Imagine: you are sharing your deepest wishes with a trusted friend. You are sharing a cup of coffee on the couch and you feel led to begin a conversation about your goals for the coming New Year. You share your regrets from the past year and your hopes and dreams about how you envision this New Year. You are deep in thought and passionate about articulating these ambitions out loud. Your friend’s response, much to your surprise, is superficially supportive. You sense judgement but you can’t put your finger on it. Why is she being short? Why does her smile look fake? Does she realize her eyebrows just did that? You begin to wonder what her thoughts are and to feel… Vulnerable. Embarrassed. Insecure.

A Parent’s Perspective

Now, imagine that instead of talking to a dear friend, you are talking to a complete stranger in an intake meeting, no coffee involved. Instead of freely sharing your priorities for the New Year, you are being asked to name priorities you have for your most precious hope in the world—your child.

Will I be judged for what’s important to my family and me? Was that the right thing to say? Is that the kind of answer they’re looking for? Geez, I have so many I can’t even put them in order. I need help sorting this out in my head and I am entirely overwhelmed but I don’t want the lady to think I don’t care if I am too vague. Is it okay to breastfeed in here?

These are just some of the thoughts that ran through my head as a parent as I began the early intervention process with my, then, 8 month old. Some deep reflection led me to the following conclusion: From my team, I needed my priorities validated and valued so that I could begin to trust them and their input into our lives.

Building Rapport, Being Curious, and Cultivating Relationships

As service coordinators and providers, it is our job to give up control for the sake of building rapport and trust so that deeper and more meaningful impacts can be achieved during the entire early intervention journey. You might be thinking, But, I don’t control interactions! I help the family with guiding questions to get them to a point where both the clinical/developmental priorities and family priorities are aligned. We have all been there. It can be challenging to reconcile the priorities that are indicated through family and formal assessments with what the family is sharing as their priorities. However, a family’s priorities can and should be discussed informally, too, starting with the first contact you have with them.

To ponder: What barriers to active listening and getting the backstory have you experienced in your relationships and interactions with families?

How?

Be genuinely curious about families, their daily lives, and their backgrounds. Ask for the sake of truly learning, and not documenting. Repeat back what you hear them say often to check that you are understanding their meaning. Validate them when you sense uncertainty, stress, or when they share about topics that are clearly close to their hearts. Use your intuition. Ask open ended questions—not the kind that indicates you are checking off a list, but the kind you would ask when something someone has just said has genuinely sparked your interest. Once you have a truer understanding of where a person is coming from, you can begin to introduce how early intervention can help facilitate and highlight these priorities in the family’s life using the family’s everyday routines and priorities.

To ponder: How might these initial and ongoing interactions inform your practice as you continue to cultivate a relationship with the family throughout the EI process?

So, where does that leave us? For anyone, the first step to making changes is acknowledging that change would bring an added benefit to your quality of life. Seeking help, self-referring, taking a random number that the PCP handed them and calling, showing up to appointments, answering the phone to unknown numbers– these are all indications that a family is open to change. As providers and service coordinators, the most important part of our job is to cultivate relationships that are conducive to productive and meaningful change. We begin that cultivation that by simply listening— getting the backstory so that you can truly walk alongside the family as they continue developing the rest of their early intervention narrative.   

Share with us! What are your go-to questions/conversation-starters that you have in your toolbox to help you ease into this informal approach of getting the backstory?

Micaela is a former early intervention service coordinator and developmental services provider. She holds a master’s degree in Early Childhood and Family Development and her passion is helping families astound themselves with all they can achieve. She is, most importantly, the mother of a beautiful little boy. She and her family have been receiving the support and services of EI since her son was 7 months old. Micaela and her husband are excited to be welcoming a little girl into the world this spring. Through this blog series, Micaela hopes to merge the distinct perspectives of a parent, a service coordinator, and a provider into a unique cultivation of meaningful insight and conversation.

The post Get the Backstory: Validating and Valuing Family Input appeared first on Early Intervention Strategies for Success.

Despite not being able to meet in person, tele-intervention (telehealth) has brought new opportunities to think about how we are talking about the child outcome summary process. Let’s be completely honest. Tele-intervention forces us to use good teaming practices because there cannot be any side conversations among professionals and everyone is only able to see and hear the same information. This helps us think outside of the box to ensure that all team members have the exact same information so caregivers can make the best decisions for their child.

After completing tele-assessments, I have experienced great success incorporating the caregivers in the Child Outcomes Summary (COS) discussion. The COS process summarizes a child’s functional development in three child outcome areas: positive social-emotional skills (including social relationships), acquire and use knowledge and skills (including early language/communication), and use of appropriate behaviors to meet their needs. The Decision Tree can be a helpful tool to facilitate the COS process.

All caregivers participate in the COS discussion using the Decision Tree. This includes deciding with the team which rating statement represents their child’s functioning compared to other kids of the same age. (Click here for more information about the Decision Tree and Virginia’s COS Process). Before even going through the process, it is most helpful to discuss who will facilitate the discussion with the caregiver and the rest of the team members. This includes sharing the screen to show the Decision Tree.   This can be the service coordinator or a provider. Here are 6 steps you can use throughout the process that I have found beneficial.

