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NYC Dept of Health & Mental Hygiene EARLY INTERVENTION PROGRAM. Part 2 of 2 Train the Trainer Curriculum Families As Partners. Early Intervention Program NYC DoHMH Families As Partners: Part 2 of 2. EI: Families As Partners Program. EARLY INTERVENTION PROGRAM

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nyc dept of health mental hygiene early intervention program

NYC Dept of Health & Mental HygieneEARLY INTERVENTION PROGRAM

Part 2 of 2

Train the Trainer Curriculum

Families As Partners

ei families as partners program
EI: Families As Partners Program
  • EARLY INTERVENTION PROGRAM
    • David Rosin, MD, Executive Deputy Commissioner for Mental Hygiene
    • Janice Chisholm, Acting Assistant Commissioner, EI
    • Jeanne Clancy, Ph.D. Director, Families as Partners Project
    • Prashil Govind, M.D. Medical Director, EI
    • Linda Stone, Ph.D., Director of EI Programs
    • Judith Davison, Director of Training
    • Barbara Burns, Ph.D. NYCEIP Consultant
slide4

Family

Involvement

Effective

Early

Intervention

Child, Parent, Interventionist

FAP Forms

Assessment of Effectiveness

train the trainer in fap
Train the Trainer in FAP

Part 1.

  • Section 1: Why family involvement is critical to EI services
  • Section 2: Families As Partners: Rational, Principles, Forms
  • Section 3: FAP: Co-Visits, Provider and Parent Progress Notes

Part 2.

  • Section 1: FAP Principles and natural routines of families
  • Section 2: IFSP: Gateway to manageable family involvement
  • Section 3: Coaching parents effectively
  • Section 4: Evaluation of FAP and Effective Early Intervention
fap principle 1
FAP Principle # 1

FAP recognizes that the FAMILY is the CONSTANT in the child’s life

  • Family is the source for strength and nurturance for the child

SERVICE PLANS ARE DESIGNED TO SUPPORT THE FAMILY TO

HELP THEIR CHILD

fap principle 2
FAP Principle # 2

FAP recognizes and accepts differences across families

  • Differences may include structure of family unit, family values, resources and support team, daily routines

SERVICE PLANS ARE FIT TO

INDIVIDUAL FAMILES

fap principle 3
FAP Principle # 3

FAP acknowledges that every family has strengths

  • May not always be easy to immediately identify
  • Skills and strengths often not apparent due to societal or personal factors, etc.

SERVICE PLANS BUILD ON

STRENGTHS OF FAMILY

fap principle 4
FAP Principle # 4

FAP emphasizes that evidence-based practices must be tailored to individual family situations

  • The special circumstances of every family and child must be considered when designing course of treatment and service plans

SERVICE PLANS ARE DESIGNED FOR OPTIMAL PROGRESS FOR INDIVIDUAL CHILDREN AND FAMILIES

family focused services mean the focus is on the child in the family
“Family-focused” services mean the focus is on theCHILD-IN-THE-FAMILY
  • Cultural diversity highly valued
  • Focus on family strengths
  • Service plans designed with consideration of family’s ability to enhance child’s development

FAP supports manageable

family involvement

FAMILY

culture, strengths..

family focused early intervention
Family-focused early intervention
  • Focus is NOT just on therapist doing “hands on” intervention with the child
  • “Hands on” intervention used for:
    • assessment (e.g., see upcoming video– OT shows how Jacob rides at playground)
    • modeling techniques to family (e.g., previous video- Evan’s parents and teacher shown feeding techniques)
core fap principles video and discussion of jacob

Core FAP Principles: Video and Discussion of Jacob

Meaningful and family-focused services

video example jacob s story
Video Example: Jacob’s Story
  • Jacob is a 2 ½ yr old boy who has spastic quadriplegic cerebral palsy
  • Vignette shows Heidi, a physical therapist, working with Jacob and his mom to have FUN at the playground

