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Children's Medical Services - Special services for children with special needs
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Module Two: Lesson Two


Early Intervention in Natural Environments Components Review

The Routines-Based Interview, from the perspective of the family, should feel like an informal conversation with someone who is interested in their family and is knowledgeable in child development and family functioning. If you are the interviewer, you know that there is indeed a process you will follow. After you prepare the family and tell them the purpose of the RBI, you begin by asking a general question, such as, "What are your main concerns related to your child or family, right now?" Once you have noted their main concerns, you will tell the family that you are going to ask about their day to day life. Routines are simply naturally occurring activities or events, during the day, that do not necessarily happen in all families in routine fashion. You may begin by asking, "Tell me how your day begins." At each routine, you ask six things, again without it seeming too structured. To move from one routine to the next, simply say, "Then what happens?" Then you review by going over those marked areas to refresh the parent's memory, showing the parents the paper on which notes were written. Then ask, "When you think about all of the areas of concern and strengths, what would you like the team to concentrate on? What do want to go on the plan?" After having talked about daily life, and, possibly, heard about child care routines, the parents should be able to identify functional outcomes, usually 6-10, that they will then prioritize. Sometimes problems or delays that professionals identify are not reflected in the family's prioritized outcomes.

Check the appropriate box to select the correct answers. When you are finished click 'Check Answers' to view correct answers.

1. For each routine, the interviewer indirectly asks six questions. Which of the following are the six questions asked in the RBI?
a. What does everyone else do?
b. How satisfied is the caregiver with the routine?
c. How does the child communicate and get along with others (social relationships)?
d. How much can the child do by him- or herself (independence)?
e. How does the child transition from one routine to another?
f. How often does this occur?
g. What does the child do?
h. How and how much does the child participate in the routine (engagement)?
i. What are the child's favorite toys?
2. Routines are simply times of the day; naturally occurring activities or events happening with some regularity.
a. True
b. False
3. Interventionists may be concerned about problems or delays a professional has detected that are not reflected in the family's priorities. When this happens, what three things should the interventionist consider?
a. Provide learning opportunities related to that problem into an existing outcome the family has chosen.
b. Insist the family include an outcome that reflects this problem, for the child's sake.
c. Ask whether the problem is a functional concern. Just because the child cannot do one skill on a test does not necessarily mean that it has any meaning in the child's life.
d. Mention it if it hampers the child's progress. Interventionists do have the ethical obligation to give families information.
e. Tell the family it must be included on the IFSP in order to meet federal requirements.

Click 'Next' to review your answers.


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