6 Steps for Engaging Caregivers during the COS Process

1. Explain the caregiver’s role as a team member.

This is an important step. Caregivers need to understand their role in the process and how they can participate. When they are unsure of what to do, they may be more reluctant to participate. Encourage their voices by involving them throughout process, giving thorough explanations, and asking open-ended questions to receive more in-depth answers.

2. Explain each outcome area and the use of the Decision Tree.

The second page of the Decision Tree shows the Infant & Toddler Connection of Virginia Child Outcomes Summary handout. This handout was specifically designed to support the caregiver’s understanding of the process. It is helpful to send this handout to caregivers prior to the meeting and share the screen with the document pulled up while discussing and highlighting different outcome areas. This will also encourage caregivers’ participation when they fully understand what is being discussed and why.

3. Discuss each outcome area with individualized examples.

During the Assessment for Service Planning, the team discusses functional development within each outcome area based on parent report, observation, clinical opinion, etc. Functional child development focuses on what matters in the family’s daily life, showing how the child is engaging, initiating, and participating throughout their day. It has little meaning to a caregiver if a child can stack blocks, so a functional example would be, “During bath time, Sydney enjoys lining her plastic blocks on the bathtub ledge before knocking them off and laughing. Her mother commented Sydney enjoys playing this game the entire time.” Embedding functional information like this contributes rich examples to the Decision Tree discussion that help all team members understand the child’s abilities and needs. During the discussion, it is also helpful to share the screen to show each outcome area on the IFSP as it is discussed. Screen sharing gives the parent the opportunity to follow along.

4. Review typical functional development.

This is an important step and not to be missed. It truly helps each team member, including the caregiver, understand what is typical for the child’s age within that given child outcome area. This will help each team member understand whether or not the child has “age-expected” functional skills. Utilize your resources for typical development. This can include a combination of resources such as the Act Early Milestones, Functional Development, Age-Expected Snapshots of Development, etc. Again, sharing the screen to show this information and/or sending the info prior to the meeting is beneficial to all team members.

5. Use the Decision Tree discussing each question and prompt.

Again, sharing the screen and/or sending the Decision Tree to the family prior to the meeting can be really helpful. Screen sharing allows each team member (including the caregivers) to look at the same information and follow along accordingly. Ask each question out loud for each decision point. Pause for discussion or examples. When choosing between two items at the decision point, read it and reflect with the caregiver and other team members about specific examples to reach an agreement on the best possible choice. By this point, caregivers should feel empowered to help make the best decision based on the information given to them and understand the importance of their voice.

6. Decide as a team the best statement.

Everyone has a voice. Check in with each person to make sure everyone is in agreement including the caregiver. Discuss specific examples if there is a difference of opinion at any given point in time.

Please note: When I share my screen, I already have these resources pulled up and ready to share as they are discussed: Decision Tree and the Infant & Toddler Connection of Virginia Child Outcomes Summary handout, the child’s IFSP, and information about typical functional development (See #4 above).

What are your top tips to engage families during the Child Outcome Summary Process?

How do you help facilitate the discussion?

Share your tips and ideas by leaving a comment below!

For more information about the COS process and the Decision Tree, check out these resources:

Decision Tree Tutorial

Virginia’s Child Outcomes Booklet: Team Engagement in the Child Outcomes Summary Process

The Decision Tree: A Tool for Teaming and Family Engagement – Parts I and II

ECTA COS Completion: When Teams Can’t Meet in Person

Extra! Extra! Read All About….Integrating the Decision Tree

Logan is Not a Number! – Explaining the Child Outcomes Process

COS Completion – When Teams Can’t Meet in Person

The post Successfully Engaging Caregivers in the Child Outcomes Summary Process Virtually appeared first on Early Intervention Strategies for Success.

The presence of an engaged service coordinator who understands the role and skillfully conducts the  many responsibilities of the position ensures a well-coordinated approach to EI service delivery. It is widely acknowledged in the EI field that families have the right to high-quality, individualized EI services; our field must commit to including service coordination in this acknowledgement by ensuring that the professionals who provide this service receive the attention, understanding, respect, and resources they need and deserve. (DEC and ITCA, 2020, p 10)

Wow. This quote is from the summary of the Service Coordination and Early Intervention – Division for Early Childhood (DEC) and IDEA Infant & Toddler Coordinators Association (ITCA) Joint Position Statement which was recently released in December 2020. It’s a powerful message for our field that’s intended to help us leave behind the unfortunate idea of service coordinators as simply paper pushers. It signals to leaders, administrators, and team members, including families, that service coordinators (SCs) are vitally important professionals who play key roles in the delivery of quality early intervention (EI). It’s about time. I’m proud to have been a part of the development of this statement and eager to spread the word.

A Joint Call to Action

The statement was written, reviewed, and finalized as a collaboration between DEC and ITCA. It represents the voice and beliefs of EI professionals from multiple disciplines who are members of DEC and Part C coordinators across the country. Together, these groups came to the conclusion that we needed a strong Call to Action in support of service coordinators and specific information about the knowledge, skills, beliefs, expertise, roles, and responsibilities of professionals who provide service coordination to encourage consistency across our field.

What Can You Do?

Let’s break down the four recommendations in the Call to Action and consider how to move the dial forward.

#1: States and local programs should review and align current competencies to the indicators in the Knowledge and Skills for Service Coordinators (KSSC) document.

