Early Intervention Program NYC DoHMH Families As Partners: Part 1 of 2

Early Intervention Program NYC DoHMH Families As Partners: Part 1 of 2

Early Intervention Program
David Rosin, MD, Executive Deputy Commissioner for Mental Hygiene Janice Chisholm, Acting Assistant Commissioner, EI Jeanne Clancy, Ph.D. Director, Families as Partners Project Prashil Govind, M.D. Medical Director, EI Linda Stone, Ph.D., Director of EI Programs Judith Davison, Director of Training Barbara Burns, Ph.D. NYCEIP Consultant

Goals of Families as Partners Training
Educate Inform Inspire

Learning Objectives For Training the Trainer: Families as Partners (FAP)
Be able to explain to your staff the scientific basis for family involvement in Early Intervention Understand new procedures and FAP forms Learn tools, activities, references to train your staff on FAP Learn about EI’s continued assessment of FAP for quality improvement and better outcomes for children and families

Child, Parent, Interventionist Assessment of Effectiveness
Early Intervention Child, Parent, Interventionist FAP Forms Family Involvement Assessment of Effectiveness

Train the Trainer in FAP
Part 1. Section 1: Why family involvement is critical to EI services Section 2: Families As Partners: Rationale, Principles, Forms Section 3: FAP: Co-Visits, Provider and Parent Progress Notes Part 2. Section 1: FAP Principles and natural routines of families Section 2: IFSP: Gateway to manageable family involvement Section 3: Coaching parents effectively Section 4: Evaluation of FAP and Effective Early Intervention

Why family involvement in EI services is critical
Part 1, Section 1

Brain development

Brain and early development
At birth, infants have about 100 billion brain cells and 50 trillion connections By 3 months of age, the connections multiple to more than 1000 trillion At 3 years, child has twice as many connections as adult Connections not used disappear …

Understanding brain development
Advances in imaging technology have allowed new understanding of brain development

EEG (Electroencephalograph)
EEG--early way to measure electric signals produced by brain—can show how long it takes the brain to process certain information (though can’t tell where in the brain it is happening)

CAT scan (Computerized Axial Tomography)
Two-dimensional x-ray Can detect damage in brain and show changes in flow of cerebral blood while person completes a task

PET scans (Positron Emission Tomography)
After injecting radioactive glucose the PET scan can show what is absorbed by brain cells. More active areas absorb more glucose. Allows assessment of structures deep in the brain.

MRI (Magnetic Resonance Imaging)
Using a gigantic magnet the protons (nuclei of hydrogen atoms) of an organism align with the magnet polarity. Can image soft tissue (they contain more water)

MEG (Magnetoencephalography)
New technology which assesses magnetic fields due to brain activity. Magnetic detection coils in liquid helium are placed over a person’s head. Highly accurate assessment of nerve cell activity

What do we know about early brain development?
Specific toxins (e.g., alcohol) negatively affect brain development Deprivation of stimulation impacts developing brain Prematurity is associated with differences in brain structures

Child abuse and differences in brain
Maltreated children have typically smaller brains than healthy children (biological reaction to intense stress) Maltreated children often exhibit depression, learning problems, anxiety in childhood, and other problems…

Brain is sensitive to experience
“Experience can change the mature brain---but experience during the critical periods of early childhood organizes brain development” (Perry, et al., page 290) Perry, B.D., et al., 1995 Childhood trauma, the neurobiology of adaptation and “use-dependent” development of the brain: How ‘states’ become ‘traits’. Infant Mental Health Journal, 16,

Parent-child interactions impact brain functioning and development
Mothers with depression Typical behaviors: disengaged, little interest in pleasure and/or irritable and overintrusive P-C interactions: mother mirrors infant’s negative emotions & infant mirrors mom (Dawson, Frey, Self et al., 1999; Field, 1998)

Mom’s depression impacts infant’s neurological system
EEG patterns of 1 month old infants Reduced left frontal lobe activity compared to right frontal lobe activity (left = joy, interest, anger and right = sadness, anxiety, distress) By 32 months, reduced left frontal lobe activity in infants appears permanent Even with animated, joyful caregiver!

Model of Parent-Child Interactions
Anxious handling Disengage- ment Poor Self regulation Birth complications Poor lang, Soc. skills (Sameroff, 2000)

Model of Parent-Child Interactions
Confident handling High engage- ment Better Self regulation Birth complications Better lang, Soc. skills

Developmental delays and stress
Children with developmental delays or children who are at risk for developmental delays (due to low birth weight, Down syndrome, etc.) often have multiple stressors (e.g., difficulties in sensory integration, frustration, delays in communication abilities, self regulation problems in temperament, feeding etc.) Stressors may impact brain systems and brain circuitry (Porges, 1996)

Brain structures are malleable and affected by stress hormones
Hippocampus - brain structure important for learning and memory Amygdala - mediates physiology and behavior and reaction to fear, emotions Prefrontal cortex - important for learning, memory, executive function

Brain structures are malleable and impacted by stress hormones
Hippocampus - brain structure important for learning and memory STRESS atrophy and memory impairments Amygdala - mediates physiology and behavior, reaction to fear, very strong emotions Prefrontal cortex - important for learning, memory, executive function

Hippocampus - brain structure important for learning and memory STRESS atrophy and memory impairments Amygdala - mediates physiology and behavior, reaction to fear, very strong emotions STRESS growth responses and anxiety/aggression Prefrontal cortex - important for learning, memory, executive function

Hippocampus - brain structure important for learning and memory STRESS atrophy and memory impairments Amygdala - mediates physiology and behavior, reaction to fear, very strong emotions STRESS growth responses and anxiety/aggression Prefrontal cortex - important for learning, memory, executive function STRESS atrophy and memory impairments

Stress impact brain systems and brain circuitry
Stress release of neurotransmitters (monoamines, amino acids, neuropeptides) and hormones (cortisol, ACTH) Stress impacts connections between thalamus and amygdala and HPA axis and diminishes ability to calm down, focus, etc. Chronic stress associated with learning problems and deficits in emotion regulation

Advances in molecular biology and understanding brain development
Path from fertilized egg to newborn to developing infant and toddler: Not rigidly determined by genetic program Dramatically influenced by experiences

Early experiences can change the neural connections in the developing brain.

