The Mission of the NYC Early Intervention Program

Transcription

Building Work Force Capacity and
Providing Quality Early Intervention
Services
NYC BEI Academic Partners
NYC Department of Health
and Mental Hygiene
Division of Family and Child
Health
Bureau of Early Intervention
Academic Partners
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Discussants
Jeanette Gong, PhD
Director, Intervention Quality Initiatives
Lidiya Lednyak, MA
Director, Policy and Quality Assurance
Marie B. Casalino, MD, MPH
Assistant Commissioner
2
Learn about:
1. The NYC Early Intervention Program (EIP)
2. The NYC EIP Quality Initiatives for pre-service
preparation and professional development
3. The current four NYC EIP academic
partnerships
Objectives
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The
Early Intervention
Program
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The Early Intervention Program
• The Federal Individuals with Disabilities Education Act (IDEA), Part C, is
designed to impact the development of infants and toddlers with
developmental delays and disabilities in the context of their families’
routines and in natural environments
• The goals for EI include enhancing:
 The development of infants and toddlers with disabilities from birth to
three years of age and the capacity of families to meet their child’s
needs
 The capacity of state and local agencies and service providers to
identify, evaluate, and meet the needs of historically underrepresented
populations, particularly minority, low-income, inner-city, and rural
populations
• Congress established the Early Intervention Program (EIP) in 1986 as Part C
of the Individuals with Disabilities Education Act (IDEA)
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• In NY State, the EIP was established in Article 25 of the Public
Health Law since July 1, 1993
 Administered statewide by the NY State Dept. of Health
 Administered in NYC by the NYC Dept. of Health and Mental
Hygiene
• The intent of the Early Intervention Program is to
 address the child’s development within the family context
because “families play a crucial role in optimizing their
children’s development and aims to enhance the capacity of
families to meet the special needs of their infants and
toddlers.”
The Early Intervention Program
(cont)
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The Outcomes of Early Intervention for Infants and Toddlers with Disabilities and their Families (July 2011). National Early Childhood Technical
Assistance Center [NECTAC] www.nectac.org/~pdfs/pubs/outcomesofearlyintervention.pdf
The mission of the NYC Early
Intervention Program is to
enhance the abilities of
infants and toddlers with
developmental delays and
disabilities by supporting
their families and caregivers
in using everyday routines to
promote development
The Mission of the
NYC Early Intervention Program
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• The Early Intervention Program supports families with children ages birth to three
years who have disabilities or developmental delays
• After a child is evaluated and found eligible for the Program, a team of
professionals works with the family to create a service plan that meets their needs
 This plan is the Individualized Family Service Plan (IFSP)
• The program is provided at no out-of-pocket cost to families and is available to all
families in the five boroughs regardless of race, ethnicity, income or immigration
status
• The New York City Early Intervention Program has been promoting the use of
family centered best-practices for the last 6 years.
The Earlier the Better
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NYC EIP Data
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NYC EIP Data
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NYC EIP Data
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The EIP Process
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NYC Early Intervention Services
EI Services
Qualified personnel
•
•
•
•
•
•
•
•
•
•
•
•
Special instruction
Physical therapy
Occupational therapy
Speech therapy
Social work
Assistive technology
Respite
Family training
Service coordination
Evaluation
Counseling
•
•
•
•
•
•
Early childhood special
educator (Birth to Grade 2)
Physical Therapist
Occupational Therapist
Speech-language pathologist
Psychologists
Social workers
Nurses
• EI services are
 Designed to meet the needs of the child and the needs of the family
related to enhancing the child’s development according to the family’s
priorities and their functional outcomes
 Mostly provided in home and community locations
 Provided by qualified personnel who are certified or licensed in their
profession
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The Science of Early Brain Development
Children develop in an environment of relationships
• Early childhood experiences affect the quality of the architecture of the brain
 helps the child build a strong foundation for learning, health, and behavior
 plays an important role in the establishment of neural connections and the
subsequent “pruning”
• From birth, neural connections are formed and reduced by a process called
“pruning”
• Aware of the importance of the interactions between parent and child, as well