In an appendix, the KSSC outlines six knowledge and skill areas that are essential for service coordinators, including: infant and toddler development, family-centered practices, leadership and teaming, coordination of services, transition, and professionalism. Take some time to read it and compare it to guidance or competencies your program uses when hiring and training SCs. If you don’t have program-level competencies, consider adopting these.

#2: Leaders who hire, supervise, and mentor service coordinators must have a thorough understanding of the expertise and needs of these professionals. This understanding is essential to ensure that compensation aligns with the level of responsibility expected of service coordinators. Service coordinators also should have appropriate administrative support, reflective supervision, and resources to successfully manage the workload, navigate changes in policies and procedures, and, most importantly, partner with families.  

This recommendation focuses on leadership and administrative support, which traditionally varies greatly across EI programs. If you are a leader, be honest with yourself and reflect on what you understand. Can you specifically explain what the SCs in your program do and what they need? If you find holes in your knowledge or how your program functions, make a plan to address them starting today. A few ideas:

• Ask your SCs what they need and how your program can meet this recommendation, then work together to set goals.
• Schedule regular meetings with service coordinators to touch base, identify needs, and collaborate toward goals.
• Provide specific info about policy changes and what they mean. Invite input and be flexible when you can.
• Check in regularly about workloads.
• Be available for regular planned and unplanned reflective supervision.

#3: States and programs must consider multiple factors when determining workload size to ensure that service coordinators can manage the roles and responsibilities outlined in this joint position statement. The factors to consider include (1) the number of families served per service coordinator, (2) the varying levels of need experienced by families, (3) the model of service coordination implemented in the state/program, (4) the need for administrative support and supervision, and (5) the level of responsibility, educational background, and any specific expertise required of service coordinators in a given state or program.

This recommendation strongly encourages programs to use a multi-factorial view when determining workloads for service coordinators, rather than simply relying on “caseload” numbers which often fail to reflect the complexity and individualized nature of the work. If you are a leader, take a hard look at how your program operates, check in with your staff, and make adjustments to make the work more manageable. If you are a service coordinator, examine your workload and talk with your supervisor about what is going well and where you need support. Bring your creative ideas to the meeting and work together to tackle this recommendation. You might not be able to change the number of referrals coming in, but there are often smaller changes that can be made to improve the situation.

#4. Additional research is needed to identify recommended practices specific to service coordination, which could be guided by the KSSC document. Research also needs to address how these practices would be implemented with families and how service coordinators would be trained to use these practices during preservice and inservice training.

This might sound like a recommendation for academics, but academics need EI programs to work with to conduct research. Reach out to your local university to initiate conversations about research and service coordination. Encourage faculty to share the position statement with their students. Building partnerships with faculty not only benefits the students you may share during field placements, but could also have a positive impact on the field if you work together to learn more about best practices.  

I encourage you to take the time to read the full position statement and share it (or the Executive Summary) with at least two other people. Share it with your staff or with colleagues, other SCs, contractor agencies, leadership, families, and higher education faculty. Start thinking about how you can use it in your program or state.

Let’s answer the call for action by dedicating some intentional time and energy to our service coordinators. They deserve it.

How can you use the position statement in your program? Who will you share it with?

The post Call to Action! Service Coordination and Early Intervention – DEC/ITCA Position Statement appeared first on Early Intervention Strategies for Success.

You’ve worked really hard this year. You’ve stretched to fit into a mold of providing early intervention (EI) that was unlike any you’d ever experienced before. You struggled, you persisted, and you succeeded. You did it because you love what you do. You also did it because you love the families.

This new video, Parents and Early Intervention, from the Early Intervention Training Program at the University of Illinois is like a gift to all EI practitioners for the hard work you’ve done this year. It reminds us about the power of high quality intervention and how important our partnership with families can be. I know you know this, but it sure is nice to hear it from a family. Now, take 7:59 minutes to meet the Warren family and hear their story. I guarantee it’ll make your day.

See, doesn’t that do your heart good?

So yes, this may have been one of the most challenging years we’ve faced as a field, but when other businesses and services closed, EI did not. You continued to support families, reaching them virtually, checking on them by phone, and working together in ways that were new, different, creative, and inspiring. Now, as you reflect on this past year, ask yourself:

When you think of families you have supported, what do you hope they say about their EI experience?

Type your reflections in the comments below.

*Thank you to EITP and the Warren Family for sharing their story!*

For more videos featuring families’ experiences, visit the Families’ Experiences in EI page on the EI Video Library.

The post A Gift for You – New “Parents and Early Intervention” Video from EITP Illinois appeared first on Early Intervention Strategies for Success.

Amanda and I met while working at a special education charter school as an Assistive Technology specialist and special education teacher. Somehow, several years later, we have both ended up working in EI. Amanda currently works as a Speech-Language Pathologist providing EI services and AAC evaluations in DC and I am a Developmental Therapist in Arlington County.

As EI providers, we know that communication creates the opportunity to learn about and understand the world around us. Yet, often children wait until they receive school services before they have consistent access to robust AAC (Augmentative and Alternative Communication) systems. When working with toddlers who are not using verbal language to communicate functionally throughout their day, it is important to offer information and have conversations about the benefits of AAC with the family.

