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.

Several years ago, I found that my EI caseload included a couple of families with stay-at-home dads. This was a first for me, and I found myself struggling to connect with family caregivers, which hadn’t happened to me since I was new to the field.  Both men were quite nice, but I stumbled when I tried to make conversation to build rapport.  What did I have in common with these men? With moms, I could build rapport around so many shared experiences being moms and women.   One dad was a former football player and the other was a fitness expert.  My idea of working out was to walk from the couch to the bookshelf. 

So, I did what I always do when I’m unsure- I read and researched.  I searched and searched for good information on working with dads.  I found almost nothing except for a few articles on how men and women communicate differently.  I had to muddle through mostly on my own, but we all made it through together.  These experiences helped shaped my later academic research. 

3 Key Strategies for Building Relationships with Dads

Here are some of the key strategies I used to build successful relationships with dads.

Talk side to side rather than face to face.

I can’t remember the source anymore, but the one tip I did garner from searching for books and articles was that men are socialized to talk with each other and others while they are engaged in a task or standing side by side, while woman are socialized to look at each other while talking. This strategy was immediately helpful! When the fitness expert dad offered to make me a fancy coffee, I took that opportunity of having his back to me to ask some deeper questions about what his hopes for his daughter were and what he wanted from EI.  It worked! This became part of our weekly routine.  He would make me a fancy coffee and I would use this time while he wasn’t looking at me to chat and build rapport.  With the other dad, I started positioning my body angled from him instead of looking directly at him.  This also worked immediately.  He opened up a little more when we weren’t looking directly at each other and I realized we could connect over our similar senses of humor.  He hasn’t been a client in years, but our relationship became strong enough that he sends updates on his son’s progress several times a year. 

Explicitly invite dads into therapeutic activities.

I learned to do this based on anecdotes from my own work in EI and the dads in my research verified it’s really important.  Many dads aren’t sure about what EI is supposed to be, especially if they aren’t the primary caregivers of their children. They hang back and watch or wait for their wife or partner to give them a summary of what happened.  Extend a direct invitation by saying, “Hey, we’re going to work on motor skills.  Come on over and help me make an obstacle course with the couch cushions” or “One of our outcomes that your kiddo can communicate her wants and needs.  Let’s take her in the kitchen and work on some strategies to get her communicating for snack time.” This signals that the dad is an important part of what’s happening and that you want him to participate. 

Be really clear about what you are doing and why.  Provide this information in writing, too.

Both the dads I worked with and the dads in my research wanted clear explanations of why their EI providers were giving them and their children specific tasks.  They wanted to know exactly how doing an obstacle course was related to motor development or how giving a choice of two items at snack time helped with communication development. For many of EI providers this information is so much a part of what we do, that we don’t think to explain the connection.  The dads in my research didn’t always feel comfortable asking providers these questions or they asked the questions but didn’t remember the answers after the provider left.  Make sure to provide written explanations that address the what and the why.  Remember, a quick text (if allowed by your program) counts as being in writing (just make sure you send it to mom AND dad).

Have you tried any of these strategies? Have one we haven’t thought of? Or maybe want some advice about a tricky situation with a dad?

Leave a comment and let us know!

For more information about working with dads, you can check out the Dads Matter! Webinar Series (external website) on the VA Early Intervention Professional Development Center (external website) site. Scroll down on the page to find both archived webinars.  

Megan has over a decade of experience working with fathers as an early intervention developmental specialist. Currently, she is an assistant professor at Salem State University, where she teaches future early interventionists and researches dads’ experiences working with early intervention programs. Megan lives in Salem, MA, with her husband, daughter, and two exceptionally naughty cats.

The post 3 Key Strategies for Building Relationships with Dads 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.

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.

The post Self-Actualization: Hello, I am the Parent of a Child with Disabilities appeared first on Early Intervention Strategies for Success.

We are nearing the end of our discussion on the levels of awareness of parents 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 their 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 form a service provider to maximize their personal potential.

