NYC Dept of Health

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NYC Dept of Health Mental HygieneEARLY
INTERVENTION PROGRAM

• Part 2 of 2
• Train the Trainer Curriculum
• Families As Partners

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Early Intervention ProgramNYC DoHMHFamilies As
Partners Part 2 of 2

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EI Families As Partners Program

• EARLY INTERVENTION PROGRAM
• David Rosin, MD, Executive Deputy Commissioner
  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

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Train the Trainer in FAP

• Part 1.
• 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.
• 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

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FAP Principles and natural routines of families
Part 2, Section 1
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FAP Principle 1

• FAP recognizes that the FAMILY is the CONSTANT
  in the childs life
• Family is the source for strength and nurturance
  for the child
• SERVICE PLANS ARE DESIGNED TO SUPPORT THE
  FAMILY TO
• HELP THEIR CHILD

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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

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FAP Principle 3

• FAP acknowledges that every family has strengths
• 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

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FAP Principle 4

• FAP emphasizes that evidence-based practices
  must be tailored to individual family situations
• 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

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Family-focused services mean the focus is on
the CHILD-IN-THE-FAMILY

• Cultural diversity highly valued
• Focus on family strengths
• Service plans designed with consideration of
  familys ability to enhance childs development
• FAP supports manageable
• family involvement

FAMILY culture, strengths..
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Family-focused early intervention

• Focus is NOT just on therapist doing hands on
  intervention with the child
• Hands on intervention used for
• assessment (e.g., see upcoming video OT shows
  how Jacob rides at playground)
• modeling techniques to family (e.g., previous
  video- Evans parents and teacher shown feeding
  techniques)

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Core FAP Principles Video and Discussion of Jacob
Meaningful and family-focused services

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Video Example Jacobs Story

• 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

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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
• Interventionists goal is to have family be able
  to apply activities to other settings between
  sessions

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Video Discussion

• How did the video illustrate family-focused
  interventions?
• What did the interventionist do that supports a
  family focused approach?

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Changing roles of EI providers

• Previously many EI services were child-focused
• Interventionists treated the developmental delay
  
• In FAP the focus is on the child in the family

Child in family
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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 childs
  development EIOD, 5/2/06

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Using the daily routines of the family to
incorporate activities that help the childs
development is powerful early intervention
20
The natural environment includes the school,
center, and the home.
The natural environment is where the childs
peers who have no disabilities spend their time.
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Scientific research has guided changes in federal
legislation IDEA Part C
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Its the law!

• 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.

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FAP supports the design of therapeutic
activities in natural learning environments

• Intervention activities need to become a part of
  the daily life activities of the child and family
• Families need to be coached to recognize the
  learning opportunities that exist every day
• Intervention activities should NOT be viewed as
  something that happens only when the
  interventionist arrives

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When is it time for the family to practice
learning activities ?

• Learning opportunities for children can occur
  many many many times across every day.

25
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 INTERVENTIONSESSIONS!
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Learning activities and family involvement in EI

• Family-child interactions are powerful, positive
  ways of enhancing development
• Families can learn to help themselves and
  reinforce skills learned in EI sessions to
  practice during everyday activities
• Family involvement in EI
• Manageable
• Authentic

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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.
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Core FAP Principles Video and Discussion of Blake

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Video Example Blakes Story

• 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
  Blakes cognitive development exceeds his motor
  abilities and he gets bored and disrupts the
  activity.
• 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

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Watch Video for these FAP points

• Activities are designed according to family
  priorities
• Interventionist designs activities from everyday
  routines that address multiple child outcomes
• Interventionist provides feedback

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Video Discussion

• How does Blakes story illustrate the major
  components of EI-FAP?
• Will all parents be as coach-able as Blakes
  mom? If not, what strategies would you suggest
  to address challenges to successful coaching?

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Other factors that may limit family involvement
Interventionist may need to evaluate whether
Service Coordinator should identify
additional services which support EI

• Parental mental state (depression, anxiety)
• Social (work hours, daycare, problem
  relationships)
• Lack of confidence in their ability to help their
  child
• Other factors?

