SW 644: Issues in Developmental Disabilities Early Intervention – Birth to Six Part I

1. SW 644: Issues in Developmental DisabilitiesEarly Intervention – Birth to SixPart I Lecture Presenters: Linda Tuchman-Ginsberg, Ph.D. (Dir. Of WI Personnel Development Project), Beth Wroblewski (WI Dept. of Health and Family Services), and Arianna Keil

2. Video of Arianna Keil

3. Video of Linda Tuchman

4. Federally Funded Programs • Birth to 3/Early Intervention Program • Early Childhood Special Education • U.S. Department of Education

5. Early Childhood Makes a Difference • Influences child development outcomes • Helps families build hope for future • Impacts a child and family’s progress through: • School system • Transitions into adulthood

6. History of Early Childhood Programs • 1960’s • Community-based programs for young children with disabilities since 1960’s • 1970’s in WI • School districts began ECSE (3-5) services • Home visiting and centered based programs for infants and toddlers • 1986 • Federal law creates early intervention mandate through Individuals with Disabilities Education Act (IDEA)

7. Unifying Themes • Derived from educational and psychological theories • Supported by research • Adapted from: • A Unified Theory of Practice in Early Intervention/Early Childhood Special Education: Evidence-Based Practices • Samuel L. Odom & Mark Wolery (2003) • The Journal of Special Education, 37(3), 164-173

8. Unifying Early Intervention/Early Childhood Special Education Themes • Families and home are the primary context for nurturing a child’s growth and development. • Building relationships with families, children and other adults is important. • Honor unique culture and experience of each partner • Children learn through active exploration and observation of their environments. • Supported by adult mediated learning experiences

9. Unifying Early Intervention/Early Childhood Special Education Themes (cont.) • Children develop through opportunities to learn in natural contexts. • Supports inclusion in home, school and community settings. • Individualized interventions are necessary for each child and family • Transition planning is necessary • Prepare for changes between programs

10. Early Intervention/Early Childhood Special Education Transitions • Administered and carried out by different state departments • Requires transitions at age 3 • State collaborations supports a coordinated Birth to six system with: • Integration across EI,ECSE and other community programs

11. Accountability Systems • New U.S. Department of Education requirement • Demonstrate outcomes for funds invested • Measures child and family outcomes • WI committed to a coordinated Birth to Six system

12. Meet Sophia, Claire, and Erica

13. State of Wisconsin Birth to 3 Program

14. Video of Beth Wroblewski

15. Federal (P.L. 99-457) & State Law (HFS 90) Individuals with Disability Education Act (IDEA)- Part C www.cec.sped.org/law_res/doc/law/regulations/indexPartC.php HFS 90 www.waisman.wisc.edu/birthto3/OVERVIEW.HTML

16. Purpose of Birth to 3 • Provide resources, supports and services to meet the developmental needs of infants and toddlers who have delayed development or have a physical or mental condition which is likely to result in delayed development. • Address family needs related to their child’s development. --HFS90 (Wisconsin Administrative Code)

17. Birth to 3: Guiding Principles • Children's optimal development depends on their being viewed first as children and second as children with a problem or disability. • Children's greatest resource is their family. • Parents are partners in any activity that serves their children. • Children are best supported within the family, the family is best supported within the community.

18. Birth to 3: Guiding Principles (cont.) • Professionals are most effective when they can work as a team member with parents and others. • Collaboration is the best way to provide services. • Early intervention enhances children’s development.

19. http://dhfs.wisconsin.gov/bdds/b3fdn/fdn.htm

20. Program Implementation • The Department of Health and Family Services supervises and monitors local Birth to 3 Programs (HFS90.05 pg. 264) • County boards must designate a county agency or contract with another public agency to administer their local Birth to 3 Program (HFS90.06 pg. 265)

21. What Are the Steps in the Birth to 3 Process? • Identification and referral • Procedural safeguards • Evaluation • Determination of eligibility • Assessment • Individualized Family Service Plan (IFSP) • Periodic review of IFSP • Transition

22. How Do Families Find Their Way to Birth to 3? • Outreach education • Informed referral network • Coordinated community efforts

23. Referral Sources Who Might Referral Sources Include?

24. What are Procedural Safeguards? Locate HFS90.12 pg. 274 Read Two Ways to Introduce Families to Procedural Safeguards Which method would you choose? Why? Why is it important for all team members to know this information? Assuring the Family’s Role - http://www.nectac.org/~pdfs/pubs/assuring.pdf

25. Who Is Eligible for Birth to 3? HFS90 90.08 A child is eligible if he or she meets one or more of the following criteria: • Diagnosed Condition • Developmental Delay • Atypical Development

26. What Areas of Development Are Considered for Eligibility? • Cognitive development • Physical development • Speech, language and communication development • Social and emotional development • Adaptive behavior and self-help development

27. What Services are Provided in Birth to 3? • Core Services – No Cost • Identification and Referral • Evaluation and Assessment • Individual Family Service Plan Development • Procedural Safeguards • Service Coordination (HFS 90.11 pg. 272)

28. Assistive technology Audiology Communication Family education and counseling Health care Medical Nursing Nutrition Occupational therapy Physical therapy Social work Special instruction Transportation Vision What Other Services Can Be Provided with Birth to 3 Funds? (HFS 90.11 pg. 272)

29. How Are Birth to 3 Services Funded? • Sources of Funding • U.S. Department of Education • State of Wisconsin Biennial Budget • Local County Funds, MOE • Public and Private 3rd Party Funds • Parental Cost Share - (HFS 90.06 pg. 266) • Others designated by each county/program.

