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 Three

Component #5: Collaborative Consultation to Child Care

Component Practice

Collaborative Consultation to Child Care to Child Care

Using an individualized-within-routines approach with children in group-care settings, which involves joining the child in whatever the child is engaged in, during regular classroom routines, demonstrating for the teaching staff, and learning from the teaching staff.

Integrated Services

The "home visitor" in early intervention also visits children in group care settings such as child care and preschool. Here, natural caregivers are the child care providers or preschool teachers. These are the people, in addition to the family, who spend enough hours with the child to make a difference in the child's developmental trajectories and acquisition of skills.

childrens playroom

The early interventionist going to a child care program is a specialist, even if considered a "generalist" in home visiting. "Child care program" is used to refer to all kinds of group care arrangements where specialists make visits to provide early intervention. Other specialists are OTs, PTs, and speech-language pathologists. The specialist can provide early intervention in six ways

  1. one on one pull out,
  2. small-group pull out,
  3. one on one in classroom (also known as pull aside or push aside),
  4. group activity,
  5. individualized within routines, and
  6. pure consultation (McWilliam, 1996).

This can be considered a continuum from most segregated to most integrated. In a 2-year study of 80 young children, the most effective of the first five methods listed above was individualized within routines, followed by group activity (McWilliam). (Pure consultation was excluded because reimbursement was often difficult for this essentially hands-off method.) These were the most effective presumably because the teachers were able to learn what to do with the children and carry out the interventions between specialists' visits. Furthermore, specialists were able to learn from teachers how best to work with children in the classroom context.


Nextprevious | nextNext