1. Foundational Pillars of Early Intervention
Welcome to the Foundational Pillars of Early Intervention. This module includes five topical sections. This section covers the Family Centered Practices pillar.

2. This module is one part of the Universal Online Part C Early Intervention Curriculum. It was developed by a national workgroup of the Early Intervention-Early Childhood Professional Development Community of Practice.

3. 1 family centered Practices
In this section we will highlight what family centered practices are and how they influence your work with families. These practices should be used during visits and other interactions with family members in home and community settings.
Picture courtesy of EDIS 1
family centered Practices

4. The term family centered appears in almost all helping fields such as social work, medicine and since the 1990’s, in early intervention. At its most basic level it is made up of a set of interconnected beliefs and attitudes that are foundational to how families are viewed, relationships are built, and how help is provided.
Picture courtesy of Lynda Pletcher

5. Family Centered Practices
Relational
Participatory
Research has consistently found two subsets of skills that providers use when demonstrating family centered practices. These are skills and practices that build positive relationships and encourage family participation in all aspects of early intervention. These two components go hand-in-hand when demonstrating family centered skills.

6. showing compassion, being empathetic respecting and valuing others
Relational
active listening
showing compassion, being empathetic
respecting and valuing others
being non-judgmental
offering help that matches desires
believing in parents
Relational skills and behaviors are the things providers do to build relationships. These include things such as listening actively, showing compassion, being empathetic, and respecting and valuing the other person. It means being non-judgmental, offering help that matches what is desired, and believing that parents are both capable and competent.
Source: Wilson, L. L., & Dunst, C. J. (2005). Checklist for assessing adherence to family centered practices. Center for the Advance Study of Excellence in Early Childhood and Family Support Practices, Vol1(1), Morganton, NC. Accessed from
Wilson, L. L., & Dunst, C. J. (2005).

7. sharing information for family choice making
Participatory
including families
sharing information for family choice making
supporting family decisions
helping families get resources they need
The participatory component includes skills and behaviors that focus on promoting families’ participation. This is done by actively engaging families in decision-making during all aspects of early intervention. It means respecting families as the expert on their child and family and working from family priorities to determine together what help is most meaningful.
Source: Wilson, L. L., & Dunst, C. J. (2005). Checklist for assessing adherence to family centered practices. Center for the Advance Study of Excellence in Early Childhood and Family Support Practices, Vol1(1), Morganton, NC. Accessed from
Wilson, L. L., & Dunst, C. J. (2005).

8. Relational Participatory
Together these practices help families build their competence and confidence to help their child learn and fully participate in family life.
Source: Wilson, L. L., & Dunst, C. J. (2005). Checklist for assessing adherence to family centered practices. Center for the Advance Study of Excellence in Early Childhood and Family Support Practices, Vol1(1), Morganton, NC. Accessed from
Wilson, L. L., & Dunst, C. J. (2005).

9. Reflect on whether the action primarily encourages building relationships with families or encourages family participation?
Action
Practice B
Provides open and honest information A.
Encourages family participation (PARTICIPATORY) A
Assists families to make final decisons B
Shows respect B.
Encourages building relationships with families (RELATIONAL) B
Values family opinions
Review the following actions. Reflect on whether it primarily encourages building relationships with families or encourages family participation?
Please respond by placing the letter “A” in the column next to the action if it is participatory and a letter “B” next to the action if it is relational. Then click submit. B
Is non-judgmental A
Encourages using problem-solving skills A
Understands what the family has tried
Submit
Clear A
Encourages a family to build upon a skill they are already using

10. Is the action participatory or relational?
Provides open and honest information – Relational
Values family opinions – Relational
Shows respect – Relational
Is non-judgmental – Relational
Encourages using problem-solving skills - Participatory
Understands what the family has tried- Participatory
Encourages the family to build upon a strategy they are already using- Participatory
Here are the answers. Did you reach the same conclusions?
Sometimes an activity or strategy can seem to be both a relational and participatory practice. Both types of practices are necessary to provide effective family centered services.
Picture source: Fotolia
Assists families to make final decisions - Participatory

11. the Talk AND the Walk Walk Talk
When using family centered practices it’s critical that our walk and talk are in synch. Simply talking the talk or just walking the walk does not ensure the genuine application of these essential practices that lead to high quality early intervention and positive outcomes for children and families. Next you’ll have an opportunity to think about your own walk and talk.

