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Integrating Family Centered services in Natural Environments (FC-NE) into Program Practices

Public Awareness

FC-NE Practices

Evidence ofCurrent

PracticesAction Steps

Community Awareness

General Audiences- Referral agencies- Policy makers- Community at large

Targeted Audiences- Families- Physicians/Health

Care- Cross sector

collaborators

FC-NE model is described consistently across community agencies and audiences.Evidence for and examples of the evolving model are provided.General and targeted audiences have tailored messages.Importance of early identification and intervention and the role of the family is emphasized.Materials illustrate cultural and linguistic diversity.Materials are available in multiple formats (e.g., print, digital, audio) and languages.Services are described as supports to family that empower them to enhance their childs development.Rationale for and examples of

Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the College of Communication and Information, School of Communication Science and Disorders at Florida State University

everyday routines, activities, and places as teaching and learning contexts are provided.Role of family as team member and decision maker is described and illustrated with examples.Materials emphasize informational resources and supports for family.

First Contacts

FC-NE Practices

Evidence ofCurrent


• Warm Welcome

• Introduction to Program

• Family Conversations- Concerns- Priorities- Resources- Interests

Professionals engage in dialogue consistent with cultural and individual preferences of the family. Initial focus is establishing relationships with the family.Program is described as a support to families to enhance their children’s development within the context of their everyday routines, activities and places.Program provides families with a primary contact person and methods for contact (e.g., phone number, email).Families receive information regarding their participation in assessment, planning and intervention describing and illustrating their role on the


Screening, if appropriate Next Steps

team.Alternative formats of materials and resources (e.g., digital, audio) are available.Professionals listen to families talk about their priorities and their child’s interests, abilities, and needs. They explain how the information is used to develop the child’s program within the natural learning opportunities of the family.Family is encouraged to ask about what they want to know about their child and program options.Professionals review, with parental consent, agency information about the child and family.

Evaluation and

AssessmentFC-NE

PracticesEvidence of

Current Practices

Action Steps


Pre-Assessment Plan

Eligibility Evaluation

Routines Based Interview

Observations

Family and other team members identify and address relevant individual, cultural, and linguistic characteristics that support the family’s participation in the assessment process.Family describes the individual and family characteristics they would like the team to know (e.g., how the family decisions are made, significant developmental milestones they value).Scheduling occurs at the convenience of family in location of their choice to the extent possible.Professionals, families and other caregivers share roles during assessment (e.g., interact with child, observe, record information).Professionals observe caregivers engaged with their child in family contexts (e.g., home, childcare activities) relying on materials and interests that capture the child’s behaviors in routine circumstances (e.g., playing, eating, dressing).


Evaluation and

AssessmentContinued…

FC-NE Practices

Evidence ofCurrent


Information Sharing Family is encouraged to describe their child, share photos and family experiences. Family members share priorities and concerns while professionals listen and ask questions to clarify.Adequate time for questions and discussion is provided. Information shared is jargon free and relevant to examples provided.

Professionals share strengths based results using descriptions from their observations in natural learning opportunities.The child’s performance is not reported separately by each discipline but is integrated, resulting in a holistic and functional profile of the child’s participation in meaningful and functional routines with the family.Recommendations are applicable in the context of


the family’s everyday routines, places and activities.

IFSP FC-NE Practices

Evidence ofCurrent


Pre-planning

Sharing (or reviewing) evaluation/assessment information

Identifying outcomes and strategies

Professionals assure the family that they will not be making decisions for the child or family, but will provide information about the child and community resources and engage in a collaborative planning process with the family.The IFSP development process is explained as a problem-solving discussion in which family input is actively sought and valued.Initiation of the dialogue is guided by the observations, thoughts and questions of family members. The other team members offer their insights and observations in a dialogue with the child at the center of the conversation.Professionals review assessment results in a manner that is immediately useful for family identified outcomes (in that the reporting identifies strengths and opportunities for learning that are functional and developmentally appropriate).Family members and


professionals jointly discuss strategies to support family-identified outcomes within natural learning opportunities and routines.Outcomes are functional for the child, increase participation in meaningful interactions and activities, and are based on family priorities. Purpose of child and family outcomes are clear (everyone knows why it is an outcome) and accomplishment is measurable and meaningful for the family.All meaningful outcomes for the child’s development, including social and emotional learning, are considered.

IFSPContinued…

FC-NE Practices

Evidence ofCurrent



Determination of supports/services/service providers provided

Family outcomes are included in IFSP.Supports and services are matched to the identified outcomes for the child and family.Supports and services provide families with participatory experiences (e.g., active participants, opportunities that promote parents’ sense of competency as a parent) and opportunities to make choices and decisions.Resources support family participation, strengthen competence and confidence, and match each family member’s identified priorities.

Service delivery approach (e.g., home based, primary service provider, consultation) and frequency of contact is determined by team consensus.

Intervention FC-NE Practices

Evidence ofCurrent



Service provision

Implementation

Supports and resources are mobilized in ways that are supportive of parent-child interactions and do not disrupt family and community life (e.g., scheduling and location of services are convenient to the family and match family preferences). Professional use helping styles (e.g., ways of communicating or providing services or supports) that promote shared family/professional responsibility.Family and child strengths and interests are used as basis for engaging families in participatory experiences.EI providers increase parent/caregiver competence and confidence through a coaching approach.Family and team members jointly plan and problem solve the intervention strategies to be embedded within the identified routines and activities.Caregivers implement intervention with their child in routines and activities between visits with the professional.Embedded intervention strategies involve minor modification of existing routines


rather than development of new or additional activities.The sequence, materials used, and interventions embedded in the routine are comfortable and compatible with family values and beliefs.

InterventionContinued…

FC-NE Practices

Evidence ofCurrent


Professionals match caregiver’s learning preferences and strengths to enhance their participation while coaching and build their capacity to support their child’s learning.Professionals support caregivers interaction, communication, and learning during a variety of natural learning opportunities including play, caregiving, pre-academic, and community activities that promote inclusion.Assistive technology or adaptations necessary for successful functioning in everyday routines are used.Intervention strategies are embedded and distributed within and across activities and routines multiple identified by the family.


Practices are used systematically, frequently, and consistently within and across environments (e.g., home, center, community) and across people (i.e., those who care for and interact regularly with the child) to support generalization and functional use.Practices used are evidence based, normalized, useful across environments, respectful of family’s beliefs and are sensitive to language and culture of the family.Technology supports (e.g., video, FaceTime, web conferencing) for intervention or coaching are used with families to support their teaching and learning.

Monitoring Progress

FC-NE Practices

Evidence ofCurrent



Team input

Formative input

Annual review- Eligibility

reestablishment (if needed)

- Family concerns, priorities

- Daily routines/activities

update- Outcome reviews- Provider summaries- Other state guideline requirements

Family and professionals exchange information about child and family outcomes routinely.Intervention practices are reviewed based on: (a) the child’s current behaviors and abilities in meaningful contexts; (b) the family’s priorities for the child’s development; (c) fidelity of implementation; and (d) the expectations, and requirements of the child’s current environments.

Modifications of practices and outcomes are made based on data collected. Professionals and families regularly review and revise outcomes to meet the changing needs of the child and family.

Professionals and families assess the child’s progress on a yearly (summative) basis to modify the child’s IFSP.


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