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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.
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Social and emotional development is important because it contributes to cognitive development.
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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.
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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

Voluntary
Family
Assessment
RBI
Evaluations
Therapist/EI
Team
Family
Input
IFSP

• 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.

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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