and priorities, and each speaker might add more outcomes, all support these outcomes:
*Thanks to LeeAnn Jung, 2003
To what extent:
Supports and services provided to the family as they enhance their child’s participation, learning, and development
Specific clinical services
Integrated EI supports and services
Practitioners not being able to do this work without parents and other caregiversIs the focus of Public Awareness on:
Supports and services that incorporate how natural supports can help achieve IFSP outcomes
EI supports and services as a way to help families achieve their outcomesIs the focus of Public Awareness on:
Reference: TA Document: Natural Environments, NM Infant Toddler Program (2002)
Donald P. Ely,
Professor of Instructional Design and Development,Syracuse University
Director of the ERIC Clearinghouse on Information Resources
Facilitating Change, page 3
1. Dissatisfaction with the Status Quo
2. Knowledge and Skills Exist
3. Resources are Available
4. Time is Available
5. Rewards or Incentives Exist for Participants
6. Participation is Expected and Encouraged
7. Commitment by Those Who are Involved
8. Leadership is Evident
1. Dissatisfaction with the Status Quo One of the first steps to initiate change is that dissatisfaction exists with things as they are.
2. Knowledge and Skills ExistThe people who will ultimately implement any innovation must possess sufficient knowledge and skills (competence) to do the job.
3. Resources are AvailableThe material things that are needed to make the innovation work should be easily accessible.
4. Time is AvailableImplementers must have (paid) time to learn, adapt, integrate, reflect, pilot, practice, and evaluate new approaches.
5. Rewards or Incentives Exist for ParticipantsWhy should anyone change? If current practice is going reasonably well, why risk it? Incentives vary for individuals, but intrinsic or extrinsic, can play an important role.
6. Participation is Expected and EncouragedUnless individuals who are expected to implement the change have a part in deciding what to do, it is unlikely that the innovation will be implemented with fidelity and enthusiasm.
7. Commitment by Those who are InvolvedCommitment communicates support, and any individual who is about to try something new wants to know that there is continuing support for implementation.
8. Leadership is EvidentBoth program leadership and project managers need to: provide encouragement to consider new ideas; insure that training is offered; that necessary materials are accessible; and be available for when discouragement or failure occur.