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Revised Flowchart

The document outlines the process and key components of early intervention services including: 1) An initial meeting with the service coordinator, primary service provider, and family to discuss early intervention services and establish the child and family's needs and rights. 2) Screenings, assessments, and gathering of information to determine the child's strengths, needs, and eligibility for services. 3) Team meetings to discuss findings and the child's progress, with the inclusion of parents in decision making. 4) If eligible, the development of an Individualized Family Service Plan (IFSP) outlining goals and services to meet the needs of the child and family.

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115 views5 pages

Revised Flowchart

The document outlines the process and key components of early intervention services including: 1) An initial meeting with the service coordinator, primary service provider, and family to discuss early intervention services and establish the child and family's needs and rights. 2) Screenings, assessments, and gathering of information to determine the child's strengths, needs, and eligibility for services. 3) Team meetings to discuss findings and the child's progress, with the inclusion of parents in decision making. 4) If eligible, the development of an Individualized Family Service Plan (IFSP) outlining goals and services to meet the needs of the child and family.

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Michaela Crawford

8/10/2019
Flow Chart

Meeting with Service Coordinator, Primary Service provider and Family

 Describe and Explain Early Intervention and services provided

 Key components of EI – Home based interventions, Naturalistic, Evidence – Based

Practices

 Explain roles as professionals and processes

 Establish and inform family rights

 Discuss family concerns, child and family needs

 Screenings – Assessments – “Practitioners conduct assessments that include all areas of

development and behavior to learn about the child’s strengths, needs, preferences, and

interests” (DEC, 2014).

 Gather information

 Write report based on data and information received

Team Meeting

 Discuss and share information with team

 Include parents on the decision making process of their child. Family-centered

practices— “Practices that treat families with dignity and respect; are individualized,

flexible, and responsive to each family’s unique circumstances; provide family members

complete and unbiased information to make informed decisions; and involve family
members in acting on choices to strengthen child, parent, and family functioning”

(DEC,2014).

Eligibility

 Review referral letter from pediatrician- medical history, developmental delay diagnosis

 Child evaluations to further establish eligibility for services

Assessment

 Practitioners use a variety of methods, including observation and interviews, to gather

assessment information from multiple sources, including the child’s family and other

significant individuals in the child’s life (DEC,2014).

 Family Assessment – Family Quality of life, how satisfied / dissatisfied in terms of

family quality of life. Eco- map, strength and weaknesses in family supports (Family

members, friends, Doctors and others).

 RBI - Routines Based Interview, conversation between family and PSP or service

coordinator about routines in daily life (mealtime, bedtime, playtime).

 Child Assessment- Curriculum based assessment

Curriculum based assessment are comprehensive assessments, assessing a child’s developmental

repertoire. Professionals are able to determine child progress in academic areas.

Team Meeting – Sharing information


 Review and discuss information about child – Assessments, Evaluations, Medical

report, Referrals.

 Team Agreeance of family needs and future benefits

 Decide which Primary Service Provider will best fit family needs based on family

concerns, child strengths and weaknesses

 Discuss time and date IFSP meeting will take place

IFSP Meeting

 Explain to parents what the IFSP meeting is and what to expect

 Remind parents of rights and make it away that goals can be changed at anytime

if needed. (IFSP meeting update every 6 months).

 Service Coordinator, Primary Service Provider and Family discuss possible goals

for child

 All parties agree that child will benefit from these goals

 Set goals and strategies that are beneficial to child needs and family concerns

 Service coordinator, PSP & Family write IFSP goals at family and child level

 Establish service duration and frequency

 Parent consent, sign IFSP papers

Transition Meeting

 Review and discusses child progress


 Assure that parents have the appropriate supports during the transition process

 Discuss transition plan

 Transition plan begins six months before child’s third birthday

References

Department of Health. (n.d.). Retrieved from

https://www.health.ny.gov/community/infants_children/early_intervention/memoranda/

005-02/eligibility_criteria.htm

Division for Early Childhood. (2014). DEC Recommended Practices in Early Intervention/Early

Childhood Education.

Educational Curriculum and Assessment for Children. (n.d.). Retrieved from

https://teachingstrategies.com/

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