Figuring out your role in these conversations as an EI provider, as well as how to support a family with their AAC journey, can be challenging. Below, we have listed a few common myths and misconceptions about AAC as well as examples of toddlers we know who have started their journeys with AAC. We hope you can use this as a resource as you continue to expand your knowledge about AAC as a primary provider.   

Myth #1: Toddlers Are Too Young  

We are never too young for language exposure. Most AAC relies on a different language system than what we are exposed to from birth. If children are going to use AAC functionally, they need to hear everyone in their lives use the same system to talk to them. Waiting to provide children with the opportunity to use AAC until they are “old enough” can deprive them of months and years of language input that is necessary when learning to effectively communicate. The earlier a child has access to language, the faster he or she will learn to use it and be able to engage more with the world (American Speech and Hearing Association, n.d.). There are no prerequisites to begin using AAC. While there are considerations as to the mode of access and system used, these are determined as part of an evaluation.   

Amanda: Earlier this year, I had a conversation with the parents of a 15-month-old with limited vocalizations.  We had an honest discussion about his diagnosis and the likelihood that he may not verbally speak for a while.  Within the month, several low tech AAC systems (paper-based choice boards) and a GoTalk32 (recordable, fixed 32 cell device) were introduced.  Before he was two, he started using a high-tech dynamic display (digitized display changes based on user actions) device and by two he was using phrases to communicate.  By providing AAC from an early age, this child has the chance to continue his expressive language development at a rate similar to his typically developing peers.  

Myth #2: AAC is for Speech Language Pathologists (SLPs)  

While it is always challenging to talk about something that feels like it’s out of your area of expertise, the conversation about language development and ACC can come from any knowledgeable provider! SLPs are great resources about AAC, but remember that all providers can talk about communication. This is especially important when we think about babies and toddlers with complex bodies, who may also have complex communication needs. These children are much more likely to see a motor therapist as their primary service provider due to family priorities. Within their role, the PT or OT is also engaging in discussions and ongoing assessment in all areas of development with a family. This is the perfect opportunity to offer information about options for communication for a child who may not begin to develop verbal language in the same way as their peers.   

Lauren: A few years ago, I began as a secondary service provider for a family, when the PT working with them began this very discussion. Due to his diagnosis, this child was not likely to begin speaking within his toddler years. Although his parents were concerned about his future communication, they did not know that there were options for him to begin using words at the same time as his peers. This PT provided the family with information about an AAC clinic hosted by the local infant and toddler program. Through this process, insurance covered a high-tech device that allowed the child to communicate using eye-gaze.   

Myth #3: High-Tech Comes at High Cost  

This statement is both true and false. Dedicated, high-tech AAC devices (those with digitized displays that change based on user actions) can cost tens of thousands of dollars. It is false that these devices always come at a high out-of-pocket cost. In fact, public and private insurance will cover a variety of devices. It is important to have a knowledgeable specialist provide a thorough AAC evaluation and report.  This website from a device company provides some additional information about funding.

Amanda: I’ve been doing AAC evaluations for EI in Washington, DC for the past three years and have had many AAC devices covered by insurance including mid tech, high tech, eye gaze, and mounting accessories.  Though coverage varies by insurance plan (some private insurances require a copay or deductible, but Medicaid and Medicare typically cover AAC at 100%), there are also grants and programs available to help cover the cost of AAC. 

Lauren: Just this month, one of the toddlers I see received a device through insurance just in time to use it on his family trip to Disney World! 

What Next?   

You do not need to know everything about AAC to begin the conversation. Before you talk with families, though, make sure you have some knowledge of AAC. If you are interested in learning more general information about AAC, there is a fantastic Talks on Tuesday as well as a free AAC 101 Course to get you started.  We have only covered a few of the myths and misconceptions about AAC here. You can find more information and the supporting research through the American Speech-Language-Hearing Association.  Another great step is becoming knowledgeable about the resources for ACC evaluation in your area. Begin by reaching out to local children’s hospitals, rehab centers, and speech therapy clinics in your area to find out if they offer AAC evaluations. Where are they? How can a family contact them? What public or private insurances do they accept?  With this information, you’ll be better prepared to help families begin to explore AAC options and boost communication. 

What are some of the strategies or resources you have used in your professional journey with AAC?  

Share your strategies in the comments below!

References:

American Speech-Language-Hearing Association. (n.d.) Key Issues, AAC Myths and Realities.

Lauren Lamore-Chen has worked in EI in the Northern Virginia area since 2016 and currently works as a Developmental Therapist with the Arlington Parent-Infant Education Program. She has a master’s degree in special education and worked as an instructional coach and special education teacher where she developed her passion for all things AAC. You can reach Lauren at llamore-chen@arlingtonva.us

Amanda Soper specializes in working with individuals with complex communication needs who use AAC systems. She works at a special education school and for the early intervention program in DC. Amanda is an adjunct professor at Gallaudet University and has a private practice, providing therapy services for children using AAC. You can reach Amanda at AmandaSoperSLP@gmail.com

The post AAC in EI: Debunking Common Myths and Misconceptions appeared first on Early Intervention Strategies for Success.

