Download (FC-NE) into Program Practices Public

Integrating Family Centered services in Natural
Environments (FC-NE) into Program Practices
Public
Awareness

Community Awareness
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
FC-NE model is described consistently
across community agencies and
audiences.
Evidence for and examples of the
evolving model are provided.

General Audiences
- Referral agencies
- Policy makers
- Community at large
General and targeted audiences have
tailored messages.
Importance of early identification and
intervention and the role of the family is
emphasized.
Materials illustrate cultural and
linguistic diversity.
Materials are available in multiple
formats (e.g., print, digital, audio) and
languages.

Targeted Audiences
- Families
- Physicians/Health Care
- Cross sector collaborators
Services are described as supports to
family that empower them to enhance
their childs development.
Rationale for and examples of everyday
routines, activities, and places as
teaching and learning contexts are
provided.
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
Role of family as team member and
decision maker is described and
illustrated with examples.
Materials emphasize informational
resources and supports for family.
First Contacts
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
•
•
Warm Welcome
Introduction to Program
Professionals engage in dialogue
consistent with cultural and individual
preferences of the family. Initial focus
is establishing relationships with the
family.
Program is described as a support to
families to enhance their children’s
development within the context of their
everyday routines, activities and places.
Program provides families with a
primary contact person and methods for
contact (e.g., phone number, email).
•
Family Conversations
- Concerns
- Priorities
- Resources
- Interests


Screening, if appropriate
Next Steps
Families receive information regarding
their participation in assessment,
planning and intervention describing
and illustrating their role on the team.
Alternative formats of materials and
resources (e.g., digital, audio) are
available.
Professionals listen to families talk
about their priorities and their child’s
interests, abilities, and needs. They
explain how the information is used to
develop the child’s program within the
natural learning opportunities of the
family.
Family is encouraged to ask about what
they want to know about their child and
program options.
Professionals review, with parental
consent, agency information about the
child and family.
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
Evaluation and
Assessment

Pre-Assessment Plan

Eligibility Evaluation

Routines Based Interview
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Family and other team members
identify and address relevant
individual, cultural, and linguistic
characteristics that support the
family’s participation in the
assessment process.
Family describes the individual and
family characteristics they would like
the team to know (e.g., how the
family decisions are made, significant
developmental milestones they value).
Scheduling occurs at the convenience
of family in location of their choice to
the extent possible.

Professionals, families and other
caregivers share roles during
assessment (e.g., interact with child,
observe, record information).
Observations
Professionals observe caregivers
engaged with their child in family
contexts (e.g., home, childcare
activities) relying on materials and
interests that capture the child’s
behaviors in routine circumstances
(e.g., playing, eating, dressing).
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
Evaluation and
Assessment
FC-NE
Practices
Continued…
 Information Sharing
Evidence of
Current
Practices
Action Steps
Family is encouraged to describe their
child, share photos and family
experiences.
Family members share priorities and
concerns while professionals listen
and ask questions to clarify.
Adequate time for questions and
discussion is provided. Information
shared is jargon free and relevant to
examples provided.
Professionals share strengths based
results using descriptions from their
observations in natural learning
opportunities.
The child’s performance is not
reported separately by each discipline
but is integrated, resulting in a holistic
and functional profile of the child’s
participation in meaningful and
functional routines with the family.
Recommendations are applicable in
the context of the family’s everyday
routines, places and activities.
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
IFSP

Pre-planning
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Professionals assure the family that they
will not be making decisions for the child
or family, but will provide information
about the child and community resources
and engage in a collaborative planning
process with the family.
The IFSP development process is
explained as a problem-solving discussion
in which family input is actively sought
and valued.