5 minutes

watch video for these points
Watch Video for these points
  • Session activities are incorporated into family activities
  • Consulting with family is interactive (not ‘just talk’)
  • Parent practices activities during the session and receives feedback from interventionist
  • Interventionist’s goal is to have family be able to apply activities to other settings between sessions
video discussion
Video Discussion
  • How did the video illustrate family-focused interventions?
  • What did the interventionist do that supports a family focused approach?
changing roles of ei providers
Changing roles of EI providers
  • Previously many EI services were child-focused
  • Interventionists treated the developmental delay
  • In FAP the focus is on the child in the family

Child in family

the role of the family in ei services
The role of the family in EI services

“In the past, the EI experience was different in terms of delivery of services for each family. Some therapists worked with the child in a separate room or corner. Whatever lesson was provided for that ½ hour ended when the session was over. Some parents used to peek in to see how the session was going. Some parents would do chores or meet their own needs when their child was in a session. I tell parents that they are not intruding by being present at a session, we want them to be present to learn new skills and share concerns regarding their child’s development” EIOD, 5/2/06

slide19
Using the daily routines of the family to incorporate activities that help the child’sdevelopment is powerful early intervention
the natural environment includes the school center and the home
The natural environment includes the school, center, and the home.

The natural environment is where the child’s peers who have no disabilities spend their time.

it s the law
It’s the law!
  • Individual with Disabilities Act (IDEA) Part C (Program for Infants and Toddlers)

specifies that early intervention

services should be provided

in NATURAL ENVIRONMENTS

whenever possible.

fap supports the design of therapeutic activities in natural learning environments
FAP supports the design of therapeutic activities in natural learning environments
  • Intervention activities need to become a part of the daily life activities of the child and family
  • Families need to be coached to recognize the learning opportunities that exist every day
  • Intervention activities should NOT be viewed as something that happens only when the interventionist arrives
when is it time for the family to practice learning activities
When is it time for the family to practice learning activities ?

Learning opportunities for children can occur many many many times across every day.

when is it time for the family to practice learning activities1
When is it time for the family to practice learning activities?

Learning opportunities for children can occur many many many times across every day.

NOT JUST DURING

EARLY INTERVENTIONSESSIONS!

learning activities and family involvement in ei
Learning activities and family involvement in EI
  • Family-child interactions are powerful, positive ways of enhancing development
  • Families can learn to help themselves and reinforce skills learned in EI sessions to practice during everyday activities

Family involvement in EI:

    • Manageable
    • Authentic
learning opportunities occur during daily routines of the family
Learning opportunities occur during daily routines of the family

In FAP the interventionist helps the family see how they can

use those opportunities to help their child.

video example blake s story
Video Example: Blake’s Story
  • Blake is a very bright 2 ½ yr old boy who has spastic diplegia. His mom Yvonne wants to be able to carry out routine grocery shopping with Blake. Currently it is a frustrating experience as Blake’s cognitive development exceeds his motor abilities and he gets bored and disrupts the activity.
  • Vignette shows Trudy, an occupational therapist, working with Blake and his mom at the grocery store to engage Blake in learning at the store and supporting his skilled use of both hands.

7 minutes

watch video for these fap points
Watch Video for these FAP points
  • Activities are designed according to family priorities
  • Interventionist designs activities from everyday routines that address multiple child outcomes
  • Interventionist provides feedback
video discussion1
Video Discussion
  • How does Blake’s story illustrate the major components of EI-FAP?
  • Will all parents be as “coach-able” as Blake’s mom? If not, what strategies would you suggest to address challenges to successful coaching?
other factors that may limit family involvement

Interventionist

may need to

evaluate whether

Service Coordinator

should identify additional

services which

support EI

Other factors that may limit family involvement
  • Parental mental state (depression, anxiety)
  • Social (work hours, daycare, problem relationships)
  • Lack of confidence in their ability to help their child
  • Other factors?
what can interventionists do to encourage involvement
What can interventionists do to encourage involvement?
  • Listen
  • Encourage
  • Listen
  • Design manageable therapeutic activities
  • Listen
  • Modify activities based on family feedback
  • Listen
slide35

Family

Involvement

Effective

Early

Intervention

Child, Parent, Therapist

FAP Forms

Assessment of Effectiveness

ifsp meetings
IFSP meetings
  • Individualized
  • Family
  • Service
  • Plan
at entry to the system individualized family service plan
At entry to the system: Individualized Family Service Plan

