header spacer
Children's Medical Services - Special services for children with special needs
highlights left shadow
Happy baby; Text - Providing health care services that ensure our children start out healthy Four Medical Professionals; Text - Creating a place where health care professionals connect Four girls smiling; Text - Providing extraordinary care so children can lead ordinary lives
highlights right shadow
navigation left shadow home left spacer Home Tab family left spacer Families Tab provider left spacer Providers Tab Selected MMA left spacer Managed Medical Assistance Tab MMA right spacer spacer navigation right shadow
left menu shadow menu spacer content left spacer
content right spacer content right spacer

Module Two: Lesson Two

EINE Component #2: Functional Intervention Planning

Functional Intervention Planning is the second component in Dr. McWilliam's five-component model. In this slide, Dr. McWilliam explains that there are three purposes for functional intervention planning.

Press play to begin the video. If the video does not begin a few seconds after pressing play, you may need to download the latest version of Flash Player to view the presentations. If you are on a slow connection, or would prefer not to download flash, each multimedia piece has a text-only version you can view below.

Text version

Now, the reasons for paying attention to functional intervention planning are that we need to continue establishing a positive relationship with the family.

Second, we have to obtain the families' concrete priorities for the IFSP. And, this is actually difficult for a lot of families to do. If you ask families with the well intentioned question of "What are your main concerns for your child?", which we actually always start the routines based interview with, families will come up with something that's fairly vague, or they might just come up with one or two fairly general things that they want. They'll want their kid to be able to walk or to talk or be normal, or something like that. And the families are trying their best to answer the question, but it usually doesn't give us a solid goal to work on.

And so, we need to help families out, and provide them with a structure that actually helps them to identify their own priorities. We also need to assess function and needs. In our evaluation processes, when we do evaluations that involve testing of children, we are assessing status. We're assessing what a kid can do at the time that we test them. As Uri Bronfenbrenner said, "It's strange people doing strange things with children in strange places, with strange objects".

Now you might be doing them in the home, which is not a strange place, but you understand that testing has a value because it gives you a number which helps determine eligibility for those children who are coming into the program on suspected delay, but that's it. It doesn't tell you anything useful about what to work on. That is all a socially constructed issue. That is, what's useful to work on is what's useful to the family and the child in the context of their everyday life.


Nextprevious | nextNext