Third Level of Awareness: Normalization

Today, we are going to explore and discuss a parent’s third level of awareness – Normalization. As the extremely proud mother of a pre-teen on the autism spectrum, who amazes me daily, I think of normalization as the “Hope Phase.” In this third phase of awareness, the parents minimize differences between their child and his or her typically developing classmates and siblings. They emphasize the need for normalization in their child’s life so that it begins to look like that of other children their age.

At first glance, the normalization phase may look like a step backward, given the fact that the parent fought for special services and accommodation during the previous stage, special designation. However, this attempt to “normalize” the child is simply a part of the process.

Imagine this.

A family is blessed with a child with disabilities. Then, the parents must face all that they don’t understand about their child’s disability and how to raise and care for a child with additional needs. Then, the parents must accept and recognize they need help in providing their child all that he needs to maximize his personal potential. Finally, they realize that having a child with a disability is not a short-term episode. Instead, this is their life, their new normal.

That’s a lot to process.

How does one begin to merge the values, beliefs, hopes and dreams of their family’s “old normal” with their family’s “new normal” of loving, raising, and caring for a child with disabilities?

Trust me. It takes a lot of faith and hope.

Faith and hope that one day your family will again achieve homeostasis and some semblance of smooth sailing or normalcy.

A Parent’s Theory of Hope

After living in the triage and fight modes indicative of the ostrich phase and special designation, things are beginning to calm down during the normalization phase. The parent is beginning to find her rhythm. She is beginning to visualize her version of the future for her child. She is beginning to think, “My child and our family just might be okay.” Therefore, in her mind hope develops – hope for her child and hope for her child’s future.

Now, she must have the faith to test her theory of hope.

The clearest example of this stage of hope was detailed to me during a discussion with service providers at one of my workshops in Atlanta, GA.

The preschool team and parents had worked together with a four-year-old who required some assistance to walk. The preschooler got a walker and had confidently learned how to maneuver about the school with her walker. However, for preschool graduation, her mom was adamant that her child was not to use the walker to walk across the stage. Instead, she wanted her daughter to walk across the stage with the assistance of a teacher.

The preschool team pushed back.

But the mom didn’t budge.

The preschool team saw this as denial.

But this was actually normalization.

One the greatest motivators of parents of young children with disabilities is hope. In that moment, that mother may have needed to see her child walk across the preschool stage with assistance, but without the walker, to envision her child walking across the stage for graduation from high school or college. Regardless of if you see the goal or hope as unrealistic, don’t squelch hope. That hope will power a parent forward long after your time with that family has expired.

How Can You Help?

If parents don’t have the faith to test hope, how can we expect them to keep working with their child to assist their child in maximizing his or her personal potential?

If parents don’t believe gaps can be minimized, what is there to motivate a parent to continue to advocate for inclusion and opportunities for his or her child with disabilities?

During the normalization phase, parents are strengthening their advocacy and cheerleading voices for their child and their families. You can help with this. How? Simply give a parent a small win that will offer huge motivation. If, as a team, you try it and it doesn’t work yet, at least you have shown the parents that you listened to their hopes for the child and you support and encourage the family and their goals for the child’s future.

I cannot say it enough. Hope is the single greatest motivator for a parent’s continued work with his or her child with disabilities. Hope gets us up in the morning. Hope propels us to try new things with our children. While “normalization” is the word that is used, my interpretation of this phase is the onset of hope for quality of life and well-being for my child with disabilities in a world where he is in a marginalized population. And because of my faith to test my hope, my child AMAZES me daily!

Have you ever encountered parents who had, what you would consider, unrealistic developmental goals for their child with disabilities?

Given the new information you have about the normalization phase, how would give that parent reliable information about the characteristics of the child’s disability while nurturing parental hope?

