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

The Four Principles of the EINE Model

Robin McWilliam states that there are four principles needed to understand the Early Intervention in Natural Environments (EINE) model.

Four Principles of EINE

  1. It's the regular caregivers who influence the child, and professionals can influence the family.
  2. Children learn throughout the day.
  3. All the intervention for the child occurs between professionals' visits.
  4. It is maximal intervention the child needs, not maximal services.

To explain this last distinction, intervention is learning opportunities afforded the child (Dunst, Figure 2. Herter, et al., 2000), and these naturally come from those who spend time with the child, such as parents, other family members, and child care providers. Services are the professional supports, provided intermittently (e.g., weekly) for short (e.g., 30-60 minutes) durations. These principles underlie the EINE model, which is discussed and shown below.

As discussed in Module Two: Lesson One, early intervention was founded on a belief that professional supports would lead directly to child outcomes. Note that professional supports in the form of classroom teaching can still lead directly to child outcomes. But, in home settings, the path to impact on child outcomes is through caregiver competence - their knowing what to do - and confidence.

This model uses transdisciplinary home visits as the best approach to achieve caregiver competence and confidence, which is discussed in Lesson Three, the final lesson in this module. For children spending considerable time during the week in classrooms (e.g., child care settings), professional supports are best provided, according to this model,

Four Principles of the EINE Model

through integrated services, which is also described in Lesson Three. Integrated therapy and special instruction lead to embedded interventions, which is what can have an impact on positive child outcomes. The model therefore shows that professional supports are most effectively used in working with the adults who can make a difference in the child's life.


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