1. Sarintha Buras Stricklin, Ph.D.
Web-Based Training Module Intro to “Family Centered Practices” in Early Intervention
Developed by
Toni Ledet, Ph.D.
Mary Hockless, M.Ed.
Sarintha Buras Stricklin, Ph.D.
Welcome to the Early Steps web-based Training Module – Intro to “Family Centered Practices” in Early Intervention.
Click on view and go to notes page to view the notes below the slide. 1 1

2. Collaborating Partners
DHH Office for Citizens with Developmental Disabilities
The Arc Baton Rouge, Children’s Services
First Steps Referral and Consulting, LLC
Innovations in Education,
State Interagency Coordinating Council
SICC Comprehensive System of Personnel Development and Program Components Committees
Special Note: As part of participating in the Louisiana “SpecialQuest” Initiative, materials from the SpecialQuest Multi-Media have been incorporated throughout this module. (
Many organizations work together to ensure all children and families have access to quality early intervention - these are just some of the organizations that worked together to develop the series of trainings available through Early Steps. 2 2

3. Learning Outcomes
After completing this web-based training participants will
Define “Family” and describe why this particular definition is important in their work in Early Intervention
Describe the overall philosophy of family-centered practices including assumptions and principles
Consider their own personal values, assumptions, and biases and how these affect their relationships with families
Identify key features of family centered practices in Early Intervention
Describe the rationale for implementing family centered practices in their work 3

4. Throughout this training module you will be asked to reflect on the information shared to consider how you might use it in your personal and professional lives.
Opportunities for reflection support adult learning by helping participants internalize and generalize the content. You may want to have a journaling notebook to record your thoughts. 4

5. Post Exam Participants in the training session
will complete a post exam.
The results of the test will provide feedback on what you have learned from the module and will provide EarlySteps with data on the effectiveness of the instructional content in this training module. 5

6. View Video “Christopher’s Story” Individual Reflection
View the video on the next slide and record in your journal, “Who is this family”? and “How would they define their family”?
Now think about your family
and record one word or idea that comes to mind when you think about your-self as a member of your family – Explore why you came up with that particular idea or word 6

7. Christopher’s Story

8. How Do We Define Family
“…big extended, nuclear, multigenerational, with one parent, two parents, and grandparents. We live under one roof or many. A family can be as temporary as a few weeks, or as permanent as forever.
How Do We Define Family
Let’s think about working with families. The New Mexico Task Force on Young Children and Families has defined families as:
“…big extended, nuclear, multigenerational, with one parent, two parents, and grandparents.
We live under one roof or many.
A family can be as temporary as a few weeks, or as permanent as forever.
When we say families in the field of Early Intervention we mean this broad definition that includes people who are important in the Child’s life, not only the mother or father. Every family operates differently, so learning who makes up each family is part of building relationships with families. It is important to understand each family’s structure and decision-making process, so those who need to be included in decision making can be appropriately informed and involved. In some families, this may be the mother and father; in others, it may be the grandparents or other elders in the community.
Excerpted from the Report of the
House Memorial 5 Task Force on
Young Children and Families,
New Mexico, 1990 8

9. Family
We become a part of a family by birth, adoption, marriage, or from a desire for mutual support… A family is a culture unto itself, with different values and unique ways of realizing its dreams; together our families become the source of our rich cultural heritage and spiritual diversity. … Our families create neighborhoods, communities, sate and nations.”
(Excerpted from the Report of the House Memorial 5 Task Force on Young Children and Families, New Mexico, 1990) 9

10. Individual Reflection
Reflect and record in your journal
on how your
culture
values
beliefs, and
experiences
may affect the work you do with children and families
Each of us brings our own culture, values, beliefs, and experiences to each relationship. Our background and experiences affect everything we do – the way we talk and use language, how we organize our household, how we raise our children, and how we view disability. We may be unaware of how our experiences affect our perceptions. Each of us needs to become consciously aware that our culture, with its values, beliefs, and experiences, influences our relationships with families.
Individual Reflection: Reflect and record in your journal on how your culture, values, beliefs, and experiences may affect the work you do with children and families. 10

