{"id":2296,"date":"2014-12-09T16:50:28","date_gmt":"2014-12-09T16:50:28","guid":{"rendered":"http:\/\/veipd.org\/earlyintervention\/?p=2296"},"modified":"2020-11-05T19:53:33","modified_gmt":"2020-11-05T19:53:33","slug":"shaking-up-the-typical-intervention-visit","status":"publish","type":"post","link":"https:\/\/www.veipd.org\/earlyintervention\/2014\/12\/09\/shaking-up-the-typical-intervention-visit\/","title":{"rendered":"Shaking Up the *Typical* Intervention Visit"},"content":{"rendered":"

Olivia’s IFSP outcome reads: “Olivia will use 20 different words to talk about her favorite people, objects, and foods when interacting with her family and child care provider each day for\"Direction two weeks.” A developmental services provider\u00a0alternates weekly visits between the child care center and Olivia’s home to help the important people in Olivia’s life address the outcome. The strange thing is, despite the setting, Olivia’s visits basically follow the same format: the provider greets Olivia and the caregiver, settles down on the floor, and engages the caregiver in discussion. She plays with Olivia some and coaches the caregiver to use strategies to facilitate Olivia’s communication during play. The visit ends with a discussion of what the caregiver plans to do during the week with Olivia and the next visit is scheduled.<\/p>\n

Sound familiar?<\/p>\n

The Most Common Intervention Visit Format<\/h2>\n

This is probably the most common intervention visit format, regardless of discipline or service. The setting might change but the intervention context is usually play, the location is usually on the floor, and there are usually 3 primary participants: provider, child and caregiver. In EI, we say that we individualize intervention to the child and family needs, but I wonder why, then, do most visits look pretty much the same?<\/p>\n

Take a few moments to reflect on what intervention looks like when you facilitate a visit. Ask yourself:<\/p>\n