Where are your practices on the traditional vs. participation-based continuum?
Wherever you are on the continuum, take some time to examine the similarities and differences between the two interventions, reflect on your own practices, and plan for how to evolve your work to a more evidence-based approach. This brief provides a summary of research by Campbell …

Today let’s think about what “routines-based” intervention really means. See if you can spot the similarities and differences between these two intervention activities:

Activity #1: Aimee is visiting with Josiah and his father, Martin. Josiah has an outcome on his IFSP to address his balance and coordination as he uses his walker to move about his home …

Toddlers.  They weeble, they wobble and they fall down.  A lot!  The question is really, how often is too often?  Toddlers are still remarkably unstable and often over-confident.  Two year olds are much more confident with their physical abilities but they don’t have a very good idea about when to stop.  They love to run …

You’ve been working with Brenda, Emma’s mother, for several weeks now. She is a mother who, from the very first visit, seemed hungry for adult interaction because, as she says, she’s “stuck at home all day with her kids and no one to talk to.” At each visit, you hear about her relationship with her …

You call to schedule the first intervention visit and the child’s father answers the phone. He says, “Hold on, let me get my wife…”

During the assessment, the father comes home for lunch, opens his front door, sees three strangers sitting in his living room floor, takes a quick glance at his girlfriend, then quietly closes …

Consider this quote: “When we know the facts about people, we know what they are. When we  know their stories, we know who they are.” (John Quincy Adams)

We gather tons of facts in early intervention. We ask exhaustive and often intrusive questions about medical history, resource needs, financial information, priorities for the child’s development, daily routines, etc.  …

You’ve probably met Isaiah before. In his child care classroom, his teacher struggles to keep him at the table long enough to complete the finger painting activity or to finish his meal. He’s constantly on the move, climbing and pulling toys off the shelf. At home, his parents find it challenging to play with him …

When you first meet Xavier’s family, you learn that he and his mother live with her parents. Xavier’s grandmother “keeps” him during the day while his mom is at work. Xavier’s mother is very interested in early intervention but her mother is not. The grandmother thinks that he will talk when he’s ready and that there is nothing …

Here in VA, we are so excited to release our new video series entitled Early Intervention: A Routines-Based Approach! These videos were professionally produced, are less than 7 min each, and are available for FREE on our professional development website or on our YouTube site. I’m going to give you a quick description of each video below. I encourage you …

Years ago when my son and I were receiving EI for his torticollis, I found myself surprised about how hard it was to remember to use the strategies that the PT and I practiced during our visits. She taught me to use TAMO techniques and positioning strategies and shared other ideas that I was eager to …