{"id":3051,"date":"2017-07-27T12:56:07","date_gmt":"2017-07-27T12:56:07","guid":{"rendered":"http:\/\/veipd.org\/earlyintervention\/?p=3051"},"modified":"2021-10-15T20:28:12","modified_gmt":"2021-10-15T20:28:12","slug":"dec-recommended-practices-family-part-1","status":"publish","type":"post","link":"https:\/\/www.veipd.org\/earlyintervention\/2017\/07\/27\/dec-recommended-practices-family-part-1\/","title":{"rendered":"DEC Recommended Practices: Family (Part 1)"},"content":{"rendered":"<p>Wyatt\u00a0was just referred to early intervention (EI) and his parents are unsure about what to expect. EI is a <img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-3061 size-thumbnail\" src=\"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2017\/07\/Family-in-hands-150x150.jpg\" alt=\"Hands holding a paper cut out family.\" width=\"150\" height=\"150\" \/>new system for them, one full of acronyms, paperwork, and professionals. They are eager to get services in place but are feeling overwhelmed by the process and Wyatt&#8217;s new diagnosis of cerebral palsy. Their service coordinator, Phoebe, met the family at the intake and is working with them to schedule the assessment. She wants to support them in a way that is respectful and responsive to what they need while helping them feel comfortable and informed.<\/p>\n<h4>Using the Family RPs to Guide Our Work<\/h4>\n<p>When you read the Family component of the <a href=\"http:\/\/www.dec-sped.org\/dec-recommended-practices\">DEC Recommended Practices<\/a>\u00a0(2014), you&#8217;ll find that they discuss three themes that are important to EI: family-centered practices, family capacity-building practices, and family and professional collaboration. Our work should always be <a href=\"http:\/\/veipd.org\/earlyintervention\/2017\/03\/14\/true-confessions-checking-my-biases-with-family-centered-practices\/\">family-centered<\/a> because infants and toddlers develop within the context of their families. The lens through which we provide support should always focus on <a href=\"http:\/\/veipd.org\/earlyintervention\/2015\/06\/02\/adult-learning-principle-3-active-practice-and-participation-are-key\/\">family capacity-building<\/a>. If we are doing our jobs right, parents\u2019 knowledge and skills expand and their abilities to facilitate their children\u2019s development, access resources, and get their needs met are strengthened. How this happens is through a <a href=\"http:\/\/veipd.org\/earlyintervention\/2014\/01\/30\/guiding-parents-during-ifsp-development\/\">collaborative partnership<\/a>\u00a0with the family, where we are equal team members, working together to develop and implement the <a href=\"http:\/\/veipd.org\/earlyintervention\/2014\/09\/02\/what-if-you-had-an-ifsp\/\">IFSP<\/a> to help them achieve their goals for the child.<\/p>\n<p>In our example, Phoebe can use these guiding themes and the specific RPs to reflect on the support she provides. Let\u2019s look at the first five family RPs and see how Phoebe has implemented them.<\/p>\n<h4>DEC Recommended Practices: Family<\/h4>\n<p><strong>F1. Practitioners build trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socioeconomic diversity.<\/strong><\/p>\n<p><em>This began for Phoebe when she first contacted Wyatt\u2019s family to schedule the intake. She scheduled the intake early in the morning, when both parents could be home, as Wyatt\u2019s mother works the afternoon shift at a local nursing home. She took time to get to know the family and explained the importance of a trusting partnership between the family and other team members. <\/em><\/p>\n<p><strong>F2. <\/strong><strong>Practitioners provide the family with up-to-date, comprehensive and unbiased information in a way that the family can understand and use to make informed choices and decisions.<\/strong><\/p>\n<p><em>Phoebe explained the EI process, family rights and safeguards, and family cost share so that Wyatt\u2019s parents could make informed decisions about next steps. She took her time and offered the family opportunities to ask questions. She applied this information to their specific situation, encouraging them to help decide who would attend the assessment, when it would be scheduled, and what information they would like to share with the rest of the team.<\/em><\/p>\n<p><strong>F3. <\/strong><strong>Practitioners are responsive to the family\u2019s concerns, priorities, and changing life circumstances.