Transcript Slide 1

Building a Neighborhood Called
Quality Early Intervention Services
Lynda Cook Pletcher
14th National Early Childhood Inclusion Institute
May 21st, 2014
To Build a New Subdivision or
Neighborhood:
Need a vision of what it is to be
Need a name
Need to follow state and city rules and regulations
Need infrastructures in place
Need builders with blueprints and house designs
Need customers to buy who agree to covenants
Need interactions between neighbors to actually
be a community
2
3
Think about when you
started in this field
Less than two years
Five years
Ten - 15 years
20 years
What were the words used to describe
(theme, trends) for working with young
children?
The changing tides over the years so what has
remained consistent?
4
Foundational Pillars
• Family Centered- relationship
based practices
• Adult learning
• Quality teaming
• Children's learning
• Natural environments:home and
community settings
5
The National Community of Practice on
Services in Natural Environments
 Evolved from OSEP sponsored National Communities of
Practice (COP) –services in natural environments(NE)
 COP focus shifted from where to how services are provided
in NE
 National workgroup convened and developed
 Documents (Mission & 7 key principles, Looks Like
Doesn’t Look Like and Practices)
 Disseminated & widely used
 More was wanted on actual practices
6
Agreed upon Mission
“Part C Early Intervention builds on
and provides supports and resources
to assist family members and
caregivers with enhancing children's
learning and development through
everyday learning opportunities”
(Community of Practice statement )
Do you know your program or state
mission/purpose statement?
7
CoP Documents Can be Found at:
http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
(Mission and key Principles)
http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
(Looks like doesn’t look like)
http://ectacenter.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf
(Practices document)
National organization position statements. Documents from national organizations supporting
different elements of the key concepts. http://ectacenter.org/topics/natenv/natenv_position.asp
RRCP compilation of the seven key principles cross walked with statements from discipline specific
literature.
http://www.rrcprogram.org/cms2/images/_rrcpdata/documents/KeyPrinciplesEI_effectivepractic
es.pdf
Searchable annotated bibliographic database of literature supporting the seven key principles.
http://ectacenter.org/topics/natenv/natenvbibfinder.asp
8
3.
4.
5.
6.
7.
Teaming
2.
Infants and toddlers learn best through everyday experiences and
interactions with familiar people in familiar contexts
All families, with the necessary supports and resources, can enhance
their children’s learning and development.
The primary role of service providers in early intervention is to work
with and support the family members and caregivers in children’s lives.
The early intervention process, from initial contacts through transition,
must be dynamic and individualized to reflect the child’s and family
members’ preferences, learning styles and cultural beliefs.
IFSP outcomes must be functional and based on children’s and families’
needs and family-identified priorities.
The family’s priorities, needs and interests are addressed most
appropriately by a primary provider who represents and receives team
and community support
Interventions with young children and family members must be based
on explicit principles, validated practices, best available research, and
relevant laws and regulations.
Adult Learning
1.
How Children Learn
Seven Key Principles
Natural
Environment
Foundational Pillars
Family-Centered
Principles and Foundational Pillars
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
9
House Interior = Steps on the EI Journey
for Families and Providers






