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Routines-Based Early Intervention: Supporting Young Children and Their Families / Edition 1

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Overview


A proven model for family-centered intervention in natural environments, routines-based intervention is the approach thousands of professionals trust to improve the lives of young children and families. Now there's a definitive guide to this highly respected, theoretically sound model-straight from the leading authority on routines-based intervention.

Putting the wisdom and strategies from his popular workshops into book form for the first time, Robin McWilliam gives professionals a detailed framework for early intervention that addresses families' individual needs and helps children participate in daily routines. With the step-by-step guidance on each part of the routines-based intervention model, professionals in Part C programs will reach their key goals during visits to homes and child care settings:

  • Fully understand the family environment. Get to know the family by creating a helpful visual depiction of their relationships, supports, and resources.
  • Conduct assessment that's truly family-centered. Uncover the whole family's functional needs through an in-depth yet unintimidating interview about daily routines and activities.
  • Write high-quality IFSPs and IEPs. Develop clear, specific, measurable goals that directly address the family's priorities and help children develop skills relevant to everyday life.
  • Provide coordinated, streamlined services. Implement the primary-service-provider model, so families receive strong, consistent support from one provider.
  • Empower families to continue intervention between visits. Coach families on weaving intervention into daily routines, so children have the best chance to learn and retain new skills.
  • Support early childhood educators through collaborative consultation, so they have all the tools they need to teach children effectively.

To help readers implement the model successfully and ensure fidelity to its principles, this practical how-to guide gives professionals more than 25 photocopiable checklists and other tools. And the review quizzes at the end of each chapter help make this an ideal textbook for preservice professionals as they prepare to work with children and families.

With this proven model—aligned with DEC Recommended Practices—Part C programs will ensure high-quality services that get right to the heart of each family's needs and improve young children's outcomes.

Implement the model with more than 25 checklists and forms:

  • Family Quality of Life scale
  • Therapy Goals Information form
  • RBI Implementation Checklist
  • Infant-Toddler Assessment Checklist
  • Family Preparation form
  • Service Decision Checklist
  • Home Visit Checklist
  • Consultation Checklist
  • and more

A featured book in our Effective Early Intervention Kit!

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Editorial Reviews

Glen Dunlap

"A very practical, very timely, and very authoritative text with just the right perspectives on families, young children and evidence-based practices. It is a useful guidebook and I recommend it highly."

Early Childhood Special Education, Master Teacher, Eau Claire Area School District, Eau Claire, WI - Goettl Terri

"Robin McWilliam's Routines Based Interview (RBI) was the new set of tools I needed to effectively and efficiently support young children with disabilities so that they could become more independent, better communicators, and reach higher levels of engagement."

Education Specialist, Early Childhood Office Nebraska Department of Education - Sue Bainter

"Information gained from the RBI leads to more functional goal writing, to a different focus for determining service delivery and toward a changed view of the role of any provider interacting with the child and family."

University of Connecticut, A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and - Mary Beth Bruder

"Will make a significant contribution to the delivery of effective early intervention for infants, toddlers, young children, and their families. A must-have book for all interventionists who want to make a difference in families' and children's lives."

EI Coordinator, Hamilton County Developmental Disabilities Services, Cincinnati, Ohio - Debbie Ashley

"An excellent way for staff to connect with families and learn what is important to them. Our families feel heard, valued and connected . . . It has been a positive experience and we look forward to expanding the process in our county."

University of South Carolina - William H. Brown

"As a longstanding contributor to the early intervention literature, R. A. McWilliam continues to provide the field with contemporary and evidence-informed information to enhance services for young children at risk for developmental delays. His most recent book will be an excellent resource for practitioners and researchers alike."

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Product Details

  • ISBN-13: 9781598570625
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 5/1/2010
  • Edition number: 1
  • Pages: 288
  • Sales rank: 315,747
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Dr. McWilliam is the Siskin Endowed Chair of Research in Early Childhood Education, Development, and Intervention at Siskin Children’s Institute. He is also a professor of education at the University of Tennessee at Chattanooga and an adjoint professor of special education at Vanderbilt University. He has formerly been a professor of pediatrics at Vanderbilt University Medical Center, a senior scientist at the Frank Porter Graham Child Development Institute, and a professor of education at the University of North Carolina at Chapel Hill. Dr. McWilliam’s research centers on infants, toddlers, and preschoolers with and without disabilities, with a specific focus on child engagement, service delivery models, and collaboration with families. He has provided consultation, training, and technical assistance across the United States and in some countries overseas on providing early intervention in natural environments and on the Engagement Classroom Model. His Routines-Based Interview (RBI) is a widely used method of assessing families’ needs and developing individualized family service plan (IFSP) outcomes and individualized education program (IEP) goals.