Logan’s annual IFSP review is underway and you are excited to celebrate his progress. You’ve been working with his family for a year so you’ve seen the steady pace at which Logan continues to develop. When he first entered early intervention, he was only two months old and doing most of the things a two-month-old needed to do. Now that he’s 14 months old, his delays appear more significant but you want his parents to remain hopeful so you and your colleagues explain the assessment results, celebrating his gains and acknowledging the next skills to come.

When the team discusses the child outcomes summary process, the service coordinator uses the Decision Tree (PDF, New Window) as a guide. Because of his age and slow but steady progress, Logan is showing very early skills when compared to his same age peers, which sounds very different from the discussion the team had last year. You want to help Logan’s parents understand why this is, but then another team members drops this question:

“So what do we think? Is Logan a 1 or a 2 now?”

“OMG,” you think, “Logan is NOT a number!” Now what do you do?

Children are Not Numbers on the Decision Tree

This is an important point that ALL team members need to understand. The discussion about the child outcomes and the Decision Tree (PDF, New Window) should never include labeling a child with a number. It should be about using the information you have to make an informed decision as a team that describes Logan’s development according to the three global child outcomes (“global” because these are outcomes we’d like to see for all children during their early childhood years).

During the meeting, the team describes the child’s development using summary statements on the Decision Tree, not numbers (see the Child Outcomes Booklet (PDF, New Window) for more info). The numbers on the Decision Tree can be thought of as categories that describe skill development related to the child outcomes – not categories of children. For example, “Category 1” includes a summary statement (or description) that tells us that Logan has “very early skills in this area. This means that [Logan] has the skills we would expect for a much younger child.” This does NOT mean that “Logan is a 1.” While the service coordinator does have to report a number for each outcome in documentation back at the office, and these numbers are referred to as “child ratings” according to the Office of Special Education Programs (OSEP), it’s a really good idea to let go of the idea that the child outcomes discussion results in a number for the child. Let. It. Go.

Here’s why: If you hold this belief, even an underlying belief in linking a child to a number, then you will convey this belief to the family. No parent wants their infant or toddler rated or numbered. It can be hard enough for a parent to hear the age equivalency scores from the assessment tool. Parents must be involved in the child outcomes discussion, and we want them to understand the process – a process that, admittedly, can be hard to explain.

The Words You Use Matter – Tips for Developing Your Script

The words you use to explain this process matter. Yes, some parents may be mentally exhausted by the time you get to this discussion, but that does not mean you should sugarcoat it, skip it, or hurry through it, which can be tempting to do. It can also be tempting to let the professional team members discuss the process without much explanation for the parent. To avoid this, try these tips:

1. Write down a sample script for how you can explain the process to all team members (including and especially the parent) without assigning the child a number, then let a colleague read it and give you feedback.
2. Read it out loud to yourself and see how it sounds.
3. Listen to how others explain the process and “borrow” their words.
4. Ask families who are already enrolled in your program what they understood about the child outcomes discussion from their initial or annual IFSP meeting.

Here’s a big one: Dig in a bit and reflect – Are you the team member who asked about a child’s “number” at an assessment or IFSP meeting? If you are, then it’s a good thing to recognize that now and commit to a change in thinking for your next assessment or IFSP meeting.

There is No Need to Pick a Number at the Meeting

How you explain the process will likely differ from your colleague’s script and that’s okay. The words you use may change a bit with each meeting depending on your style, the team with whom you work, the family’s understanding and learning needs, etc. The important point here is to think about the message you (and your team members) convey with the child outcomes process. There is no need to “pick a number” for a child during the meeting, but there is a need to be accurate, respectful, and sensitive while helping all team members understand, participate in the process, and identify summary statements to describe the child’s development.

Open the door for this discussion with your team members using the questions here, or share your thoughts by adding a comment below:

How do you explain the child outcomes discussion process to families? What are your go-to phrases to help all team members understand?

If a team member tries to pick a number at the meeting, what could you say in response?

For more information, check out these resources:

Virginia’s Child Outcomes Booklet (PDF, New Window)

Virginia’s System for Determining Child Progress (OSEP Child Outcomes)

Decision Tree Tutorial Video

The post Logan is Not a Number! – Explaining the Child Outcomes Process appeared first on Early Intervention Strategies for Success.

Alice (service coordinator) joins Jodie (therapist) on an intervention visit to see Max and his mother. When they walk into the home, Jodie reminds Max’s mother that Alice is here and says, “She’s just here to do the paperwork.” Alice keeps the smile on her face as she greets the family, but inside is cringing and thinking, “Wait, did she really just say that?!”

Ever Been in Alice’s Shoes?

Ever had a moment like this during a visit? Maybe a colleague described your job in a less-than-professional light? Or a parent introduced you to someone else in a way that left you feeling like he or she really didn’t understand what you do? Unfortunately, this is not an uncommon occurrence for many service coordinators when their team members struggle to understand their role or the importance of service coordination.

Understanding the Service Coordinator’s Role

Service coordinators are valuable team members who lead early intervention (EI) teams. They bring unique expertise to the team that is often misunderstood. It is easier to recognize how a physical therapist brings expertise about motor development or how a speech-language pathologist brings expertise in communication. We tell families all the time that they bring expertise about their child, their daily routines, and how their family works. Because the role of service coordinator is unique to EI, it can be less obvious what that role brings. Other team members may see the service coordinator as primarily a “paper-pusher” responsible for documentation and getting forms signed. (In fact, many service coordinators have reported this.) Or, perhaps, families may see the service coordinator as the voice on the phone who calls each month to ask how things are going. If that is all they see or hear, then you can undersatnd how it can be hard to really understand the role of a service coordinator and the value in this work. Because the service coordinator role is less familiar, it’s really important for program supervisors, and service coordinators themselves, to help others understand what they do.

