![]() They drive around the block and Parker does well. During this process, Parker’s mom uses simple 1-2 word phrases to describe what Parker is doing or prompt him, such as open (for the door), buckle up, turn around, book, Mickey (for his favorite toy), and all done. ![]() Once there, he helps with the buckles then picks out a book or toy to hold while his mom gets in the car. What ends up working is having Parker’s mom put him down by the door, playfully tell him to “hop in!” and let him crawl into the seat. Together, they problem-solve and try a few strategies. Once they get out to the minivan, Parker’s mom picks him up and he immediately starts to arch and fuss. Parker’s mom agrees and tells Parker it’s time to go for a ride. ![]() After the discussion, they decide to go outside in the backyard to practice working on Parker’s expressive language because he loves to play in his sandbox and it’s a beautiful day.Įxample #2: Jess asks if they can take Parker out to the car so that she can see what happens. Parker’s mother agrees to try these ideas later and see how it goes. He cries and his mother feels like she has to practically force him into a sitting position.Įxample #1: Jess and Parker’s mom discuss strategies while Parker plays in his highchair, with Jess suggesting things like offering Parker a toy to distract him, singing to him, or letting him crawl into the seat on his own. Parker’s mom describes how he thrashes and arches his back when being placed in the car seat. ![]() As his mother prepared his snack, she described a current struggle with getting Parker into his car seat. Parker was not very hungry, so only ate a few bites of goldfish crackers. Today, Jess and Parker’s mom had planned to meet during snacktime to try to weave communication opportunities into that routine. Think about these two examples of the same family and interventionist: The two examples you’ll read next will help illustrate this. You might start a visit thinking you are going to address one outcome, but something comes up that is more immediately important. Link their priorities to outcomes and weave in functional skills that are needed to address those priorities.īe flexible and adjust intervention in the moment. Wrap IFSP outcomes around what is immediately relevant. Challenge yourself to figure out how the child can learn a missing skill during the natural activities his family does every day. They probably do, however, spend time each day putting away toys, building towers of cookies, talking while getting dressed in the morning, or helping the child practice using his fingers to pick up cheerios from the highchair tray. I guarantee you that most families of toddlers do not spend time each day stacking one inch cubes or labeling puzzle pieces. Weave needed skills into real life activities. Find out how the parent and child interact and design intervention around what’s relevant to their specific interaction. Practice intervention strategies in real time. Rather than discussing the problematic routine (which is what research indicates we usually do), jump into it. On the other hand, helping the toddler (and family) sleep well can improve the family’s quality of life and the child’s readiness to learn and manage his behavior. Or how about the family who’s chronically sleep-deprived because the toddler wakes up the entire household several times each night? In any of these cases, working on sorting colors instead of addressing one of these immediate needs will be so much less meaningful. It might be important for the child to learn to communicate when he’s “all done” to make mealtime easier for the whole family (and avoid the tossed bowl of mashed potatoes on the wall). Find out from the family what goes well during the day and where the struggles are. How Can We Use This Principle?įind out what’s important right now. If we apply this principle to early intervention, we can see why it’s important that the IFSP outcomes and intervention strategies address what is important to the family, focusing first on immediate needs. We tend to remember information that is most immediately useful, skills that get our needs met, and strategies that we can practice right now. ![]() We know how we are…as adults, we usually pay attention to information that is most relevant to our current situation. We could call this one the “what’s in it for me?” principle. ![]()
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