Transcript Families as Partners NYC DoHMH Early Intervention Program

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
 David Rosin, MD, Executive Deputy Commissioner
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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
Family
Involvement
Effective
Early
Intervention
Child, Parent,
Interventionist
FAP
Forms
Assessment of
Effectiveness
Train the Trainer in FAP
Part 1.
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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.
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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 Principles and natural
routines of families
Part 2, Section 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 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 acknowledges that every family has
strengths
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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 emphasizes that evidence-based
practices must be tailored to
individual family situations
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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
 Cultural diversity highly valued
 Focus on family strengths
FAMILY
culture, strengths..
 Service plans designed with consideration of family’s ability
to enhance child’s development
FAP supports manageable
family involvement
Family-focused early intervention
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Focus is NOT just on therapist doing “hands on”
intervention with the child
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“Hands on” intervention used for:
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assessment (e.g., see upcoming video– OT shows
how Jacob rides at playground)
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modeling techniques to family (e.g., previous videoEvan’s parents and teacher shown feeding
techniques)
Core FAP Principles: Video and
Discussion of Jacob
Meaningful and family-focused services
Video Example: Jacob’s Story
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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
 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
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How did the video illustrate family-focused
interventions?
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What did the interventionist do that
supports a family focused approach?
Changing roles of EI providers
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Previously many EI services were childfocused
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Interventionists treated the developmental
delay
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In FAP the focus is on the child in the
family
Child
in
family
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
Using the daily routines of the family to
incorporate activities that help the child’s
development is powerful early intervention
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.
Scientific research has guided changes in
federal legislation: IDEA Part C
It’s the law!
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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
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Intervention activities need to become a part of
the daily life activities of the child and family
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Families need to be coached to recognize the
learning opportunities that exist every day
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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 ?
Learning opportunities for children can
occur many many many times across
every day.
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
INTERVENTION
SESSIONS!
Learning activities and family
involvement in EI
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Family-child interactions are powerful, positive ways of
enhancing development
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Families can learn to help themselves and reinforce
skills learned in EI sessions to practice during everyday
activities
Family involvement in EI:
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Manageable
Authentic
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.
Core FAP Principles: Video and
Discussion of Blake
Video Example: Blake’s Story
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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.
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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
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Activities are designed according to family
priorities
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Interventionist designs activities from everyday
routines that address multiple child outcomes
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Interventionist provides feedback
Video Discussion
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How does Blake’s story illustrate the major
components of EI-FAP?
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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
 Parental mental state (depression,
anxiety)
Service Coordinator
 Social (work hours, daycare,
problem
should identify
additional
services which
relationships)
support EI
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Lack of confidence in their ability to help
their child
Other factors?
What can interventionists do to
encourage involvement?
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Listen
Encourage
Listen
Design manageable therapeutic activities
Listen
Modify activities based on family feedback
Listen
FAP
system:
If the activities fit what the family is already
doing it can make them more MANAGEABLE
Family
Involvement
Effective
Early
Intervention
Child, Parent, Therapist
FAP
Forms
Assessment of
Effectiveness
IFSP: Gateway to manageable
family involvement
Part 2, Section 2
IFSP meetings
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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
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Page 3 Focus on Family activities,
routines, sites for EI activities, strengths of
families
Please take out your IFSP
and turn to page 3
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Page 4 Focus on the IFSP outcomes and
the plan for achieving those outcomes,
family assistance and settings for services
IFSP Forms: Page 3 & 4
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Page 3 Focus on Family activities,
routines, sites for EI activities, strengths of
families
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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
Outcomes: What you want to see happen
or change for your child and family as a result
of early intervention services.
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Please take out your IFSP
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3
4
5
and turn to page 4
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?
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2
3
4
5
IFSP (pg. 4) outcomes and the
plan for achieving outcomes
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
PLAN:
(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 the 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?
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?