11. Culture
“The way of life of a group of people, including shared views of the world and social reality, values, and beliefs, roles and relationships, and patterns or standards of behavior (such as communication styles).” (Chen, et al., 1998) 11

12. Culture
“Cultural features are linked to a sense of shared ancestry and continuity with the past and can be based on race, ethnicity, nationality, geographic location, as well as other dimensions of diversity.” (Chen, et al., 1998) 12 12

13. verbal and nonverbal communication styles, and relationship patterns.
Elements of Culture
Culture includes a group’s shared
values,
beliefs,
behaviors,
preferences,
verbal and nonverbal communication styles, and
relationship patterns.
Elements of Culture
Culture is a way of life of a group of people or “Life Ways”
Culture is learned, not inate.
Culture includes a group’s shared
values,
beliefs,
behaviors,
preferences,
verbal and nonverbal communication styles, and
relationship patterns.
Cultural assumptions are beliefs which are so completely accepted within the group that they do not need to be stated, questioned, or defended.” (Chen, et al., 1998) 13

14. Individual Reflection
Reflect on the following questions and record your thoughts in your journal
What stands out for you in the definition of culture and the elements identified?
Do you have any elements you think need to be added?
What implications might these ideas have on the process of building relationships? 14

15. Effective Relationships With Families Depend Upon
Open and honest communication
Understanding, acceptance and respect for values and belief’s different from one’s own
On-going self-reflection
Commitment to the relationship
“Actively Listening” to the family
We each bring our culture values, beliefs, communication style, life experiences, and perspectives to interactions with others. Every family has a culture of its own. A clear understanding of what we bring to relationships helps us to develop stronger ties with others, both personally and professionally. Building strong positive relationships based on mutual respect and trust takes time and thoughtful attention. 15

16. Families
Families and service providers bring their own personal and family culture to their relationship.
We each bring our culture values, beliefs, communication style, life experiences, and perspectives to interactions with others. Every family has a culture of its own. A clear understanding of what we bring to relationships helps us to develop stronger ties with others, both personally and professionally. Building strong positive relationships based on mutual respect and trust takes time and thoughtful attention. 16

17. Part C of IDEA and Family Centered Practices
Part C of IDEA mandates the central role of the family throughout all services.
A goal of Part C is to “enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities” (Section 631).
Subsequent sections of the law reference the inclusion of the family in all aspects of the IFSP.
The law emphasizes that the process is “family directed” drawing a clear distinction between a less active role and one in which they assume the lead.
Louisiana’s Early Steps program supports this premise through its mission and philosophy outlined in the Practice Manual. (see Mission and Philosophy below in notes section)
Mission and Philosophy
For Louisiana’s Early Intervention System
Part C of Public Law
Mission of EarlySteps
To design and oversee the implementation of a family-centered, community-based, comprehensive, interagency service delivery system for infants and toddlers (birth through two) who are eligible for Part C services, and their families. This system will be monitored and evaluated to ensure that families are supported, and that the potential of each child is maximized.
Philosophy
1. All children in Louisiana who are eligible for Part C services and their families have the right to comprehensive early intervention services. THEREFORE, these services will be provided regardless of such factors as sex, race, color, creed, place of residence, cultural diversity, language differences, or the family’s ability to pay.
2. The family is the constant in the child’s life while the service systems and the personnel in those systems fluctuate. THEREFORE, the system will be family-centered, and designed to meet the needs of the family rather than requiring that families accommodate the system.
3. The structure and definition of families vary widely, as do the existing natural support systems of individual families. THEREFORE, the system will define family in a broad manner, to include the individuals considered as family and their supports.
4. Children and families vary according to specific strengths and needs. THEREFORE, the system will be comprehensive and flexible. In addition to providing those services listed in federal and state statute, the system will strive to assist families in meeting needs in other areas such as respite and child care.
5. Families and children will have access to coordinated resources. THEREFORE, the system will coordinate services and supports among all agencies, provide families with clearly defined points of entry to such services, and support and enable the family in locating and obtaining appropriate services through effective family support coordination.
6. All children have a right to be part of a family and families have the right to remain intact. THEREFORE, the system will be committed to supporting families in their efforts to maintain children with special needs in the home. The system will serve children in the context of the family, and efforts will be directed toward maintaining family unity.
7. Children and families have the right to develop to their potential within natural settings. THEREFORE, the system will provide early intervention services in natural environments, and encourage maximum participation and integration in community life.
8. The needs of children and families are dynamic. THEREFORE, the system will allow for ease of entry and ease of exit when services are no longer necessary. Additionally, the system will provide a mechanism for re-entry should services once again become needed.
9. Children and families have a right to quality programs. THEREFORE, the system will ensure that services are provided by appropriately trained and qualified personnel.
10. Families have a right to privacy and other procedural safeguards. THEREFORE, the
system will be designed in such a manner as to protect these rights.
11. Families have a right to determine what is best for their individual situation and to fully and equally participate in the planning and implementation of intervention. THEREFORE, the system will provide necessary resources to the family to enable the family to become, or continue to be, the primary advocate and planner for the child. However, these roles will not be thrust upon families who are unable or unwilling to assume them. In all cases, the family will play an integral part in the assessment and the development of the individual family services plan.
12. Regional Councils are critical to the identification of community needs and coordination of local resources. THEREFORE, Regional Councils will participate in planning the statewide system, including the development of state policy. Additionally, Regional Councils will develop implementation plans and local policy based on community needs.
13. The field of early intervention services for children and families is dynamic in development and refinement. THEREFORE, support of research, development, demonstration and dissemination will be features of the system.
The mission and philosophy statements are the result of an integrated planning meeting conducted on June, 1989 and revised, December, 2002 and reviewed in Participants included State Interagency Coordinating Council members, Regional Council members, families, and Lead Agency staff. These were adopted by the State Council and supported by the Regional Councils and Lead Agency as accurately reflecting the underlying values of Louisiana’s Infant and Toddler System. 17

