within the family's and are the mainstay of child care schedules.
The use of daily routines and naturally occurring events as a context
for early intervention services is logically appealing, but a relatively
new practice challenging service provider trained in a medical or educational model.
Too often, EI team members are seen working one-on-one with a child
to stimulate skills using a prescriptive approach. Routines offer
a framework for teaching because they are meaningful to the child,
require a short time sequence, are repeated frequently and support
interaction between the child and careprovider. Families are able to identify many routines and
community activities involving multiple careproviders available
for intervention. They need recommendations
from their team on how to embed intervention without the intervention taking over the routine or interaction. More isn't better when it interferes with meaningful and functional routines and interactions.
To" Implementation Strategies
by definition, are functional and meaningful. Generalizable child
skills are identified to maximize growth across all developmental
and behavioral domains that are compatible with each routine.
Providers demonstrate and support caregivers to integrate skills
into common routines.
is on family schedules and routines as they already exist. Providers identify and build on what the family is already doing
without imposing a prescribed set of activities or a regimen to
practice. They help caregivers increase opportunities for practice across
routines and not just within a single routine and learn to provide
opportunities for learning without interfering with the routine.
- Team members
work with the family to learn the specific intervention intervention strategies that support the child in functional and meaningful activities throughout the day.
Please visit the FGRBI website for update materials