Early experiences can alter how genes are expressed in the developing brain.

New York Academy of Sciences 2006 Conference: Resilience in Children
Parenting behaviors impact sensory, perceptual and emotional systems in developing organism INDEPENDENT from genes (Meaney et al., 2000, 2002) Biology impacts parental behaviors Hormones involved (oxytocin, estrogen, prolactin) 9 genes isolated Feb 26-28, 2006 Washington, DC

Parent-child interactions can buffer stress in infants/toddlers

Brain development and parent-child interactions
Parent-child interactions impact brain development Parent-child interactions can impact how genes are expressed Responsive parent-child interactions promote accelerated development of sensory, perceptual cognitive and emotional systems

Research has shown that:
Advances in molecular biology have implications for early interventions for children with developmental delays Research has shown that: Parent-child interactions characterized by responsivity are associated with higher levels of sensory, perceptual, cognitive, emotional development Responsive parenting: Secure attachments Improved self-regulation

Healthy brain development is supported by:
Interaction with caring people Touch Consistent responsive relationships Positive affect Healthy environments

Early intervention services are effective because:
Sensory and social experiences are changed Stress is reduced by parent education & support Brain development is positively impacted by support of responsive parent-child interactions

Parent-child interactions are central to effective early intervention services
EI services can: Provide optimal stimulation Support healthy development of brain Wire the brain for learning Promote attachment processes

NYC EI Program aims to harness the power of family-child interactions

Traditional role of the interventionist (Guralnick,1997)
Traditional direct services One-on-one structured services in therapy room Not in natural environment Parents not typically involved in session Time-limited and time-specific

Family participation in early intervention services improves child and family outcomes (Guralinick, 1997, 2005)

Consistent benefits of family involvement for early intervention:
“Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinues” (Bronfenbrenner, 1974) Handbook of Effective Early Intervention (Guralinick, 1997) “The most effective programs are those where parents are closely involved…” (Comptroller General, 1979) “Interventions adapted to a particular child and family which include the family are most likely to benefit the child” (Landy, 2006)

“Parents act in synergy with many influences, most notably, the child’s biologically based characteristics but also… the family, preschool, child care center, school, neighborhood, community and larger culture.” (p. 247) Berger, 2001, Awakening Children’s Minds: How Parents And Teachers Can Make A Difference, Oxford Univ. Press

Child-parent interactions
Children are most influenced by factors that impact interactions in daily life Bronfenbrenner, 1974 Child-parent interactions Family Neighborhood Society, Culture

Developmental Systems Model (Guralnick, 2000; 2005)
CHILD CHARACTERISTICS & STRESSORS FAMILY PATTERNS OF INTERACTION OUTCOMES Individual Differences of Child Quality of Transactions Child Experiences Health and Safety CHILD DEVELOPMENT

Families As Partners: Message 1: The human brain changes
with experience.

Families As Partners: Message 2: Parent- child interactions
are a powerful component of early intervention.

Families As Partners in EI
Part 1, Section 2

Families As Partners – the Early Intervention Program
Rationale and principles Keys elements that support family involvement Forms: IFSP, Session Notes, Calendar or other Communication Tool, Progress Note-Provider, Progress Note-Parent

NYC Department of Health and Mental Hygiene’s Early Intervention Program
Services provided to 35,000 children Queens, Brooklyn, Bronx, Manhattan, Staten Island Approximately 130 providers > 400 million dollar/year budget Children referred by pediatricians, parents, Early Head Start programs, etc.

Services in Early Intervention Program
special instruction speech pathology and audiology occupational therapy physical therapy psychological services nursing services nutrition services social work services vision services assistive technology devices family education and counseling, home visits, parent support groups family training service coordination

Families As Partners: Goals
Increase family/caregiver involvement in EI services Incorporate EI services into the natural routines of the child and family

Families As Partners Child FAP is designed to ensure that families receive education and training to support their child’s development Family EI

Goals of Families as Partners
Improve developmental outcomes for children Increase family skill and confidence in supporting child development

Early Intervention is focused on the ‘child in the context of the family’

We now know that doing a session just with a child is simply not enough!!

Early Intervention is designed to include the family so they can continue practicing skills with the child between sessions

Families As Partners is a system designed to empower families – ALL families

Families As Partners: Principles
When families learn to use natural routines as learning opportunities, they can continue helping their child between sessions with the EI interventionist

When families use natural routines as learning opportunities, they can continue helping their child after families leave EI

Family characteristics at entry to Early Intervention services:
43% in poverty 16% in single parent household; 63% with biological father; 20% with another child with special needs 7% foster care 38% have > 3 environmental risks Based on NEILS (2004) representative sample

Family characteristics at entry to Early Intervention services:
43% in poverty 16% in single parent household; 63% with biological father; 20% with another child with special needs 7% foster care 38% have > 3 environmental risks Based on NEILS (2004) representative sample These factors can provide challenges to healthy family interactions!

