The Early Intervention Workbook

Essential Practices for Quality Services

by Lynda Cook Pletcher Early Childhood Education Assistance Center Carrboro, North Carolina and Naomi O. Younggren Department of Defense Army Early Intervention

Contents

About the Authors ... vii
Foreword Bonnie Keilty ... ix
Acknowledgments ... xi

Introduction: From Ideas to Publication:
Responding to Needs in the Field ... 1

I Getting Started: Foundational Knowledge

1 The Importance of Early Intervention ... 7
2 Foundational Pillars of Early Intervention ... 13
3 Seven Key Principles: An Overview ... 37

II Agreed-Upon Practices in the Early Intervention Process

4 Beginning the Journey: The Referral and Initial Visits ... 57
5 The Importance of Evaluation and Assessment ... 73
6 Developing an Individualized Family Service Plan ... 91
7 Moving Forward: Individualized Family Service Plan
Implementation and Ongoing Intervention ... 115
8 Transition Planning: Leaving Early Intervention ... 133

III Agreed-Upon Practices in Action

9 Identifying Questionable Practices ... 151
10 The Significance of Personal and Organizational Change ... 183

References ... 201
Helpful Resources ... 205
Index ... 209

About the Authors

Lynda Cook Pletcher, M.Ed.

Lynda Cook Pletcher is a Technical Assistance Specialist with the Early Childhood Technical Assistance (ECTA) Center (formerly NECTAC), funded by the U.S. Department of Education, where she has worked for 10 years. Her work has included providing technical assistance to states’ birth to 5 early childhood special education systems, leading state strategic planning, and implementing evidence-based practices at the provider level. She has 35 years of experience in early childhood and early childhood special education, spanning roles such as teaching in Head Start, public school systems, and as an early intervention home visitor. Lynda has been a frequent national presenter on topics pertinent to early childhood and serves on numerous local and state-level advisory boards.

Naomi O. Younggren, Ph.D.

Naomi O. Younggren is the Comprehensive System of Personnel Development (CSPD) Coordinator for the Department of Defense Army Educational and Developmental Intervention Services (EDIS) Early Intervention Programs. She has over 30 years of experience in early childhood special education, focusing on early intervention and preschool processes. Naomi has worked directly with children with disabilities and their families, provided technical assistance, authored training materials, and served in program development and leadership roles. Her focus areas include authentic assessment and family-centered practices.

Agreed-Upon Practices in the Early Intervention Process

of Willie and get down to his level to get his attention and use the sign stop before physically removing his hand from the dog food. Willie watched her but immediately went around her and returned to the dog food. Cyndi prompted Tasha to use the same strategy again. Willie pushed her hand away and went back to the dog food. Cyndi suggested that Tasha make a serious face and also shake her head no. On the third attempt, although unhappy, Willie left the dog food alone and Tasha took him by his hand over to his toy box and helped him choose a puzzle to do with her. Cyndi had not discussed redirection with Tasha and was very excited to see that Tasha had come up with this idea on her own. Cyndi praised Tasha for what she had added. She commented on how well Tasha directed him to a good activity and how it showed him what he could do instead of the undesired behavior. Tasha said she could see many times at home with Willie that she could practice the signs and show him what he can do, but she was not ready to go to the park alone with Willie. Cyndi and Tasha planned for their next visit to be at the park. Cyndi would meet Tasha and Willie at their home to walk over to the park together. This example illustrates elements of information exchange, problem solving, feedback practice, and planning for the subsequent visit. There was time to address another outcome on the plan before Cyndi had to leave.

TIP

Conversation Starters About Outcomes

• How are things going?
• Which outcome would you like to start with?
• On our last visit, the ideas and activities we talked about were ________. How are they working?
• Would you like to brainstorm more about them?
• What do you think would help make them better?
• Tell me about other ideas you have tried.
• What worked and how?
• What did not work as you expected? Why do you think that?
• What should we add or change?

Example Interaction

Outcome: Hannah will participate in mealtime by eating what the rest of the family eats so that she can eat a greater variety of foods without needing special food prepared for her. We will know she can do this when she eats the dinner food that the rest of the family eats for 4 days in a week for 2 weeks.

Provider: How is it going with Hannah’s eating?
Stephanie: Well, she is still a picky eater.
Provider: Is she eating any of the food the rest of you eat at dinner?
Stephanie: Well, I tried giving her what we were having, but she got really upset when I encouraged her.
Provider: It sounds like you’ve tried to give Hannah what you eat at mealtimes, but she does not try it, so you give her what you know she will eat. Is that accurate?

Provider: So it sounds like you might want to persist with the plan we made earlier. That is to give Hannah what you’re having, and after she tries a little, then she can have a bit of something else.

Stephanie: Yeah, I’ll give it another try.
Provider: It seems that your mom is a good resource for you. I recall you saying that you talk to her almost daily.

Periodic Changes to the Individualized Family Service Plan

The IFSP outcomes should be the focal point of each home visit, and the IFSP should be reviewed during each visit. Adjustments can be made as necessary.