Summary: ITDS Module 2 Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC Executive Director, AllCEUs Counselor Education Podcast Host: Counselor Toolbox, Addiction Counselor Exam Review and Happiness Isn’t Brain Surgery Note • This presentation is designed for counselors as well as early intervention specialists and family team members. Some information may be review for some people. Objectives • Define teams and teaming • Describe the basic tenets of systems theory, as applied to early intervention teams • Discuss the teaming process in all stages of early intervention, from first contacts to transition • Understand the importance of ‘enablement' • Discuss the five components of the early intervention model • Understand how ecomaps can be used as relationship-building tools • Appreciate the ‘The Goose Story' as a metaphor for teams and systems • Discuss how preconceptions, attitudes and beliefs influence team behavior • Discuss barriers to effective communication • Describe the components of a successful team meeting • Describe the stages of team development • Identify qualities of effective teams/families 5 Components for Early Intervention • Understanding family ecology using an ecomap • Functional intervention planning using a routines-based interview • Functional child outcomes are those that address participation or engagement needs, that address independence needs, and that address social-relationship needs • Routines are naturally occurring activities happening with some regularity • Integrated services with a primary service provider • Effective, support-based home visits • Collaborative consultation to child care Principles • All the intervention with the child occurs between specialists’ visits. • Therapy and instruction are not golf lessons. • Children cannot transfer skills well from one learning setting, especially a decontextualized one, to everyday life, where they need the skills. • Caregivers need to own the goals, and are not likely to address target behaviors in which they have little investment • Caregivers influence the child. Professionals influence the family. • Children learn throughout the day • When parents provide interventions in daily routines, they are more likely to feel empowered. • It is maximal intervention the child needs, not maximal services. Ecomap (Brofenbrenner) 5 Stages of Functional Intervention Planning • Five stages were delineated: • Family and staff preparation for the interview • The routines-based interview itself • Outcome selection by the family • Writing of objectives and strategies by professionals with family input • Review in subsequent months 6 Questions for the Routine-Based Interview • What does everyone else do? For home routines, this means other family members; for classroom routines, it means other children. • What does the child do? • What is his or her engagement like how and how much does the child participate in the routine? • What is his or her independence like? How much can the child do by him or herself? • What are his or her social relationships like? How does the child communicate and get along with others? • How satisfied is the caregiver with the routine? During the Implementation Stage • Use a child's strengths to enhance learning in the natural environment • Remember that the relationship with the family is the context for intervention • Offer appropriate anticipatory guidance with respect to social, emotional and behavioral issues • Work cooperatively across disciplines. Be partners, not competitors Questions for Visits • Remember he 4 Es: Ears (listen), Elicit (ask), Empathize, Encourage • Questions • How have things been going? • Do you have anything new you want to ask me about? • How have things been going with each IFSP outcome, in priority order? • Is there a time of day that’s not going well for you? • How is [family member] doing? • Have you had any appointments in the past week? Any coming up? • Do you have enough or too much to do with [your chi