FAP principles support healthy child development and positive family-child relationships

Keys to the Families As Partners system
Clear messages to parents (and pediatricians) about family involvement and effective early intervention Forms designed to support family involvement Individualized service plans for manageable family involvement Ongoing training for EI staff and providers Continued quality improvement by monitoring service fidelity and treatment effectiveness

Keys to Improving Services through Family Involvement
Clear messages to parents (and pediatricians) about family involvement and effective early intervention Forms designed to support family involvement Individualized service plans for manageable family involvement Extensive training for EI staff and NYC providers Monitoring and accountability of service fidelity and treatment effectiveness

Message 1: Family involvement in EI can enhance child development

Message 2: In EI, families will be coached to learn new ways to help their child’s development
Natural Routines: Interventionists will help the family use their everyday activities to help improve their child’s skills

Message 3: These activities are NOT home work but simply part of the every day experience that families have.

Message 4: Frequent and continued family involvement will enhance EI services for your child

Messages to families Service coordinator Brochures Letter to families
Outreach to pediatricians Outreach to child care programs including Early Head Start

Clear messages to parents (and pediatricians) about family involvement and effective early intervention Forms designed to support family involvement Individualized plans for manageable family involvement Extensive training for EI staff and Providers Monitoring and accountability of service fidelity and treatment effectiveness

Clear messages to parents (and pediatricians) about family involvement and effective early intervention Forms designed to support family involvement Individualized service plans for manageable family involvement Extensive training for EI staff and Providers Monitoring and accountability of service fidelity and treatment effectiveness

Keys to Families As Partners
Forms are designed to support family involvement At initial IFSP meeting During services with child and families Between services to child and families At 3 month intervals to assess progress on outcomes

Forms are designed to support family involvement--OVERVIEW At IFSP meeting IFSP paperwork has changed (see Part 2 of training)

Individualized Family Service Plan Meeting
TWO VERY IMPORTANT POINTS (1) IFSP contract is for services with family involvement (2) How family can be involved (time schedules, language issues,family limitations, etc.) must be identified at IFSP meeting “planning for family involvement”

Forms are designed to support family involvement During services … SESSION NOTE … FAP CALENDAR

FAP forms guide family involvement: SESSION NOTE
NEW AND IMPROVED—DESIGNED TO SUPPORT AND DOCUMENT FAMILY INVOLVEMENT

SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: Just like now, interventionists must document what was done with child and how child responded.

SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: WHAT IS NEW: The interventionist must document how the family was involved.

SESSION NOTE WHAT IS NEW: The interventionist must also record what activities she/he taught the family to practice with the child. Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List FAP Calendar Activities:

Session Note requires:
Information about how the family was involved in the session Documentation of specific activities taught to family members by the interventionist

“Take out your copy of the SESSION NOTE!”
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0 Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________

SESSION NOTE IFSP OUTCOME ADDRESSED
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________

Write in IFSP Outcome HERE
SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o worked with parent/caregiver and child together o worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Discussed session activity with parent/caregiver O Showed parent/caregiver activity O Parent/caregiver tried activity, therapist assisted List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ Write in IFSP Outcome HERE

Write Child/Family progress HERE
SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregivener and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ Write Child/Family progress HERE

Write activities completed during
SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ Write activities completed during session HERE

Activities with parent/caregiver
SESSION NOTE Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ Activities with parent/caregiver

Activities with parent/caregiver: Check off all that apply
r Discussed session activity with parent/caregiver r Showed parent/caregiver activity r Parent/caregiver tried activity, therapist assisted

Activities with parent/caregiver (cont.)
Reviewed calendar with parent/caregiver Parent/caregiver unavailable Therapist used alternate tool to work with parent/caregiver (e.g., phone call, log, notebook)

SESSION NOTE Write here what you and the parent decided would be a
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ Write here what you and the parent decided would be a good activity that would fit in the family’s routines, and That they could try until the next time the therapist comes. Answer ‘what is the family to practice with the child?”

SESSION NOTE IMPORTANT & REQUIRED what, and where OR when
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ IMPORTANT & REQUIRED This is not a child goal. It is a suggested, agreed upon activity that the family can try. It should be part of the natural routines, bed time, bath time, shopping, meals, story book time, driving to the store etc. It should be simple and doable, and culturally sensitive. It shoud answer the what and the where (Mom will label words at the supermarket) or a time (Grandma will give baby containers to hold during bath time) what, and where OR when

FOR THE SESSION NOTE TO BE COMPLETE THIS MUST BE ON THE SESSION NOTE!
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Treated child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply) O Discussed session activity with parent/caregiver o Revuewed Calendar with parent O Showed parent/caregiver activity o Parent/caregiver unavaiklable O Parent/caregiver tried activity, therapist assisted o Therapist used alternate tool to work with parent/caregiver (e.g. phone call, notebook List Family Plan/Calendar Activity Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________ FOR THE SESSION NOTE TO BE COMPLETE THIS MUST BE ON THE SESSION NOTE! what, where OR when

What is required in a Session Note?
Notation of IFSP outcomes Documentation of activities that therapists teach parents to practice Record of child’s responses to session Record of family involvement Record of specific calendar activities (what, where, OR when)

The FAP Session Note is a tool to LINK interventionists and families

Forms are designed to support family involvement During services … SESSION NOTE … FAP CALENDAR

During services: FAP CALENDARS*
* Or other communication tool

The FAP Calendar is a daily reminder of activities that families can practice with their child to enhance development

The FAP Calendar is designed to support parent-child learning activities that occur during the daily routines of the family

Posting the FAP Calendar on the fridge may be ideal for many families…
That looks like a FAP Calendar! FAP Calendar

…as the kitchen is often a central part of a family’s home and the calendar can be easily seen and shared with the EI team. FAPFAP FAPFAP FAPFAP FAP Calendar Did he say FAP or YAP?