TWO VERY IMPORTANT POINTS:

First, contract is for services

with family involvement

Second, how family can be involved (time schedules, language issues, family limitations, etc. etc.) will be discussed at IFSP

“planning for family involvement”

ifsp forms page 3 4
IFSP Forms: Page 3 & 4
  • Page 3 Focus on Family activities, routines, sites for EI activities, strengths of families
  • Page 4 Focus on the IFSP outcomes and the plan for achieving those outcomes, family assistance and settings for services

Please take out your IFSP

and turn to page 3

ifsp forms page 3 41
IFSP Forms: Page 3 & 4
  • Page 3 Focus on Family activities, routines, sites for EI activities, strengths of families
  • Page 4 Focus on the IFSP outcomes and the plan for achieving those outcomes, family assistance and settings for services
ifsp pg 4 outcomes and the plan for achieving outcomes
IFSP (pg. 4) outcomes and the plan for achieving outcomes

Outcomes: What you want to see happen

or change for your child and family as a result

of early intervention services.

1

2

3

4

5

Please take out your IFSP

and turn to page 4

ifsp pg 4 outcomes and the plan for achieving outcomes1
IFSP (pg. 4) outcomes and the plan for achieving outcomes

Outcomes: What you want to see happen

or change for your child and family as a result

of early intervention services?

1

2

3

4

5

ifsp pg 4 outcomes and the plan for achieving outcomes2
IFSP (pg. 4) outcomes and the plan for achieving outcomes

PLAN:

PLAN Interventionists will work toward the above outcomes by:

Providing appropriate treatment for the child and teaching caregivers to use what is readily in order to bring services into the child’s daily life. The interventionist must show that the services they provide fall under FAP (Families as Partners) principles by using an ongoing record of what is taught and how it is taught. The interventionists should use theFAP Calendar (or other tool), and theSession Notes to record these activities. This is then summarized in theProgress Note.

The Family’s full participation, including working with the child on activities suggested by the therapist/educator will result in the best outcome for the child.

List ideas/activities and things Families and therapists will do to achieve the above outcomes.

Who will assist the family in achieving these outcomes?

the ifsp plan for achieving outcomes pg 4
The IFSP plan for achieving outcomes (pg. 4):

PLAN: Interventionists will work toward the above outcomes by:

Providing appropriate treatment for the child and teaching caregivers to use what is readily in order to bring services into the child’s daily life. The interventionist must show that the services they provide fall under FAP (Families as Partners) principles by using an ongoing record of what is taught and how it is taught. The interventionists should use the FAP Calendar (or other tool), and the Session Notes to record these activities. This is then summarized in Progress Note.

The Family’s full participation, including working with the child on activities suggested by the therapist/educator will result in the best outcome for the child.

List ideas/activities and things Families and therapists will do to achieve the above outcomes.

Who will assist the family in achieving these outcomes?

what is new about ifsp outcomes in the fap system
What is new about IFSP outcomesin the FAP System?

Interventionists need to:

  • Write IFSP Outcome(s) addressed on each Session Note
  • Estimate progress on each IFSP Outcome on Provider Progress Note
ifsp outcomes and the session note
IFSP outcomes and the Session Note

Child’s name _________________________________________________________________________________________________________

Service provider ______________________________________________________________________________________________________

OUTCOME(S)

ADDRESSED: child communicates effectively

O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone

Activity During Session:

Child response to session:

List Family Plan/Calendar Activity

for next week:

O Session is within week span from previous calendar activity

Date_________________________________________________________________________________________________________________________

_______________________________________________________________Signatures_______________________________________________________

ifsp outcomes
IFSP outcomes
  • On every Session note: Write IFSP outcome(s) you addressed
  • On the Progress Notes: Assess progress on each child and family outcome addressed
ifsp meetings and ei services
IFSP meetings and EI services
  • INITIAL EI SERVICES WILL CONTINUE TO BE:
    • Connected clearly to evaluation and outcomes
    • Evidenced-based
    • Tailored to families
    • Culturally sensitive
    • Closely monitored by EI, families, providers
fap guidelines
FAP Guidelines
  • Plan of services
  • fits family needs
  • 2) Manageable family involvement in EI
  • 3) Services are
  • integrated
before an ifsp meeting
Before an IFSP meeting:
  • Age
  • Delays
  • Severity
  • Recommendations
  • Available parent

information

during an ifsp meeting
During an IFSP Meeting:

Current

parent concerns, priorities and

special

circumstances

during an ifsp meeting1
During an IFSP meeting:

Current

parent concerns, priorities and

special

circum-stances

  • What services are

needed?

