providers have been taught to work with young childrennot
adults. Yet, the basic premise of family guided routines based assessment-intervention
is the involvement of careproviders in the teaching and learning
process for the child. Involving careproviders requires sharing
information and resources that assist in making decisions regarding
most appropriate assessment and intervention strategies. Information
is the power factor in effective and confident decision-making by
family and team members. Involving careproviders means observing
the strategies the careproviders already uses and building from their
strengths to increase their competence. Providers must be able to gather and share information with diverse careproviders,
know how to approach and respect each family's chosen level of participation,
and be confident in the use of various strategies for matching child and careproviders styles.
- Emphasis is on choices
for family participation in concrete activities that have a practical
and obvious use with flexibility to accommodate diverse preferences,
and adult learning styles. Providers must be able to involve multiple
careproviders (siblings, grandparents) at their chosen level and
learn to identify different routines or environments for various
- The teaching and
learning process is individualized for each child and family member.
Interventions must know how to demonstrate intervention strategies to careproviders
in ways that enhance the careproviders' confidence and competence,
must be able to enhance engagement within activities to create opportunities
for teaching and learning, and be able to direct careproviders'
attention to the child to increase success in interactions.
- Opportunities to
share information reciprocally need to be included in the process.
Time should be allotted during each contact to "just talk."
Interventionists must know how to gather and share information with diverse
careproviders, to monitor progress in "careprovider
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