Tips for Helping Others Understand the Value of Your Role

Make Sure YOU Know Your Own Value – If you are a service coordinator, make sure you can articulate what you bring to the team. Write it down. Come up with a phrase you can use when faced with situations like the one described above. Embrace your role and its importance. What you think about yourself will shine through, especially when you first meet parents (PDF, New Window) and other team members. Here’s how Alice explained her role when she first met Max’s family:

Example: I’m your service coordinator, which means I am the person who will guide you through the early intervention process. I’m also a resource for you when you want to learn about what’s available in the community to help you and your child. I make sure that your EI services are addressing what’s important to you. I’ll check in regularly to see how things are going and I’m here for you to ask questions anytime.

If you’re the supervisor, make sure you can explain the roles of all of your staff and that you educate new staff, contractors, and community partners so they understand the value of all team members.

Explain Your Role Using the Three Family Outcomes – I heard this tip on a service coordination webinar and it’s a great one. Describe your role to families and others in terms of the three Office of Special Education (OSEP) family outcomes, which include helping families: 1) know their rights; 2) effectively communicate their child’s needs; and 3) help their child develop and learn. Here’s another example of how Alice could explain her role using the family outcomes:

Example: It’s my job to make sure you are aware of your rights as a parent involved in our program. I am also here to help you communicate with the rest of the team anything you want to share, including what you think your child and family need, what’s important to you, and what you would like to accomplish by being in our program. We will work together, with other members of your EI team, to make sure you are learning ways to encourage your child’s development throughout the day.

Speak Up and Share Your Value – Don’t be afraid to speak up and share your value. Try not to take it personally when someone incorrectly explains what you do; most likely, the jab was unintentional. If you find yourself in Alice’s shoes, speak up! Use a friendly, professional tone of voice and remind the provider and family of what you do. When you speak up, you educate everyone present, which can be a wonderful thing. Here’s what Alice could say in this situation:

Example: Yes, we do have some paperwork to do but I’m here for more than that. I’m looking forward to seeing how Max is doing with learning to sit up on his own. I also love seeing how physical therapy is going and talking with you both about any updates or changes needed to Max’s IFSP. I’m responsible for making sure that EI services are working for your family and that you are getting what you and Max need. If there are any questions, I’m here to help with that too.

Show Your Value – This is an important one. Demonstrate the value you bring to the team, to the visit, and to any interactions with the family and other team members. Be fully present when joining visits. Get involved, share ideas, make observations, and offer feedback. This always needs to be balanced with avoiding “taking over” or disrupting the visit, but you have valuable insight to share. You know about child development too. You are an expert in the EI process. You demonstrate your value when you actively participate, guide the EI team, and do what you say you will do, meaning that you follow through on your commitments. What you do, as well as what you say, shapes what others know about your work!

How do you share and show your value as a service coordinator?

How would you handle the situation described above? What would you do or say to help your team members understand your role?

Share you insights in the comments below!

Check out these two videos about the importance of service coordination:

How Service Coordinators Support Service Providers

The Importance of Service Coordination

The post Service Coordinators: Speak Up and Share Your Value! appeared first on Early Intervention Strategies for Success.

We are at the end of our discussion on the levels of awareness of parent of young children with disabilities. We have explored the ostrich phase – a time when a parent has a lack of awareness about disabilities and may not recognize the characteristics of a disability displayed by his or her child. Additionally, we have examined the phase of special designation – the stage at which parents have, through some transformational experience, recognized that their child indeed has a disability, and will require some additional assistance from a service provider to maximize his or her personal potential. Last month, we reviewed the normalization phase when a parent minimizes differences between the child and his or her typically developing classmates and siblings.

Fourth Level of Awareness: Self-Actualization

Today, we are going to explore a parent’s fourth and final level of awareness – Self-Actualization. In this level of awareness, a parent fully recognizes that his or her child with disabilities need supports. Not only does a parent at this level recognize the need for support, but by this time in a parent’s journey, based on the experience of raising and loving the child, the parent has his or her own perspectives on how these needs should be met.

During the time of parenting their child with disabilities, the parent has developed an expertise on a subject – his or her child.

Parents of children with disabilities have been described as practical scientists, and co-therapists, who take an active role in educating and raising their children while becoming skilled at selecting appropriate interventions. Parents may not have the fancy words that you as an early intervention professional have based on your knowledge of the content. However, they are doing some of the same things that you are doing in your practice at home. The interventions just look a little differently.

A self-actualized parent is ready to exercise his or her role as your partner in moving the child’s growth and development forward. And at this point of development, the parent is incapable of being a silent parent. The self-actualized parent is vocal and active. At times, the strong opinion and confidence that develop during and after the self-actualization phase can be met with a bit of resistance from service providers. However, this new found parental authority, when discussing the needs of the child, should be met with a listening ear and an open heart. The parent is now fully capable of exercising and expressing expertise regarding who his or her child is and what the child needs.

