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Understand the purpose and mission of your early intervention program. Learn how to value, respect, and communicate effectively within a team. Discover different team structures and principles for successful collaboration. Use clear communication strategies and support one another to enhance child development.
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It is a MAJOR assumption of early intervention that NO ONE person, discipline, program, or agency can provide the support necessary for a family with a young child with a disability. Michael Gamel-McCormick, 2006 Gamel-McCormick, M. (2006).
Child Care Provider Medical Providers Family Friends Registered Dietitian Family Members ALWAYS Disability Advocate Social Worker Speech Language Pathologist Special Instructors Occupational Therapist Physical Therapist
Understand the team purpose Value and respect one another Share common tasks and understand unique roles Communicate openly and honestly Help one another
Understand the team purpose Purpose and Mission Understand the team purpose
Mission Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.
What’s your mission?? Do you know the purpose and mission of your program? How is your mission available to families and other team members?
Your Turn! Which statements reflect Value & Respect and which ones show Disrespect to team members? Example A Listening attentively and looking at the person speaking. A. Valued and Respectful Interpreted as: B. Disrespectful B Checking your mobile device during a meeting. B Critiquing a team member to another team member after the meeting. Correct - Click anywhere or press Control Y to continue Incorrect - Click anywhere or press Control Y to continue B Frequently arriving a few minutes late for meetings. Your answer: You did not answer this question completely You answered this correctly! A Asking clarifying questions in a neutral tone of voice. Try again You must answer the question before continuing The correct answer is: Submit Clear B Sharing important information with a select few team members. B Interrupting or talking over another person when excited to share your idea. A Acknowledging colleagues’ accomplishments and letting them know they are appreciated.
Listening attentively and looking at the person speaking. • Asking clarifying questions in a neutral tone of voice. • Acknowledging colleagues accomplishments and letting them know they are appreciated. Value & Respect
Avoid these actions! Frequently arriving a few minutes late for meetings. Critiquing a team member to another team member after the meeting. Sharing important information only with a select few team members. Interrupting or talking over another person when excited to share your idea. Checking your mobile device during the meeting.
Know your audience • Think about the message you’re conveying • Choose simple clear words • Avoid judgmental statements • Encourage feedback and question • Use “I” statements not “You” statements.
Please take a few minutes to jot down some strategies you have tried. How have you addressed stumbling blocks with your teams? Submit Clear
What are some things you do to learn about one another? How do you learn about your team members? Submit Clear
communication and collaboration Family Primary Provider TEAM SUPPORT
Professionals come together with the family for evaluation. A primary provider works with family members to provide ongoing services. Consultation occurs with others as needed and co-visits occur to share and teach. Transdisciplinary Professionals from two or more disciplines work independently of each other toward the same purpose. Professionals evaluate and provide services separately. Multidisciplinary Professionals and family members work toward common goals. Professionals may evaluate children separately but jointly discuss results and develop intervention plans. Interdisciplinary
Key Principle • The family’s priorities, needs, and interests are addressed most appropriately by a primary provider who represents and receives team and community support. Workgroup on Principles and Practices in Natural Environments , OSEP TA Community of Practice: Part C Settings.(2008, March)
PSP IS NOT! a new concept only person the family gets to see always the EI specialist out there on their own a watered down way of giving services a cheaper way of providing services what is used due to staff shortages the approach used only for children with mild delays. (Adapted from FIT fact Sheet #1- New Mexico 2010) ADVANTAGES Visits with families are more holistic and less fragmented for caregivers Emphasizes “joint thinking through multiple perspectives about what is working and then problem-solving what isn’t Supports the family/care-givers to promote the child’s learning in “real” situations Less intrusive to families Transdisciplinary focus which is supported by ASHA, AOTA, APTA, DEC
Family Centered and Relationship-Based • The PSP really knows the family and provides holistic support minimizing their need to decipher information from multiple providers • Natural Environments • The PSP gets to know the family routines, activities, places and interactions and helps find ways to use these as natural learning opportunities • Children’s Learning • With the parent, the PSP learns what interests and engages the child and helps parents gradually build on children's learning • Adult Learning • The PSP understands the parent’s learning style versus the parent having to decipher information from multiple providers
References Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass. Flaherty (1999) p. xii. Flaherty, J. (1999). Coaching: Evoking excellence in others. Boston, MA.: Butterworth-Heinemann. McWilliam, R. A. (2010). Routines-based early intervention: Supporting young children and their families. Paul H. Brookes, Baltimore, MD. Raab, M., Dunst, C.J., & Trivette, C. M. (2010). Everyday Child Language Learning Reports, 2(1). Rush , D,D., & Shelden, M.L. (2008). Common misperceptions about coaching in early intervention. CASEinPoint, 4(1), 1-4.
