PHILOSOPHY OF EARLY INTERVENTION1
Philosophy of Early Intervention
Katherine Miller
Virginia Commonwealth University
Philosophy of Early Intervention
The purpose of early intervention services are is to facilitate and promote learning for a child who is not adequately meeting developmental or educational milestones. To achieve this ideagoal, the philosophy of early intervention should encompass an education for the whole family, not just the child, a family-centered intervention practice with an emphasis on communication between parents and professionals, and the implementation of an individualized service plan that fits into the routine of the whole family.
An important component of my philosophy of early intervention is educating the family. As an early intervention specialist, one should have the knowledge of a developmental specialist, understand basic characteristics of multiple disorders that affect development, and be comfortable acting as a counselor for family members. Early intervention is for children ages birth to thirty six months; therefore parents are often overwhelmed with just having a young child, let alone one that is displaying a typicalatypical development. For interventions to be successful, I believe that educating the parents and other close family members on typical development is crucial. This helps parents to identify what areas their child is lacking in, as well as provides them the opportunity to celebrate their child’s achievements. [MEH1]Being present in someone’s home, and essentially analyzing their child puts families in a vulnerable situation. Emphasizing the positive during sessions and lessons with the family while sharing knowledge with them, builds trust with the family.
Although we are experts in early intervention, families are experts in their children. Another aspect to my philosophy is ensuring a family-centered practice. This means that the family has the final authority on all intervention strategies and that the family is looked to for guidance when designing the interventions. For example, if a family is concerned with transitions, then the intervention specialists would focus on that goal and figure out ways to help their child achieve those goals with help from the family. If a family is not concerned about meal times, then forming an intervention around the idea of the family sitting together at the table is not something that would be done. A family-centered practice requires healthy communication between professionals and family members. This can often require creativity on the part of the early intervention team. Parents may have questions that need timely responses and need to be comfortable getting a hold of their intervention team. An example of working with the family and communicating in an effective way was given by a service coordinator for Chesterfield County in Richmond, VA. She shared with us that for some of her clients, texting and using video chat was a convenient way for the family to communicate with her on certain questions that could not be well explained. Letting families know that you are available for those types of calls and that they are not inconveniencing you is necessary for parents to hear. Practicing active listening and constantly reminding parents that unless they are one-hundred percent comfortable with an intervention, it will not happen, will also help build a trusting relationship. Building trust is the key to having open communication with families, which is how successful interventions are implemented. In my own experience working as a teaching assistant in a local school for autism, I found that parents were often the best resource available. Talking with them and forming a relationship not only build trust, but helped me to notice trends in their child behavior by learning about their experiences at home.
My final concept of my philosophy is capitalizing on a family’s daily routine and individualizing service plans accordingly. It is necessary to observe families as they go about their day and to focuson natural learning opportunities.Showing families that they do not need to will make learning opportunities more frequent, thus making the intervention more successful. The more learning opportunities that occur, the easier it is for parents and professionals to see when interventions are effective. When working with young children, I have found that it can be easy for them to become overwhelmed. One particular student was very used to having a snack after school and coming to our program immediately after school and beginning his work was very stressful for him. After we set aside a few minutes for him to relax and have a snack after school, like he normally would at home, we saw a positive difference in his temperament.
I believe that intervention tailored to the needs of each family while building a trusting communicative relationship that involves important people in the child’s life is crucial to the intervention process. As professionals who will potentially work in the field of early intervention, it is our job to be flexible to the demands of each unique family and to always keep the best interests of the child and the family as our highest priority.
Katherine,
You have done a good job outlining the importance of a family-centered practice, what about collaboration with other service providers? Also, I would like to see some references to the literature thathave informed your philosophy.
MEH
Virginia Commonwealth University
Department of Special Education and Disability Policy
Program in Early Childhood Special Education
Katherine Miller
Portfolio Components: Philosophy of Early Intervention
Component 1: Person-First Language ICC1K1, ECSE1K1Unacceptable
Writing does not use person-first language. / Acceptable
Writing uses person-first language sporadically and/or emotionally charged language such as “victim of …” or “confined to a wheelchair” / Target
Writing uses person-first language throughout, including portrayal of individuals with disabilities as they are, not as objects of pity or as objects of adoration.
Component 2: Philosophies, Evidence-Based Theories, PoliciesICC1K1, ECSE1K1
Unacceptable
There is very little examination of the philosophies, evidenced-based theories and policies that influence the development of early intervention. / Acceptable
Cursory examination of the philosophies, evidenced-based theories and policies that influence the development of early intervention. Some critical philosophies and/or theories are missing.
No mention of collaboration with other service providers. No references. / Target
Thorough examination of the philosophies, evidence-based theories and policies that influence the development of early intervention.
Component 3:Links ICC1K1, ECSE1K1, ICC1S1
Unacceptable
Personal philosophy is linked to personal experience or individual philosophy with little or no linking to philosophies, evidence-based theories and/or policies. / Acceptable
Personal philosophy is linked in most respects to philosophies, evidence-based theories and/or policies. At times, candidate uses personal experience instead of philosophy. / Target
Personal philosophy is linked to highly respected philosophies, evidence-based theories and/or policies.
Component 4:Diverse BackgroundsICC1K5, ICC1K7, ICC1K9
Unacceptable
Indicates a limited understanding of economic, cultural, ethnic, and/or linguistic diversity OR does not indicate an understanding of how to tailor early intervention to meet the needs of children and families from these diverse groups. / Acceptable
Describes strategies for early intervention that minimally meets the needs of children and families from diverse economic, cultural, ethnic, and/or linguistic backgrounds. / Target
Acknowledges that early intervention is the provision of services to children and families from diverse economic, cultural, linguistic, and/or ethnic backgrounds and that those backgrounds influence how children learn. Describes ways to address these diverse backgrounds.
Component 5: Reflection ICC9S11
Unacceptable
Candidate does not indicate a need to change his/her philosophy over time, to learn new information and/or to assess new knowledge for the field. / Acceptable
Candidate indicates that his/her philosophy will change over time somewhat, but does not indicate a need for or willingness to continue to learn and assess new knowledge. / Target
Candidate indicates that his/her philosophy of education will change over time, based on new knowledge, which he/she will assess critically for quality.
Component 6: Growth ICC9K3, ICC9S11
Unacceptable
Does not indicate an understanding that professional development is an ongoing requirement of the job. / Acceptable
Indicates an understanding that professional development is an ongoing requirement of the job. / Target
Indicates a willingness and enthusiasm for learning more about the field and more about children with disabilities and their families.
Component 7: Writing Mechanics ICC9S8
Unacceptable
Philosophy is not typed, double-spaced and/or there are many errors in grammar and/or spelling. / Acceptable
Philosophy is typed; double-spaced. There are minor errors in grammar and/or spelling / Target
Philosophy is typed, double-spaced. There are few or no errors in grammar and/or spelling.
[MEH1]Good point