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The NC Infant Toddler Program: Together We Grow

The NC Infant Toddler Program: Together We Grow. Policy information taken N.C. Infant-Toddler Program Manual. POLICY & Practice. COMPLETED BY AT LEAST 2 DIFFERENT DISCIPLINES.

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The NC Infant Toddler Program: Together We Grow

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  1. The NC Infant Toddler Program: Together We Grow Policy information taken N.C. Infant-Toddler Program Manual

  2. POLICY & Practice • COMPLETED BY AT LEAST 2 DIFFERENT DISCIPLINES. • Practice idea: Find out what may concern the family most at this time-use those disciplines (e.g., early interventionist and PT). CSCs will need to find out family concerns PRIOR to evaluation. Combination of DEC-ECI and/or private providers will have to collaborate.

  3. The North Carolina Early Intervention Program • Services for children ages birth-to-three are coordinated at the state level by the Office of Early Intervention, Division of Public Health, Department of Health and Human Services • Services are available for children who: • Have a developmental delay (20% or greater in one or more developmental domain; • Have known biological risk factors; • Have three or more environmental risk factors; • Are exhibiting atypical behaviors.

  4. POLICY & PRACTICE • MULTIPLE TOOLS/PROCEDURES MUST BE USED: “Authentic assessment entails observing, recording, and documenting what a child is doing and how he does it.” (NAEYC, 1991). Use observations, criterion-referenced measures (e.g., AEPS, HELP), and routine-based assessment in a child’s natural environments to determine developmental levels child’s unique strengths & needs. Families should help determine “natural environments.”

  5. North Carolina Early Intervention • Service for children 3-21 years are coordinated by the State Department of Public Instruction; • Children must display a 30% delay in one or more developmental domains, and/or have a diagnosis of “developmental delay.”

  6. POLICY & Practice • MUST IDENTIFY CHILD’S PRESENT LEVEL OF DEVELOPMENT, UNIQUE STRENGTHS & NEEDS. • Practice Ideas: Child does not have to show a delay in order to qualify under “at risk” categories. Child observation and family interview help to determine potential role of early interventionists for at-risk children.

  7. POLICY & Practice • IDENTIFYING LEVEL OF DEVELOPMENT, UNIQUE STRENGTHS & NEEDS, continued: Criterion referenced measures may be used to determine percentage of delay for DD category, give families more opportunity to participate, and give activity ideas.

  8. AREAS TO BE ADDRESSED • COGNITIVE DEVELOPMENT • PHYSICAL DEVELOPMENT (GROSS & FINE MOTOR FUNCTIONING, VISION & HEARING) • COMMUNICATION DEVELOPMENT • SOCIAL-EMOTIONAL DEVELOPMENT • ADAPTIVE DEVELOPMENT

  9. A Note About Developmental Domains • It is often very difficult to distinguish behaviors in each of the developmental domains, especially in prematurely born children below the age of six months. Observing and describing their sleep/awake patterns, sucking and cry quality, state regulation, and visual focus is a good way to begin the ongoing assessment process.

  10. Must also include: • “medical component which provides a medical perspective of the child’s development, including a review of pertinent records related to the child’s health status and medical history.” • Practice idea: If Medicine is needed-use DEC medical personnel to address multiple domains along with another discipline.

  11. POLICY & Practice • “can involve use of previously conducted evaluations, including medical, if the evaluation(s) was conducted within the past six months and is readily available & complete.” • Practice Idea: Establish a relationship with your NICU/SICC personnel!

  12. Policy & Practice • All evaluation procedures must be administered in the native language or other mode of communication of the child and family. All procedures must be racially and culturally sensitive. • Practice ideas: Obtain Smart Start funding for cultural liaison. Conduct focus groups to review assessment procedures.

  13. Other Requirements • Parents must be given written prior notice and written parental consent obtained prior to evaluations and assessments of the child; • Practice idea: Create a “family friendly” notice and consent form.

  14. Final thoughts... • “The quality of any early intervention program is based on the quality of its relationships.” Zero-to-Three, 1999 • A rose by any other name: assessment, evaluation, intervention, services, supports: Ongoing and linked!

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