7 EI Key Principle Should or Should Not

...focus on the child during home visits but ask the parent to sit nearby and watch.

...understand that cost savings is the main reason for using a PSP approach.

...understand that families from certain cultural backgrounds are the same as other families of that same background.

understand that child's partic in EI sessions and their follow thru w/ prescribed interv strategies are what help most

...teach specific skills in a specific order through structured, adult-directed activities.

...help families meet their needs by first using resources available in the family's own network.

...recognize that functional IFSP outcomes are a shared responsibility.

work with the team that includes the family to collaboratively decide and adjust the frequency and intensity of services

outcome: Parents will get enough information about autism to comfortable explain Jeremiah's condition to family/friends

...show activities they have planned and then ask families to fit them into their day.

...suspend personal judgments and build rapport and trust to truly understand information gathered from the family.

...treat each family member as a unique adult learner with valuable insights.

...write outcomes such as "Penny will gain new sills in talking over the next 6 months."

view families as not caring about their child/apathetic if they miss appointments or don't carry through with pres intrv

...explain clearly the rationale for suggesting a particular intervention strategy to meet an IFSP outcome.

...use the family's cultural beliefs and traditional activities as sources of learning for the child.

...should or should not base expectations for families on characteristics such as race, ethnicity, income, or education.

give all families activity sheets/worksheets/ask parents to chart their childs partic in assigned activities during week

determine IFSP services by either asking the family what they want or providing what a referring medical prescribes

outcome: Markus will participate in backyard playtime by walking using his walker in order to play more with his brother

...match assistance to the family desires.

...use professional behaviors that build trust and rapport to establish a working relationship or partnership.

...share the message that, the more providers that are involved with the child, the more gains the child will make.

...base practice decisions for each child and family on family input and ongoing assessment.

...hone their discipline-specific skills by only participating in discipline-specific training.

Providers should or should not help families understand how their toys/everyday household items can be used or adapted

observe in multiple settings, get family input about child's behavior in various routines as part of assess/eval process

...research intervention strategies and practices they are uncertain about before suggesting or trying them.

...bring a well-equipped toy bag into the home for each visit.

...make covisits when they are beneficial to the primary provider and family.

families feel comfortable w/ taking their child with disabilities to comm. activities, advocate for their child's partic

...help the family express their priorities and concerns in written outcome statements that are clearly stated.

Providers should or should not be nice to families with a primary focus on becoming a best friend to the family.

...write IFSP outcomes only for the child, as that is the focus of early intervention.

work w/ child in session/activities apart from peers/other family mem. so child can pay attention to the interventionist

ensure that all families receive same number of visits and info as part of the EI process so that all is equal/fair

...suggest learning or PL topics to their agency or program.

...listen to and believe the family's needs and concerns about their child.

help family (other caregivers) engage child in enjoyable activities that allow for frequent practice of emerging skills

Providers should/should not design activities to do during a home visit that focus on the skill delay/missed test items

...work independently with each family.

explain to family that profess. can help them meet their needs in a better way than people in their support network can

...drive families to appointments or other services in order to make sure they keep appointments.

...believe that having a professional degree or certification means that they do not need further training.

suspend assumption about how family should do things based on provider cultural expectations related to child rearing

assist family with understandin how their routines/activities naturally provide children valuable learning opportunities

point out child's learning opport. as they are seen and work w/ families to make adaptations to enhance learning opport.

...refine their practices based on principles and values of the EI system they work for.

...only change the IFSP at 6-month or annual review times.

...consult with community providers as a regular part of their job to assist them with their work with children.

...assume certain types of families need more help based on family circumstances or a child's type of disability.

RP in the field of EI through reading, attending trainings and PL, referring to prof. organizations, collabor. w/ peers.

...write broad Individualized Family Service Plan (IFSP) outcomes that can easily last for 6 months or a year.

PSP approach means that everyone on the team should be able to provide any service (educator, OT, PT can provide speech)

...understand that certain kinds of families have no routines that are useful or helpful to the child.

involve family in discussions/decisions about what it is they want child to be able to do/what the child enjoys/can do

...write IFSP outcomes that are discipline specific.

...evaluate progress or success by including how the family feels the learning opportunities and activities are going.

...list on the IFSP only the team members and providers that work for the EI program.

offer info, materials, and emotional support to enhance the family's natural role in supporting their child's learning

...plan and make consultative visits with other providers per IFSP agreements.

...regard a primary service provider as the family's gatekeeper to other disciplines and providers.

...always implement all intervention strategies suggested by a medical doctor without question.

...write IFSP outcomes such as, "Johnny will get physical therapy to help him walk."

visit other agencies/referral sources to assist them in knowing what EI approach the program is using/what that means

IFSP: how families will know an outcome has been achieved by writing a measurable criteria- easily understood for anyone

...determine the primary provider based solely on the child's delay or diagnosis.

that the law/regulations for IDEA are for monitoring purposes only and do not apply to the day to day application for EI

...provide feedback and encouragement as they see the naturally occurring incidental teaching moments the family uses.

understand that certain children (like autism) do not benefit from family interaction and natural learning opportunities