Routines-Based Early Intervention

Supporting Young Children and Their Families

by R.A. McWilliam, Ph.D.

About the Author

R.A. McWilliam, Ph.D., Director of the Siskin Center for Child and Family Research, Siskin Children’s Institute, 1101 Carter Street, Chattanooga, TN 37402.
Dr. McWilliam is the Siskin Endowed Chair of Research in Early Childhood Education, Development, and Intervention at Siskin Children’s Institute. He is also a professor of education at the University of Tennessee at Chattanooga and an adjoint professor of special education at Vanderbilt University. His research centers on infants, toddlers, and preschoolers with and without disabilities, focusing on child engagement, service delivery models, and collaboration with families.

Prologue

This book is not intended as a survey of all the ways early intervention can be provided. It describes a framework for a coordinated, philosophically and empirically based approach to early intervention. This view has been shaped by my experiences providing services, supervising others who provide services, and consulting with hundreds of service providers. The details of each practice are articulated through checklists describing steps likely to be successful when carried out with a high level of fidelity.

Section I: Introduction

This book describes a particular approach to early intervention—one focused on the family, on functioning in everyday routines, and on a team approach to intervention.

Chapter 1: Advances in Early Intervention

The term early intervention is used to describe interventions for both at-risk children and children with developmental disabilities. There are overlaps between the two, but also fundamental differences in philosophy and approach.

Concepts of Family Centeredness

Since the beginning of early intervention, changes have occurred in the concept of family centeredness. In the 1980s, attention shifted towards the importance of social support for families of young children with disabilities.

Inclusion and Embeddedness

When families want their children in group care, they mostly use inclusive, community settings such as regular child care. This shift has been influenced by legislative changes and evolving research findings.

- Family Centered Practices
- Empowerment Principles
- Multi-disciplinary Approaches

Section II: Understanding the Family Ecology

Chapter 3: Intake

First encounters with families during the intake process are crucial to understanding their story and designing effective services.

Chapter 4: Constructing Ecomaps

Ecomaps are tools that help visualize families' relationships and resources to support the child’s developmental needs.

References

Bailey, D.B. (1987). Collaborative goal setting with families: Resolving differences in values and priorities for services. Topics in Early Childhood Special Education, 7, 59–71.

McWilliam, R.A. (Ed.). (1996). Rethinking pull-out services in early intervention: A professional resource. Baltimore: Paul H. Brookes Publishing Co.

This book aims to provide a comprehensive view of early intervention services with an emphasis on family involvement and practical strategies for implementation.