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Infant Toddler Development Training
Module 5, Lesson 5

Activity #1

Learners are to complete the following activities. Information and questions from these activities may appear on the self-assessment and/or final evaluation.

Access the Resource Bank to read the article, Discovering Family Concerns, Priorities and Resources: Sensitive Family Information Gathering. by Banks, Santos, and Roof. In this article, the authors illustrate the importance of truly "hearing" and respecting what families identify as their concerns, priorities, and resources.

After reading the article, answer the following questions:

  1. What are the four factors that impact how a provider individualizes his/her family information gathering approach to assure he/she addresses the family's needs?
  2. Why is it good to ask open-ended questions of families?

Identify two family information gathering strategies. List the advantages and disadvantages of both in the table below.

Information Gathering Strategies Advantages Disadvantages
1.    
2.    

 

Activity #2

Go to the Resource Bank to access the document Strategies to Support Functional Outcomes

Develop one or two strategies for achieving the functional outcomes listed. Check your list with those below.

Lesson 5 Highlights

Lesson 5 examined the development of functional outcomes for IFSPs and strategies to support those outcomes. Functional outcomes were explored that may necessitate a change in how outcomes are written on IFSPs. Examples of functional outcomes and activities around developing them were provided. We also looked at the process of gathering information from families in order to develop these outcomes.

References

Banks, R., Santos, R., & Roof, V. (2003) Discovering family concerns, priorities, and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.

Bruns, D., & Corso, R. (2001). Working with culturally and linguistically diverse families. ERIC Digest, August 2001, EDO-PS-01-4.

Chen, D., McLean, M., Corso, R., & Bruns, D. (2001). Working together in EI: Cultural considerations in helping relationships and service utilization (Technical Report No. 11). {electronic version]. Champaign-Urbana, IL: Culturally and Linguistically Appropriate Services for Early Childhood Research (CLAS) Institute.

Cohen, L.G., & Spenciner, L.J. (1994). Assessment of Young Children. New York: Longman Publishing Group.

Cook, R.J. (2003). Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. Young Exceptional Children, 7(3), 2-11.

Cripe, J.W., & Venn, M.L. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 18-26.

Department of Health (2005). Early Steps service delivery policy and guidance: Delivering service in the routines and daily activities of children with disabilities and their families. Florida Department of Health-Children's Medical Services-Early Steps. Tallahassee, FL.

Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.

Murphy, D.L., Lee, I.M., Turberville, V., Turnbull, A.P., & Summers, J.A. (1991). Family-centered program rating scale. Beach Center on families and disability, University of Kansas: Lawrence, KS.

Nelson, B.M. (2000). Professionalism in early intervention: A facilitator's guide for training - Level ll Module. Babies Can't Wait Program, Georgia Department of Human Resources.

Patrin, G., Hanson, J., & Donovan, S. (April 1998). Parent-Professional Teaming for Issues Resolution. Workshop presented at the Educational and Developmental Intervention Services (EDIS) Conference, Passau, Germany.

Rugg, M.E. (2000). Early intervention planning, implementation and evaluation – Project SCEIs Module Level ll Facilitator's Guide. Babies Can't Wait Program. Georgia Department of Human Resources.

Sheldon, M. & Rush. D.D. (2004). Using a Primary Service Provider: What We Know Now. Paper presented at the Division for Early Childhood Conference, Chicago,IL.

Thorp, E. (1999). Increasing opportunities for partnership with culturally and linguistically diverse families, Intervention in School and Clinic, 32, 261- 269.

Trivette, C.M., & Dunst, C.J. (2004). Evaluating family-based practices: Parenting Experiences Scale. Young Exceptional Children, 7(3), 12-19.

Turnbull, A.P., & Turnbull, H.R. III (2001). Families, professionals, and exceptionality: A special partnership. Upper Saddle River, NJ: Merrill/Prentice Hall.

Related Resources

Barrera, I., & Corso, R.M. (2002). Cultural competency as skilled dialogue. Topics in Early Childhood Special Education, 22(2), 103-113.

Cripe, J.W., & Venn, M.L. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 18-26.

McWilliam, R. A. (2004). Early Intervention in Natural Environments: A Five- Component Model. Unpublished manuscript.

Sandall, S., McLean, M., & Smith, B. (Eds.) (2000) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children.

Websites

  • Puckett Institute - a not-for-profit organization engaging in activities that enhance and promote healthy child, parent and family functioning. Their goal is to foster adoption of evidence-based practices that build on the capacities and strengths of children, parents and families, communities, and public and private organizations.

 

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