The Magic is About to Happen!

As early interventionists, you are in a help-giving profession. Thus, you want to ensure that you are offering families help that is relevant to the family’s needs

How can you achieve that goal?

By listening to your partner – the parent.

The phase of self-actualization is a reflective space. The parent has had the opportunity to think about the child, think about his or her parenting, think about what he or she feels will be the best way forward for the child and family. The self-actualized parent is ready and fully expects to be your partner.

However, this partnership will require a respectful reciprocal relationship between you and the parent.

True Partnerships are Comprised of Two Equals

You can’t be in partnership if, as the service provider, you walk into the relationship and take the lead. That’s not a partnership. The parent is asked to follow your lead in that situation. However, if the relationship is approached with the understanding that you are the expert on the professional knowledge and the parent is the expert on the child and how the disability manifests itself in the child, you can begin to respect and acknowledge the parent as a true partner.

Also, it is critical to remember that, as early interventionists, the goal is to improve children’s outcome. Therefore, you want to empower and enable parents, because no matter how great of a service provider you are or how much you love a child, your time with that child will expire. Parents and caregivers are forever. So, take this time to strengthen your partner.

Therefore, instead of striving to have a parent say you were best service provider the child ever had, you want a parent to say, “While working Ms. Angela, I learned strategies that I use with Molly to this day.”

That self-actualized parent is primed to receive the knowledge you have to give. However, self-actualized parents require and expect that you recognize and accept the knowledge and input they have to offer, as well.

This Child is Their LIFE!

These parents have now fully owned their role as parents of a child with disabilities. They are no longer in a state of not knowing. They are no longer looking for someone to “fix” their child. They are no longer comparing their child to other children.

They just see their most precious child – uniquely different, but not less than.

Unfortunately, as professionals who works with young children and their families, you may not witness a parent move through all of these levels of awareness during your time with a family. However, you must trust the process, not rush the process. And remember a parent’s time of being a parent is 22 years +. And just like the children you serve, parents too take time to develop.

When you commit the time to truly partnering with a parent and assist in that parent’s development as a parent of a child with disabilities, your legacy lives on in that family forever. You become the gift that keeps on giving.

So, be the gift that keeps on giving! We’re counting on YOU!

Have you had the opportunity to partner with a parent who you believed reach the self-actualization phase of awareness?

How did that experience compare to partnering with parent in the ostrich, special designation, or normalization phases?

Check out El’s archived webinar: Mama Bear: Using Parent Narratives and Experience to Improve Engagement Practices

Be sure to read the other posts in this series:

Emerging Parenthood: Trust the Process – Don’t Rush the Process

Levels of Awareness: The Ostrich Phase

Special Designation: The Parent’s Aha Moment

Normalization – The Hope Phase

El is an educator, entrepreneur, author, and PhD candidate specializing in Early Childhood Education/Early Childhood Special Education at George Mason University. Prior to leaving the traditional classroom, El served as an Elementary and Early Childhood Educator in the United States, Japan, and South Korea. She is the founder of KinderJam, an Early Childhood Education care, enrichment, and training agency. Above all, El is the proud mother of an 11-year-old son on the autism spectrum, affectionately known as SuperDuperKid (SDK). El can be reached at elbrown@kinderjam.com.

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Have you heard the news? Assessment teams all over Virginia are integrating the Decision Tree (PDF, New Window) into practice (Drum Roll Please). The Decision Tree is a tool used for teaming and family engagement during the child outcomes summary process.

Let’s imagine that a team from Collaboration County is successfully using the Decision Tree. What might this look like? Keep reading to find out.

Let me introduce you to the team as we check in with them prior to, during, and after their assessment for service planning (ASP).

Margaret – Local System Manager (LSM)
Khadijah – Service Coordinator (SC)
Anika – Speech Therapist (ST)
Charles – Educator (Ed)
Parent – Marisol (Tyler’s Mother)

Before reading about this team’s example below, print the Key Tips handout (PDF, New Window). Highlight the tips you see as the team implements the Decision Tree.

Prior to the ASP

At the staff meeting, Margaret (LSM) introduced the new Decision Tree to the team and handed them a copy. She helped the team familiarize themselves with the Decision Tree by facilitating a discussion using a scenario-based Learning Byte (PDF, New Window). Margaret divided the team into pairs.

Khadijah (SC) practiced facilitating the discussion on Social/Emotional Skills, including social relationships with Anika (ST). Khadijah explained what is expected in this area for a 28 month old child. She discussed some specific examples when prompted on the Decision Tree. Khadijah asked Anika for additional input. Khadijah did not feel comfortable at first, but began to feel more familiar with the flow of the Decision Tree. Anika (ST) took a turn and practiced as well. Anika and Khadijah quickly realized the importance of gathering information about a child’s development and participation across all settings and situations in order to be successful implementing the Decision Tree.

Margaret (LSM) reflected with her staff on the activity and provided time to ask questions and support each other through this process. Everyone loves how the Decision Tree engages the caregiver as an integral member of the team.

After the meeting, Khadijah (SC), Anika (ST), and Charles (Ed) discussed who would facilitate the child outcomes summary discussion at their next assessment with Tyler and his family. Khadijah (SC) agreed with her team to facilitate the discussion.

