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NYC Department of Health and Mental Hygiene
Division of Family and Child Health
Bureau of Early Intervention Academic Partners
Building Work Force Capacity and Providing Quality Early Intervention Services
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Discussants
Marie B. Casalino, MD, MPH
Assistant Commissioner
Jeanette Gong, PhD
Director, Intervention Quality Initiatives
Lidiya Lednyak, MA
Director, Policy and Quality Assurance
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Objectives
Learn about:
1. The NYC Early Intervention Program (EIP)
2. The NYC EIP Quality Initiatives for pre-service preparation and professional development
3. The current four NYC EIP academic partnerships
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The Early Intervention
Program
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The Early Intervention Program
• Congress established the Early Intervention Program (EIP) in 1986 as Part C of the Individuals with Disabilities Education Act (IDEA)
• The Federal Individuals with Disabilities Education Act (IDEA), Part C, is designed to impact the development of infants and toddlers with developmental delays and disabilities in the context of their families’ routines and in natural environments
• The goals for EI include enhancing:
The development of infants and toddlers with disabilities from birth to three years of age and the capacity of families to meet their child’s needs
The capacity of state and local agencies and service providers to identify, evaluate, and meet the needs of historically underrepresented populations, particularly minority, low-income, inner-city, and rural populations
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The Early Intervention Program (cont)
• In NY State, the EIP was established in Article 25 of the Public Health Law since July 1, 1993
Administered statewide by the NY State Dept. of Health
Administered in NYC by the NYC Dept. of Health and Mental Hygiene
• The intent of the Early Intervention Program is to
address the child’s development within the family context because “families play a crucial role in optimizing their children’s development and aims to enhance the capacity of families to meet the special needs of their infants and toddlers.”
The Outcomes of Early Intervention for Infants and Toddlers with Disabilities and their Families (July 2011). National Early Childhood Technical Assistance Center [NECTAC] www.nectac.org/~pdfs/pubs/outcomesofearlyintervention.pdf
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The Mission of the NYC Early Intervention Program
The mission of the NYC Early Intervention Program is to
enhance the abilities of infants and toddlers with
developmental delays and disabilities by supporting
their families and caregivers in using everyday routines to
promote development
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The Earlier the Better
• The Early Intervention Program supports families with children ages birth to three years who have disabilities or developmental delays
• After a child is evaluated and found eligible for the Program, a team of professionals works with the family to create a service plan that meets their needs
This plan is the Individualized Family Service Plan (IFSP)
• The program is provided at no out-of-pocket cost to families and is available to all families in the five boroughs regardless of race, ethnicity, income or immigration status
• The New York City Early Intervention Program has been promoting the use of family centered best-practices for the last 6 years.
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NYC EIP Data
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NYC EIP Data
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NYC EIP Data
The EIP Process
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NYC Early Intervention Services • EI services are
Designed to meet the needs of the child and the needs of the family related to enhancing the child’s development according to the family’s priorities and their functional outcomes
Mostly provided in home and community locations
Provided by qualified personnel who are certified or licensed in their profession
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EI Services
Qualified personnel
• Special instruction • Physical therapy • Occupational therapy • Speech therapy • Social work • Assistive technology • Respite • Family training • Service coordination • Evaluation • Counseling
• Early childhood special educator (Birth to Grade 2)
• Physical Therapist • Occupational Therapist • Speech-language pathologist • Psychologists • Social workers • Nurses
The Science of Early Brain Development
• Early childhood experiences affect the quality of the architecture of the brain
• The “serve and return” relationship between children and their caregivers
helps the child build a strong foundation for learning, health, and behavior plays an important role in the establishment of neural connections and the
subsequent “pruning”
• From birth, neural connections are formed and reduced by a process called
“pruning” • Aware of the importance of the interactions between parent and child, as well
as how children learn and develop
(Center for the Developing Child at Harvard University Briefs, 2015)
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Children develop in an environment of relationships
Parents are the Key to Success
• The success of interventions depends on the frequency that parents and caregivers use responsive strategies to interact and promote their children’s participation in real-life activities (Mahoney, et al., 1998)
• By coaching parents on new ways to help their children function better in their everyday routine activities, interventionists are supporting children getting many natural learning opportunities to practice in meaningful contexts with the people they spend the most time
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Parents and caregivers are instrumental in the success of Early Intervention services
Natural Environments
Examples of natural environments include the family’s routine activities in the home and community that parents identify as priorities, such as
• meal time
• bath time
• travel time
• play time
• dressing time
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Part C of IDEA: Natural environments are “settings that are natural or typical for a same-aged infant or toddler without a disability (i.e., home and community settings)”
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Strategies Embedded within Routine Activities Support Children’s Learning
Integrating strategies within routine activities:
• Provides natural learning opportunities to practice skills within meaningful contexts (repetition) and within the context of the family’s activities
• Does not require special times set aside for practice since they are embedded within their typical routines
• Does not require special materials since the strategies should not change the style of the family’s routines
Woods, J. (2008, March 25), Providing Early Intervention Services in Natural Environments. The ASHA Leader; McWilliam, R. (2010). Routines-Based Early Intervention: Supporting Young Children and Their Families. Paul Brookes Publishing Co., Baltimore.
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Parents have the power to help their children: The adults who spend the most time with children have the most opportunity to help support their children’s learning and development
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The Role of Interventionists in the Early Intervention Program
Early Interventionists across different disciplines should
• Use evidence-based, family-centered best practices
• Focus on the families’ routine activities and partner with caregivers on tailoring strategies that fit the family
• Be knowledgeable about typical and atypical early childhood development
• Enhance the caregiver’s capacities to support their child’s functioning/development via coaching
• Understand the multi-cultural/diversity issues related to evaluations and services
• Understand and support the parent-child dyad
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Go to the NYC EIP Website for more info: http://www.nyc.gov/html/doh/html/mental/earlyint.shtml
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Intervention Quality Initiatives
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How Confident and Competent do Early Interventionists Report about Using Best Practices?