as how children learn and develop
(Center for the Developing Child at Harvard University Briefs, 2015)
• The “serve and return” relationship between children and their caregivers
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Parents are the Key to Success
• The success of interventions depends on the frequency
that parents and caregivers use responsive strategies to
interact and promote their children’s participation in reallife activities (Mahoney, et al., 1998)
• By coaching parents on new ways to help their children
function better in their everyday routine activities,
interventionists are supporting children getting many
natural learning opportunities to practice in meaningful
contexts with the people they spend the most time
Parents and caregivers are instrumental in the
success of Early Intervention services
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Natural Environments
Examples of natural environments include the family’s routine
activities in the home and community that parents identify as
priorities, such as
• meal time
• bath time
• travel time
• play time
• dressing time
Part C of IDEA: Natural environments are “settings that are natural
or typical for a same-aged infant or toddler without a disability
(i.e., home and community settings)”
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Strategies Embedded within Routine
Activities Support Children’s Learning
Integrating strategies within routine activities:
• Does not require special times set aside for practice since they are
embedded within their typical routines
• Does not require special materials since the strategies should not
change the style of the family’s routines
• Provides natural learning opportunities to practice skills within
meaningful contexts (repetition) and within the context of the
family’s activities
Parents have the power to help their children: The adults who spend
the most time with children have the most opportunity to help
support their children’s learning and development
Woods, J. (2008, March 25), Providing Early Intervention Services in Natural Environments. The ASHA Leader; McWilliam, R.
(2010). Routines-Based Early Intervention: Supporting Young Children and Their Families. Paul Brookes Publishing Co., Baltimore.
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Early Interventionists across different disciplines should
• Use evidence-based, family-centered best practices
• Focus on the families’ routine activities and partner
with caregivers on tailoring strategies that fit the
family
• Be knowledgeable about typical and atypical early
childhood development
• Enhance the caregiver’s capacities to support their
child’s functioning/development via coaching
• Understand the multi-cultural/diversity issues related
to evaluations and services
• Understand and support the parent-child dyad
The Role of Interventionists in
the Early Intervention Program
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Go to the NYC EIP Website for more info:
http://www.nyc.gov/html/doh/html/mental/earlyint.shtml
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Intervention Quality
Initiatives
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How Confident and Competent do Early Interventionists
Report about Using Best Practices?
The Office of Special Education Programs (OSEP, 2004, 2007) surveyed
Early Interventionists across the country
 5% reported being competent about using family-centered
practices
 13% about working in natural learning environments
 23% about assessment and evaluation
 39% about collaboration and teaming
The Center to Inform Personnel Preparation and Practice (December 2004). Study I Data Report: The National
Landscape of Early Intervention in Personnel Preparation Standards Under Part C of the Individuals with Disabilities
Education Act (IDEA) and The Center to Inform Personnel Preparation and Practice (October 2007b). Study VII:
Confidence and competence of practitioners working with children with disabilities. Farmington, CT: University of CT,
A. J. Pappanikou Center.
• The competence and confidence of EI practitioners (special
educators, speech language pathologists, occupational therapists,
physical therapists, and social workers) working with children with
disabilities:
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Enhancing the Quality of Services
 The April-June 2015 issue of Infants and Young Children: An
Interdisciplinary Journal of Early Childhood Intervention contains
articles across disciplines about essential personnel standards
and the competencies needed to work in early childhood
 In 2015, Early Childhood Technical Assistance (ECTA) Center
created and piloted Performance Checklists and Practice Guides
for Parents and Practitioners based on the Division of Early
Childhood’s Recommended Practices (2014)
• There is still discussion about how to support early
interventionists in integrating family-centered best practices in
their work with children and families:
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• NY State System Improvement Plan: The New York State
Department of Health (SDOH) is implementing a State
Systemic Improvement Plan to
 Improve outcomes for families