12. Consider This
“I noticed you didn’t have many toys so I brought some for you. Oh, you can keep them it’s okay.”
Consider this scenario. You notice a family does not have many toys for their child to play with, what might happen if you brought some with you and gave them to the family?
How might the family respond?
What does this DO for the family?
Picture courtesy of Delaware Health and Social Services Birth to 3 Early Intervention System

13. Please identify the possible negative consequences for the family
Please identify the possible negative consequences for the family. Select all that apply. A)
They might feel they have not sufficiently provided for their child. B)
They learn the importance of having the right toys for their child. C)
They feel less confident about their ability to provide for their child. D)
They are empowered to provide for their child. E)
They may become more dependent on others to provide for them.
Thinking about this scenario, which is based upon the provider’s perception that the family did not have many toys, identify the possible negative consequences. Please select all that apply.
Please note that you must successfully complete this activity to advance to the next slide. You may make as many attempts as you need to in order to proceed.
Correct - Click anywhere or press Control Y to continue
Incorrect - Click anywhere or press Control Y to continue
Your answer:
You did not answer this question completely
You answered this correctly!
Try again
The correct answer is:
You must answer the question before continuing
Submit
Clear

14. Video
Now let’s hear what one family says about how it made them feel when an early intervention provider brought toys to their home and what they say about the benefits of using their own toys and materials.
Click on the image or on the hyperlink to watch this short 2 minute video clip which will open in a new window in your web browser.  When you are finished watching the video please return to this window and press the play button to resume the presentation.
Video courtesy of: Iowa Department of Education, Distance Mentoring Model at Florida State University, and, most importantly, families and Early ACCESS providers in Iowa (produced by Larry Edelman, 2015).
Video
When you are finished watching the video please return to this window and press the play button to resume the presentation.

15. Some consequences could be:
Undermines parent’s sense of competence and control
They feel less confident about their ability to provide for their child
Reinforces dependency/harmful to relationship
Some of the possible negative consequences are that: It may undermine the family’s sense of competence or control, lessen their self-esteem, reinforce dependency and may be harmful to the relationship.
What are some different ways the provider could have helped?

16. Your
Turn!
Which of the following actions would be helpful in a family centered way? Please select all that apply. A)
Continue to offer new toys that will help the child learn. B)
Find out if having more toys is a priority for the family. C)
With the family, think about the child's interests in order to identify activities that could promote learning. D)
Find out what activities the family already has and does. Then explore how those activities may be used as learning opportunities.
Now think about alternative ways the provider could have helped this family. Think about both the relationship and participatory components of family centered practices. Which of the following actions would be helpful in a family centered way? Please select all that apply.
Please note that you must successfully complete this activity to advance to the next slide. You may make as many attempts as you need to in order to proceed.
Correct - Click anywhere or press Control Y to continue
Incorrect - Click anywhere or press Control Y to continue
Your answer:
You did not answer this question completely
You answered this correctly!
Try again
The correct answer is:
You must answer the question before continuing
Submit
Clear

17. How to help… Find out… is having more toys a family priority?
If so, explore options with the family to meet their goal.
First find out if having more toys is a priority of the family. Or is it really the provider’s priority? Being family centered means helping families with their priorities not the priorities providers think families should have.
If having toys is a priority of the family then the provider could explore possibilities with the family to meet this goal.

18. Consider This Request from a Family…
“Our car is broken and since you’re here can you take me to the grocery store?”
Consider this scenario where the family asks for you to take them to the grocery store. How might you respond in a family centered way?
What are the consequences if you give them a ride.

19. Your
Turn!
Please identify any possible negative consequences if you gave the family a ride. Please select all that apply. A)
They become dependent on you for rides. B)
They get to the grocery store. C)
They see you as a friend rather than a friendly provider. D)
They put off problem-solving alternatives. E)
They see your role outside of your scope of responsibilities.
Thinking about this scenario, identify possible unintended negative consequences. Please select all that apply.
Please note that you must successfully complete this activity to advance to the next slide. You may make as many attempts as you need to in order to proceed.
Correct - Click anywhere or press Control Y to continue
Incorrect - Click anywhere or press Control Y to continue
Your answer:
You did not answer this question completely
You answered this correctly!
Try again
The correct answer is:
You must answer the question before continuing
Submit
Clear

20. Some consequences could be:
Reinforces dependency
Sets up false expectations
Encourages a quick resolution versus long term solution
Some of the possible negative consequences include that: It may foster family dependency rather than empowerment. It could set up false expectations about the role and responsibility of the provider. It may also contribute to the family seeking a quick resolution rather than longer term solutions.
What are other ways the provider could have helped?

21. Your
Turn!
Which of the following actions would be helpful in a family centered way? Please select all that apply. A)
Say you are sorry you can't help and move on to activities planned for the visit. B)
Help the family identify who else could help them and how to reciprocate. C)
Explore public transportation possibilities with the family. D)
Explore with the family ways to get the car repaired.
Now think about alternative ways the provider could help the family. Think about both relationship and participatory components of family centered practices. Please select all that apply.
Please note that you must successfully complete this activity to advance to the next slide. You may make as many attempts as you need to in order to proceed.
Correct - Click anywhere or press Control Y to continue
Incorrect - Click anywhere or press Control Y to continue
Your answer:
You did not answer this question completely
You answered this correctly!
Try again
The correct answer is:
You must answer the question before continuing
Submit
Clear

22. How to help… Problem-solve the longer term solutions
Ask the family how they have met similar needs in the past
Identify community support options
It’s often hard to not jump in and assist with these types of short term requests. However, in the long run it’s more helpful to assist families with problem solving long term solutions that do not depend on you. In this scenario the provider could think with the family about how they have met similar needs in the past, identify what other options or resources are available, and help them determine the long term solution that is best for them. This is family centered.