During services: FAP CALENDARS*
“Take out your copy of the FAP CALENDAR” * or other communication tool

FAP CALENDAR: a communication tool for family involvement !

Families as Partners CALENDAR: a communication tool for family involvement !

(Filled out by Interventionists)
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ______________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Interventionist and parent/caregiver review what to work on for the next week. Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

________________________
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Interventionist writes in activities for family to try Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) what, when, where ________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

+ (plus) means it went well - (minus) means not so well
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family can keep track of when activities in the Family Plan are practiced HERE + (plus) means it went well - (minus) means not so well Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ________________________ Su + M T W - F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family gives feedback-- how the activities are working, questions and concerns. Interventionist writes adjustments to plan HERE Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Family feedback here! Therapist adjustments here! ________________________ _________________________ S+ + m - T W F S M Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

_____________________
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ______ _____________________ Su M T W F S Family member(s) who complete the calendar puts their name(s) here Family member(s)/Caregiver(s) who completed calendar:___mom IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

FAP CALENDAR: Example

Consider treatments for communication delays: how might the family support child outcomes?
Show parent how to respond to child so more conversation is generated Show parent how to get conversations started with the child Show parent how to deal with everyday communication issues in daily routines

Thinking in FAP : 3 questions
Interventionist thinking… What activities can families complete between sessions to support progress? What are the routines of this family and how can those activities be designed to fit within the routines of THIS family? How can I communicate these activities to THIS family?

FAP thinking: IFSP to Calendar
Use your expertise to help parent adjust the routine slightly to work on child’s needs Learn the routines of this family Activities must be clearly communicated to THIS family

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Interventionist and parent design activities that support IFSP outcome –Interventionist writes them here! Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Practice sounds at meal times and at bath time _______ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

________________________
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Practice sounds at meal times and at bath time _______ ________________________ Su M T W F S Include what to do, where, and when (Identify a family routine!) Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family makes a mark when he/she practices the activities and codes the baby’s response “ + ” means activity went well “ – ” means it did not go well Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Practice sounds at meal times and at bath time _______ ________________________ Su M - T W + F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

________________________
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ Family can provide feedback here– what worked, what didn’t work? Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Practice sounds at meal times and at bath time _______ ________________________ Before meals baby fussed At bath she enjoyed it Su + M = T W ++ F S - Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

What would it mean to design calendar activities with FAP thinking?
What, when and where included Fits into daily routine of the family Culturally sensitive and family-friendly language

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) EXAMPLE. “Child will imitate names of familiar body parts” ______________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

“Child will imitate names of familiar body parts”
Does this example illustrate the design of a calendar activity using FAP thinking??? What, when and where included? Fits into daily routine of the family? Family-friendly language? “Child will imitate names of familiar body parts”

“Child will imitate names of familiar body parts”
Does this example illustrate the design of a calendar activity using FAP thinking? What, when and where included? NO Fits into daily routine of the family? NO Family-friendly language? NO “Child will imitate names of familiar body parts”

What would it mean to design a calendar activity with FAP thinking?
What, when and where included Fits into daily routine of the family Family-friendly language “Child will imitate names of familiar body parts” Designed with FAP thinking: “Practice pointing to body parts during dressing and bath time”

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Mom will name body parts during dressing and bath time ______________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Let’s look at another example!

Therapist designs activities to address IFSP outcomes and fit with family life Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Do more lively activities with Siobhan – before meals sing songs at playtime use touching game we practiced today Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ What Where OR When Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Do more lively activities with Siobhan – before meals sing songs at playtime play touching game we practiced today Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Family can write in how the plan worked
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family can write in how the plan worked Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Do more lively activities with Siobhan – before meals sing songs at playtime play touching game we practiced today Baby screamed when we played touching game ________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Interventionist makes adjustments to the Family Plan
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Interventionist makes adjustments to the Family Plan Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) Do more lively activities with Siobhan – before meals sing songs at playtime play tapping game we played today Play the game only on her hands not head ________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

FAP CALENDAR: Example for a child receiving two services

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ___________________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

___________________________________
Name of Interventionist/ Authorized Ageny Service Niki Gupta Speech Therapist ___________________________________Rachel Woo Occupational Therapist NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Speech Therapist and Occupational Therapist share a calendar Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ___________________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

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Name of Interventionist/ Authorized Ageny Service Niki Gupta Speech THERAPIST ___________________________________Rachel Woo Occupational Therapist NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ OT designs two activities based on family priorities Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word play 2) In stroller, position Max so he can see clearly and hold a toy ___________________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

________________________________
Name of Interventionist/ Authorized Ageny Service Niki Gupta Speech THERAPIST ___________________________________Rachel Woo Occupational Therapist NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Speech Therapist adds a third activity Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word play 2) In stroller, position Max so he can see clearly and hold a toy 3) Practice blowing bubbles with Max at playtime ________________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

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Name of Interventionist/ Authorized Ageny Service Niki Gupta Speech THERAPIST ___________________________________Rachel Woo Occupational Therapist NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ What, where and when to do activity! Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word play like in our session 2) In stroller, position Max so he can see clearly and hold a toy 3) Practice blowing bubbles with Max at playtime ________________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