18. How do we define Family Centered Practices?
Definitions for “Family Centered Care or Services” started in the area of health care, and exist in the fields of social services, child welfare, developmental disabilities, and mental health as well as Early Intervention
The Beach Center (Allen & Petr, 1995) highlighted three core elements of family centered services
1. The family as the unit of attention
2. Informed family choice
3. A family-strengths perspectives 18

19. Definition of “Family Centered Service Delivery”
"Family-Centered service delivery, across disciplines and settings, recognizes the centrality of the family in the lives of individuals. It is guided by fully informed choices made by the family and focuses upon the strengths and capabilities of these families."
(Allen & Petr, 1995)
SCRIPT TO BE USED FOR VOICE-OVER WITHIN THE ON-LINE MODULE
These 3 elements (the family as the unit of attention, informed family choice, and a family-strengths perspectives elements were incorporated into the following definition of “Family Centered Service Delivery” (Allen & Petr, 1995) 19

20. Characteristics of Family-Centered Practices (Turnbull and Turnbull, 2001)
Include families in decision-making, planning, assessment and service delivery at all levels
Develop services for the whole family (not just the child)
Are guided by families priorities for goals and services
Offer and respect families' choices regarding participation
Turnbull and Turnbull (2001) describe four characteristics that describe family-centered practices
Include families in decision-making, planning, assessment and service delivery at all levels
Develop services for the whole family (not just the child)
Are guided by families priorities for goals and services
Offer and respect families' choices regarding participation 20

21. Underlying Assumptions of Family Centered Principles or Practices:
All people are basically good.
All people have strengths.
All people need support and encouragement.
All people have different but equally important skills, abilities and knowledge.
All families have hopes, dreams and wishes for their children.
Families are resourceful, but all families do not have equal access to resources
Families should be assisted in ways that help them maintain their dignity and hope.
Families should be equal partners in the relationship with service providers.
Providers work for families.
Iowa’s Early ACCESS/IDEA Part C Program outlined the above underlying assumptions of Family Centered Principles or Practices and Guiding Principles and Practices for Delivery of Family Centered Services. ( 21