Public Awareness and referral
Evaluation and Assessment
IFSP Development
Functional outcomes and strategies
Ongoing invention interactions
Transition
10
Interior and Exterior “Design”
Various approaches to providing services, for
example:
Robin McWilliams
Rush and Shelden
Dunst and Bruder
Julianne Woods
And others who address and show a particular
way of doing something(s) on the journey……
Has your state or program adopted a particular
approach? What is it called?
11
The Book & Resources
http://archive.brookespublishing.com/documents/Pletcher-EI-workbook-additional-resources.pdf
12
Content Outline of Book
 I. Getting Started - Foundational Knowledge
1.
2.
3.
The Importance of Early Intervention
Foundational Pillars of Early Intervention
Seven Key Principles: An Overview
 II. Agreed Upon Practices in the Early Intervention Process
4.
5.
6.
7.
8.
Beginning the Journey: The Referral and Initial Visits
The Importance of Evaluation & Assessment
Developing an Individualized Family Service Plan (IFSP)
Moving Forward: IFSP Implementation
Transition Planning: Leaving Early Intervention
 III. Agreed Upon Practices in Action
9. Identifying Questionable Practices
10. The Significance of Personal and Organizational Change
13
In the book
Text
At- A- Glance activities
Give It A Go Checklists
Tip Boxes
Conversation Starters
Case Study
Resources
14
Section I- Getting Started: Foundational
Knowledge
Cyndi’s story
Background of EI
Self reflection of the 7 key principles
Content description of each foundational pillar
with activities
In depth look at each pillar as it relates to
everyday work of any provider
15
Principles
“At a Glance”
One page for each
principle. Organized by:
Children
Families
Communities
16
Key Principle #1
Infants and toddlers learn best through
everyday experiences and interaction
with familiar people in familiar contexts.
8. …bring a well-equipped toy bag into the home for each
visit.
A. Should
B. Should not
17
Understand
children’s
interests
Support their
engagement &
participation
Reach mastery &
scaffold new abilities
Encourage practice
to achieve
competence
18
Consider This
The provider shares toys. “I
noticed you didn’t have many
toys to play with. Here are some
you can use. Oh you can keep
them it’s okay.”
What does this do for the
family?
Some Unintended
Consequences might be:
Undermines the parent’s sense of
competence & control.
Lessens the parent’s self-esteem.
Makes it appear that the visitor's toys are
better than the family’s.
Reinforces negative feelings of self.
How to help…
Ask “Would you like me to look around with you and see
what we can find that would be fun for Johnny to play
with?”
Look for objects in the house that may not be obvious toys
like plastic bowls, pots, pans, and a wooden spoon, or
boxes and use those during the visit.
If family has mentioned wanting more toys better suited
for child’s age, share ideas of yard sales, or toy exchanges
with other friends or family members.
Key Principle #2
All families, with the necessary supports and
resources, can enhance their children’s learning
and development.
5. …assume that certain types of families need more help
based on family circumstances or a child’s type of
disability
A. Should
B. Should not
22
This is because (choose ALL that apply)
A. ALL families have strengths and capabilities to help
their child not just certain kinds of families.
Poll
B. Services are determined based upon the family’s
functional outcomes versus child’s disability.
C. More services are better for more involved children to
make progress.
D. Families have networks of informal and formal
sources of support that meet many child and family
needs.
E. Parents don’t understand child development and
what the child needs.
23
Consider This
The provider continues to
drive the family to the
doctor’s office for their
regular visits, because they
don’t have a car.
What does this do for the
family?
Some Unintended
Consequences Might be:
Fosters dependence on the help-giver.
Results in the family becoming a passive
receiver of help.
Reinforces non-productive behaviors.
Creates a great sense of indebtedness.
How to help…
 Help the family research other sources of
transportation including public buses and
non-profit options that offer rides to
appointments.
 Discuss asking a friend or other family
member AND offer to do something for
them in exchange for the ride.
Because
Review the At- a- Glance on page 41
Look again at pages 13- 20 foundational pillar- Family
Centered Practices
Think again about your agreement and your team’s
agreement with principles 2, 3, 4, 5
27
Considering the examples of should and
should not, think of ways you could use
these with:






Students – pre-service
Practicing providers
Families
System administrators
Community
Other
28
Section II:
Agreed Upon Practices
 Chapter 4 – Beginning the Journey- Referral and
Initial visits
 Chapter 5- The Importance of Evaluation and
Assessment
 Chapter 6- Developing the Individualized Family
Service Plan
 Chapter 7-Moving Forward.- Ongoing Intervention
Interactions
 Chapter 8- Leaving Early Intervention
29
Each Chapter Provides:
Family or provider view point
Specific agreed upon practices
Content
Legal parameters when appropriate
Tip boxes
Checklist
Conversation starter
Give it a go or reflection activities
30
Give it a go! 4.2
Think about ways to enhance
conversations you have had or heard
with families about the purpose of early
intervention and the family's role.
Write a few sentences you could use to
start that conversation.
31
6.2 What information should you have
going into an initial IFSP Meeting?
What should you know about the child?
What should you know about the family?
What knowledge or skills do team
member have?
32
Associated Resources
Intake/Referral
 Head Start Parent, Family, &
Community Engagement

Introducing EI Process EDIS Video
www.edis.army.mil
http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/center/pfce_simulation
33
Associated Resources
Evaluation/Assessment
 CO video explaining the
evaluation process.
 Robin McWilliam - The
purpose & use of the RBI
http://www.youtube.com/watch?v=yhcUot
SkYAY
http://www.youtube.com/watch?v=2AWg_
d6tY7Y
34
Associated Resources
IFSP Development
 Training Packet High Quality
Functional IFSP Outcomes
http://ectacenter.org/knowledgepath/ifspoutco
mes-iepgoals/ifspoutcomes-iepgoals.asp
IFSP Implementation
 VA EI Strategies for
Success Blog
http://veipd.org/earlyintervention/
 FL videos- coaching
strategies in action
http://www.cpeip.fsu.edu/earlysteps
/testtoolkit/test/video.html
35
Section III:
In Action
Thomas Family Story
 Identifying questionable and quality practices
 Considering alternatives in light of foundational
pillars and key practices
Associated Resource

IL IFSP meeting gone wrong
http://www.youtube.com/watch?v=SLgbOeEEaRM
36
Change
Personal & Organizational
37
Give It
A Go-10.2
Think about what you have read in this book and list four
things you would like to do differently with the families
you are working with.
_________________________________
_________________________________
_________________________________
_________________________________
Now take two of these ideas and think about what agency
leadership might need to do to help support you and
other providers to make this change.
38
The Book Provides the Tools to…
..construct quality built houses that meet the
standards of our “neighborhood” called Quality
EI Services!
39
Last Thoughts
Uses of the
book &
associated
resources.
Take away
thoughts and
ideas?
40