____________________________
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family members can make a mark on the calendar when they practice the activities and code their baby’s response “+” means it went well “ - ” means it didn’t go well Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word play 2) In stroller, position Max so he can see outside world and hold a toy 3) Practice blowing bubbles with Max at playtime ____________________________ Su + M T W - F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Any family member can write in comments, questions etc.
Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Any family member can write in comments, questions etc. Need to ask family at each session “how is it going?” Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word play 2) In stroller, position Max so he can see outside world and hold a toy 3) Practice blowing bubbles with Max at playtime Max can’t sit up straight in high chair or stroller. HELP! ___________________ Su + M T W - F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:________________________________________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ At each session, the interventionist reviews calendar with family, makes modifications to activities. . Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) 1) During mealtime, position Max and use word playrachel 2) In stroller, position Max so he can see outside world and hold a toy rachel 3) Practice blowing bubbles with Max at playtime niki Max can’t sit up straight in high chair or stroller. Help! OT- I will show parent how to use towel to help provide support for Max, BB 6/3/06 ___________________ Su + M T W 2+ 1- F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Sessions in EI consist of:
Session Notes and Calendars work together to increase family involvement Sessions in EI consist of: Discussion of calendar activities and parent feedback Explicit modeling by interventionist and skill building of parent Supportive coaching for family involvement

FAP emphasizes family involvement:
Families receive coaching during EI sessions Interventionists discuss with family how to implement activities that support child’s development If parents are not present for a session, they should receive a phone call or notes, pictures, e- mails, examples, etc. from the interventionist

Recommended reading: Coaching Families and Colleagues in Early Childhood by Barbara E.Hanft, Dathan D. Rush and M’Lisa L. Shelden ( 2004) Baltimore: Brookes. Practical guidebook on ways to coach families in natural settings to support their child’s development

Great idea. Love the FAP Calendar
Great idea! Love the FAP Calendar! Great tool for behavior change but what if… …the family loses the calendar? …or...

…the dog eats the calendar!

…the babies hide the calendar!

…the toddler uses the FAP calendar for her own family plan!

FAP Calendars are easy to replace!
Interventionists need to carry copies of calendars with them to each session and replace as needed Interventionists have their own record of family plan activities (on session notes) Other communication tools that can be documented are also acceptable

All interventionists are required to discuss the calendar or other tool with the parent. BUT…
PARENTS MAY CHOOSE TO NOT use a calendar at all Use one calendar for all therapists Use one calendar for each therapist working with child Use one calendar at their home and one at Grandma’s or the daycare or babysitter’s

Replacing a calendar may happen frequently for some families!
Interventionists must make continued efforts to involve each family in EI services Authentic involvement Manageable involvement

Calendars, behavior change and powerful early intervention…
Monitoring tools (e.g., calendars) are used in many fields of psychology, counseling, health maintenance, medication adherence, etc. Calendars can support the practice of learning activities as part of daily routines Consistent family interaction is powerful early intervention

Great idea. Love the FAP Calendar
Great idea! Love the FAP Calendar! Great tool for behavior change but what if… …the family has difficulty with the calendar or needs extensive instruction?

Family Training (FT) and manageable family involvement
Family Training (FT) is an established EI service that may be offered at IFSP meeting to further support family involvement in EI FT allows one-on-one sessions for family to receive additional assistance in learning how to support their child’s development (family must be present)

DON’T MISUNDERSTAND THIS
DON’T MISUNDERSTAND THIS!!! Families are expected to be involved in all sessions. EVERY SESSION whether billed as SP, OT, PT, SI, FT is expected to: Involve the family Include review of the calendar, or other communication tool Include efforts by interventionist to communicate with family to receive feedback

Family Training: Who provides it?
Family training (FT) may be assigned to any of the interventionists approved to provide EI services FT may also be used by the interventionist and family to train a babysitter, nanny or other family member on the best ways to interact with the child

Family Training in FAP Family Training (FT) may be authorized at IFSP for a specific number of sessions to be used as needed during the IFSP period As with all EI services, FT is optional and individualized for each family

Families As Partners: Message 3: In FAP, family involvement
is expected at each session. Message 4: The FAP forms guide service delivery.

Families As Partners: Message 5: The FAP Calendar is the presumptive
communication tool between interventionists and families.

Video Example: Jenni

Video Example of FAP Principles: Jenni
2 ½ year old girl in mono-lingual Spanish speaking family of 5 Diplegic cerebral palsy and delays in walking and expressive language Video shows how therapists work with family to build intervention activities into family routines 8 minutes

Questions about the video
How does the video captures principles of FAP? In the video a second provider who spoke fluent Spanish was brought in for consultation. What other strategies could be used? What other strategies have you used?

Jenni and FAP Forms

Jenni and FAP forms Take out the one page handout marked Jenni (left side of folder). Collaborate with your video-watching partner. Look at session note (top half of HANDOUT) and imagine that you were one of the interventionists for Jenni. Fill out a session note. Look at FAP calendar (bottom half of HANDOUT). Write one activity for Jenni’s family to practice between sessions in space marked Family Plan. (WHAT< WHERE< WHEN)

SESSION NOTE (Jenni) IFSP OUTCOME ADDRESSED
Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:__ ________________________JENNY________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) ______________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Examples of family plan activities for Jenni
What Where When Discuss family plan activities developed by participants. Evaluate for FAP thinking…

“Great idea. Love the FAP Calendar
“Great idea! Love the FAP Calendar! Great tool for behavior change but what if… …the family is not literate? …or only speaks a language that the interventionist is not able to speak?”

Communication, calendars and challenges
How could the calendar be used for families in which the parents are not literate or family does not speak English? What other challenges do you envision? Discussion– translate some activities for calendar, at IFSP make sure key folks are identified to assist in translating information, photographs, other ideas?

but what if… …the child attends a center?”

FAP CALENDAR and Center-Based Services

The FAP CALENDAR is the presumptive tool for EI sessions in Center-Based services
An alternate tool which can be documented is acceptable.

