{"id":3718,"date":"2019-11-14T10:30:56","date_gmt":"2019-11-14T10:30:56","guid":{"rendered":"https:\/\/veipd.org\/earlyintervention\/?p=3718"},"modified":"2021-10-15T21:24:40","modified_gmt":"2021-10-15T21:24:40","slug":"take-a-walk-with-me","status":"publish","type":"post","link":"https:\/\/www.veipd.org\/earlyintervention\/2019\/11\/14\/take-a-walk-with-me\/","title":{"rendered":"Take a Walk with Me"},"content":{"rendered":"\n
\"Toddler<\/figure><\/div>\n\n\n\n

An important and ongoing part of a service coordinator\u2019s job is gathering information from families about their child and how that child fits into the daily routines of their life. This information ebbs and flows, changing as children and parents develop together over time. By gaining insight into these routines service coordinators<\/a> can facilitate an IFSP rich with meaningful outcomes and goals and can aim to provide services that best meet the needs of the child and family. Come walk a mile with me as we step through a day in the life of a family. Simple though it may seem, let\u2019s start in the very beginning… <\/p>\n\n\n\n

It\u2019s time to wake up.<\/h2>\n\n\n\n

There\u2019s so much information that can be gained by simple, open-ended questions<\/a> about how a child moves through his\/her day. Does a child wake up like a ray of sun or a storm cloud? Does the 7-day forecast call for sunshine or partly cloudy skies? Ask questions about what constitutes a child\u2019s daily routines. Also ask how that child is participating in their day within those routines. If a child starts their day in tears, does it continue to pour or are there rainbows?<\/p>\n\n\n\n

Little Sammy wakes up with the sun with tears in his eyes. He calls out \u201cmommy\u201d while sitting in his toddler bed. After a few minutes of snuggles he\u2019s ready to start the day. When his mom asks what he wants to wear today he pulls open the dresser drawer and says \u201cPaw Patrol\u201d while pulling out his shirt. He lays down on the bed in anticipation of having his diaper changed. He grabs it and says \u201cpeepee.\u201d As soon as he is dressed and dry he runs out the door calling out for \u201cdaddy\u201d and tells him he\u2019s ready for \u201ca snack\u201d (aka breakfast). He pulls over the kitchen stool to the pantry. He gives a \u201cbar\u201d to dad for help opening the package.<\/p>\n\n\n\n

This small\npart of Sammy\u2019s morning routine alone contains a wealth of information. He has\na healthy attachment to his parents. He is growing in independence. Sammy\nrecognizes the routines in his day and participates in dressing. He is showing\nearly signs of readiness for toilet training. Sammy calls out to his family by\nname. He is using words to tell others what he needs and to identify when he\nneeds help. He is using nice problem solving to figure out how to get something\nhimself. What other things can we ascertain about Sammy from the first 15\nminutes of his day? <\/p>\n\n\n\n

The days are long, but the years are short.<\/h2>\n\n\n\n

Most of us are probably familiar with this little adage but unless you are still in those days, then it can be all too easy to forget just how long the days can be. As the family talks about the ins and outs of their daily routines, ask follow-up questions about the child\u2019s likes and dislikes, what do they love to play with and how do they play with it, and what happens when it\u2019s time to stop doing that activity. Are there times of the day the family dreads? The family\u2019s answers can provide a valuable insight into what direction to take with the providers as you plan for the assessment<\/a> and segues smoothly into the conversation about the family\u2019s concerns and priorities. It can also help you identify challenges within the day the family might not recognize as a challenge.<\/p>\n\n\n\n

Service Coordinator: Does your son take a nap?<\/p>\n\n\n\n

Mom: Yes, after lunch.<\/p>\n\n\n\n

Service Coordinator: How long are his naps?<\/p>\n\n\n\n

Mom: Usually about an hour and a half.<\/p>\n\n\n\n

In this interaction we\u2019ve established that Sammy takes a nap but a few follow-up questions might reveal that Sammy can easily take up to an hour (or more) to fall asleep and will only stay asleep with his mom next to him. It\u2019s a challenge and frustration for his mom because she doesn\u2019t have that time free to get a few things done around the house. Meanwhile, at daycare he\u2019s the only child in the room that doesn\u2019t nap. His teachers have given up rubbing his back and he now spends the 2 hours lying still in his cot not allowed to talk or move. He has come to associate daycare with being forced to lie still for 2 hours and now drop-off has become a challenge, filled with tears and begging not to go. Take a moment to reflect on how you frame questions<\/a> to families about their child\u2019s routines. Challenge yourself to think more reflectively and capture the quality of the routines.<\/p>\n\n\n\n

Pulling it all together. <\/h2>\n\n\n\n

The\nbenefits of delving more deeply into daily routines and activities during the\ndevelopment of the IFSP are numerous. Those benefits include a broader\nknowledge of the child\u2019s natural environments and possible locations for services\nto take place in the future, capturing challenging moments in the day that\nmight not have been reported at the initial referral, and identifying\nnaturally-occurring routines that can be used to develop richer, more\nmeaningful outcomes and goals for the child and family, only to name a few. Empathy\nand open-mindedness are useful tools that will enable you to meet a family\nwhere they are. Using those tools to gather information from families about\ntheir child and how their child fits into the daily routines of their life\nlends itself naturally to capturing a true picture of a child\u2019s development and\nfunctioning that enables us to move beyond our assessment tools. Early\nintervention supports and services are bound to be more successful when they\u2019re\nmeaningful to the family and embedded naturally into the child\u2019s daily\nactivities and routines. <\/p>\n\n\n\n

While we walk alongside a family in the direction of their rainbow, what questions can you ask to better understand how to walk a mile in their shoes? <\/strong><\/p>\n\n\n\n

Share your ideas in the comments below.<\/p>\n\n\n\n

\n\n\n\n
\"Kimberly<\/figure><\/div>\n\n\n\n

Kimberly Morse, MS, CFCS-HDFS, EIP, lives and works in Chesapeake, VA. She holds a BA in Psychology and MS in Child Development and Family Relations. She began working in Early Intervention for the State of North Carolina in December of 2008. She relocated with her family to Virginia in 2015 and resumed working in Early Intervention first through the Infant and Toddler Connection of Norfolk and currently through the Infant and Toddler Connection of Chesapeake. Kimberly and her husband Matthew have 2 little boys, ages 2 and 6. Days spent as their mother are filled with loving memories, a few tears, and a healthy dose of humility and perspective. Kimberly can be reached at kimberly.morse@chesapeakeibh.net.<\/p>\n","protected":false},"excerpt":{"rendered":"

An important and ongoing part of a service coordinator\u2019s job is gathering information from families about their child and how that child fits into the daily routines of their life. This information ebbs and flows, changing as children and parents develop together over time. 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