The Early Intervention Workbook

Essential Practices for Quality Services

by

Lynda Cook Pletcher

Early Childhood Technical Assistance Center

Chapel Hill, North Carolina

and

Naomi O. Younggren

Department of Defense Army Early Intervention

Baltimore • London • Sydney

Contents

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

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., is a Technical Assistance Specialist with the Early Childhood Technical Assistance (ECTA) Center (formerly NECTAC), which is funded by the U.S. Department of Education. She has been providing technical assistance to states' birth to 5 early childhood special education systems for the past 10 years. Her previous experiences include teaching in Head Start and child care centers, public school systems, and as a state director of the Individuals with Disabilities Education Act (IDEA) Part C Program.

Naomi O. Younggren, Ph.D., serves as the Comprehensive System of Personnel Development (CSPD) Coordinator for the Department of Defense Army Educational and Developmental Intervention Services (EDIS). With over 30 years of experience in early childhood special education, her focus includes authentic assessment, individualized family service plans (IFSP), and family-centered practices.

Chapter Ten

The Significance of Personal and Organizational Change

This final chapter discusses implications for personal and organizational change in early intervention programs. It highlights factors affecting practice changes that programs and providers might need to implement due to advances in research, policy, and practice. Change is an active process rather than a single event and is influenced by individual perceptions and emotional responses.

Types of Change

Change can be categorized into:

• Anticipated change: Preplanned and expected.
• Reactive change: Unprepared and abrupt.

Both types can invoke strong reactions influenced by prior experiences. Change is often complex and necessitates leadership and support within organizations to implement effectively.

Common Reasons for Resisting Change

1. The change is not needed; I like it the way it is.
2. The change will make it more difficult; I will have to work harder.
3. The risks outweigh the benefits; no perceived advantages.
4. Change is externally pushed without personal buy-in.
5. Fear of loss of respect or skills during the transition.

Concerns-Based Adoption Model (CBAM)

The CBAM framework presents stages of concern individuals experience during change, such as awareness and personal impact. Understanding these stages can facilitate smoother transitions and outcomes in implementing change initiatives effectively.