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What can interventionists do to encourage
involvement?

• Listen
• Encourage
• Listen
• Design manageable therapeutic activities
• Listen
• Modify activities based on family feedback
• Listen

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FAP system If the activities fit
what the family is already doing it can make them
more MANAGEABLE
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(No Transcript)
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IFSP Gateway to manageable family involvement

Part 2, Section 2
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IFSP meetings

• Individualized
• Family
• Service
• Plan

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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

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IFSP Forms Page 3 4

• Page 3 Focus on Family activities, routines,
  sites for EI activities, strengths of families
• Page 4 Focus on the IFSP outcomes and the plan
  for achieving those outcomes, family assistance
  and settings for services

Please take out your IFSP and turn to page 3
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IFSP Forms Page 3 4

• Page 3 Focus on Family activities, routines,
  sites for EI activities, strengths of families
• Page 4 Focus on the IFSP outcomes and the plan
  for achieving those outcomes, family assistance
  and settings for services

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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. 1 2 3 4 5

Please take out your IFSP and turn to page 4
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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? 1 2 3 4 5

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IFSP (pg. 4) outcomes and the plan for
achieving outcomes
PLAN

• 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 childs 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 Familys 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?

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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
  childs 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 Familys 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?

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What is new about IFSP outcomesin 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

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IFSP outcomes and the Session Note

• Childs name _____________________________________
  __________________________________________________
  __________________
• Service provider ________________________________
  __________________________________________________
  ____________________
• OUTCOME(S)
• ADDRESSED child communicates effectively
• O Worked with child o Worked
  with parent/caregiver and child together o
  Worked with parent/caregiver alone
• Activity During Session
• Child response to session
• List Family Plan/Calendar Activity
• for next week

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IFSP outcomes

• On every Session note Write IFSP outcome(s) you
  addressed
• On the Progress Notes Assess progress on each
  child and family outcome addressed

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IFSP meetings and EI services

• INITIAL EI SERVICES WILL CONTINUE TO BE
• Connected clearly to evaluation and outcomes
• Evidenced-based
• Tailored to families
• Culturally sensitive
• Closely monitored by EI, families, providers

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FAP Guidelines

• Plan of services
• fits family needs
• 2) Manageable family involvement in EI
• 3) Services are
• integrated

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Before an IFSP meeting

• Age
• Delays
• Severity
• Recommendations
• Available parent
• information

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During an IFSP Meeting
Current parent concerns, priorities
and special circumstances
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During an IFSP meeting
Current parent concerns, priorities
and special circum-stances

• What services are
• needed?
• Who will participate?
• Where services
• placed?
• When services
• take place across
• 6 months?

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By the end of IFSP meeting
HOW WILL THESE BE INTEGRATED?

• What PT, SP
• Who
• Where
• When

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Continued EI services

• As always, continued services are
• 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

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Initial period of EI services

• In initial period of EI services the focus is on
  building the partnership between the
  interventionist and the family
• Family Training services may be assigned in order
  to jumpstart family involvement for more
  successful early intervention

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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.

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After 3 months if amendments arerequested

• What needs to be submitted for review
• 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
• .

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A family with a child with multiple delays has a
lot to manage!

• Multiple delays may mean
• Multiple medicines
• Multiple physician appointments
• Multiple concerns
• 24/7 work with the child
• THESE FACTORS WILL IMPACT
• MANAGEABLE FAMILY INVOLVEMENT

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Every family is unique

• During the IFSP meeting the EI team identifies
  the family concerns and priorities and the
  special circumstances of the family related to
  family involvement

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Family concerns/priorities andspecial
circumstances

• Impact how the the family will participate in
  their childs intervention services
• Impact the types of services needed
• Impact the manner in which services are
  implemented

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Family concerns/priorities andspecial
circumstances

• Impact how the the family will participate in
  their childs intervention services
• Impact the types of services needed
• Impact the manner in which services are
  implemented

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Family concerns/priorities andspecial
circumstances

• Impact how the family will participate in their
  childs 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
  grandmothers, Head Start, etc.
• PAGE 3 of the IFSP will provide information to
  start the conversation

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Family concerns/priorities andspecial
circumstances

• Impact how the the family will participate in
  their childs intervention services
• Impact the types of services needed
• Impact the manner in which services are
  implemented across 6 months

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Family concerns/priorities andspecial
circumstances

• Impact the types of services needed
• 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

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Although therapists should work with family in
All sessions.