22. Guiding Principles and Practices for Delivery of Family Centered Services
Support and resources need to be flexible, individualized and responsive to the changing needs of families.
Families are active participants in all aspects of services. They are the ultimate decision-makers in the amount, type of assistance and the support they seek to use.
The overriding purpose of providing family-centered help is family “empowerment,” which in turn benefits the well-being and development of the child.
The ongoing “work’ between families and providers is about identifying family concerns (priorities, hopes, needs, goals, and wishes), finding family strengths, and the services and supports that will provide necessary resources to meet those needs.
Mutual trust, respect, honesty, and open communication characterize the family-provider relationship.
Efforts are made to build upon and use families’ informal community support systems before relying solely on professional, formal services
Providers across all disciplines collaborate with families to provide resources that best match what the family needs.
The following are the Guiding Principles and Practices for Delivery of Family Centered Services and some examples of how these may be implemented
Principle
The ongoing “work’ between families and providers is about identifying family concerns (priorities, hopes, needs, goals, and wishes), finding family strengths, and the services and supports that will provide necessary resources to meet those needs.
For example, providers
Use “problem solving” strategies and techniques.
Listen to conversation and understand the relationship between expressed concerns and the real needs the family could identify.
Understand the difference between services and the resources they provide.
Help families to understand their own informal support networks and the potential resources these can provide.
Identify individual family strengths and build upon these strengths to meet family needs.
Use adult teaching/mentoring strategies to assist families to learn new strengths and abilities.
Provide encouragement, feedback and guidance in helpful ways to families. 22

23. Provider Practice CONTINUED NOTES: Principle
Families are active participants in all aspects of services. They are the ultimate decision-makers in the amount, type of assistance and the support they seek to use.
For example, providers
Function in a variety of roles (i.e., teacher, mentor, facilitator, mediator and advocate).
Plan interventions that actively involve families at a level of participants they choose.
Identify and use specific family strengths as a resource for actively meeting identified needs.
Support and encourage family decisions.
Use elements of “partnerships” relations and “coaching” techniques in their work with families.

24. Provider Empower Families
CONTINUED NOTES:
Principle
The overriding purpose of providing family-centered help is family “empowerment,” which in turn benefits the well-being and development of the child.
For example, providers
Are skilled in the use of effective helping practices and understand they are not “resources” of families.
Help families to feel hopeful.
Assist families to identify and successfully use their abilities and capabilities.
Assist families to make their own choices and decisions.
Suspend their judgments of families.
Assist families to vision and plan for the future.
Assist families in becoming interdependent with communities of informal and formal support.
Credit families for successful outcomes.

25. Provider involve families at every level of decision making
CONTINUED NOTES:
Principle
Support and resources need to be flexible, individualized and responsive to the changing needs of families.
For example,
Program or agency procedures are simple and easily understood by families and providers.
Program and or agencies have few, if any, obstacles to prevent families from receiving immediate assistance.
Agencies/programs present a welcoming atmosphere for families.
Provider contacts with families happen frequently and assist in developing a relationship between a particular provider and a family.
Providers’ visits with families match family schedules and expectations.
Provider paperwork is reflective of the frequently changing needs and concerns of the families.
The family and provider work together to individually design each specific intervention plan of action.
Families evaluate the success of all intervention outcomes.

26. Provider assist families in developing informal community support systems.
CONTINUED NOTES:
Principle
Efforts are made to build upon and use families’ informal community support systems before relying solely on professional, formal services.
For example, providers
Understand the importance of natural networks of support in the health and well being of families.
Assist families to identify what resources their informal support networks can provide to meet specific needs/concerns.
Understand and model the practices of reciprocity as a way to build networks.
Facilitate contacts between families and their communities in order to build informal capacity.
Share information about all community services and the resources they might provide.
Help agencies and formal services clearly identify what resources they offer families.

27. Provider teams working together with families to meet family needs.
CONTINUED NOTES:
Principle
Providers across all disciplines collaborate with families to provide resources that best match what the family needs.
For example, providers
Have the skills to work in transdisciplinary teams.
Include and consider families as equal team members.
Are comfortable with “role” release and can function using a variety of consulting techniques.
Can cross agency boundaries and clearly understand each agency’s resources.
Present options of services and resources to families for their choice.

