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Frequency & Length of Early Intervention Services

SEPTEMBER  1,  2015    •    TALKS  ON  TUESDAYS  WEBINAR  

PRESENTED  BY    

Dana  Childress,  M.Ed.  &  Cori  Hill,  M.Ed.  

AUDIO  DETAILS:  1-­‐866-­‐842-­‐5779    

Enter  Code:  463-­‐661-­‐9330  

Web  Discussion  

Dana  Childress                      

EI  Professional  Development  Consultant  Partnership  for  People  with  DisabiliWes  at  VCU  dcchildress@vcu.edu  

   

Cori  Hill  

   

EI  Professional  Development  Specialist  Partnership  for  People  with  DisabiliWes  at  VCU  

c[ill@vcu.edu    

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Agenda  for  Today’s    

Web  Discussion  

{ Review  what  we  know  (and  don’t  know)  about    frequency  and  length  of  services  

 

{ Review  guiding  quesKons    

{ Discuss  hot  topics  and  YOUR  quesKons  

 

{ Develop  a  Kp  sheet  for  managing  this  discussion  

What  Do  We  Know?  

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7  Key  Principles  of  Early  IntervenKon  #  2.  All  families,  with  the  necessary  supports  and  resources,  can  enhance  their  children’s  learning  and  development.    #  3.  The  primary  role  of  the  service  provider  in  early  intervenKon  is  to  work  with  and  support  the  family  members  and  caregivers  in  a  child’s  life.    #  4.  The  early  intervenKon  process,  from  iniKal  contacts  through  transiKon,  must  be  dynamic  and  individualized  to  reflect  the  child’s  and  family  members’  preferences,  learning  styles  and  cultural  beliefs.    #  6.  The  family’s  prioriKes  needs  and  interests  are  addressed  most  appropriately  by  a  primary  provider  who  represents  and  receives  team  and  community  support.        

DEC  Recommended  PracKces  F4.  PracWWoners  and  the  family  work  together  to  create  outcomes  or  goals,  develop  individualized  plans,  and  implement  pracWces  that  address  the  family’s  prioriWes  and  concerns  and  the  child’s  strengths  and  needs.    INS3.  PracWWoners  gather  and  use  data  to  inform  decisions  about  individualized  instrucWon.    INS4.  PracWWoners  plan  for  and  provide  the  level  of  support,  accommodaWons,  and  adaptaWons  needed  for  the  child  to  access,  parWcipate,  and  learn  within  and  across  acWviWes  and  rouWnes.  

INS10.  PracWWoners  implement  the  frequency,  length,  and  duraWon  of  instrucWon  needed  to  address  the  child’s  phase  and  pace  of  learning  or  the  level  of  support  needed  by  the  family  to  achieve  the  child’s  outcomes  or  goals.    

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Jung’s  Guiding  QuesKons  

OLD  QuesWons    1.   How  significant  is  

the  child’s  delay  or  disability?  

2.   Does  this  family  have  the  resources  to  follow  through?  

NEW  QuesWons    1.   How  ofen  will  the  

child’s  intervenWon  likely  need  to  be  changed?  

2.   How  ofen  does  the  family  need  support  to  be  comfortable  in  using  intervenWon  strategies?  

 

Frequency  &  Length  of  EI  Services  in  YOUR  

Program…  What  Paherns  Do  

You  See?  

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What  is  the  most  common  frequency  and  length  on  IFSPs  in  your  program?    

 Why  do  you  think  we  use  these  so  ofen?  

How  do  you  determine  how  much  is  enough?  

 How  are  you  individualizing  

this  decision?  

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What  do  you  do…    when  a  family  wants  MORE  than  what  the  rest  of  the  

team  recommends?  

What  do  you  do…    when  a  physician  sends  the  script  with  a  high  frequency  

of  services?  

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What  do  you  do…    when  a  child  has  mulWple  needs  or  disabiliWes?  

How  do  you  know  when  to  increase  or  decrease  the  frequency  or  length  

of  services?      

How  does  coaching  families  affect  frequency  &  length?  

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Other  challenges  with  determining  frequency  or  length  of  services?  

10  Tips  for  Managing  the  Frequency  &  Length  Discussion  

Type  your  1ps  into  chat  and    we  will  use  them  to  create  a  1p  

sheet!  

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Thanks  for  Joining  our  1st                                                      Web  Discussion!  

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