Interventionists in EI Center-Based Services currently use many ways to connect with families
Notebooks Notes Send home pictures Weekly updates written in notebook Phone calls s

Using FAP Calendars as part of Center-based Services
FAP Calendar or other tool should become part of ongoing communication (stapled into notebook) Communication tool should travel from program to home and back with the child Interventionists should review feedback from calendar or other communication tool at EVERY session

Communication between the family and interventionists is critical for children receiving EI services in centers Efforts to increase family participation must be documented on Session notes If a family is not returning the communication tool, efforts are needed to increase family participation

Session Notes and Center-based services
Currently, interventionists use a variety of methods to document the services for children in center-based services In FAP, the goal is to document the services and document the ways in which the family is involved in EI services Communication with family should be documented on the session notes

FAP: New expectations for EI Interventionists
Learn about the child/family’s routines Design simple activities that can easily be made a part of the usual routines Be a coach, a problem solver, a model of how parent can help build the skills of their child Educate family that their involvement will enhance their children’s development

Video: Evan

Video Example of FAP Principles in multiple settings: Evan
Evan is an 18 month old boy who has Down syndrome. A majority of his time is at a child care center. Vignette shows sessions in which child and family goals are to achieve spoon feeding and more effective and active communication. 10 minutes

Watch Video for these specific points
Activities are incorporated into both household and child care settings. Interventionist models activities for family and teacher (separately). Interventions and family activities to practice are designed to work on multiple aspects of development.

Video illustrates a FAP session! (Pull out handout marked Evan)
Talk to your video partner --imagine you are Evan’s interventionist… Sketch out a session note for the home visit shown on the video. Check off boxes! Write in an activity taught to the family on both the calendar and the session note. what, where and when

SESSION NOTE All 3 activities were illustrated in video example of Evan’s spoon feeding! Child’s name _________________________________________________________________________________________________________ Service provider ______________________________________________________________________________________________________ IFSP OUTCOME ADDRESSED PROGRESS BY CHILD/FAMILY RELATED TO IFSP OUTCOMES: O Worked with child o Worked with parent/caregiver and child together o Worked with parent/caregiver alone Activity During Session: Activity with parent/caregiver(check all that apply): O Reviewed Calendar with parent 0 Discussed session activity withy parent/caregiver 0 Parent/caregiver unavailable O Showed parent/caregiver activity 0Paren/caregiver tried activity,therapist assisted 0 Therapist used alternate tool to work with parent (e.g., phone call, notebook) List Family Plan/Calendar Activity for next week: Date_________________________________________________________________________________________________________________________ _______________________________________________________________Signatures_______________________________________________________

Name of Interventionist/ Authorized Ageny Service ____________________________________________________________________________________________________________________________________________ NYC EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS (FAP) CALENDAR FOR MULTIPLE SERVICES Child’s Name:__ ________________________JENNY________ (Last) (First) EI #:_______________________ Dates: From ___/___/___ To ___/___/___ Family Plan Month of _____ (Filled out by Interventionists) Questions about Family Plan: What worked well in the plan? What didn’t work? Comments, concerns and adjustments. (Filled out by Family/Caregiver or Interventionists) Parent/Caregiver: Put “+” if the activity worked well and “-” if it didn’t work well. (Filled out by Family?Caregiver) What activity did the interventionist design for Evan’s parents to practice? ______________ ________________________ Su M T W F S Family member(s)/Caregiver(s) who completed calendar:_____________________________ IMPORTANT!! SAVE!! KEEP THIS PAGE AND GIVE IT TO YOUR SERVICE COORDINATOR!!__

Evan, multiple settings and FAP
Interventionist addressed family priorities and incorporated learning activities into the home AND center/child care settings MODELING: Interventionist coached Evan’s family and teacher on spoon feeding PRACTICE: Evan’s family and teacher practiced learning activities and got feedback during a session

Families As Partners : Co-Visits, Provider and Parent Progress Notes
Part 1, Section 3

Families as Partners Involvement must be manageable
Children who receive more than one service need to receive integrated and coordinated family plan activities Each interventionist can see what the others are working on through the FAP calendar Co-Visit Session is another way to support coordination and integration of services

Review the letter from the STATE OF NEW YORK about Co-Visits
Letter Barbara McTague, Acting Director, Early Intervention Program, Division of Family Health, State of New York Department of Health (electronic version attached)

Co-Visit Session: What is it?
Single session with 2 or more interventionists AND parent and child Single session with 2 or more interventionists AND parent

Co-Visit Session: Offered for families of children with multiple and severe delays Not authorized routinely (weekly or biweekly) Can take place at family home or provider site as specified on IFSP Not a separate service

Co-Visits: Purpose must be one of the following
Co-treat child Assess child’s progress Solve problems related to treatment Determine priorities for ongoing treatment Develop plan to integrate multiple services Provide instruction/training for parent Integrate services

Co-Visit Session: When appropriate?
Two or more interventionists are providing services Multiple delays are severe Advantageous for treatment plan Advantageous to increase family involvement NOT routine Examples to be given

Co-visits support the rationale and practice of FAP
Co-visits support the rationale and practice of FAP. The Co-visit Session Note has been designed to guide integration of services Co-Visit Session Note

Co-Visit SESSION NOTE Co-Visit
Child’s Name______________________________________ DOB:_________ EI#_____________ List Co-Visit participants. Include name and role (discipline of interventionist): Date: __/__/__ Date Session Note written: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home Center ______________________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: PROGRESS OF CHILD?FAMILY RELATED TO ISFSP OUTCOMES: _____________________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ___________________________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services):

What is required in the Co-Visit Session Note?
Notation of IFSP Outcomes Documentation of discussion at co-visit If appropriate, documentation of direct service activities at co-visit Record of collaborative Family Plan for month (must be duplicated on Calendar) Record of follow-up plans by EI team to (1) support Family Plan and (2) integrate services