28. Family/provider relationship require building mutual trust and respect.
CONTINUED NOTES:
Principle
Mutual trust, respect, honesty, and open communication characterize the family-provider relationship.
For example, providers
Use active/reflective listening skills.
Keep confidences.
Respectfully share with families in response to their concerns, complete and unbiased information.
Effectively use communication skills of dialogue and discussion.
Demonstrate care and concern for families.
Are cognizant and respectful of the family’s culture, beliefs, and attitudes as they plan.
And carry out all interventions.
Treat all families as responsible, trustworthy people.
Follow through in a timely manner.
Are knowledgeable and credible in their actions.

29. Individual Reflection
Reflect on the Guiding Principles and Practices for Delivery of Family Centered Practices
Record in your journal one principle that you feel is your strength and what practices you use that reflect this principle
Record in your journal one principle that you would like to improve in and what practice you might implement 29

30. Family-Driven Planning
Family-Centered Services involves encouraging family-driven planning
Creating partnerships between professionals and families
Sharing pertinent information and resources
Begins with the initial contact with families
Involves open-ended discussions about the family’s concerns, priorities, and resources (CPRs) 30

31. When Family-Driven Planning Occurs
Families make decisions
Partnership of communication and collaboration with the family
Participation is encouraged
Respect for the differing levels of participation chosen by each individual family
When family-driven planning occurs, families make decisions about services and supports for themselves and their child within the early intervention system. The early interventionist enters into a partnership of communication and collaboration with the family and encourages their participation but respects the differing levels of participation chosen by each individual family. 31

32. Forming Successful Partnerships with Families
Reflect on your own values and perceptions
Make an effort to understand the family
Respect cultural differences
Focus upon a family’s strengths
Allow families choices
Strive for positive outcomes
Earn the families’ trust through interactions that are respectful and confidential.
Forming Successful Partnership with Families
Forming Successful Partnerships with Families
In the process of forming successful partnerships with families, Turnbull and Turnbull (1997) suggest seven important steps which include the following:
Reflect on your own values and perceptions upon entering the relationship. Each of us has our own worldview that is unlikely to be the same as others. We must recognize this and remain sensitive to these differences.
Earn the families’ trust through interactions that are respectful and confidential.
Make an effort to understand the family. Many recommend using a family systems approach to assist in grasping the individuality of each family and its inherent complexity.
Respect cultural differences of the families with whom you work. A considerable body of literature regarding cultural diversity and cultural competence has been developed in recent years including an entire book devoted to this topic (Lynch & Hanson, 1998). Barrera & Corso (2002) describe cultural competence as a “skilled dialogue” characterized by responsiveness, reciprocity, and respect (p. 103). 32

33. Focus On Family Strengths
CONTINUED NOTES
Focus upon a family’s strengths by acknowledging them and building upon them. Too often early interventionists are criticized for focusing on deficits rather than strengths, resources and capacities
To foster good decision-making skills families need to have choices. These choices can range from deciding who will attend the meeting, and how they participate to decisions such as how to plan for transition.
Strive for positive outcomes and establish high standards for potential outcomes. It is not helpful to limit possibilities for families.

34. View Video “Embracing Possibilities” Individual Reflection
Reflect on the video on the next slide
Record your thoughts about how forming successful relationships was reflected in the video. 34

35. Embracing Possibilities

36. Family-Directed or Family-Based Assessment
Information (resources, strengths, and concerns) that becomes the foundation of their individual plan
Families choose to share information
Includes as much or as little as the family chooses to share
Can occur in a variety of ways (e.g. interviews, instruments, conversations, drawings)
Can come from a number of family members
Family members choose to identify their strengths, concerns, priorities, and resources related to enhancing their child’s development. This is called a family-directed or family based assessment
No one knows the family’s resources, strengths and concerns better that they do therefore they can best identify the aspects of family life that are important to their child’s development and to the family’s interaction with the child. This information then becomes the foundation of their individual plan.
Families decide whether or not to share information, what information will be shared, who will share the information, how that information will be shared, and when and where the information will be shared.
Families will also choose their role in the process. Some may choose to take the lead in the process while others may choose for someone else to facilitate the process. Providers should ask families in what way they would prefer to provide this information and be given various alternatives for doing so.

