2.  Poor eye contact  Lack of interaction  Isolates  Overly intense emotional response  Temper tantrums for long periods of time, or unable to self-calm  Inappropriate response to events

3.  Kindergarten teachers say that about 20 percent of children entering kindergarten do not yet have the necessary social and emotional skills to be “ready” for school.  Social and emotional development is important because it contributes to cognitive development.  When children are young, the adults around them (parents, other adult caregivers, preschool teachers) are the most important influences on their social and emotional development.  Preschool education can support early development with long term social and emotional benefits

4. Initial Contact Eligibility Determination Voluntary Family Assessment Individualized Family Service Plan - IFSP

5. Child STPTOTCognitive Social- Emotional

6. Therapist/EI Team Voluntary Family Assessment RBI Family Input IFSPEvaluations

7. Initial Contact Voluntary Family Assessment Routine Based Assessment Family Priorities and Concerns Family Input Routine Based Assessment Family Priorities and Concerns Evaluations Family Defined Outcomes Service determination IFSP

8.  Two years old (Chronological age 24 months)  Referred to EI for speech delay  Attends daycare while parents work  Family is concerned because Joshua continues to cry for long periods of time at daycare. Daycare teachers report he does not play with other kids  Mom reports increase in temper tantrums at home  Scored at 14 months on DAYC in social- emotional

9. Routine Based Assessment reveals: 1. Mom has difficulty dropping off at daycare and is often late to work due to excessive crying 2. Home activities are stressful due to increase in temper tantrums 3. Mom has difficulty understanding what Joshua wants due to limited speech

10. 1. Joshua cries and screams at drop off causing me to be late to work 2. Joshua has temper tantrums 3. Joshua is not talking

11. Temper Tantrums SpeechDaycare

12.  What are our functional outcomes?  Do the outcomes meet family’s concern?  Where will service take place? Will it all be in the same place?

13. 1. Joshua will go into daycare without crying so Mom can get to work on time. 2. Joshua will have fewer and shorter temper tantrums so the family can participate in activities together. 3. Joshua will use words and phrases to tell others when he is hungry, or thirsty.

14.  Who will be the primary service provider?  Is there more than one option?

15.  Matthew is a 16 month old child.  He was referred to EI due to motor concerns.  Mom reports that he does not interact with family members, he refers to everyone as “Mama”  At he church nursery he often plays in the corner by himself. Mom reports he separates easily.

16.  Mom is a stay at home Mom  Matthew has an older brother age 3  Mom reports behaviors began after their recent move  Matthew is still not walking

17.  Matthew is not walking  Matthew plays by himself  Matthew calls everyone “Mama”

18.  What are our functional outcomes?  Do the outcomes meet family’s concern?  Where will service take place? Will it all be in the same place?  EI service vs. Non-EI Service

19.  Who will be the primary service provider?  What will service/interventions look like?

20. Family Priorities and Concerns Family Defined Outcomes Determination of Primary Provider

21. Family Concerns IFSPIntervention

22.  Assessment – IFSP – Interventions need to be a common link between all three  What is the family most concerned/stressed about?  Avoid ignoring social-emotional cues