30. Video of Beth Wroblewski

31. Audiologists Nutritionists Occupational therapists Physical therapists Physicians Psychologists Rehab. counselors Reg. nurses School psychologists Special educators EC, VI,DHH Speech & lang. Others: qualified to determine eligibility (HFS 90.08 pg. 267) Who Is Qualified to Evaluate and Determine Eligibility?

32. What Is Service Coordination? • …finding out what a family needs and helping them get it. • Morton, 1988, p. 13 • … an active process … that promotes and supports a family’s capacities and competencies to identify, obtain, coordinate, monitor and evaluate resources and services to meet its needs • McGonigel, Kaufman, Johnson, 1991, p.86

33. Why Do We Have Service Coordinators? • Assist parents in gaining access to services • Coordinate the provision of services • Facilitate the timely delivery of services and continually seek appropriate services and situations (HFS 90.11 pg. 271)

34. Service Coordinator Functions • Evaluations & Assessments • Development, Review & Evaluation of IFSP • Identifying Providers • Access to and Provision of Services • Informing of Advocacy Services • Coordinating with Health Care • Transition Planning

35. Who Can Be a Service Coordinator? • Person from list of qualified personnel • Person with experience and training • A parent facilitator (HFS 90.11 pg. 271)

36. Next Step: The IFSP & Services • Evaluation • Procedural Safeguards Discussed • Child is Found Eligible • Develop the IFSP

37. The IFSP is… • A promise to families • A way to build a trusting relationship • A vehicle for empowerment • A mechanism for interagency collaboration between a family & B-3 • A guide to program implementation and evaluation • Rosin, 1996

38. The Written IFSP… • Is possibly the least important aspect of the entire IFSP process. Far more important are the interactions, collaborations, and partnerships between families and professionals that are necessary to develop and implement the IFSP. • McGonigel & Johnson, 1991, p.1

39. Parent Participation • Parents are full team members and decision makers • Informed decision making • In all aspects of the program • Eligibility • IFSP development and review • Services

40. Parent* Other family members requested by parents Service coordinator* Advocate (requested by parents) At least 1 qualified person who participated in the eval/assessment* At least 1 professional with expertise in* assessment of typical development/ child development and program planning* Other service providers *required members IFSP Team Membership

41. Editorial Note • Slide numbers 42 and 43 are expanded material of Slide numbers 16 & 17 “Guiding Principles” of Birth to 3. The Guiding Philosophy below enhances the previous slides with program design values and concepts, and also aids in giving expanded detail/stages in the implementation of services for children and families.

42. Guiding Philosophy • Individualized • Comprehensive • Coordinated • Community-based in Natural Environments • Culturally Competent

43. Birth to 3:Guiding Philosophy • Family-Centered • Meaningful to the family • Part of a vision for their child • Based on the family’s priorities, resources and concerns • Strategies developed around family routines and activities

44. What Are Family-Based IFSP Outcomes? • State an end point that can be observed • sleep through the night • eat independently • communicate using a combination of words, signs & simple devices • have mobility to explore the environment • play with brother • have knowledge and resources about......

45. What Are Family-Based IFSP Outcomes? (2) • Include parent priorities and concerns, and also provider information gained from assessments. • Integrate information across developmental domains. • Have language that the parent understands or helped to write.

46. What Are Family-Based IFSP Outcomes? (3) • Address family and child outcomes. • State why the outcome is important to the family. • Include a statement about how the outcome will be measured: • How you will know you accomplished the outcome? • Can be revised, eliminated or added to when agreed by family and team. • Enhance a family’s optimism about the future.

47. What types of outcomes might an IFSP include? • Child Development • Future Activities Related to Child’s Needs/Concerns • Support to the Family to Enhance Their Child’s Development

48. Where Might Services Be Provided? Birth to 3 Services are Provided in Natural Environments The team encourages a child’s development in everyday activities and places where children are already present.

49. Natural Environments Can Be: • Family home • Family day care • Preschool program • Respite • Parent child groups • Head Start • Library story hour • Church/Synagogue • Others identified by the family

50. For More Information • WI Dept. of Health and Family Services Birth to 3 Program Website: • http://www.dhfs.state.wi.us/bdds/b3.htm