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


This lesson, presented the final three components of Robin McWilliam's Early Intervention in Natural Environments (EINE)-Five Component Model. You learned the Early Steps policies and procedures for implementing Component #3: Integrated Service Delivery, Component #4: Effective Home Visits, and Component #5: Collaborative Consultation to Child Care.

Please view the final video segment presented by Robin McWilliam in which he summarizes the EINE model and how it is intended to work in Florida's Early Steps system.

When you have finished watching the video segment or have listened to the transcription, you are ready to complete the Lesson Three Self-Assessment.

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

This is a picture of how I think early intervention does work successfully, how it is working in many parts of the country, and how I believe it's intended to work in Florida. Professional support directly affecting child progress has only a limited opportunity, unless you spend hours and hours and hours with the child.

So blasts of therapy or special instruction or other intervention, you know, one hour, two, three hours a week, are not going to make a significant difference to children's progress. When people will say "But, yes, but children do progress the old way of doing it." But that's sort of a "duh" statement, because, you know, children get older, children live in families who are doing things with them, children sometimes go to child care, there are caregivers doing things with things. So just because children are making progress doesn't mean that it was necessarily the direct, hands on work by people who spent a small amount of time with the child. It probably had to do with the fact that the caregivers learned from those people, and that the caregivers were doing the similar things, and that's what made the child acquire the skills.

And so, that's why, that's what I'm talking about in the model where the professional support for children through home based services is aimed at enhancing family competence and confidence, because that's what can change children. If families know what to do with their kids, and are confident about what to do with their kids, they have an opportunity to shape their children's future. And, we recommend transdisciplinary home visits, which are the primary service provider model, as the way to do that. For children who are in childcare, or other group care settings, which I have used the term classrooms on this slide, the idea, here, is to get the caregivers there, teachers, caregivers, whatever you want to call them, to imbed their interventions into their regular routines, and that's what will shape the child's acquisition of skills and developmental trajectories. And the way to get embedded interventions going in group care settings is to use an integrated therapy approach, not pull out.


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