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

Self-Actualization: Hello, I am the Parent of a Child with Disabilities

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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Transition is a hefty topic here in Virginia, and I bet it’s probably a hefty topic in other states as well. Transition, and all of the requirements that go along with it, can be overwhelming to all members of the IFSP team. In VA, we often hear from service coordinators that transition is hard – hard to remember all of the steps involved, hard to complete the documentation accurately, hard to manage timelines, and hard to collaborate with receiving programs. For service providers (and service coordinators too), it can be hard to let families go. For families, transition can be a scary time of moving from the known to the unknown and learning to trust someone new with their child. Despite the challenges, we hope that in the end, transition is smooth and results in children and families moving to the next environment where they will be supported and successful.

That all sounds great, but how do you do it? What does smooth and successful transition look like?

A Flexible and Focused Journey

Answering those questions is tricky because transition should be an individualized process. It should be flexible but focused, with the journey being as important as the destination. We often think of transition as the journey from Part C early intervention (EI) to Part B early childhood special education preschool services. The DEC Recommended Practices on transition remind us to think more broadly. Transition in EI includes any change in environment, such as a preemie’s move from the NICU to home or a two year old’s move from home-based EI services to classroom-based preschool under Part B, Early Head Start, a local church preschool, or child care center.

DEC Recommended Practices: Transition

Transition often represents a big change for the family, so what we, as EI practitioners, do before, during, and after that change really matters. Let’s consider the two recommended practices and how what you do impacts what successful transition looks like.

TR1. Practitioners in sending and receiving programs exchange information before, during, and after transition about practices most likely to support the child’s successful adjustment and positive outcomes.

As we see in this practice, it matters what we do before, during, and after the journey:

Before transition: Exchanging information when preparing for transition might look like a service coordinator sharing the IFSP and evaluation information with the receiving program (with parent permission) at the point of referral. It might look like the parent sharing a homemade booklet about her child with the IEP team so they can learn who her child really is. 

During transition: Imagine the speech therapist from the EI program talking with the receiving preschool teacher about how best to support the child’s communication starting the first day of school. Or, the EI physical therapist (PT) working closely with the receiving program’s PT to ensure the new program has the appropriate equipment so the child has the stability he needs to participate in group activities. 

After transition: Even though the child will be discharged from the EI program just before transition, wouldn’t it be great if the receiving program staff could still reach out to the EI practitioners with questions about how to help the child adjust to the new environment? Similarly, the EI staff could reach out to the family to check in on the child’s adjustment and offer support, even just over the phone. Staying in touch, even though the child is no longer receiving EI services, would be a wonderful way to facilitate that seamless transition. 

TR2. Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family.

Implementing this practice reminds us that transition should be well-planned and coordinated. For a service coordinator, this might look like closely monitoring required timelines for Part B referral, which in Virginia includes referring children by April 1st (or earlier in some localities) to ensure that eligible children start preschool the first day of the next school year. Service coordinators also ensure that transition planning occurs at least 90 days but not more than 9 months prior to the anticipated date of transition. Transition conferences are held so families can learn about their options and plan accordingly.

During the transition process, the service coordinator and other providers can help families prepare and provide needed information to the receiving programs (such as proof of residency). They may attend eligibility or IEP meetings with families for support. Service coordinators and providers can check in regularly with families about the process, answer questions, and link families with other parents who have been through the process. 

Providers can help children and families prepare for the new environment by working together on outcomes to help the child be successful. Examples of this could include teaching the child to use an AAC device to communicate more clearly with others, helping the child learn to use a gait trainer to maneuver around obstacles in a busy setting, assisting the parent in finding opportunities for the child to learn to play near other children, or encouraging the family to teach the child to hang up a jacket, carry his backpack, or help clean up after lunch. 

What transition looks like and how the journey unfolds will be different for each child and family. What we do, as EI practitioners, before, during, and after transition can help make sure the process is a positive one that prepares children (and their parents) to be successful wherever they go next.

What is one of the most important things you can do to help families prepare for transition?

How do you support families during and after transition? 

Share how you implement the transition practices in the comments below!

To read more about how to implement other DEC Recommended Practices, be sure to check out the rest of this series by searching for “DEC Recommended Practices” using the search feature at the top of the page.

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