CD10: Children with Special Needs Chapter 5: Intervention

Intervention Defining Intervention Defining Intervention Family Centered Intervention Family Centered Intervention Program Planning Program Planning

Defining Intervention Three purposes of intervention Three purposes of intervention Provides a framework for formulating individual program goals Provides a framework for formulating individual program goals Provides insight into our assumptions that stem from professional practice and research Provides insight into our assumptions that stem from professional practice and research Different than assessment and education Different than assessment and education

Intervention … Doesn’t necessarily imply the presence of any problems Doesn’t necessarily imply the presence of any problems Can be used to establish and maintain positive functioning Can be used to establish and maintain positive functioning Accounts for the influences of social and family systems (school, community, home) Accounts for the influences of social and family systems (school, community, home)

Family – Centered Intervention By taking into account family needs, intervention efforts for infants and toddlers are likely to include goals that go well beyond the educational objectives mandated by special education laws relating to older children. (pg 151) By taking into account family needs, intervention efforts for infants and toddlers are likely to include goals that go well beyond the educational objectives mandated by special education laws relating to older children. (pg 151) Ensures time for other family members and activities (respite activities) Ensures time for other family members and activities (respite activities)

Respite Services, Care and Organizations Provides temporary, in-home or out-of- home care to people with special needs Provides temporary, in-home or out-of- home care to people with special needs Offers a break to those caring for the special needs person Offers a break to those caring for the special needs person Web Search string: “respite care” + California + “Special needs children” Web Search string: “respite care” + California + “Special needs children”

Cultural Issues in Intervention Cultural mismatch between provider and family Cultural mismatch between provider and family Cultural misunderstandings Cultural misunderstandings List of cultural issues, pg 153 List of cultural issues, pg 153 Lifestyle- Achievement Lifestyle- Achievement Values and beliefs- Race Values and beliefs- Race Religion- Generation Religion- Generation

The Critical Question is….. “ … How to provide an effective and responsible delivery of services that is also sensitive to the needs of families whose language, culture, and experiences are differs from theirs.” (pg 153) “ … How to provide an effective and responsible delivery of services that is also sensitive to the needs of families whose language, culture, and experiences are differs from theirs.” (pg 153) And, what can providers do to bring the family into the decision making process about intervention? And, what can providers do to bring the family into the decision making process about intervention?

Barriers to Quality Intervention Lack of knowledge or skill Lack of knowledge or skill Family member Family member Interventionist Interventionist Attitude problems Attitude problems Family member Family member Interventionist Interventionist Inadequate resources Inadequate resources Family member Family member Interventionist Interventionist

Individual Education Plans and Individual Family Service Plans Legal document that guarantees services will be provided in the least restrictive environment Legal document that guarantees services will be provided in the least restrictive environment Must be written within 45 days referral for services Must be written within 45 days referral for services Outlines the service goals Outlines the service goals are they realistic? are they realistic? Outlines how those goals will be met Outlines how those goals will be met Do they account for all levels of learning? Do they account for all levels of learning? Do they account for generalization across environments? Do they account for generalization across environments?

IEPs and IFSPs …. Outline who will assist the child and family in meeting those goals Outline who will assist the child and family in meeting those goals identify resources: medical, allied health, mental health and education professionals identify resources: medical, allied health, mental health and education professionals Outline where services will be provided Outline where services will be provided School or home School or home Respite care Respite care Respite care Respite care Treatment center Treatment center Community facility Community facility Community facility Community facility Outline a schedule for progress reviews Outline a schedule for progress reviews

IEP and IFSP examples Page 158 Page 158 IEPs and IFSPs differ in how they provide for needs to be met IEPs and IFSPs differ in how they provide for needs to be met IEP outlines individual education performance only IEP outlines individual education performance only IFSP addresses family concerns IFSP addresses family concerns

8 Steps to Plan Intervention (pgs ) Learn culture-specific information about child/family Learn culture-specific information about child/family Learn child/family’s patterns, beliefs, and practices Learn child/family’s patterns, beliefs, and practices Assess child/family’s ability to participate in the IFSP Assess child/family’s ability to participate in the IFSP Include family in all levels of planning and intervention Include family in all levels of planning and intervention

8 Steps to Plan Intervention (continued) Meet when/where the family is comfortable Meet when/where the family is comfortable Advocate for the family to “the system” Advocate for the family to “the system” All goals, objectives, outcomes are consistent with family needs and perceptions All goals, objectives, outcomes are consistent with family needs and perceptions Identify community resources that mirror family culture and preferences Identify community resources that mirror family culture and preferences Parents Helping Parents Parents Helping Parents Parents Helping Parents Helping Parents

Developing an Intervention Strategy Naturalistic, activity-based approach is best Naturalistic, activity-based approach is best Different theories of child development correspond to different models of intervention Different theories of child development correspond to different models of intervention Developmental Models (DAP, NAEYC) Developmental Models (DAP, NAEYC) Behavioral models (Behavior modification) Behavioral models (Behavior modification) Contextual model (Social & cultural context) Contextual model (Social & cultural context) Nature & Nurture perspectives (pg 174) Nature & Nurture perspectives (pg 174)

Types of Intervention Programs Play-based Play-based Academic based Academic based Language based Language based Social-skills based Social-skills based

Evaluating the Intervention Is the intervention doing what it said it would? Is the intervention doing what it said it would? What does the intervention suggest we do next? What does the intervention suggest we do next? Does the intervention provide proof of effectiveness? Does the intervention provide proof of effectiveness? Is the family satisfied? Is the family satisfied? Does the intervention include evaluation as part of the plan? Does the intervention include evaluation as part of the plan?

A “Golden Interventionist” Includes a method of daily self and program evaluation (formative evaluation) Includes a method of daily self and program evaluation (formative evaluation) Designs a way to objectively measure the progress and benefit of the intervention (summative intervention) Designs a way to objectively measure the progress and benefit of the intervention (summative intervention) Provides evaluation date annually, and at the end of the program Provides evaluation date annually, and at the end of the program