Early Childhood Intervention
This website is a place for families who are facing
challenges pertaining to their child's development and
growth.
It is a place to find answers and practical
suggestions. That's what Early Intervention Support is all
about.
Whether a family has a child with a challenging behavior,
a disability or developmental issue, childhood is short - it
should be savored and enjoyed.
Learn More:
Ask a Therapist
We understand developmental milestones and the challenges
of Special Needs children. We spend a great deal of time
with families understanding the inner workings of childhood
routines and interactions. Ask us about your child today!
Ask a Therapist
Assessments, Expected Outcomes and Responsibilities
Conduct a Functional Assessment
An effective assessment process:
- Addresses the family's questions about enhancing
their child's development, focusing on each family member's concerns and
priorities.
- Collects information for a specific purpose, for
example, the evaluation conducted by the early interventionist at the
beginning of the IFSP process determines if the child is eligible for
services.
- Reflects a complete and accurate picture of the
child's strengths, needs, preferences for activities, materials, and
environments.
- Has a person familiar to the child conduct observations and
other assessments in settings familiar to the child (e.g.,
home, outdoor play area, child care program).
Collaboratively Develop Expected Outcomes
After assessment information is collected, the team meets to review the
information and the family's concerns, priorities, and resources to develop
statements of expected outcomes or goals. Active family involvement is
essential. Collaborative goals focus on enhancing the family's capacity and
increasing the child's participation in valued activities.
Assign Intervention Responsibilities
After outcomes are identified, the early intervention team assigns
responsibilities for intervention services that support those outcomes. An
IFSP requires an integrated, team approach to intervention. Using a
trans-disciplinary team model is one method of integrating information and
skills across professional disciplines. In the trans-disciplinary model, all
team members (including the family) teach, learn, and work together to
accomplish a mutually agreed upon set of intervention outcomes.
Individuals' roles are defined by the needs of the situation rather than
by the function of a specific discipline.
In a trans-disciplinary model, one or a few people are primary
implementers of the program. Other team members provide ongoing direct or
indirect services, such as consultation. For example, an occupational
therapist can observe a toddler during meals, then recommend to the parent
how to physically assist the child.
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