  • Who will participate?
  • Where services

placed?

  • When services

take place across

6 months?

by the end of ifsp meeting
By the end of IFSP meeting:

HOW WILL THESE BE INTEGRATED?

  • What PT, SP
  • Who
  • Where
  • When
continued ei services
Continued EI services
  • As always, continued services are:
    • Tied to Family Feedback (what is working)
    • Adjusted based on progress and success
    • Designed based on child outcomes, family outcomes, progress in past 6 months
initial period of ei services
Initial period of EI services
  • In initial period of EI services the focus is on building the partnership between the interventionist and the family
  • Family Training services may be assigned in order to jumpstart family involvement for more successful early intervention
amendments
Amendments

Amendments to initial IFSP may be done at any time.

Before submitting an amendment during first 3 months please review whether or not there has been sufficient time to allow the plan to work.

Please review whether the services are truly oriented to the “child AND family” or whether the therapist works with child and parent only watches.

after 3 months if amendments are requested
After 3 months if amendments arerequested:

What needs to be submitted for review:

  • CURRENT FORMS FOR AMENDMENTS

and

  • FAP FORMS:
    • FAP IFSP-- Services Needed (p. 7 of IFSP)
    • Progress Note from Provider
    • Progress Note from Parent if available
    • Calendars or alternate tool, if available

.

a family with a child with multiple delays has a lot to manage
A family with a child with multiple delays has a lot to manage!
  • Multiple delays may mean:
    • Multiple medicines
    • Multiple physician appointments
    • Multiple concerns
    • 24/7 work with the child

THESE FACTORS WILL IMPACT

MANAGEABLE FAMILY INVOLVEMENT…

every family is unique
Every family is unique…
  • During the IFSP meeting the EI team identifies the family concerns and priorities and the special circumstances of the family related to family involvement
family concerns priorities and special circumstances
Family concerns/priorities andspecial circumstances:
  • Impact how the the family will participate in their child’s intervention services
  • Impact the types of services needed
  • Impact the manner in which services are implemented
family concerns priorities and special circumstances1
Family concerns/priorities andspecial circumstances:
  • Impact how the the family will participate in their child’s intervention services
  • Impact the types of services needed
  • Impact the manner in which services are implemented
family concerns priorities and special circumstances2
Family concerns/priorities andspecial circumstances:
  • Impact how the family will participate in their child’s intervention services
    • Who in the family is available to participate?
    • When is best time of day for services to take place?
    • Where should services take place?
      • Home, center, day-care, both home and center, at grandmother’s, Head Start, etc.

PAGE 3 of the IFSP will provide information to start the conversation

family concerns priorities and special circumstances3
Family concerns/priorities andspecial circumstances:
  • Impact how the the family will participate in their child’s intervention services
  • Impact the types of services needed
  • Impact the manner in which services are implemented across 6 months
family concerns priorities and special circumstances4
Family concerns/priorities andspecial circumstances:
  • Impact the types of services needed
    • family training (frequency)
    • social work
    • family education and counseling, parent support groups

In addition to recommended services:

    • special instruction, speech pathology and audiology, occupational therapy, physical therapy, psychological services, social work, vision, assistive technology, etc.
    • service coordination
although therapists should work with family in all sessions
Although therapists should work with family in All sessions.
  • Family Training (FT) is an EI service that may be offered to further support family involvement in EI
  • FT allows family to receive additional assistance in learning how to support their child’s development between EI sessions
  • FT is not an add-on service
family training who provides it
Family Training: Who provides it?
  • Family training (FT) may be assigned to any of the interventionists approved to provide EI services
  • FT may also be used by the interventionist and family to train a babysitter, nanny or other family member on the best ways to interact with the child
how can family training be used
How can Family Training be used?
  • Family Training (FT) may be authorized for a specific number of sessions to be used as needed during the IFSP period
  • As with all EI services, the need for FT is individualized for each family.
  • Parents may refuse FT as with all other services.
family concerns priorities and special circumstances5
Family concerns/priorities andspecial circumstances:
  • Impact how the the family will participate in their child’s intervention services
  • Impact the types of services needed
  • Impact the manner in which services are implemented across 6 months
parent concerns priorities and special circumstances
Parent concerns/priorities andspecial circumstances:
  • Impact the manner in which services are implemented across 6 months
    • Frequency of services should be individualized to families
family concerns priorities and special circumstances6
Family concerns/priorities andspecial circumstances:
  • Impact the manner in which services are implemented across 6 months
    • Frequency of services should be individualized to families
      • “Get on board fast”
      • “Start slow and take care of business”
      • “Steady as she goes”
family concerns priorities and special circumstances7
Family concerns/priorities andspecial circumstances:
  • Impact the manner in which services are implemented across 6 mos.
    • Frequency of services should be individualized to families:
      • “Get on board fast”
      • “Start slow and take care of business ”
      • “Steady as she goes”
frequency of services are individualized for effectiveness
Frequency of services are individualized for effectiveness
  • “Get on board fast”

What characteristics of a family might suggest that getting services in quickly and intensely would be most effective?

frequency of services are individualized for effectiveness1
Frequency of services are individualized for effectiveness
  • “Get on board fast”

For example, perhaps the family has extended family that is ready to assist in the child’s intervention, or parent is ready to be fully involved in early intervention, and delays do not require many additional medical appointments.

frequency of services are individualized for effectiveness2
Frequency of services are individualized for effectiveness
  • “Start slow and take care

of business ”

What characteristics of a family might suggest that getting services to start slowly and initially taking care of other family challenges would be most effective?

frequency of services are individualized for effectiveness3
Frequency of services are individualized for effectiveness
  • “Start slow and take care

of business”

For example, family may be extremely overwhelmed, may need services to better accept child’s delays. Social work and counseling may be needed initially followed by other services. Services may be more effective if family challenges to participation are first dealt with followed by a shift to more frequent services within the 6 month period.

frequency of services are individualized for effectiveness4
Frequency of services are individualized for effectiveness
  • “Steady as she goes ”

What characteristics of a family might suggest that getting services in at a steady pace across the 6 months would be most effective?

frequency of services are individualized for effectiveness5
Frequency of services are individualized for effectiveness
  • “Steady as she goes ”

For example, if it appears that the family can manage a steady pattern of services from the start. If there are no obstacles to implementing services but no indication that intensive services are best.

fap guidelines1
FAP Guidelines
  • Plan of services
  • fits family needs
  • 2) Manageable family involvement in EI
  • 3) Services are
  • integrated
before an ifsp meeting1
Before an IFSP meeting:
  • Age
  • Delays
  • Severity
  • Recommendations
  • Available parent

information

during an ifsp meeting2
During an IFSP Meeting:

Current

parent concerns, priorities and

special

circumstances

thinking in fap service plans
THINKING IN FAP : Service Plans

*Family priorities and concerns

Special circumstances of family

fap child with two delays
FAP : Child with two delays

Possible Service Plans:

Integration process:

Plan will be put together so that families can be involved in a manageable way such that intervention is more effective.

fap child with two delays1
FAP : Child with two delays

Possible Service Plans:

Integration process:Consider family priorities and concerns, and special circumstances of the family.

slide84
Families As

Partners:

Message 7: The IFSP

contract states that

interventionists

must demonstrate

that services employ

FAP methods.

slide85

Family

Involvement

Effective

Early

Intervention

Child, Parent, Interventionist

FAP Forms

Assessment of Effectiveness

coaching parents
Coaching parents
  • Coaching Families and Colleagues in Early Childhood by B. Hanft, D Rush, M. Shelden (2004) Baltimore, Brookes
slide89
In FAP,the EI interventionist coaches family members so they can support their own child’s development

Family

Members

EI

obstacles to successful coaching
Obstacles to successful coaching

Parent’s skills?

Parent’s lack of interest?