Co-Visit SESSION NOTE Write here the IFSP Outcome addressed Co-Visit
Child’s Name______________________________________ DOB:_________ EI#_____________ List Co-Visit participants. Include name and role (discipline of interventionist): Date: __/__/__ Date Session Note written: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home Center ______________________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: PROGRESS OF CHILD?FAMILY RELATED TO ISFSP OUTCOMES: _____________________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ___________________________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services):

Co-Visit SESSION NOTE Co-Visit Write progress of child and family related to outcomes Child’s Name______________________________________ DOB:_________ EI#_____________ List Co-Visit participants. Include name and role (discipline of interventionist): Date: __/__/__ Date Session Note written: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home Center ______________________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: PROGRESS OF CHILD?FAMILY RELATED TO ISFSP OUTCOMES: _____________________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ___________________________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services):

Co-Visit SESSION NOTE Confirm and record the
sessions for month and next co-visit session. Identify and record any new concerns of parent/caregiver and Interventionists. Co-Visit SESSION NOTE Co-Visit Child’s Name______________________________________ DOB:_________ EI#_____________ List Co-Visit participants. Include name and role (discipline of interventionist): Date: __/__/__ Date Session Note written: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home Center ______________________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: PROGRESS OF CHILD?FAMILY RELATED TO ISFSP OUTCOMES: _____________________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ___________________________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services):

Co-Visit SESSION NOTE Check off the boxes that apply and
write in additional information as appropriate Co-Visit SESSION NOTE Co-Visit Child’s Name______________________________________ DOB:_________ EI#_____________ Interventionist’s Name:______________________________ Discipline:_______________________ Date: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home o Center _____________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: _______________________________________________________________________________________________ DISCUSSION AT CO-VISIT ACTIVITY AT Co-VISIT: Indicate only one: Worked with caregiver and child Worked with caregiver alone Worked with child alone Check all that apply: o Discussed session activity with parent/caregiver o Parent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe)

Co-Visit SESSION NOTE Write in what activities
done with multiple interventionists, parent/caregiver, and child Child’s Name______________________________________ DOB:_________ EI#_____________ Interventionist’s Name:______________________________ Discipline:_______________________ Date: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home o Center _____________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: ________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): X Discussion session activity with parent/caregiver X Parent/caregiver tried activity, interventionist assisted X Showed parent/caregiver activity X Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) PT and ST worked on positioning in high chair to improve breath control to enhance speech production. Showed parent ____________________________________________________________________________________________________________________________________________________

Write here specific activities for family to practice between now and next session
Specific activities should be designed by the team of interventionists Specific activities must be designed using FAP thinking (family involvement should be connected to family routines) Co-Visit SESSION NOTE Co-Visit Child’s Name______________________________________ DOB:_________ EI#_____________ Interventionist’s Name:______________________________ Discipline:_______________________ Date: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home o Center _____________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: ________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ____________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services):

Co-Visit SESSION NOTE During mealtime, position Max and use word play
Child’s Name______________________________________ DOB:_________ EI#_____________ ______________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) __________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONI plans and strategies to (1) support next month’s Plan and (2) integrate services): Co-Visit SESSION NOTE Co-Visit During mealtime, position Max and use word play In stroller, position Max so he can see clearly and hold a toy Practice blowing bubbles with Max at afternoon playtimes

Co-Visit SESSION NOTE Write in specific things that interventionists
Child’s Name______________________________________ DOB:_________ EI#_____________ Interventionist’s Name:______________________________ Discipline:_______________________ Date: __/__/__ Time: From____ To____ Location of Co-Visit (check one): o Home o Center _____________________________________________________________________________________________________________________ IFSP OUTCOMES ADDRESSED: ________________________________________________________________________________________________ DISCUSSION AT CO-VISIT If Appropriate: ACTIVITY AT CO-VISIT WITH PARENT/CAREGIVER (check all that apply): o Discussion session activity with parent/caregiver oParent/caregiver tried activity, interventionist assisted o Showed parent/caregiver activity o Reviewed Calendar with parent o Interventionist used alternate tool to work w/ parent oOther (describe) ____________________________________________________________________________________________________________________________________________________ FAMILY PLAN FOR NEXT MONTH FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services): Write in specific things that interventionists will do to support plan and other directives to better integrate services

Co-Visit SESSION NOTE Co-Visit FOLLOW-UP BY TEAM OF INTERVENTIONISTS (list plans and strategies to (1) support next month’s Family Plan and (2) integrate services: PT will show parent how to adjust high chair and use household items to provide support PT will show positioning to babysitter PT will teach positioning outside of home Speech T-make sure child is positioned properly during feeding sessions PT and Speech T- Use repetitive simple labeling during sessions

FAP Calendars and Co-Visit Session Notes
Together the FAP Calendar and Co-Visit Session Note guide session activities for therapists and family members. Feedback and discussion of integrated services for child Coordinated skill building for family members Integration of activities for family members Supportive and sensitive coaching for family involvement

This sounds better and better! Are there other FAP forms
to support family involvement?