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
Child’s name _________________________________________________________________________________________________________
Service provider ______________________________________________________________________________________________________
OUTCOME(S)
ADDRESSED:
O Worked with child
Activity During Session:
child communicates effectively
o Worked with parent/caregiver and child together
o Worked with parent/caregiver alone
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
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On every Session note: Write IFSP
outcome(s) you addressed
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On the Progress Notes: Assess progress
on each child and family outcome
addressed
IFSP meetings and EI services
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INITIAL EI SERVICES WILL CONTINUE
TO BE:
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Connected clearly to evaluation and
outcomes
Evidenced-based
Tailored to families
Culturally sensitive
Closely monitored by EI, families, providers
FAP Guidelines
Before an IFSP meeting:
 Age
 Delays
 Severity
 Recommendations
 Available parent
information
During an IFSP Meeting:
During an IFSP meeting:
 What services are
needed?
 Who will participate?
 Where services
placed?
 When services
take place across
6 months?
By the end of IFSP meeting:
 What PT, SP
Who
 Where
 When
Continued EI services
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As always, continued services are:
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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
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In initial period of EI services the focus is
on building the partnership between the
interventionist and the family
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Family Training services may be assigned
in order to jumpstart family involvement for
more successful early intervention
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:
What needs to be submitted for review:
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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!
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Multiple delays may mean:
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Multiple medicines
Multiple physician appointments
Multiple concerns
24/7 work with the child
THESE FACTORS WILL IMPACT
MANAGEABLE FAMILY INVOLVEMENT…
Every family is unique…
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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:
1) Impact how the the family will participate
in their child’s intervention services
2) Impact the types of services needed
3) Impact the manner in which services are
implemented
Family concerns/priorities and
special circumstances:
1) Impact how the the family will participate
in their child’s intervention services
2) Impact the types of services needed
3) Impact the manner in which services are
implemented
Family concerns/priorities and
special 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 circumstances:
1) Impact how the the family will participate
in their child’s intervention services
2) Impact the types of services needed
3) Impact the manner in which services are
implemented across 6 months
Family concerns/priorities and
special circumstances:
• Impact the types of services needed
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•
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.
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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
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FT is not an add-on service
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Family Training: Who provides it?
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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?
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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 circumstances:
1) Impact how the the family will participate
in their child’s intervention services
2) Impact the types of services needed
3) Impact the manner in which services are
implemented across 6 months
Parent concerns/priorities and
special 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 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 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
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“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 effectiveness
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“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 effectiveness
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“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 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 effectiveness
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“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 effectiveness
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“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 Guidelines
Before an IFSP meeting:
 Age
 Delays
 Severity
 Recommendations
 Available parent
information
During an IFSP Meeting:
THINKING IN FAP : Service Plans
Key Questions
What services?
Who in ‘family’ will be involved?
Where will services be?
When allocated across 6 months?
Is this manageable for this* family?
Are things in place for this* family to
be involved in EI services?
*Family priorities and concerns
Special circumstances of family
Ans. based on IFSPmtg:
FAP : Child with two delays
Key Questions
What services?
Who in ‘family’ will be involved?
Where will services be?
When (6 mos. pattern)?
Ans. based on IFSP mtg:
PT and OT
mom
home
Slow and steady
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 delays
Key Questions
What services?
Who in ‘family’ will be involved?
Where will services be?
When (6 mos. pattern)?
Ans. based on IFSP mtg:
PT and OT
mom
home
Slow and steady
Possible Service Plans:
Integration process: Consider family priorities and
concerns, and special circumstances of the family.
Families As
Partners:
Message 7: The IFSP
contract states that
interventionists
must demonstrate
that services employ
FAP methods.
Family
Involvement
Effective
Early
Intervention
Child, Parent,
Interventionist
FAP
Forms
Assessment of
Effectiveness
Coaching Parents Effectively
Part 2, Section 3
Coaching parents effectively
Coaching parents
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Coaching Families and Colleagues in
Early Childhood by B. Hanft, D Rush, M.
Shelden (2004) Baltimore, Brookes
In FAP, the EI interventionist coaches
family members so they can support their
own child’s development
Family
Members
EI
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?