Sharing (or reviewing)
evaluation/assessment
information
Identifying outcomes and
strategies
Initiation of the dialogue is guided by the
observations, thoughts and questions of
family members. The other team
members offer their insights and
observations in a dialogue with the child
at the center of the conversation.
Professionals review assessment results in
a manner that is immediately useful for
family identified outcomes (in that the
reporting identifies strengths and
opportunities for learning that are
functional and developmentally
appropriate).
Family members and professionals jointly
discuss strategies to support familyidentified outcomes within natural
learning opportunities and routines.
Outcomes are functional for the child,
increase participation in meaningful
interactions and activities, and are based
on family priorities.
Purpose of child and family outcomes are
clear (everyone knows why it is an
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
outcome) and accomplishment is
measurable and meaningful for the family.
All meaningful outcomes for the child’s
development, including social and
emotional learning, are considered.
IFSP
Continued…
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University

Determination of
supports/services/service
providers provided
Family outcomes are included in
IFSP.
Supports and services are matched to
the identified outcomes for the child
and family.
Supports and services provide
families with participatory
experiences (e.g., active participants,
opportunities that promote parents’
sense of competency as a parent) and
opportunities to make choices and
decisions.
Resources support family
participation, strengthen competence
and confidence, and match each
family member’s identified priorities.
Service delivery approach (e.g., home
based, primary service provider,
consultation) and frequency of contact
is determined by team consensus.
Intervention
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University

Service provision
Supports and resources are mobilized in
ways that are supportive of parent-child
interactions and do not disrupt family
and community life (e.g., scheduling
and location of services are convenient
to the family and match family
preferences).
Professional use helping styles (e.g.,
ways of communicating or providing
services or supports) that promote
shared family/professional
responsibility.
Family and child strengths and interests
are used as basis for engaging families
in participatory experiences.

Implementation
EI providers increase parent/caregiver
competence and confidence through a
coaching approach.
Family and team members jointly plan
and problem solve the intervention
strategies to be embedded within the
identified routines and activities.
Caregivers implement intervention with
their child in routines and activities
between visits with the professional.
Embedded intervention strategies
involve minor modification of existing
routines rather than development of new
or additional activities.
The sequence, materials used, and
interventions embedded in the routine
are comfortable and compatible with
family values and beliefs.
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
Intervention
Continued…
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Professionals match caregiver’s
learning preferences and strengths to
enhance their participation while
coaching and build their capacity to
support their child’s learning.
Professionals support caregivers
interaction, communication, and
learning during a variety of natural
learning opportunities including play,
caregiving, pre-academic, and
community activities that promote
inclusion.
Assistive technology or adaptations
necessary for successful functioning in
everyday routines are used.
Intervention strategies are embedded
and distributed within and across
activities and routines multiple
identified by the family.
Practices are used systematically,
frequently, and consistently within and
across environments (e.g., home, center,
community) and across people (i.e.,
those who care for and interact regularly
with the child) to support generalization
and functional use.
Practices used are evidence based,
normalized, useful across environments,
respectful of family’s beliefs and are
sensitive to language and culture of the
family.
Technology supports (e.g., video,
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
FaceTime, web conferencing) for
intervention or coaching are used with
families to support their teaching and
learning.
Monitoring
Progress
FC-NE
Practices
Evidence of
Current
Practices
Action Steps
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University
 Team input
Family and professionals exchange
information about child and family
outcomes routinely.
 Formative input
Intervention practices are reviewed
based on: (a) the child’s current
behaviors and abilities in meaningful
contexts; (b) the family’s priorities for
the child’s development; (c) fidelity
of implementation; and (d) the
expectations, and requirements of the
child’s current environments.
Modifications of practices and
outcomes are made based on data
collected.
Professionals and families regularly
review and revise outcomes to meet
the changing needs of the child and
family.
 Annual review
- Eligibility reestablishment
(if needed)
- Family concerns, priorities
- Daily routines/activities
update
- Outcome reviews
- Provider summaries
- Other state guideline
requirements
Professionals and families assess the
child’s progress on a yearly
(summative) basis to modify the
child’s IFSP.
Distance Mentoring Model is a project within The Communication and Early Childhood Research and Practice Center (CEC-RAP). CEC-RAP is a collaborative center within the
College of Communication and Information, School of Communication Science and Disorders at Florida State University