Building Capacity to ServeChildren (B-3) with VI

Karen E. Blankenship

karen.blankenship@vanderbilt.edu

• Requirements differ for Birth to 3 and 3-21– Part C

• Does the child have a disability?• Is the child at risk for failure due to various factors?• Does the child have a 25% delay in some developmental area?

– Part B • Does the student have a visual impairment based on current (within 12 months) eye report? (review medical/health records) (eligibility)

– How do you read an eye report?• If the student has a documented visual impairment how does it impact general education (entitled)?

– Essential Assessments» FVA» LMA» ECC

Eligibility

2

What Do We Know?

• VI does not have an EDHI• EI window of opportunity• Sometimes we are not invited to the table• Conflict between medical/educational

Preview

• Top 3 visual impairments and implications• How does intervention differ for these

students• How to implement family centered

practices in an outcome-based environment

• How to assess, plan for, and provide interventions

Families

• Creates an enormous impact on family life– Loss of money, support, sleep– Siblings get less interaction– Loss of social networks

Grieving Process

shock

Denial

Guilt

AngerSadness

Adjustment

Reorganization

Early Intervention

• Typically in the home• Requires multiple team members to meet

child outcomes• Integrated therapy model

– PCP and specialized consultants share knowledge and skills with families

– All interventions are integrated within naturally occurring opportunities

IFSP

• Early Childhood Outcomes• Family Outcomes

– Individualized Family Service Plan rubric.doc

Family Outcomes

• Know their rights• Effectively communicate their children’s

needs; and• Help their child develop and learn

– Supports– Resources– Skill set

Early Childhood Outcomes

• Positive social-emotional skills, including social relationships

• Acquisition and use of knowledge and skills (including early language/communication); and

• Use of appropriate behaviors to meet their needs– Transactional model, the child’s optimal development

results from the successful, reciprocal interactions between a child, caregiver, and the environment

Routine Based Intervention

RBA/ RBI

RBO

RBI

RBI• ECO mapping• Family Concerns & priorities (ongoing conversation)• Assessments

– 5 developmental domains– 3 ECO areas– ECC content areas

• Identify PSP• Identify Routines• Set IFSP infused goals• Infuse interventions into routines

– May need to break routines down into easy to follow steps• Collect ongoing evaluation data during routines

Infused Goals & Functionality

• Does it emphasize child’s participation in a routine?

• Is it measurable?• Does it address a skill that is either necessary or

useful for participation in home, school or community routines

• Does the outcomes state an acquisition criterion?• Does it have a meaningful acquisition criteria?• Does it have a generalization criteria?• Does it have a timeframe?

Routines

• Naturally occurring activities happening with some regularity, including caregiving events and simply hanging out times.

• Review Appendix 6.2 RBI Implementation Checklist on page 90

Routine Steps• Bathing

– 31 steps (shower an additional 19 steps) and drying off an additional 7 steps

• Hand washing– 20 steps

• Tooth brushing– 32 steps

• Toileting– Boys (34 steps)– Girls (16 steps)

• Finger Feeding– 12 steps

Review

• Children with significant disabilities and a visual impairment require a predictable routine-based intervention with increased opportunities for practice and generalization

Closure• All services should be Family Centered• All assessments are routine-based• Assessment data drives infused goals for student

outcomes• RBI drives family concerns and goals• All interventions are routine based• The Expanded Core Curriculum is assessed and

addressed for ALL children who are blind or visually impaired

• Collaboration allows for the sharing of expertise and role release

• Ongoing evaluation data collected every 6 months

Closure

• Every family is unique• Having a child with significant disabilities

puts additional strain on family unit• Goals must be integrated into routines with

naturally occurring events• FCP for this population requires

collaborative skills