Keys to Families As Partners system
Forms are designed to support family involvement Provider Progress Note - EVERY 3 MONTHS

FAP Provider Progress Note: What is required?
Information about progress towards each IFSP outcome Details about family involvement Specific instruments for assessment noted Information about challenges to family partnership Information about how family feedback was used to address barriers

Provider Progress Note- Page 1
IFSP Outcome (s)___ Rate Progress in This Time Period __________________ No Little Moderate Great deal Outcome __________________ Progress Progress Progress of Progress Achieved __________________________ O O O O O How did you work with the family to help the child to reach this outcome?___________________________________ _____________________________________________________________________________________________ IFSP Outcome (s)___ Rate Progress in This Time Period __________________________ O O O O O IFSP Outcome (s)___ Rate Progress in This Time Period

Provider Progress Note- Page 1
Please look in your packet and pull out a Provider Progress Note! Provider Progress Note- Page 1 IFSP Outcome (s)___ Rate Progress in This Time Period __________________ No Little Moderate Great deal Outcome __________________ Progress Progress Progress of Progress Achieved __________________________ O O O O O How did you work with the family to help the child to reach this outcome?___________________________________ _____________________________________________________________________________________________ IFSP Outcome (s)___ Rate Progress in This Time Period __________________________ O O O O O IFSP Outcome (s)___ Rate Progress in This Time Period

Provider Progress note- Page 1
Write an IFSP Outcome Here Provider Progress note- Page 1 IFSP Outcome (s)___ Rate Progress in This Time Period __________________ No Little Moderate Great deal Outcome __________________ Progress Progress Progress of Progress Achieved _______________________ O O O O O How did you work with the family to help the child to reach this outcome?__________________ _____________________________________________________________________________

Write the IFSP Outcome Here Provider Progress note- Page 1 IFSP Outcome (s)___ Rate Progress in This Time Period Child communicates___ No Little Moderate Great deal Outcome _effectively_________ Progress Progress Progress of Progress Achieved _______________________ O O O O O How did you work with the family to help the child to reach this outcome?__________________ _____________________________________________________________________________

Estimate the child’s progress in previous 3 month-period Provider Progress note- Page 1 IFSP Outcome (s)___ Rate Progress in This Time Period __________________ No Little Moderate Great deal Outcome __________________ Progress Progress Progress of Progress Achieved _______________________ O O O O O How did you work with the family to help the child to reach this outcome?__________________ _____________________________________________________________________________

Report on how you achieved this (sum up session notes) Provider Progress note- Page 1 IFSP Outcome (s)___ Rate Progress in This Time Period __________________ No Little Moderate Great deal Outcome __________________ Progress Progress Progress of Progress Achieved _______________________ O O O O O How did you work with the family to help the child to reach this outcome?__________________ _____________________________________________________________________________

Report on your services (summary of session notes) Provider Progress note- Page 1 IFSP Outcome (s)___ Rating of Progress of IFSP Outcomes Communicates effectively No Little Moderate Great deal Outcome Progress Progress Progress of Progress Achieved O O x O O How did you work with the family to help the child to reach this outcome?__________________ Worked with family members to practice words with child across the day (meals, baths, visits to grandma, grocery shop.) Met parent during shopping trips to demonstrate how to generate language during grocery shopping expedition. Met with grandma to do same.

Provider Progress Note – Page 2
For the 3 and 9 month report, provide a description of child’s progress and current level of functioning. For the 6 and 12 month report, provide the description of progress; in addition, please estimate the percentage of delay at the end of the 6 and 12 month period and state how that was determined; e.g., criterion referenced instrument, developmental checklist, or clinical opinion (Standard deviation scores or formal evaluations are not required). List factors that limit the collaboration between parent and interventionist. How have you addressed these factors? Be specific. How have you used feedback from the family to modify how you work with the family? Be specific and provide examples. Recommendations (include here any new IFSP outcomes, or changes in strategies and activities):

Identified challenges to family involvement can be addressed quickly

Keys to Families As Partners system
Forms are designed to support family involvement Parent Progress Note - EVERY 3 MONTHS

The Parent Progress Note has two main goals
Parent progress note makes clear that: family feedback is important and needed the family partnership with EI is a priority

FAP Parent Progress Note
Parent completes PPN with Service Coordinator every 3 months The FAP Parent Progress Notes support our partnership with families

FAP Parent Progress Note
Have you seen positive changes in your child as a result of EI services? Have you been taught skills or given ways to help support your child’s growth? Do you and the therapists/teachers review which activities are working well and which are not working well? For home based: Were the therapists or teachers flexible about scheduling services for you and your child (days, nights, weekends)? For center based: Did the teacher or therapist keep in touch with you? What are your current concerns about your child? Are there new skills you would like to learn?

In Families as Partners, there are clear expectations for families:
Communicate frequently with the EI interventionist Learn activities from the EI interventionist to practice with your child during daily routines Give feedback to the EI interventionist(s) as to how the learning activities are working in your family’s daily life

In Families as Partners, there are clear expectations for interventionists:
Design activities to address priorities of families and design activities to fit into family routines Coach families to learn and practice activities between sessions (home & center) Support families to become more confident and flexible such that families can enhance children’s learning and development

FAP: A System for More Effective Early Intervention
Team EI Family involvement is expected during EI sessions and between EI sessions Major focus in EI is on partnership of the interventionist and the family The FAP system supports this partnership through documentation, assessments

Keys to the Families As Partners system
Clear messages to parents (and pediatricians) about family involvement and effective early intervention Forms designed to support family involvement Individualized plans for manageable family involvement Extensive training for EI staff and Providers Monitoring and accountability of service fidelity and treatment effectiveness

Families As Partners: Message 6: The FAP Session note, Co-Visit
Session note, Provider Progress Note, and Parent Progress Note guide the implementation of service delivery.

End of FAP TRAINING Part 1 of 2

Early Intervention Program NYC DoHMH Families As Partners: Part 1 of 2

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Early Intervention Program NYC DoHMH Families As Partners: Part 1 of 2

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Presentation on theme: "Early Intervention Program NYC DoHMH Families As Partners: Part 1 of 2"— Presentation transcript:

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