<\/strong><\/p>\n<p><em>Phoebe asked <a href=\"http:\/\/veipd.org\/earlyintervention\/2016\/05\/12\/ever-wonder-with-families\/\">open-ended questions<\/a> to determine what the family wanted to see happen as a result of their participation in EI. She asked about their daily routines, their interests, their concerns, and what went well and what was challenging related to Wyatt\u2019s development. She was careful not to make assumptions about what Wyatt or the family would need, based on his\u00a0diagnosis. After their discussion, Phoebe asked for the family\u2019s permission to include this information in Wyatt\u2019s IFSP and share it with the rest of the team so that they could use it when developing outcomes and goals. \u00a0<\/em><\/p>\n<p><strong>F4. <\/strong><strong>Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family\u2019s priorities and concerns and the child\u2019s strengths and needs.<\/strong><\/p>\n<p><em>During the assessment and IFSP meeting, Phoebe helped Wyatt\u2019s parents share what they told her during the intake and provide updates. She frequently turned to them first for their input into Wyatt\u2019s outcomes and goals and what types of services they felt they needed. Phoebe helped everyone on the IFSP team keep the family\u2019s priorities, interests, routines, and goals in mind as they developed outcomes and determined services. She used her leadership skills to guide a family-centered process.<\/em><\/p>\n<p><strong>F5. <\/strong><strong>Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities.<\/strong><\/p>\n<p><em>After the IFSP was developed and services were in place, Phoebe regularly checked in with the family and the physical therapist to make sure that intervention focused on building the family\u2019s capacity to facilitate Wyatt\u2019s development. She shared her excitement about Wyatt\u2019s progress, often complimenting his parents on their successes with weaving intervention strategies into Wyatt&#8217;s daily routine. She checked in often to find out how the family was feeling about Wyatt\u2019s progress and their services and to see if any new issues has arisen that might affect family functioning. She was attentive and responsive when the family or the physical therapist expressed a concern and pulled the team together to meet whenever needed.<\/em><\/p>\n<p>Whether you are a <a href=\"http:\/\/veipd.org\/earlyintervention\/2014\/07\/31\/can-service-coordinators-use-coaching\/\">service coordinator<\/a> like Phoebe, or a direct service provider, you can use the Family RPs to reflect on the quality of the support you provide. Take a moment and check out these <a href=\"http:\/\/ectacenter.org\/decrp\/type-checklists.asp#checklists-family\">Family Checklists<\/a>, which are one-page tools you can easily use as you think about what you do everyday:<\/p>\n<p><a href=\"http:\/\/ectacenter.org\/~pdfs\/decrp\/FAM-1_Fam-Ctrd_Practices_2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Family-Centered Practices Checklist<\/a> (PDF, New Window)<\/p>\n<p><a href=\"http:\/\/ectacenter.org\/~pdfs\/decrp\/FAM-2_Inf_Family_Decision_2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Informed Family Decision-Making Practices Checklist<\/a> (PDF, New Window)<\/p>\n<p><a href=\"http:\/\/ectacenter.org\/~pdfs\/decrp\/FAM-3_Fam_Engagement_2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Family Engagement Practices Checklist<\/a> (PDF, New Window)<\/p>\n<p><a href=\"http:\/\/ectacenter.org\/~pdfs\/decrp\/FAM-4_Fam_Capacity-Building_2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Family Capacity-Building Practices Checklist<\/a> (PDF, New Window)<\/p>\n<p>Be sure to check out <a href=\"http:\/\/veipd.org\/earlyintervention\/2017\/09\/19\/dec-recommended-practices-family-part-2\/\">Part 2 of this series<\/a>\u00a0to see\u00a0how Phoebe applies the last five family practices in her work. Now, take a few minutes and think about your day. Click on\u00a0one of the checklists and take 60 seconds to reflect on what you do and what you could do even better!<\/p>\n<p><strong>How have you applied these practices today?\u00a0<\/strong><\/p>\n<p><strong>Pick one checklist and forward the link to a colleague today. How else could you use these checklists to improve your practices or those of your staff?<\/strong><\/p>\n<hr \/>\n<p>To read more about how to implement other DEC Recommended Practices, be sure to check out the rest of this series by searching for &#8220;<strong>DEC Recommended Practices<\/strong>&#8221; using the search feature at the top of the page.