• 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 childs
  development between EI sessions
• FT is not an add-on service

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Family Training Who provides it?

• 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

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How can Family Training be used?

• 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.

68
Family concerns/priorities andspecial
circumstances

• Impact how the the family will participate in
  their childs intervention services
• Impact the types of services needed
• Impact the manner in which services are
  implemented across 6 months

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Parent concerns/priorities andspecial
circumstances

• Impact the manner in which services are
  implemented across 6 months
• Frequency of services should be individualized to
  families

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Family concerns/priorities andspecial
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

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Family concerns/priorities andspecial
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

72
Frequency of services are individualized for
effectiveness

• Get on board fast
• What characteristics of a family might suggest
  that getting services in quickly and intensely
  would be most effective?

73
Frequency of services are individualized for
effectiveness

• Get on board fast
• For example, perhaps the family has extended
  family that is ready to assist in the childs
  intervention, or parent is ready to be fully
  involved in early intervention, and delays do not
  require many additional medical appointments.

74
Frequency of services are individualized for
effectiveness

• 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?

75
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 childs
  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.

76
Frequency of services are individualized for
effectiveness

• 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?

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Frequency of services are individualized for
effectiveness

• 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.

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FAP Guidelines

• Plan of services
• fits family needs
• 2) Manageable family involvement in EI
• 3) Services are
• integrated

79
Before an IFSP meeting

• Age
• Delays
• Severity
• Recommendations
• Available parent
• information

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During an IFSP Meeting
Current parent concerns, priorities
and special circumstances
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THINKING IN FAP Service Plans
Key Questions Ans. based on IFSPmtg
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
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FAP Child with two delays
Key Questions Ans. based on IFSP mtg
What services? PT and OT
Who in family will be involved? mom
Where will services be? home
When (6 mos. pattern)? 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.
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FAP Child with two delays
Key Questions Ans. based on IFSP mtg
What services? PT and OT
Who in family will be involved? mom
Where will services be? home
When (6 mos. pattern)? Slow and steady
Possible Service Plans Integration process
Consider family priorities and concerns, and
special circumstances of the family.
84

• Families As
• Partners
• Message 7 The IFSP
• contract states that
• interventionists
• must demonstrate
• that services employ
• FAP methods.

85

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Coaching Parents Effectively

Part 2, Section 3
87
Coaching parents effectively
88
Coaching parents

• Coaching Families and Colleagues in Early
  Childhood by B. Hanft, D Rush, M. Shelden (2004)
  Baltimore, Brookes

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In FAP, the EI interventionist coaches family
members so they can support their
own childs development
Family Members
EI
90
Obstacles to successful coaching

• Parents skills?
• Parents lack of interest?
• Parents feeling of
• responsibility?

91
How do interventionists coach family members to
work with children?

• 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

92
Modeling and coaching families to practice family
plan activities

• Before any coaching, an authentic partnership
  needs to be established
• How is that accomplished?

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Interventionist-family partnership

• Coaching and Teaching Goals
• Teach families that the goal is to expand in
  small steps what their child can accomplish by
  repeated regular activities
• Help families recognize the childs achievement
  in small steps

94

• Coach parents that they provide a scaffold for
  childrens learning

95
Scaffolding Guidance that supports childrens
learning in joint activities

• With scaffolding, children accomplish tasks that
  are beyond their unassisted abilities
• Occurs by pointing, giving verbal cues, looks,
  movements, etc. etc.