During the Meeting

During the assessment for service planning, Charles (Ed) helped to ensure team members asked a variety of open-ended questions that included how the child participated throughout several settings and routines. When it was time to discuss the three outcome areas, Khadijah (SC) showed Marisol, Tyler’s mom, the handout on the Infant & Toddler Connection of Virginia Child Outcomes Summary Process as she explained what the three child outcomes entail. Anika (ST) noticed Marisol’s eyebrows furrowed. She asked Tyler’s mom, “What questions do you have for us?” After answering questions, Khadijah continued to facilitate the discussion in each child outcome area. Anika (ST) and Charles (Ed) each provided specific examples of the child’s strengths and areas of growth. Marisol added individualized examples of Tyler’s functional skills within different routines like waking up and going to the grocery store.

During the discussion, Tyler began to cry and Marisol stated he was probably hungry. Khadijah (SC) asked Marisol if she would like to move the meeting to the kitchen while Tyler ate a snack. Marisol agreed this would be best before continuing to help her focus on the discussion. Khadijah (SC) showed the team the Decision Tree to thoughtfully reflect on each question. Marisol contributed specific examples of Tyler’s abilities and activities along with Anika (ST) and Charles (Ed) until they agreed on a statement to describe Tyler’s functional behaviors compared to his same aged peers.

After the Meeting

Khadijah, Anika, and Charles left the home and met back up at a coffee shop. They reflected on what went well. They agreed each of them provide a different perspective and supported to the family throughout. Changing rooms to finish the discussion helped satisfy Tyler when he was hungry and engage Marisol in the discussion. Team members provided support to each other throughout the process.

Khadijah, Anika, and Charles identified ways they could grow as a team. Khadijah (SC) reflects that her explanation to Marisol on the child outcomes summary process could have been more detailed to help Marisol understand and feel comfortable participating. Charles (Ed) wants to write down examples within routines and settings so he does not forget as they discuss each area. Anika (ST) showed Charles the tool she utilizes called the Assessment for Service Planning Notes Template. Anika (ST) wants to practice asking more open-ended questions around routines.

At the next staff meeting, Margaret (LSM) reflected with her staff on how implementation of the Decision Tree was going. It was a rich discussion filled with what has been going well and how her staff would like to improve.

You heard it here first folks. The Collaboration County team is engaging families and utilizing strong teaming and collaboration throughout the child outcomes summary process.

How do you implement the Decision Tree in your locality?

What ways do you enhance your teaming process?

What strategies do you use to engage the family in the child outcomes summary process?

The post Extra! Extra! Read All About…Integrating the Decision Tree appeared first on Early Intervention Strategies for Success.

You know the feeling…wishing you could speak the family’s language so you can build that strong relationship that’s so important in early intervention (EI). It can be challenging to coach a family when you have a language barrier, but a good interpreter can help you overcome that challenge. I recently met a new colleague with a background in language interpretation who told me that a sign of a good interpreter is when he/she is “invisible.” This really made an impression on me because when you think about it, the interpreter offers a bridge for communication and in his/her role, is invisible as an outside contributor to the interaction. The interpreter should be sure that the people on either side of the bridge fully understand each other without adding extraneous information or taking over the interaction. Understandably, that must be hard for the interpreter, but remaining that invisible bridge is important so that he/she doesn’t actually end up being a roadblock in the relationship-building between the family and the interventionist.

VIDEO: Collaborating with Language Interpreters – Information for Home Visitors

Take 5 minutes and watch this video:

One of my favorite phrases from this video is: Add nothing, omit nothing, change nothing. I like this phrase because I think this is what early interventionists want. We want to know exactly what the parent said and we want the parent to know exactly what we said. Yes, the actual words interpreted may change to ensure the meaning is conveyed, but that’s okay. It is when information is added, omitted, or changed that the relationship is affected. Here are some of the other key take-aways from the video that can have a positive effect on building the interventionist-parent relationship:

Speak with the interpreter before the visit – Get to know each other and explain what will happen on the visit. Review the purpose of the meeting and roles during the meeting. Share any guidelines from your program for how to work together.

Allow for additional time – Be patient and plan ahead so you have enough time for the extra communication involved.

Sit in a triangle – You should face the parent, and the interpreter should sit so he/she can see and speak with both you and the parent.

Always look at and speak directly to the parent – This is often the hardest one for interventionists. It can feel a bit awkward, but you should be sure to look at the parent when you speak to him/her. Remember the invisible bridge. If you speak and look directly at the interpreter, he/she is no longer invisible.

Keep it short and remember to pause – This one is also hard because shortening your sentences and remembering to pause may not be how you normally talk. It can take some getting used to and requires a mindful approach to communication, but makes it easier for the interpreter to accurately share everything you say.

Collaborating with the interpreter as an invisible bridge takes its own relationship-building, between you and the interpreter. Once that relationship is established, you will have a wonderful resource and partner who is essential in helping you help families.

What strategies do you use to build relationships with families when collaborating with a language interpreter? 

What are your thoughts on the idea of the interpreter being an invisible bridge?

Share your comments below!

For information you can share with interpreters, visit the VEIPD Cultural Competence topic page and look under the Handouts/Documents tab for links to Resources for Interpreters Working in Early Intervention (EITP, University of Illinois).

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