Family-Guided Approaches to Collaborative Early-Intervention Training and S Ervices

Family-guided Approaches to Collaborative Early-intervention Training and Services

Intervention Planning Worksheet

Family name: ______

Date: ______

Typical daily schedule of family:

A.M.P.M.

6:30 wake up – call out to mom3:00 Pick up kids______

Changes diaper – dressesXSnack______

BreakfastPlaytime – Fix dinner______

Free play – mom gets readyXDad comes home, outside play____

Car ride to take siblings to school & child careFamily time______

XBedtime – book ______

Information to gather in a family-friendly fashion:

1. Which routine(s) do family members identify as mutually enjoyable? How frequently do they occur?

What motivates the child to participate?

JP wants the cat to play with him – gets down and gestures “Come Kitty” JP plays with kitty 1-2 times a day

Mom lets JP pick his book out before bed. Gives choices.______

JP wants food or juice or TV remote. Happens frequently throughout the day.______

2. How does the caregiver currently proceed with the routine?

JP comes to the kitchen when hungry. Mom sits with him when he eats.______

If he can’t fix something or make something work, like the remote, he’ll scream.______

When dad comes home, they go out to play ball as a family.______

3. What outcome(s) should be embedded? Where and when?

Gesturing vocalizing and using JP words within any routine or activity parents can attend and respond.______

Strategies to demonstrate to caregiver:

Notes:

(Incorporate only 1-2 strategies per routine.)

Notes

XFollow the child's lead Points and vocalizes at remote on top of TV

❏ Provide choicesBrings stool to climb to VCR

❏ Model appropriate response

XGive inadequate portions

❏ Time delay: wait for child to request or initiate a topic

❏ Interrupt sequence and wait for response

❏ Place materials out of reach

❏ Create silly situations

❏ Provide physical assistance

Communication strategies for caregivers:

❏ Speak slowly and clearly; use common words

❏ Focus on the child's actions/communication

❏ Use gestures

❏ Use an exaggerated/animated voice

❏ Take turns with actions/vocalizations

❏ Expect a response from child

❏ Respond to child's initiation

❏ Expand on child's response

❏ Include a variety of attractive, interesting and desirable objects and materials

Cripe, J. & Graffeo, J. (1995). Family-guided approaches to collaborative early intervention training and services. Parsons, KS: University of Kansas, KUAP-Parsons, Project FACETS.

8/25/99

FACETS is a joint project of Kansas University Affiliated Program and Florida State University