96
When scaffolding, caregivers

• Direct childrens attention to pertinent objects
  in the environment
• Model behaviors
• Show sensitivity to the childs needs and
  abilities

97
Best for families to focus efforts here
Child Can Do ALONE
Child Can Do With HELP
Child CANT Do
Window for learning
98
Window of Learning is also good way to think
about how parents learn
Window for learning
99

• Families As
• Partners
• Message 8 Family
• involvement
• is a key component
• in the FAP
• service delivery model.

100

101
Evaluation of FAP and Effective Early
Intervention

Part 2, Section 4
102
This is the age of accountability in

• Education
• Medicine
• Industry
• and
• EARLY INTERVENTION PROGRAMS

103
A critical FAP question

• Are EI services being provided in the FAP service
  delivery model?

104
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 childs 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 Familys 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?

105
Is the FAP system being used as designed?

• Session Note
• Calendars (or other documentation of parent
  involvement)
• Progress Note-Provider
• Progress Note-Parent

106
Are families becoming more involved in EI
services?

• 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?

107
When challenges exist to the involvement of
families in EI

• Are interventionists documenting factors that
  limit family involvement and the partnership on
  each Provider Progress Note?

108
After 3 months of FAP in Queens, EI began to
assess service delivery

• 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.

109
Providers are employing FAP forms and procedures

• FAP calendar was available for review in 75 of
  cases reviewed.
• 98 of family available in home-based sessions.
• gt88 of sessions involve family discussion,
  demonstration of activities, review of calendars,
  etc.

110
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 familys natural
routines.
111
Clear agreement in the EI Field
112
Increasing family-child interactions has also
shown positive effects for

• Infants with life-sustaining technology
• Infants who are susceptible to disease
• Infants who have multiple disabilities
• INCREASING CAREGIVER-CHILD INTERACTIONS IS
  EFFECTIVE EI!

113
Understanding impact of FAP will allow continued
improvement of EI

• FAP service delivery will be further analyzed to
  identify factors that support or hinder
  successful child and family outcomes

114

• Families As
• Partners
• Message 9
• Assessment of
• Early intervention
• services
• is a priority in DoHMH.

115

116
TIME FOR THE QUIZ!!!!!!!!
117
FAP TRAIN the TRAINER Quiz

• Pull out your quiz

118
Quiz

• Family involvement is expected in all therapy
  sessions.
• TRUE or FALSE

119
Quiz

• Family involvement is expected in all therapy
  sessions.
• TRUE

120
Quiz

• A family with working parents cannot participate
  in FAP.
• TRUE or FALSE

121
Quiz

• A family with working parents cannot participate
  in FAP.
• FALSE

122
Quiz

• 3) The EI team is only focused on the needs of
  the child.
• TRUE or FALSE

123
Quiz

• 3) The EI team is only focused on the needs of
  the child.
• FALSE

124
Quiz

• 4) A grandparent can participate in a physical
  therapy session with a child.
• TRUE or FALSE

125
Quiz

• 4) A grandparent can participate in a physical
  therapy session with a child.
• TRUE

126
Quiz

• 5) Family Training (FT) can be used to train a
  babysitter.
• TRUE or FALSE

127
Quiz

• 5) Family Training (FT) can be used to train a
  babysitter.
• TRUE

128
Quiz

• 6) The outcome from the IFSP is written on every
  session note.
• TRUE or FALSE

129
Quiz

• 6) The outcome from the IFSP is written on every
  session note.
• TRUE

130
Quiz

• 7) Calendar activities are revised based on
  family feedback.
• TRUE or FALSE

131
Quiz

• 8) Calendar activities are revised based on
  family feedback.
• TRUE

132
Quiz

• 8) List two strategies a therapist/interventionist
  could use to encourage family involvement.

133
Quiz

• 9) Give one reason why the calendar activity
  needs to be written on the session note.

134
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.

135
FINAL COMMENTS WHAT EI NEEDS FOR FAP TO BE
SUCCESSFUL
136
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

137
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

138
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.

139
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.

140
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 childs
  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

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• Families As
• Partners
• Message 10
• The Families As
• Partners model of
• service delivery
• promotes healthy
• family interactions.

142

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End of FAP TRAINING Part 2 of 2