The Office of Special Education Programs (OSEP, 2004, 2007) surveyed Early Interventionists across the country
• The competence and confidence of EI practitioners (special educators, speech language pathologists, occupational therapists, physical therapists, and social workers) working with children with disabilities:
5% reported being competent about using family-centered practices
13% about working in natural learning environments 23% about assessment and evaluation 39% about collaboration and teaming
The Center to Inform Personnel Preparation and Practice (December 2004). Study I Data Report: The National Landscape of Early Intervention in Personnel Preparation Standards Under Part C of the Individuals with Disabilities Education Act (IDEA) and The Center to Inform Personnel Preparation and Practice (October 2007b). Study VII: Confidence and competence of practitioners working with children with disabilities. Farmington, CT: University of CT, A. J. Pappanikou Center.
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Enhancing the Quality of Services
• There is still discussion about how to support early interventionists in integrating family-centered best practices in their work with children and families:
The April-June 2015 issue of Infants and Young Children: An Interdisciplinary Journal of Early Childhood Intervention contains articles across disciplines about essential personnel standards and the competencies needed to work in early childhood
In 2015, Early Childhood Technical Assistance (ECTA) Center created and piloted Performance Checklists and Practice Guides for Parents and Practitioners based on the Division of Early Childhood’s Recommended Practices (2014)
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New York State DOH BEI’s Focus on Family-Centered Best Practices
• NY State System Improvement Plan: The New York State Department of Health (SDOH) is implementing a State Systemic Improvement Plan to
Improve outcomes for families
Enhance the use of family-centered practices by EI professionals
• SDOH Provider Contract: Family-centered best practices principles align with the service provision expectations in the NY State DOH EI Provider Agreement
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Evidence-Based Best Practices: Selected Family-Centered Principles
• Sensitivity and respect for the culture and values of individual family members and each family’s ecology, activities, and beliefs important to them
• The EI process from referral through transition must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles, and cultural belief
• The primary role of the service provider in Early Intervention is to work with and support the family members and caregivers in a child’s life
• IFSP outcomes must be functional and based on children’s and families’ needs and priorities
Key Principles of Early Intervention and Effective Practices: A Crosswalk with Statements from Discipline-specific Literature from the Regional Resource Center Program (2012, 2014). http://ectacenter.org/topics/eiservices/natenv_position.asp Workgroup on Principles and Practices in Natural Environments (November, 2007) Agreed upon mission and key principles for providing early intervention services in natural environments. OSEP TA Community of Practice-Part C Settings. http://www.nectac.org/topics/natenv/natenv.asp
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Enhancing the Quality of NYC EI Services
NYC BEI Early Intervention Quality Initiatives
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Learning Collaborative
Trainings
On-line Training Modules
Structured Technical
Assistance
Clinical Training Series
Academic Partnerships
NYC BEI’s Academic Partners
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NYC BEI Academic Partnerships NYC Graduate Educational Institution
Academic Goals
Brooklyn College Early Childhood Education and Art Education Program
Advanced Certificate in Early Intervention and Parenting • Approved by NY State Dept. of Education, 08/2014 • EI and Early Childhood Fieldwork Placements
SUNY Downstate Occupational Therapy Program
Early Intervention Core Curriculum within the graduate OT program • On-line EI courses, and • EI/Early Childhood Fieldwork Placements
Hunter College’s Silberman School of Social Work: Professional Development and Continuing Education
A multi-disciplinary program that will deliver evidence-based best practices to social work and other professionals interested in working with infants and toddlers and their families through continuing education courses.
Queens College Graduate Program in Special Education, Educational and Community Programs
A new, integrated Master’s of Science in Education in Early Childhood Special Education (ECSE) and Bilingual Education (45 credits). This includes EI and Early Childhood Fieldwork Placements.
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NYC BEI Academic Partnerships NYC Graduate Educational Institution:
Main Contacts:
Brooklyn College Advanced Certificate in Early Intervention and Parenting Dr. Jacqueline Shannon: [email protected] Amanda Lopez: [email protected]
SUNY Downstate Early Intervention Core Curriculum Dr. Beth Elenko: [email protected] Jasmin Thomas: [email protected]
Hunter College
Multi-disciplinary Continuing Education Courses Shelley Horwitz: [email protected] Christine Kim: [email protected]
Queens College Master’s of Science in Education in Early Childhood Special Education (ECSE) and Bilingual Education Dr. Sara B. Woolf: [email protected] Dr. Peishi Wang: [email protected]
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NYC BEI’s Five Expectations for Academic Partnerships
While each academic partner has a different goal for their partnership, these five tenets are the “common thread”:
1. Knowledge of both typical and atypical early childhood development (0-3)
2. Understanding and considering multi-cultural and diversity factors when working with families and performing evaluations
3. Understanding and working with the parent-child dyad to support services that are individualized for the family’s culture and priorities
4. Using evidence-based, family-centered best practices that respects families and builds upon caregivers’ capacities to help their children
5. Doing field work placements in Early Intervention Provider Agencies and other early childhood settings (e.g., home/community locations, daycare, Early Head Start, hospital settings)
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NYC BEI is Looking for More Partners
If you are an academic program that is interested in becoming an academic partner, please contact us at:
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Thank you!
Questions?
• If you want to learn more about Early Intervention, please contact us at: [email protected]
• Check out our website at:
http://www.nyc.gov/html/doh/html/mental/earlyint.shtml
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