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Read an Excerpt

Excerpted from Chapter 6 of Routines-Based Early Intervention: Supporting Young Children and Their Families, by R.A. McWilliam, Ph.D. Copyright© 2010 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

The purposes of assessment were described in Chapter 5, and the case has been made for an innovative method to determine a family's functional needs. Current standardized methods do not determine these needs. First, some method is needed to identify functional goals or outcomes, otherwise known as target behaviors. Functionality of child outcomes can be thought of as addressing participation or engagement needs, addressing independence needs, and addressing social-relationship needs. Throughout this book, the importance of these three domains is stressed. Second, family priorities need to be reflected in the IFSP. Third, outcomes should be broad enough to cover a variety of ways of displaying the target behavior yet narrow enough to know what is really being addressed. Fourth, the strategies or action steps should aim directly at the function problem. Strategies such as using oral-motor exercises might be employed to address an outcome related to eating and swallowing, but a more direct approach is to teach a child to chew and swallow. The rule is teach first. Fifth, the process for developing IFSPs needs to foster investment by caregivers other than the family, such as child care providers, in the outcomes. The Routines-Based Interview (RBI) is a method that addresses these five needs.

Confluence of Two Models

The RBI is central to two models that have become quite widespread in the past 10 years. It was first described in Family-Centered Intervention Planning: A Routines- Based Approach (McWilliam, 1992), which was written primarily for helping classroom-based staff to be family friendly. The premise was that planning with families in a way that addressed families' true concerns for their children, both at home and in the classroom, would help overcome the barrier of not seeing families for as long a time each week and on their home turf. Many of the principles from the co-ops where we tried out this and other practices have evolved into the individualizing inclusion model of classroom-based services (Wolery, 1997). That model hinges on the RBI as an assessment of the ecological congruence between a child's abilities and the classroom environment. This assessment leads directly to the development of the IFSP or individualized education program (IEP). Once a list of functional behaviors is identified, all services are provided in the classroom to ensure teamwork between classroom staff and specialists such as speech-language pathologists, itinerant special educators, occupational therapists, and physical therapists. The specialists' responsibility is to make their intervention suggestions fit into classroom routines, and teachers' responsibility is to embed those interventions into routines. The model hinges on functional outcomes or goals, which come from the RBI.

By now, it will be clear that the RBI is also central to the model of early intervention in natural environments. Again, the functionality of the child- and family-level outcomes in situations where the family is receiving home- and community-based services, including consultation to child care, makes the model of service delivery and the home and child care visits go more smoothly. As will be demonstrated throughout this book, the RBI is the linchpin for many of the other practices I recommend be employed in early intervention.

Research on the RBI

We recently completed the first study on the efficacy of using the RBI for IFSP development (McWilliam, Casey, & Sims, in 2009). Sixteen families were randomly assigned either to receive the RBI or to receive the busines

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Table of Contents


About the Author
Prologue
Acknowledgments

Section I. Introduction

  1. Advances in Early Intervention
  2. How to Use This Book

Section II. Understanding the Family Ecology

  1. Intake
Appendix 3.1: Intake Checklist
  1. Constructing Ecomaps
Appendix 4.1: Ecomap Checklist

Section III. Needs Assessment and Intervention Planning

  1. Assessment
Appendix 5.1: Infant/Toddler Assessment Checklist

  1. The Routines-Based Interview
Appendix 6.1 Family Preparation Form
Appendix 6.2: RBI Implementation Checklist
  1. Writing Functional IFSPs and IEPs

Section IV. Model of Service Delivery

  1. Deciding on Services
Appendix 8.1: Service Decision Checklist

  1. Organizing Transdisciplinary Services
Appendix 9.1: Transdisciplinary Service Delivery Checklist
Appendix 9.2: Primary Service Provider Checklist
Appendix 9.3: Consulting Team Member Checklist

Section V. Natural Environment Locations

  1. Support-Based Home Visits
Appendix 10.1: Vanderbilt Home Visit Script (VHVS)
Appendix 10.2: Support-Based Home Visiting Checklist
  1. Collaborative Consultation to Child Care Settings
Appendix 11.1: Consultation Checklist

Section VI. Effecting Change

  1. Implementing the Model: Systems, Service Coordination, Personnel Preparation, and Evaluation

References
Glossary
Appendix: Blank Forms
Index

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