SPED 537: ECSE Methods Multiple Disabilities/ Sensory ImpairmentsAgendaEarly Intervention: Purpose and PrinciplesPowerPoint PresentationFamily-Centered PhilosophyAssessmentIFSPKey Roles and ResponsibilitiesTeam ModelsSlide 10Slide 11Slide 12Natural Environments or LREHome Visiting ApproachesHome Visit ApproachesHome Visiting Strategies and ActivitiesPotential Effect of Disability on Caregiver InteractionsVideo Observation: Ryan and his motherContingent ExperiencesNoncontingent ExperiencesVideo Observation: Little RoomLilli Nielsen’s Little RoomHierarchy of Responses to Sensory StimuliSPED 537: ECSE Methods Multiple Disabilities/Sensory ImpairmentsClass 2, February 6-7, 2006Deborah Chen, Ph.D.California State University, NorthridgeAgendaChapters 1 and 2Early intervention: Purpose and Principles Caregiver-Infant Interactions: Context of InterventionEarly Intervention: Purpose and PrinciplesEffects of early experienceTransactional model of developmentFamily-centered philosophyFederal legislationAssessment practicesIFSP Early intervention servicesEarly interventionists: Roles and competenciesService delivery: Team models and settingsTRANSACTIONAL MODELOF DEVELOPMENTChild’s BiologicaltraitsChild’s BiologicaltraitsInfluencesofEnvironmentInfluencesofEnvironmentOutcomeOutcomeFamily-Centered PhilosophySupport family to promote child’s developmentLegal rightsFamily/professional collaborationFamily involvementComplexity of child’s disabilitiesInteraction with multiple service providersDifferent intervention strategiesUnique family situationsAssessmentMultiple disciplinesFamily’s Concerns, Priorities, ResourcesMultiple sources Different measuresAppropriate for individual childSocial context with familiar caregiverIFSP1. Current levels of: physical (fine and gross motor, vision, hearing, and health)cognitivecommunicationsocial or emotionaladaptive (or self help) developmentKey Roles and ResponsibilitiesEarly interventionist/ECSE teacherSpeech and language therapistPhysical or occupational therapistTeacher credentialed in VIO & M instructorTeacher credentialed in DHHTeam ModelsMultidisciplinaryInterdisciplinaryTransdisciplinaryPrimary service providerChild andFamilyTeammemberTeammemberTeammemberTeammemberTeammemberMultidisciplinary Team Functioning ModelChild andFamilyTeammemberTeammemberTeammemberTeammemberTeammemberInterdisciplinary Team FormatTransdisciplinary Team FunctioningTeamLeaderTeamMemberTeamMemberTeamMemberTeamMemberTeamMemberTeamMemberTeamMemberTeamMemberChild andFamilyNatural Environments or LREHomeDay carePreschoolCommunity settingsCenter-based programsBenefits and challenges of each setting?Home Visiting ApproachesTeaching childWorking with caregiver- information - modeling general caregiving strategies- modeling specific interventions- teaching specific strategiesHome Visit ApproachesSupporting the family-child relationshipDeveloping a positive family/professional relationshipProviding family with emotional support and resourcesSource: Klein, M.D. (2001). Home visiting approaches in early intervention serving infants with disabilities. In SPED 695K Interdisciplinary strategies for working with infants who have multiple disabilities [CD-ROM]. Department of Special Education, California State University, NorthridgeHome Visiting Strategies and ActivitiesAdult-child dyadic interaction- assessment or intervention activitiesAdult-adult dyadic interaction- “relationship-based”, problem-solving, “routines-based” assessmentTriadic interaction - modeling and coachingSource: Klein, M.D. (2001). Home visiting approaches in early intervention serving infants with disabilities.Potential Effect of Disability on Caregiver InteractionsVisual ImpairmentsDual sensory impairmentsHearing lossPhysical disabilitiesDevelopmental disabilitiesPrematurity and health and medical needsMultiple disabilitiesVideo Observation: Ryan and his mother6 months oldMedical needsCerebral palsyCortical visual impairmentDevelopmental disabilitiesObservations of their interactionsContingent ExperiencesChild’s behavior elicits response from environmentAdult’s responsive interactions increases child’s contingency experiencesIncrease child’s motivation to learn, initiation of social interaction and responsivenessNoncontingent ExperiencesAdult responses that are not related to the child’s behaviorsStimulation that is independent of the child’s actionsDecrease child’s motivation and responsivenessLeads to learned helplessness and prompt dependenceVideo Observation: Little RoomJeffrey2 years oldPrematureCerebral palsyVisual impairmentHearing lossDevelopmental delaysLilli Nielsen’s Little RoomAdvantagesContingent experienceCause-effectStable environmentPredictable reactionsExploration of objectsChild’s initiationIndependent activityDisadvantagesNonsocialArtificial environmentDifficult to generalizeMay be misused- Unsupervised- Too longHierarchy of Responses to Sensory StimuliAwareness/reflexive reactionsAttention/alerting