The Early Intervention Workbook

Essential Practices for Quality Services

by Lynda Cook Pletcher Early Childhood Education Assistance Center Carrboro, North Carolina and Naomi O. Younggren Department of Defense Army Early Intervention

Contents

• About the Authors ... vii
• Foreword Bonnie Keilty ... ix
• Acknowledgments ... xi
• Introduction: From Ideas to Publication: Responding to Needs in the Field ... 1

I Getting Started: Foundational Knowledge

1. The Importance of Early Intervention ... 7
2. Foundational Pillars of Early Intervention ... 13
3. Seven Key Principles: An Overview ... 37

II Agreed-Upon Practices in the Early Intervention Process

4. Beginning the Journey: The Referral and Initial Visits ... 57
5. The Importance of Evaluation and Assessment ... 73
6. Developing an Individualized Family Service Plan ... 91
7. Moving Forward: Individualized Family Service Plan Implementation and Ongoing Intervention ... 115
8. Transition Planning: Leaving Early Intervention ... 133

III Agreed-Upon Practices in Action

9. Identifying Questionable Practices ... 151
10. The Significance of Personal and Organizational Change ... 183

References ... 201
Helpful Resources ... 205
Index ... 209

About the Authors

Lynda Cook Pletcher, M.Ed.

Lynda is a Technical Assistance Specialist with the Early Childhood Technical Assistance (ECTA) Center. Her work includes providing technical assistance to states’ early childhood special education systems, leading planning, and addressing service delivery approaches.

Naomi O. Younggren, Ph.D.

Naomi is Comprehensive System of Personnel Development (CSPD) Coordinator for the Department of Defense Army Educational and Developmental Intervention Services (EDIS). She focuses on early intervention and preschool processes, with experience in providing technical assistance and authoring training materials.

Agreed-Upon Practices in the Early Intervention Process

Example Interaction:

Cyndi prompted Tasha to use the sign "stop" before removing Willie from the dog food. Through a series of guided interactions, Willie learned to redirect his attention to productive activities.

Tip

Conversation Starters About Outcomes

• How are things going?
• Which outcome would you like to start with?
• On our last visit, the ideas were ________. How are they working?

Outcome Example:

Outcome: Hannah will participate in mealtime by eating the same food as her family.

Provider: How is it going with Hannah’s eating?
Stephanie: She is still a picky eater.

The provider engages further to explore strategies with Hannah’s mother, encouraging a collaborative approach to address her eating habits.

Give It a Go! 7.2

Reflect on a recent home visit:

1. What outcomes did you focus on?
2. What strategies were discussed?
3. What interactions were used with the family?

Periodic Changes to the Individualized Family Service Plan

The IFSP outcomes should be reviewed and adapted as necessary during each visit.