Parent’s feeling of

responsibility?

how do interventionists coach family members to work with children
How do interventionists coach family members to work with children?
  • Sensitive and clear communication that family involvement is best for every child in EI
  • Listen carefully to what questions the family has about working with their child
  • Help families understand appropriate developmental expectations
modeling and coaching families to practice family plan activities
Modeling and coaching families to practice family plan activities
  • Before any coaching, an authentic partnership needs to be established
  • How is that accomplished?
interventionist family partnership
Interventionist-family partnership
  • Coaching and Teaching Goals:
    • Teach families that the goal is to expand in small steps what their child can accomplish by repeated regular activities
    • Help families recognize the child’s achievement in small steps
scaffolding guidance that supports children s learning in joint activities
With scaffolding, children accomplish tasks that are beyond their unassisted abilities

Occurs by pointing, giving verbal cues, looks, movements, etc. etc.

Scaffolding: Guidance that supports children’s learning in joint activities
when scaffolding caregivers
When scaffolding, caregivers:
  • Direct children’s attention to pertinent objects in the environment
  • Model behaviors
  • Show sensitivity to the child’s needs and abilities
slide97

Best for families to focus efforts here

Child Can Do ALONE

Child Can Do With HELP

Child CAN’T Do

Window for learning

slide99
Families As

Partners:

Message 8: Family

involvement

is a key component

in the FAP

service delivery model.

slide100

Family

Involvement

Effective

Early

Intervention

Child, Parent, Interventionist

FAP Forms

Assessment of Effectiveness

this is the age of accountability in
This is the age of accountability in…
  • Education
  • Medicine
  • Industry

and…

EARLY INTERVENTION PROGRAMS

a critical fap question
A critical FAP question:

Are EI services being provided in the FAP service delivery model?

the ifsp plan for achieving outcomes pg 41
THE IFSP PLAN FOR ACHIEVING OUTCOMES (pg. 4):

PLAN Interventionists will work toward the above outcomes by:

Providing appropriate treatment for the child and teaching caregivers to use what is readily in order to bring services into the child’s daily life. The interventionist must show that the services they provide fall under FAP (Families as Partners) principles by using an ongoing record of what is taught and how it is taught. The interventionists should use theFAP Calendar (or other tool), and theSession Notes to record these activities. This is then summarized in theProgress Note.

The Family’s full participation, including working with the child on activities suggested by the therapist/educator will result in the best outcome for the child.

List ideas/activities and things Families and therapists will do to achieve the above outcomes.

Who will assist the family in achieving these outcomes?

is the fap system being used as designed
Is the FAP system being used as designed?
  • Session Note
  • Calendars (or other documentation of parent involvement)
  • Progress Note-Provider
  • Progress Note-Parent
are families becoming more involved in ei services
Are families becoming more involved in EI services?
  • Are interventionists designing Family Plan activities to fit into family routines?
  • Are interventionists using a communication tool (the FAP calendar, or other method) ?
  • Are family activities documented on the session note? WHAT, WHERE OR WHEN?
when challenges exist to the involvement of families in ei
When challenges exist to the involvement of families in EI…
  • Are interventionists documenting factors that limit family involvement and the partnership on each Provider Progress Note?
after 3 months of fap in queens ei began to assess service delivery
After 3 months of FAP in Queens, EI began to assess service delivery
  • Calendars (or other documents) have been collected.
  • Session notes have been obtained.
  • Therapists have provided feedback on Progress Notes regarding how modeling, use of calendar, getting feedback from families on what is working, etc. is working
  • Parents have provided feedback on Progress Notes regarding how they view the changes in their child, collaboration with therapists, and overall satisfaction.
providers are employing fap forms and procedures
Providers are employing FAP forms and procedures
  • FAP calendar was available for review in 75% of cases reviewed.
  • 98% of family available in home-based sessions.
  • >88% of sessions involve family discussion, demonstration of activities, review of calendars, etc.
most striking change in fap has been the role of the family
Most striking change in FAP has been the role of the family

FAP Service Delivery Model in NYC: Focus is on the child in the family. Interventionist is a coach for increased family involvement. Services are designed to fit in the family’s natural routines.

increasing family child interactions has also shown positive effects for
Increasing family-child interactions has also shown positive effects for:
  • Infants with life-sustaining technology
  • Infants who are susceptible to disease
  • Infants who have multiple disabilities