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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
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Before any coaching, an authentic
partnership needs to be established
How is that accomplished?
Interventionist-family partnership
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Coaching and Teaching Goals:
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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
Coach parents that they provide a
“scaffold” for children’s learning
Scaffolding: Guidance that supports
children’s learning in joint activities
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With scaffolding, children accomplish
tasks that are beyond their unassisted
abilities
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Occurs by pointing, giving verbal
cues, looks, movements, etc. etc.
When scaffolding, caregivers:
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Direct children’s attention to pertinent
objects in the environment
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Model behaviors
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Show sensitivity to the child’s needs
and abilities
Best for families to
focus efforts here
Child Can Do ALONE Child Can Do With HELP
Window for learning
Child CAN’T Do
“Window of Learning” is also good way to
think about how parents learn…
Window for learning
Families As
Partners:
Message 8: Family
involvement
is a key component
in the FAP
service delivery model.
Family
Involvement
Effective
Early
Intervention
Child, Parent,
Interventionist
FAP
Forms
Assessment of
Effectiveness
Evaluation of FAP and Effective
Early Intervention
Part 2, Section 4
This is the age of accountability in…
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Education
Medicine
Industry
and…
EARLY INTERVENTION PROGRAMS
A critical FAP question:
Are EI services being provided in the FAP
service delivery model?
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 the 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?
Is the FAP system being used as
designed?
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Session Note
Calendars (or other documentation of parent
involvement)
Progress Note-Provider
Progress Note-Parent
Are families becoming more involved
in EI services?
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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…
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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
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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
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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
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.
Clear agreement in the EI Field
Increasing family-child interactions
has also shown positive effects for:
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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
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FAP service delivery will
be further analyzed to
identify factors that
support or hinder
successful child and
family outcomes
Families As
Partners:
Message 9:
Assessment of
Early intervention
services
is a priority in DoHMH.
Family
Involvement
Effective
Early
Intervention
Child, Parent,
Interventionist
FAP
Forms
Assessment of
Effectiveness
TIME FOR THE QUIZ!!!!!!!!
FAP TRAIN the TRAINER Quiz
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Pull out your quiz
Quiz
1)
Family involvement is expected in all
therapy sessions.
TRUE or FALSE
Quiz
1)
Family involvement is expected in all
therapy sessions.
TRUE
Quiz
2)
A family with working parents cannot
participate in FAP.
TRUE or FALSE
Quiz
2)
A family with working parents cannot
participate in FAP.
FALSE
Quiz
3) The EI team is only focused on the needs
of the child.
TRUE or FALSE
Quiz
3) The EI team is only focused on the needs
of the child.
FALSE
Quiz
4) A grandparent can participate in a
physical therapy session with a child.
TRUE or FALSE
Quiz
4) A grandparent can participate in a
physical therapy session with a child.
TRUE
Quiz
5) Family Training (FT) can be used to train
a babysitter.
TRUE or FALSE
Quiz
5) Family Training (FT) can be used to train
a babysitter.
TRUE
Quiz
6) The outcome from the IFSP is written on
every session note.
TRUE or FALSE
Quiz
6) The outcome from the IFSP is written on
every session note.
TRUE
Quiz
7) Calendar activities are revised based on
family feedback.
TRUE or FALSE
Quiz
8) Calendar activities are revised based on
family feedback.
TRUE
Quiz
8) List two strategies a
therapist/interventionist could use to
encourage family involvement.
Quiz
9) Give one reason why the calendar activity
needs to be written on the session note.
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.
FINAL COMMENTS: WHAT EI NEEDS
FOR FAP TO BE SUCCESSFUL
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

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
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
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.

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
Families As
Partners:
Message 10:
The Families As
Partners model of
service delivery
promotes healthy
family interactions.
Family
Involvement
Effective
Early
Intervention
Child, Parent,
Interventionist
FAP
Forms
Assessment of
Effectiveness
End of FAP TRAINING
Part 2 of 2