Lynda Cook Pletcher14th National Early Childhood Inclusion Institute

May 21st, 2014

Building a Neighborhood Called Quality Early Intervention Services

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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

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4

Th

ink a

bou

t w

hen

you

sta

rted

in

th

is fi

eld 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?

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Foundational Pillars• Family Centered- relationship

based practices• Adult learning• Quality teaming• Children's learning• Natural environments:home and

community settings

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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

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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?

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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_effectivepractices.pdf

Searchable annotated bibliographic database of literature supporting the seven key principles. http://ectacenter.org/topics/natenv/natenvbibfinder.asp

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Principles and Foundational Pillars

Foundational Pillars

Family

-Center

ed

Natural

Environme

nt

How Children Lear

n

Adult

Learning

Teaming

Seven Key Principles

1. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts x x x

2. All families, with the necessary supports and resources, can enhance their children’s learning and development. x x x x x

3. The primary role of service providers in early intervention is to work with and support the family members and caregivers in children’s lives. x x x x x

4. 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.

x x x

5. IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities. x x x x x

6. The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support

x x x

7. Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations.

x x x x x

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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

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Interior and Exterior “Design”

Various approaches to providing services, for example:

Robin McWilliams Rush and Shelden Dunst and Bruder Julianne WoodsAnd 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?

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The Book & Resources

Other AssociatedResources

http://archive.brookespublishing.com/documents/Pletcher-EI-workbook-additional-resources.pdf

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I. Getting Started - Foundational Knowledge1. The Importance of Early Intervention

2. Foundational Pillars of Early Intervention

3. Seven Key Principles: An Overview

II. Agreed Upon Practices in the Early Intervention Process 4. Beginning the Journey: The Referral and Initial Visits

5. The Importance of Evaluation & Assessment

6. Developing an Individualized Family Service Plan (IFSP)

7. Moving Forward: IFSP Implementation

8. Transition Planning: Leaving Early Intervention

III. Agreed Upon Practices in Action 9. Identifying Questionable Practices

10. The Significance of Personal and Organizational Change

Content Outline of Book

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In the book

Text At- A- Glance activities Give It A Go Checklists Tip Boxes Conversation Starters Case Study Resources

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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

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Principles“At a Glance”

One page for each principle. Organized by:

Children

Families

Communities

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Key P

rin

cip

le #

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

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Support their engagement & participation

Encourage practice to achieve

competence

Reach mastery & scaffold new abilities

Understand children’s interests

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 UnintendedConsequences 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.

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Key P

rin

cip

le #

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

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Poll

This is because (choose ALL that apply)

A. ALL families have strengths and capabilities to help their child not just certain kinds of families.

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.

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.

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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

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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

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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

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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

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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.

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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?

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Associated Resources

Introducing EI Process - EDIS Videowww.edis.army.mil

Intake/Referral

Head Start Parent, Family, & Community Engagement

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center/pfce_simulation

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Associated Resources

Evaluation/Assessment

CO video explaining the evaluation process.

http://www.youtube.com/watch?v=2AWg_d6tY7Y

Robin McWilliam - The purpose & use of the RBI

http://www.youtube.com/watch?v=yhcUotSkYAY

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Associated Resources

IFSP Development

Training Packet High Quality Functional IFSP Outcomeshttp://ectacenter.org/knowledgepath/ifspoutcomes-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

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Section III: In Action

Thomas Family Story Identifying questionable and quality practices Considering alternatives in light of foundational

pillars and key practices

IL IFSP meeting gone wronghttp://www.youtube.com/watch?v=SLgbOeEEaRM

Associated Resource

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Change

Personal & Organizational

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Giv

e I

tA

Go-1

0.2

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.

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The Book Provides the Tools to…

..construct quality built houses that meet the standards of our “neighborhood” called Quality

EI Services!

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Last Thoughts

Uses of the book &

associated resources.

Take away thoughts and

ideas?

Picture Source: http://timewastersbooks.wordpress.com/2012/10/12/a-few-thoughts-on-ideas/