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Wyatt\u00a0was just referred to early intervention (EI) and his parents are unsure about what to expect. EI is a new system for them, one full of acronyms, paperwork, and professionals. They are eager to get services in place but are feeling overwhelmed by the process and Wyatt&#8217;s new diagnosis of cerebral palsy. Their service coordinator, [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"yes","footnotes":""},"categories":[139,10,12,14,16],"tags":[37,48,50,58,59,84,86,87,91,95,96,104],"class_list":["post-3051","post","type-post","status-publish","format-standard","hentry","category-all","category-engaging-collaborating-with-families","category-intervention-visits","category-practical-strategies-for-intervention","category-service-coordination","tag-collaboration","tag-early-childhood","tag-early-intervention","tag-families","tag-family-centered-practices","tag-outcomes","tag-parent-professional-partnership","tag-parents","tag-professional-development","tag-relationships","tag-research-to-practice","tag-service-coordination-2","clearfix"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ 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Toddlers and the Families in Early Intervention","publisher":{"@id":"https:\/\/www.veipd.org\/earlyintervention\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.veipd.org\/earlyintervention\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en"},{"@type":"Organization","@id":"https:\/\/www.veipd.org\/earlyintervention\/#organization","name":"Early Intervention Strategies for Success","url":"https:\/\/www.veipd.org\/earlyintervention\/","logo":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/www.veipd.org\/earlyintervention\/#\/schema\/logo\/image\/","url":"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2020\/08\/logo.png","contentUrl":"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2020\/08\/logo.png","width":254,"height":57,"caption":"Early Intervention Strategies for Success"},"image":{"@id":"https:\/\/www.veipd.org\/earlyintervention\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/www.veipd.org\/earlyintervention\/#\/schema\/person\/912e5da6aba7fba3a723c90a678d1146","name":"Dana Childress, PhD","image":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2021\/02\/Dana-headshot-2021-4-150x150.jpg","url":"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2021\/02\/Dana-headshot-2021-4-150x150.jpg","contentUrl":"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2021\/02\/Dana-headshot-2021-4-150x150.jpg","caption":"Dana Childress, PhD"},"description":"I have worked in the early intervention field for more than 20 years as an early childhood special educator, service coordinator, supervisor, trainer, and writer. I currently work as part of Virginia's early intervention training team developing professional development resources and conducting web-based and in-person training. I was also involved in EI for a brief stint as a parent receiving intervention with my son who had torticollis. I have my MEd in early childhood special education from James Madison University and am working on a PhD in special education at Old Dominion University. My EI interests include family centered practices, supporting family implementation of intervention strategies, and helping bridge the research to practice gap through interactive professional development for in-service early intervention practitioners. I regularly present workshops in VA and have presented at state, national, and international conferences.","sameAs":["https:\/\/veipd.org\/main"],"url":"https:\/\/www.veipd.org\/earlyintervention\/author\/dana-childress\/"}]}},"_links":{"self":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3051","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/comments?post=3051"}],"version-history":[{"count":5,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3051\/revisions"}],"predecessor-version":[{"id":5561,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3051\/revisions\/5561"}],"wp:attachment":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/media?parent=3051"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/categories?post=3051"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/tags?post=3051"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}