23. Castro, Ayankoya, B. and Kasprzak, C. (2011).
Early intervention providers work with families from a myriad of backgrounds, cultures, religions and family compositions. Each has their own unique values and beliefs. Cultural Competency is the ability to honor and respect the beliefs, languages, interpersonal styles and traditions of each family we work with.
Source:(Castro, Ayankoya, B. and Kasprzak, C. (2011). New Voices: Guide to Cultural & Linguistic Diversity in Early Childhood. Paul Brookes, MD.)
Picture source: from google images
Castro, Ayankoya, B. and Kasprzak, C. (2011).

24. Respect Culture viewpoints values, beliefs our OWN development
about CHILD
development
& rearing
Respect Culture
the Cultural
values, beliefs
& childrearing
practices of Others
It is important to recognize our own values and beliefs BUT it’s also important to set these aside as we work with families. One place where culture difference may appear is around child rearing, including feeding, discipline, and sleeping practices.

25. Picture source: Clipart
Another cultural difference may be the early intervention emphasis on family involvement. This may be strange to families of different cultures. Some families may simply agree to recommendations made by professionals, as they are not comfortable with their right to question or to contribute their own ideas.
Source: Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism & Other Developmental Disabilities, 18 (1),
Picture source: Clipart
Zhang, C., & Bennett, T. (2003).

26. Families are Unique
While being aware of and honoring cultural differences, don’t let generalizations take the place of truly getting to know the family, exploring with them their family life and the priorities they want to address with early intervention. 

There are as many differences within cultures and ethnicities as there are among people. While you don’t want to impose your beliefs onto the family, you also do not want to assume that the behaviors you see are a result of race, ethnicity, or culture. This is being family centered.

27. Better Outcomes for Children & Families
Relational
Participatory
Better Outcomes for Children & Families
family centered Practices
Implementing genuine family centered practices yields better outcomes for children and families. This is because family centered practices help build families’ competence and confidence. It increases their ongoing capacity to support their family in purposeful and meaningful ways today, tomorrow, and in the future long after leaving early intervention.

28. Identify skills and behaviors you demonstrate
Identify ways to enhance your family centered practices
Family centered practices are truly foundational to high quality early intervention services. Thinking about what we’ve discussed in this section take a moment now to think about your most recent early intervention visits. Identify skills and behaviors you demonstrated that are exemplars of family centered practices. Think also about ways to enhance your family centered actions and interactions.

29. Family Topic Area from DEC Recommended Practices
Division for Early Childhood. (2014). DEC Recommended Practices in early intervention/early childhood special education Retrieved from
For more information on family centered practices, please visit the DEC Recommended Practices and go to the topic area dedicated to Families.
Division for Early Childhood. (2014). DEC Recommended Practices in early intervention/early childhood special education Retrieved from

30. New strategies? How/When will you use them?
This concludes the family centered practices section of the Foundational Pillars module.  Before you resume your busy day to day activities please pause and reflect for just a moment on what you have learned. 
Did you identify a new strategy you would like to try as you partner with families in early intervention?  If so, how and when will you implement it?
How/When will
you use them?

31. References Castro, Ayankoya, B. and Kasprzak, C. (2011)
References Castro, Ayankoya, B. and Kasprzak, C. (2011). New Voices: Guide to Cultural & Linguistic Diversity in Early Childhood. Paul Brookes, MD Wilson, L. L., & Dunst, C. J. (2005). Checklist for assessing adherence to family centered practices. Center for the Advance Study of Excellence in Early Childhood and Family Support Practices, Vol1(1), Morganton, NC. Accessed from Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism & Other Developmental Disabilities, 18 (1),
References
Castro, Ayankoya, B. and Kasprzak, C. (2011). New Voices: Guide to Cultural & Linguistic Diversity in Early Childhood. Paul Brookes, MD
Wilson, L. L., & Dunst, C. J. (2005). Checklist for assessing adherence to family centered practices. Center for the Advance Study of Excellence in Early Childhood and Family Support Practices, Vol1(1), Morganton, NC. Accessed from
Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism & Other Developmental Disabilities, 18 (1),

32. VIDEO RESOURCE
Video resource that further illustrates the value of empowering families and building their confidence and competence using family centered practices. Please click on the link or the image to watch this short video that you might find helpful as an additional resource.
VEIPD Videos. (2013, August, 26). Early Intervention: A Routines-based Approach - Part 2: What Intervention Can and Should-Look like [Video file]. Retrieved from

33. Special Thanks
Special thanks to the following programs/organizations for making this module possible:
Delaware Health and Social Services Birth to 3 Early Intervention System
Department of Defense (DOD) Educational and Development Intervention Service (EDIS) 
Early Childhood Technical Assistance (ECTA) Center
Early Intervention Training Program (EITP) at the University of Illinois
Montana Milestones/Part C Early Intervention Program Community Services Bureau/DDP
Texas Part C Early Childhood Intervention (ECI) Services
Virginia Early Intervention Professional Development (VEIPD)