NAYEC Institute 2017: The Collaborative Model - Engaging with families and the Early Intervention Team to support children with developmental delays in early childhood programs to enrich learning experiences and improve outcomes
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The document discusses the collaborative model for early intervention, which involves engaging families and the early intervention team to support children with developmental delays. It emphasizes the importance of collaboration between families, early childhood educators, and other professionals to enrich learning experiences and improve outcomes for children through shared decision making, communication, and consistently implementing joint strategies within daily routines. The key aspects of the model include establishing supportive relationships, incorporating interventions into activities, and using a variety of strategies tailored to children's individual needs and goals.
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NAYEC Institute 2017: The Collaborative Model - Engaging with families and the Early Intervention Team to support children with developmental delays in early childhood programs to enrich learning experiences and improve outcomes
- 1. THE COLLABORATIVE MODEL Engaging with families and the Early Intervention Team to support children with developmental delays in early childhood programs to enrich learning experiences and improve outcomes.
- 2. BROUGHT TO YOU BY Gauri Shirali-Deo Senior Manager, Early Childhood Initiatives The Source for Learning Kamna Seth Director, Early Childhood Initiatives The Source for Learning
- 4. What you will learn about benefits and challenges of participating actively with the early intervention team Approaches to engage actively and support families to participate as part of the early intervention team. Methods to incorporate interventions inclusively into daily routines.
- 5. NAEYC Early Childhood Program Accreditation Standard 3: Teaching 2.A.08 (k) I-T-P-K Accommodate children’s special needs.
- 6. CHILD HEALTH-NUTRITION & MENTAL FAMILY COMMUNITY EARLY LEARNING SPECIAL NEEDS-EARLY INTERVENTION CHILD SPECIAL NEEDS- EARLY INTERVENTION NUTRITION MENTAL HEALTH FAMILY COMMUNITY EARLY LEARNING CENTER BASICS OF EARLY INTERVENTION
- 8. MORE GOALS OF EARLY INTERVENTION Generalization Social Reduce impact Typical life experiences
- 9. BEST PRACTICES • Inclusion • Blending of DAP and EI • Natural setting • Play based • Individualized-small group instruction • Focus on process and interactions
- 10. MORE BEST PRACTICES • Learning experience based • Flexible framework • Child initiated but adult scaffolded • Cohesive therapy • Collaborative/consultative roles
- 11. CHALLENGES IN EARLY INTERVENTION Prep time Responsibility
- 14. RATIONALE FOR THE TEAM MODEL THE TEAM Different lenses and expertise Shared efforts toward common goals Shared knowledge and tasks Discuss evaluation and develop strategies cooperatively
- 16. THE TEAM MODEL- ESSENTIALS Shared purpose of working together Shared decision making Implementation of joint decisions
- 18. THE TEAM MODEL- FEATURES Appreciation of members Handling of conflict Openness of communication Level of understanding Level of unity Overall team goals
- 19. THE TEAM MODEL- FEATURES Source of control Responsibility to get work accomplished Execution of decisions Involvement of members Decision making capabilities Evaluation of self and team
- 21. •Unclear role expectations •Discomfort with conflict •Lack of negotiation skills •Territoriality •Insecurity THE TEAM MODEL-BARRIERS
- 22. FAMILY FOCUS TEAM MODEL Family is the constant Implementation of all-inclusive & supportive policies and programs Sharing of complete information Collaboration at all levels
- 23. • Family strengths & styles • Needs of children & families • Parent to parent support. • Agility of service delivery systems THE TEAM MODEL- FAMILY FOCUS
- 27. YOUR ROLE IN THE TEAM ENGAGING EFFECTIVELY Understand your role Caregiver Service provider Professional equal Knowledge of local child find agencies and resources Family support
- 28. ENGAGING EFFECTIVELY Communicate honestly Share information about child on an ongoing basis Share information about class routines YOUR ROLE IN THE TEAM
- 29. YOUR ROLE IN THE TEAM ENGAGING EFFECTIVELY Collaborating and providing instruction Engaging in discussions about best ways to support child’s development Being open to share roles, learn from and explain to team members
- 30. ENGAGING EFFECTIVELY Skills Listening Communicating Focus on child’s needs Open to learning Collect & Use Data Embedding YOUR ROLE IN THE TEAM
- 31. • Establish collaborative relationship • Guide to resources • Help understand role and rights • Support to develop questions YOUR ROLE IN THE TEAM FAMILY SUPPORTS FOR EFFECTIVE PARTICIPATION
- 33. Key Considerations to involve the child’s teacher Involve the teacher(s) in the planning process Make time to coach the teacher(s)
- 34. Characteristics of coaching Joint Planning Observe and model Reflect Feedback
- 35. INCORPORATING INTERVENTIONS Examine daily routines that provide opportunities for goal behavior Activity matrices Identify goals and where they can be embedded over frequent instances Focus systematically on responses
- 36. INCORPORATING INTERVENTIONS Problem solve with intervention provider for strategies to target behavior within routines Discuss methods Observe provider Practice with provider Get feedback Embed
- 37. Activity Matrix Schedule Child A Child B Child C Arrival Free play Snack Art project Transition to outdoors Outdoor play Toileting Learning Centers Music/Movement Wash up/Toileting Lunch Story Rest Toileting Snack Outdoor play/Gym Free choice Departure
- 38. Activity Matrix Schedule Child A (2 years SE) Child B (1 year FM/GM) Child C (4 years Co) Arrival Shows affection Wave hello Follows a two-step direction Centers Plays simple pretend game Crawls Circle Follows a two-step direction Snack Uses pincer grasp Understands “in”, “on”, “under” Outdoor play Points to show others something Crawls Names a friend Restroom Understands “in”, “on”, “under” Learning objectives for Child A Learning objectives for Child B Learning objectives for Child C Shows affection Uses pincer grasp Names a friend Plays simple pretend game Wave hello Follows a two-step direction Points to show others something Crawls Understands “in”, “on”, “under”
- 40. INTERVENTION STRATEGIES – NON DIRECTIVE ACKNOWLEDGE MODEL Indirect nonverbal assistance Adult models skill Gestures Peer models skill Expectant looks Describing child’s action Describing adult’s action
- 41. INTERVENTION STRATEGIES - MEDIATIVE FACILITATE SCAFFOLD CO-CONSTRUCT Indirect verbal support Peer interactions Collaborative learning partners Incidental Teaching Public and private speech Mand Model Representational language Natural Time Delay Tangible supports
- 42. INTERVENTION STRATEGIES - DIRECTIVE DEMONSTRATE DIRECT Partial model Specific instructions Full model Physical prompts
- 43. Bottom Line Collaborating for inclusion: it’s the law
- 44. gdeo@sflinc.org OR stan@sflinc.org http://sourceforlearning.org/ecei/ Follow us: @sflecei Like us https://www.facebook.com/SFLECEI/?ref=aymt_homepage_panel Connect with us
- 45. Teamwork in early childhood intervention services: recommended practices Collaboration and Teamwork with Families and Professionals Critical features of successful teams Early Intervention Team Models The Application of a Transdisciplinary Model for Early Intervention Team Talk: Communication Skills for EIT RESOURCES AND REFERENCES 1 2 3 4 5 6
- 46. Early Childhood SRBI- Embedded Strategies Manual Embedded Learning Opportunities Resource- Activity Matrix The Role of Family Childcare Providers in Early Intervention Providing Early Intervention Services in Natural Environments Family Guided Routines Based Intervention Model RESOURCES AND REFERENCES 7 11 10 9 8 12 Building An Activity Matrix All Developmental Milestones13