Ashley Drungil

Team Talking Points

-Intentional teaching sequence elements (what, where, how, when, etc.)

Overall question to ask the team and families, which services are needed, where should they
be provided, by whom, and how often (Hanft & Feinburg, 1997, p. 28)?
Creating meaningful outcomes from Hanft & Feinburg, 1997. Questions to ask caregivers:
o When you think about your child and the information shared with you, what pleases
you about how he/she has been doing?
o What would you like him/her to be doing/learn?
o Do you have any long-term concerns?
o Sometimes raising a child can present different challenges (child care, money, work,
relationships, etc.). Are you having any issues with these that we could help you think
about or work on?
o When thinking about child and family life, what is going well? Which areas would
you like to see changes in? What areas would you like assistance in? What would be
helpful?
Where are the childs natural environments? Does the child go to a day care? Do they spend
time at a family members house?
A family-centered early intervention model mandates family-generated outcomes with
services delivered in natural environments (home, child care, and other community settings)
(Hanft & Feinburg, 1997, p. 28).
Which environments do concerns occur in?
Which environments do concerns not occur in?
Which environment(s) does the family, and other key adults, prefer to receive services in?
Some families welcome home visits, others do not (Hanft & Feinburg, 1997, p. 30).
Where does the family enjoy spending time?
Who are the key adults in the childs life? Does the family want them included in the plan?
(Hanft & Feinburg, 1997, p. 33).
Who is able to provide the learning opportunities and supports for the childs learning (Kuhn
& Marvin, 2015, p. 8)?
What days are best for the family and other key adults to receive services?

-Modifications/accommodations
What support, adaptation, or specific strategy would assure the childs successful
acquisition and/or practice of new behaviors or skills (Kuhn & Marvin, 2015, p. 8)?
What are the social and/or physical modifications that are needed to increase child
participation (The University of Connecticut, 2012)?
Are any curriculum adaptations needed for childcare or toddler education programs (The
University of Connecticut, 2012)?
Can assistive technology be utilized to increase child participation?

-Specific and observable skill or change in the child/caregiver and how the family can
support this change, too.
Does the family need support with knowing when to implement the strategies? For example,
through creating a calendar or various other reminders.
 How does the family prefer to receive information? Through video, writing, etc.
What is the best way for the individual family to collect data?

-Frequency, intensity, and duration of service provision

Overall, what levels of frequency, intensity, and duration of different services are needed to
reach specific outcomes (Hanft & Feinburg, 1997)?
Are the services being provided as functional and tangible as possible (Hanft & Feinburg,
1997)? In other words, are services changing with the changing priorities of the family?
Settings where the family functions must be taken into consideration because, this can have
a substantial impact on the determination of appropriate frequency and intensity of
intervention (Hanft & Feinburg, 1997, p. 32). Multiple caregivers at home and in a child
care center may require more frequent visits than a single parent who cares for the child in
the home.
Are the services, frequencies, intensities, and locations distinct for each outcome (Hanft &
Feinburg, 1997)? Should look different for different outcomes.
Are there any social or cultural factors that may influence service dosage? Examples may
include, socio-economic status, caregiver emotional availability, and caregiver-provider
relationship quality (Kuhn & Marvin, 2015, p. 5).
Ask the parent how much support they think they need (VEIPD Videos, 2015). Give the
family the opportunity to address this and ask them if the decision is okay if they are not
sure.

-Frequency, intensity, and duration of intervention strategy

How often will interventions be changed or added? (VEIPD Videos, 2015).
What is the adults learning style? Would the adult benefit from more frequent visits or more
spaced out visits to have more opportunities to implement strategies? (Kuhn & Marvin, 2015,
p. 4).
How often can the family support child learning? How often does the family need support
from the service provider (Kuhn & Marvin, 2015, p. 8)?
When will intervention progress be reviewed (Kuhn & Marvin, 2015, p. 8)?

-Embedded and parent implemented strategies that are across caregivers, routines, and
environments
Can all team members, including caregivers address the outcomes?
What other activities or routines can strategies be implemented during?
Where in the home or in the community do routines take place?
Which key adults are present during routines and are able to implement strategies?

-Cross systems collaboration (e.g., child care, preschool, head start, etc.)
Are concerns consistent across all systems?
How can information and data be collected and shared across all systems?
How will the family be informed of how the child is doing in these settings?
 References

Hanft, B. E., & Feinburg, E. (1997). Toward the development of a framework for determining

the frequency and intensity of early intervention services. Infants and Young Children,

10(1), 27-37. Retrieved from https://learn.kent.edu/bbcswebdav/pid-6800197-dt-content

rid62344429_1/courses/12099.201760/Hanft%2C%20Feinberg%201997%20frequency

20and%20intensity%20of%20EI.pdf

Kuhn, M., & Marvin, C. A. (2015). Dosage decisions for early intervention services. Young

Exceptional Children, 19(4), 1-15. DOI: 10.1177/1096250615576807

VEIPD Videos. (2015, September 4). September 2015 talks on tuesdays- frequency & length of

EI services. Retrieved from

https://www.youtube.com/watch?v=vMXEDkZ1Vrc&feature=youtu.be

The University of Connecticut A.J. Pappanikou Center for Excellence in Developmental

Disabilities Education, Research and Service. (2012, September 9). Individual family

service plan manual. Retrieved from https://learn.kent.edu/bbcswebdav/pid-6800149-dt

content-rid-62344436_1/courses/12099.201760/IFSP%20Manual%20Complete%208-9

12%283%29.pdf