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Poor eye contact
Lack of interaction
Isolates
Overly intense emotional response
Temper tantrums for long periods of time, or
unable to self-calm
Inappropriate response to events
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Kindergarten teachers say that about 20 percent of children
entering kindergarten do not yet have the necessary social
and emotional skills to be “ready” for school.
Social and emotional development is important because it
contributes to cognitive development.
When children are young, the adults around them (parents,
other adult caregivers, preschool teachers) are the most
important influences on their social and emotional
development.
Preschool education can support early development with
long term social and emotional benefits
Initial
Contact
Eligibility
Determination
Voluntary
Family
Assessment
Individualized
Family Service
Plan - IFSP
Child
Voluntary
Family
Assessment
RBI
Evaluations
Therapist/EI
Team
IFSP
Family
Input
• Initial Contact
• Voluntary Family
Assessment
• Routine Based Assessment
• Family Priorities and
Concerns
Family Input
Evaluations
•Routine Based
Assessment
•Family Priorities and
Concerns
•Family Defined Outcomes
•Service determination
IFSP
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Two years old (Chronological age 24 months)
Referred to EI for speech delay
Attends daycare while parents work
Family is concerned because Joshua continues to
cry for long periods of time at daycare. Daycare
teachers report he does not play with other kids
Mom reports increase in temper tantrums at
home
Scored at 14 months on DAYC in socialemotional
Routine Based Assessment reveals:
1. Mom has difficulty dropping off at daycare
and is often late to work due to excessive
crying
2. Home activities are stressful due to increase
in temper tantrums
3. Mom has difficulty understanding what
Joshua wants due to limited speech
1.
2.
3.
Joshua cries and screams at drop
off causing me to be late to work
Joshua has temper tantrums
Joshua is not talking
Temper
Tantrums
Daycare
Speech
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What are our functional outcomes?
Do the outcomes meet family’s concern?
Where will service take place? Will it all be in
the same place?
1.
2.
3.
Joshua will go into daycare without crying so
Mom can get to work on time.
Joshua will have fewer and shorter temper
tantrums so the family can participate in
activities together.
Joshua will use words and phrases to tell
others when he is hungry, or thirsty.
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Who will be the primary service provider?
Is there more than one option?
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Matthew is a 16 month old child.
He was referred to EI due to motor concerns.
Mom reports that he does not interact with
family members, he refers to everyone as
“Mama”
At he church nursery he often plays in the
corner by himself. Mom reports he separates
easily.
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Mom is a stay at home Mom
Matthew has an older brother age 3
Mom reports behaviors began after their recent
move
Matthew is still not walking
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Matthew is not walking
Matthew plays by himself
Matthew calls everyone “Mama”
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What are our functional outcomes?
Do the outcomes meet family’s concern?
Where will service take place? Will it all be in
the same place?
EI service vs. Non-EI Service
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Who will be the primary service provider?
What will service/interventions look like?
Family
Priorities and
Concerns
Family
Defined
Outcomes
Determination
of Primary
Provider
Family
Concerns
IFSP
Intervention
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Assessment – IFSP – Interventions need to be a
common link between all three
What is the family most concerned/stressed
about?
Avoid ignoring social-emotional cues
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The Golden Thread: Social-Emotional Angela Washington, MA LPC