37. Communication Strategies
Active Listening
Paraphrasing or Restating
Giving concrete example
Using open-ended line of
questioning and inquiry
Good communication skills on the part of the provider is essential in assisting families to make decisions about sharing their concerns, priorities, and resources and in facilitating the information sharing process.
Some important communication strategies that foster collaboration include
Active Listening
Listening is the key-to actively listen means listening effectively to truly hear the message and being able to ask clarifying questions like how, what, tell me about – in a tone of acceptance that allows the other person to respond with a full range of responses
Paraphrasing or restating
Paraphrasing or restating allows the other person to confirm or correct perceptions. We can validate the other person’s perceptions with statements like: I understand your concern…. Or I heard you say……
Giving concrete examples such as ‘What I’ve observed is…” or “I’ve noticed that when….. then this occurs.
Using open-ended line of questioning and inquiry
This allows families to elaborate and giving more details so that we better understand the families perspectives. Examples include: Tell me more about it or where do you want to go from here….

38. Communication Strategies
Self awareness and Reflection
Focus on the positive/Avoid blame
Sharing perceptions using family-friendly language
Self Awareness and reflections
It is important to accept the other person and their perspectives and difference.
A person’s frame of reference may interfere with the other person’s understanding of someone else’s communication message.
Focus on the positive/avoid blame
Focus on and communicate the positive as often as possible avoiding divisiveness and a “blaming” attitude-Use “we”, “us”, and “our” words versus “you” “I”, “yours” and “mine” words.
Sharing perception using family-friendly language
When sharing perceptions it is important to avoid the use of jargon and explain technical terms while avoiding patronizing language and tone.

39. Routines-Based Assessment
Assessment process that is unlike the discipline-specific, standardized assessment measures used for eligibility purposes
Enables teams to identify functional, individualized goals
Providers identify the skills or behaviors a child must possess to get through daily routines successfully
Determining the family’s true concerns, priorities and resources is essential in the development of family outcomes that are more positive and functional. As providers determine how they will approach the Family Directed Assessment and options of how information may be obtained. One alternative or option for doing so is through the use of “Routines-Based Interview” (RBI).
Routines-based assessment is an assessment process that is unlike the discipline-specific, standardized assessment measures used for eligibility purposes. It enables teams to identify functional, individualized goals for a child’s intervention plan. During the Routines-based assessment process, providers identify the skills or behaviors a child must possess to get through daily routines successfully. 39

40. Routines-Based Interview (RBI)
Families and professionals decide which of the following are needed to make a particular routine successful:
Changing the behavior of the child
Changing the environment
Changing the expectations for the child
Through routines-based interviews done with the child’s regular caregivers, the child’s level of independence and participation in daily routines can be assessed and the need for intervention determined.
Families and professionals decide which of the following are needed to make a particular routine successful:
changing the behavior of the child
changing the environment
changing the expectations for the child
Link to RBI web-site ( 40

41. “Routines-Based Interview”
McWilliam (2001) identifies the following 5 key steps in a “Routines-Based Interview”
Prepare the family (and class-room staff, if needed) to report on routines
Family reports on their routines
What are Routines?
Interviewer reviews concern and strength areas
Family selects outcomes
Family puts outcomes into priority order
“Routine-Based Interview”
McWilliam (2001) identifies the following 5 key steps in a “Routines-Based Interview”
Prepare the family (and class-room staff, if needed) to report on routines
Families are asked to come to the meeting prepared to talk about their typical-day routines beginning from the time they wake up to the time the parent(s) go to bed. They are asked to talk about what everyone does, what the child does, and how happy they are with the routine. When appropriate the classroom teacher would discuss the classroom routines and activities, beginning from the time of arrival through departure time.
Family reports on their routines
The RBI begins with the family discussing their routines. This is different than a traditional meeting where professionals begin with reporting evaluation information. 41

42. What Are Routines? CONTINUED NOTES What Are Routines?
Routines are not necessarily things that happen routinely. They are simply time of day. It is impossible for a family to “have no routines.” All families wake up , eat, hang out at home, bathe, go places. (McWilliam, 2001)
The interviewer will ask about six things for each routine without the family knowing of this structure. The six questions are:
What does everyone do at this time?
What does the child do?
How does the child participate (engagement)?
What does the child do by him- or herself (independence)?
How does the child communicate and get along with others (social relationships)?
The interviewer asks two powerful questions, after discussions about routines are completed.
When you lie awake at night, worrying, what do you worry about?
If you could change anything in your life, what would it be?
Interviewer reviews concerns and strength areas
Showing the parent the notes the interviewer has collected, the interviewer notes items marked as concerns and strengths to refresh the parent’s memory.

