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