 Enhance the use of family-centered practices by EI
professionals
• SDOH Provider Contract: Family-centered best practices
principles align with the service provision expectations in
the NY State DOH EI Provider Agreement
New York State DOH BEI’s Focus on
Family-Centered Best Practices
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Evidence-Based Best Practices:
Selected Family-Centered Principles
• The EI process from referral through transition must be dynamic and
individualized to reflect the child’s and family members’ preferences,
learning styles, and cultural belief
• The primary role of the service provider in Early Intervention is to work
with and support the family members and caregivers in a child’s life
• IFSP outcomes must be functional and based on children’s and families’
needs and priorities
Key Principles of Early Intervention and Effective Practices: A Crosswalk with Statements from Discipline-specific Literature from
the Regional Resource Center Program (2012, 2014). http://ectacenter.org/topics/eiservices/natenv_position.asp
Workgroup on Principles and Practices in Natural Environments (November, 2007) Agreed upon mission and key principles for
providing early intervention services in natural environments. OSEP TA Community of Practice-Part C Settings.
http://www.nectac.org/topics/natenv/natenv.asp
• Sensitivity and respect for the culture and values of individual family
members and each family’s ecology, activities, and beliefs important to
them
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Enhancing the Quality of NYC EI Services
NYC BEI Early Intervention Quality Initiatives
Structured
Technical
Assistance
Clinical
Training Series
On-line
Training
Modules
Learning
Collaborative
Trainings
Academic
Partnerships
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NYC BEI’s Academic
Partners
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NYC Graduate
Educational
Institution
Academic Goals
Brooklyn College Early
Childhood Education and
Art Education Program
Advanced Certificate in Early Intervention and Parenting
• Approved by NY State Dept. of Education, 08/2014
• EI and Early Childhood Fieldwork Placements
SUNY Downstate
Occupational Therapy
Program
Early Intervention Core Curriculum within the graduate OT
program
• On-line EI courses, and
• EI/Early Childhood Fieldwork Placements
Hunter College’s Silberman
School of Social Work:
Professional Development
and Continuing Education
A multi-disciplinary program that will deliver evidencebased best practices to social work and other professionals
interested in working with infants and toddlers and their
families through continuing education courses.
Queens College Graduate
Program in Special
Education, Educational and
Community Programs
A new, integrated Master’s of Science in Education in Early
Childhood Special Education (ECSE) and Bilingual Education
(45 credits). This includes EI and Early Childhood Fieldwork
Placements.
NYC BEI Academic Partnerships
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NYC Graduate
Educational
Institution:
Main Contacts:
Brooklyn College
Advanced Certificate in Early Intervention and
Parenting
Dr. Jacqueline Shannon: shannon@brooklyn.cuny.edu
Amanda Lopez: Alopez@brooklyn.cuny.edu
SUNY Downstate
Early Intervention Core Curriculum
Dr. Beth Elenko: Beth.Elenko@downstate.edu
Jasmin Thomas: Jasmin.Thomas@downstate.edu
Hunter College
Multi-disciplinary Continuing Education Courses
Shelley Horwitz: shorwitz@hunter.cuny.edu
Christine Kim: ck666@hunter.cuny.edu
Queens College
Master’s of Science in Education in Early Childhood
Special Education (ECSE) and Bilingual Education
Dr. Sara B. Woolf: Sara.Woolf@qc.cuny.edu
Dr. Peishi Wang: Peishi.wang@qc.cuny.edu
NYC BEI Academic Partnerships
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NYC BEI’s Five Expectations for
Academic Partnerships
1.
2.
3.
4.
5.
Knowledge of both typical and atypical early childhood
development (0-3)
Understanding and considering multi-cultural and diversity factors
when working with families and performing evaluations
Understanding and working with the parent-child dyad to support
services that are individualized for the family’s culture and
priorities
Using evidence-based, family-centered best practices that
respects families and builds upon caregivers’ capacities to help
their children
Doing field work placements in Early Intervention Provider
Agencies and other early childhood settings (e.g.,
home/community locations, daycare, Early Head Start, hospital
settings)
While each academic partner has a different goal for their partnership,
these five tenets are the “common thread”:
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If you are an academic program that is
interested in becoming an academic
partner, please contact us at:
EmbeddedCoaching@health.nyc.gov
NYC BEI is Looking for More Partners
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Thank you!
• If you want to learn more about Early Intervention, please
contact us at: EmbeddedCoaching@health.nyc.gov
• Check out our website at:
http://www.nyc.gov/html/doh/html/mental/earlyint.shtml
Questions?
31

The Mission of the NYC Early Intervention Program

Transcription

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