43. Routines Based Interview Helping families develop their outcomes
CONTINUED NOTES
Family selects outcomes.
The interviewer ask
“When you think about all these areas of concern and strengths, what would you like the team to concentrate on? What would you want to go on the Plan?”
The interviewer should list the outcomes the parents identified as close to possible as the way the parents worded them, not worrying about making the wording fit the IFSP form.
The RBI process will typically result in 6 to 10 outcomes, some of which will be directly related to the parents’ needs.
Family puts outcomes into priority order
The interviewer then asks the family to review their list and put their priorities into the order of importance. The outcomes now are listed from this point forward in priority order and the interview is concluded. With this compiled list the team can then word the outcomes to fit the IFSP and explore strategies and discuss services needed to accomplish these outcomes.

44. Writing Functional Outcomes Based on Routines
Assessment Information
Outcomes
What’s needed for child to be able to participate, learn from, and enjoy daily routines
Functioning in Daily Routines
The use of Routines Based Interview enhances the providers ability to determine the family’s true concerns, priorities and resources and then write outcomes that reflect the families routines and what’s needed for the child to be able to participate, learn from, and enjoy these daily routines. 44

45. Individual Reflection
Review an IFSP of a child you are currently a provider for and determine if family outcomes are included
Using that IFSP record in your journal how using RBI might affect your practice and the outcomes developed for families
Record in your journal how you might begin to implement the practices of RBI and writing more functional family outcomes
Reflect on the Guiding Principles and Practices for Delivery of Family-Centered
Reflect on the Guiding Principles and Practices for Delivery of Family-Centered Practices
Record in your journal one principle that you feel is your strength and what practices you use that reflect this principle
Record in your journal one principle that you would like to improve in and what practice you might implement 45

46. Closing Thoughts
The information shared in this training module was designed to introduce providers to the principles of Family Centered Practices in Early Intervention and to provide some strategies for implementing these principles into daily practices. As we move toward putting into practice what we have learned, always consider out definition of “Family”.
And now some closing thoughts
“…big extended, nuclear, multigenerational, with one parent, two parents, and grandparents.
We live under one roof or many.
A family can be as temporary as a few weeks, or as permanent as forever.
We become a part of a family by birth, adoption, marriage, or from a desire for mutual support… A family is a culture unto itself, with different values and unique ways of realizing its dreams; together our families become the source of our rich cultural heritage and spiritual diversity. … Our families create neighborhoods, communities, sate and nations.” (Excerpted from the Report of the House Memorial 5 Task Force on Young Children and Families, New Mexico, 1990) 46 46

47. Next Steps
Every provider of every service in EarlySteps should use the practices from this module in their service delivery to children and families. 47 47

48. References and Resources
“References and Resources” for this training module can be found below in the notes section.
References and Resources
Barrera and Corso. (2002). Cultural competency as skilled dialog. Topics in Early Childhood Special Education, 22,
Berry, J.O., & Hardman, M.L. (1998). Communicating and collaborating with families. In J.O. Berry & M.L. Hardman (Eds.), Lifespan perspectives on the family and disability (pp ). Needham Heights, MA: Allyn & Bacon.
Boone, H.A., & Crais, E. (1999). Strategies for achieving family-driven assessment and intervention planning. Young Exceptional Children, 3(1), 2-11.
Briggs, M. (1993). Team talk: Communication skills for early intervention teams. Journal of Childhood Communication Disorders, 15(1), 33–40.
Brinckerhoff, J.L., & Vincent, L.J. (1987). Increasing parental decision-making at the individualized educational program meeting. Journal of the Divi­sion for Early Childhood, 11,
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49. Thank You for Participating in the EarlySteps Web-based Training Module: Intro to “Family Centered Practices” in Early Intervention!
Funding for training provided by the LA Department of Health and Hospitals, Office for Citizens with Developmental Disabilities, EarlySteps 49 49