1. Little Lifted Voices: Transdisciplinary Playgroup as Inclusive, Family-Centered, Early Intervention
Kathryn M. Loukas, LEND Training Director/OT Faculty; Eileen Ricci, LEND Program Director/PT Faculty;
Valerie Jones, LEND FIT Coordinator/SW Faculty; Laurie Mack, LEND SLP/Director of Northeast Hearing and Speech;
and Emily Gall, LEND Trainee/PT Student/2017 Playgroup Student Coordinator
Maine LEND Program, Westbrook College of Health Professions, University of New England. Portland, ME
Philosophy
Time
Playgroup Schedule
3:00-3:45
Set up and interprofessional introductions.
3:45
Children and families arrive.
Children sanitize hands and hang up coats as they arrive.
3:45-4:10
Free play time AND big muscle movement time. Children can move freely between the two rooms.
4:10-4:15
Clean up time. Children transition to one room
Parents go to parent group.
4:15-4:25
Music and movement time.
Songs with motions, parachute play.
4:25-4:45
Wash hands. Snack time.
Eating and feeding practice, communication encouraged. Sensory exploration time (water and rice tables) as children finish snack.
4:45-4:55
Arts and crafts. Encouragement of hand skill development. Led by OT students.
4:55-5:10
Big muscle movement time (slides, ride on toys, playhouse, tunnels). Led by PT students
5:10-5:15
Sing goodbye song.
Children and parents leave.
5:15-6:00
Clean up and all students and faculty meet to debrief.
Connections to Policy
The Transdisciplinary Playgroup is a program of inclusion that supports children and families in early intervention. This program is provided free of charge to families and focuses on both service to the community and education of students in the health professions.
The Individuals with Disabilities Education Improvement Act of 2004 mandates the inclusion of children with disabilities and acknowledges that services should occur in the natural environments of childhood (AOTA, 2006; IDEA, 2017).
Program Description
This poster presents the philosophy, planning, and implementation of a playgroup experience for children of all abilities as best practice in early intervention. The Playgroup is a student led, faculty facilitated, program for children of diverse abilities who are months of age and their families. Participants will synthesize the impact and outcomes of this program designed to facilitate professional student education, interprofessional teamwork, inclusive and family centered practice.
Selected References
Planning and Implementation
American Occupational Therapy Association (AOTA), (2006). The New IDEA: Summary of the Individuals with Disabilities Education Improvement Act of (P.L ). Retrieved from on July 5, 2006.   
Campbell, P. H., Chiarello, L., Wilcox, M. J., & Milbourne, S. (2009). Preparing therapists as effective practitioners in early intervention. Infants & Young Children, 22(1),
Garcia, J. L., Heckman, J. J., Leaf, D. E., & Prados, M. J. (2016). The life cycle benefits of an influential early childhood program. HCEO Working Paper Series. University of Chicago.
Loukas, K.M., Ricci, E., Williams, E., & Morrill (in process). The effect of a transdisciplinary early intervention playgroup experience on interprofessional student attitudes.
The Individuals with Disabilities Education Act. (2017). Retrieved May 22 from;
Turnbull, et al. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 29(3),
Who? Children ages months of all abilities, their families & students in health professions, and practitioners in OT, PT, SW, SLP
Why? To provide early intervention and support for families in natural environments while also facilitating education & skill development of students in the health professions using a coaching model.
Where? On campus
When? Spring semester 8 week, 2 hour, weekly playgroup.
How? See schedule
Family Centered Support
Outcomes and Research
Found to promote interprofessional comfort, understanding of professional roles, and appreciation of interprofessional opportunities (Loukas, Ricci, Williams, & Morrill, in process).
Family support is key to success (Turnbull, 2007).
Prepares therapists for early intervention practice (Campbell, Chiarello, Wilcox, & Milbourne, 2009).
Supports children in inclusive environments across the life cycle (Garcia, Heckman, Leaf, & Prados).