INCREASING CAREGIVER-CHILD INTERACTIONS IS EFFECTIVE EI!

understanding impact of fap will allow continued improvement of ei
Understanding impact of FAP will allow continued improvement of EI
  • FAP service delivery will be further analyzed to identify factors that support or hinder successful child and family outcomes
slide114
Families As

Partners:

Message 9:

Assessment of

Early intervention

services

is a priority in DoHMH.

slide115

Family

Involvement

Effective

Early

Intervention

Child, Parent, Interventionist

FAP Forms

Assessment of Effectiveness

fap train the trainer quiz
FAP TRAIN the TRAINER Quiz
  • Pull out your quiz
slide118
Quiz
  • Family involvement is expected in all therapy sessions.

TRUE or FALSE

slide119
Quiz
  • Family involvement is expected in all therapy sessions.

TRUE

slide120
Quiz
  • A family with working parents cannot participate in FAP.

TRUE or FALSE

slide121
Quiz
  • A family with working parents cannot participate in FAP.

FALSE

slide122
Quiz

3) The EI team is only focused on the needs of the child.

TRUE or FALSE

slide123
Quiz

3) The EI team is only focused on the needs of the child.

FALSE

slide124
Quiz

4) A grandparent can participate in a physical therapy session with a child.

TRUE or FALSE

slide125
Quiz

4) A grandparent can participate in a physical therapy session with a child.

TRUE

slide126
Quiz

5) Family Training (FT) can be used to train a babysitter.

TRUE or FALSE

slide127
Quiz

5) Family Training (FT) can be used to train a babysitter.

TRUE

slide128
Quiz

6) The outcome from the IFSP is written on every session note.

TRUE or FALSE

slide129
Quiz

6) The outcome from the IFSP is written on every session note.

TRUE

slide130
Quiz

7) Calendar activities are revised based on family feedback.

TRUE or FALSE

slide131
Quiz

8) Calendar activities are revised based on family feedback.

TRUE

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Quiz

8) List two strategies a therapist/interventionist could use to encourage family involvement.

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Quiz

9) Give one reason why the calendar activity needs to be written on the session note.

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Quiz

10) Give two reasons as to why Family Training (FT) sessions might be included in a service plan for an individual child and family.

what ei needs for fap to succeed
What EI needs for FAP to succeed
  • Clear Messages to Families in NYC
    • EI and family are partners
    • Joint responsibility for effective intervention
    • Feedback and communication are key
what ei needs for fap to suceed
What EI needs for FAP to suceed
  • Clear Messages to Interventionists
    • Every interventionist must be clear and passionate about the message:
      • Positive outcomes can be accelerated when family is involved and daily routines become part of effective early intervention
what ei needs for fap to succeed1
What EI needs for FAP to succeed
  • Clear messages to Service Coordinators (SC)
    • EI recognizes that the first contact with families enrolled in EI can be most critical.
    • SCs need to help families understand the partnership and their responsibility.
    • SCs must emphasize the family contribution to EI services.
what ei needs for fap to succeed2
What EI needs for FAP to succeed
  • Clear messages to Evaluators
    • EI recognizes that the identification of developmental delays is the basis for successful intervention.
    • Evaluators need to involve the parent in the evaluation.
    • Parent interview which identifies priorities and concerns is very important.
    • Family assessments which focus on parents’ priorities, concerns and priorities in more depth are key.
      • Are there family issues that will prevent successful family involvement? Other issues? Need for social work services?, etc.
what is needed to improve family involvement and use of natural routines
What is needed to improve Family Involvement and use of Natural Routines.
  • Messages at IFSP Meeting
    • Emphasis on family participation in EI services
    • Emphasis on routines and people in a child’s life
    • Key questions---How will services work in real life?

Who can be there to participate? When is the best time for sessions to be scheduled?

PLANNING FOR FAMILY INVOLVEMENT

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Families As

Partners:

Message 10:

The Families As

Partners model of

service delivery

promotes healthy

family interactions.

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Family

Involvement

Effective

Early

Intervention

Child, Parent, Interventionist

FAP Forms

Assessment of Effectiveness