Michaela Crawford

7/22/19
Talking Points
Travers/Sanna

Making it Happen

 Identify family interest and Priorities

1. Initial meeting / IFSP process with family – Explain EI/IFSP process to family,

build rapport by determining family and child needs/wants/ interest, establish/

determine family role in meeting child outcomes throughout Early Intervention

process. (The University of Connecticut IFSP Manual)

2. Supports- based on family/child needs talk amongst team to discuss future

supports and resources that family will positively benefit from. When the family

has all the supports that are needed it encourages child participation in

family/community life. (The University of Connecticut IFSP Manual)

o Things to consider

o Family dynamic and characteristics (Kuhn &Marvin, 2016)

o Social and Cultural Barriers (Kuhn &Marvin, 2016)

o How to maintain a positive parent-professional partnership (Kuhn

&Marvin, 2016)?

o Family Strengths and Weaknesses within daily routines (Kuhn &Marvin,

2016)
 Things to remember – Set goals and strategies that are natural to each family’s

dynamic!

o Goals should be specific to each family

o Create Strategies / learning opportunities that are easy to embed in every

day routines. (Kuhn &Marvin, 2016)

 Intentional Teaching Sequence Elements

1. What- IFSP Goal should be

o Functional

o Specific

o Observable

o Measurable

o Routines- based

 Remember that IFSP Goals are structured to support child participation

 IFSP GOAL – Cameron will say two word phrases by the use of gestures and requesting

during mealtime and playtime.

2. When to embed

o Time of the day? – Morning

o What routine? – Breakfast

o What Activity? – Requesting

 Things to remember – GENERALIZE among ALL ROUTINES!

3. Where

o Location? – Home, School, Restaurant

 4. With Whom – Based on where the child is and whom the child is with at the

moment decide which care giver works best for each specific routine.

o Breakfast- Home with Mom

o Lunch- Restaurant with Grandparents

o Playtime – Preschool with Teachers

5. What to embed – Based on child’s interest decide what materials are motivating

to child in order to create a learning opportunity.

o Suggestions- Provide child with two choices during mealtime in order to

encourage requesting and gestures.

o Suggestions – During playtime arrange environment with child’s favorite

toy in sight in order to encourage requesting/ gesturing.

6. How

o What Evidence Based Practice works best for your family?

o Consider Family Strengths

o Consider which caregivers execute strategy best

o Consider extra supports that family will need in order to achieve goal

7. Dosage- Consider the amount of intervention that works best for your family and

their daily life. (OPRE, 2013)

o How much/ How often? – every other week, every two weeks every

month? (OPRE, 2013)

 Things to consider – Organizational skills between Case load, Schedule, Staffing

shortages and Family needs

o How much – Stay aware of how much intervention the family gets, make

sure families are aware of the amount of hours they get and what to expect

when the maximum hours offered are reached. (OPRE, 2013)

o Frequency – How often intervention is delivered? (OPRE, 2013)

o Intensity – How many times/ amount of times intervention is delivered

(OPRE, 2013)

o Duration – Length of intervention (OPRE, 2013)

o Session duration – How long will sessions last? 30min- 1hr each session

for 9 months? (OPRE, 2013)

References

Kuhn, M., & Marvin, C. A. (2016). “Dosage” Decisions for Early Intervention Services. Young
Exceptional Children,19(4), 20-34. doi:10.1177/1096250615576807

Wasik, B. A., Ma era, S. K., Lloyd, C. M., & Boller, K. (2013). Intervention on dosage in early

childhood care and education: It’s complicated (OPRE Research Brief OPRE 2013-15).