Routines-Based Intervention for Early Childhood Home Visiting

 
Routines-Based Intervention for
Early Childhood Home Visiting
 
Robin McWilliam
EIEIO
(Evidence-based International Early Intervention Office)
ramcwilliam@ua.edu
 
Outline
 
How children learn and how
 services work
Needs assessment
Service decision making
Support provision
Evaluation of what we’re doing
 
How Children Learn
 and How
Services Work
 
A big challenge to the status quo
Professional
Support
Child
Outcomes
Caregiver
Competence &
Confidence
Who Has How Much Influence on What?
How Children Learn
 
Through repeated interactions with the environment,
dispersed over time.
Not in massed trials.
Between Visits (Quality Area 2: Inclusion,
Engaging the child in natural
environments
)
 
7
Goodness of Fit
 
8
 
Routines-Based Model
CC2CC
Structure for the
Next
 Sections
 
1.
Three most
important points
2.
Three things not to
do
3.
Tools from the
RBM
 
Needs Assessment
 
What children and their families really need
3 Most Important
Points
 
1.
Informal supports
2.
Meaningful
participation in
routines
3.
Family needs
Three Things
 Not
to Do
 
1.
Concentrate
 on
formal supports
2.
Concern yourself
with child results on
standardized tests
3.
Assume family
needs are secondary
 
Tools From
RBM
 
Ecomap
 
Tools From
 RBM
 
RBI— 
WITH FIDELITY
 
Tools
 From RBM
 
RBI Checklist
 
Service Decision Making
 
More is not better
3 Most Important
Points
 
1.
One primary or
comprehensive
service provider
2.
Support family
with all child and
family needs
3.
Use secondaries as
necessary
Three Things Not
to Do
 
1.
Mindlessly pile on
services
2.
Restrict yourself to
one discipline
3.
Go it alone
 
Tools From RBM
 
Joint Home Visit
Checklist
 
Support Provision
 
Building capacity
3 Most Important
Points
 
1.
Hoosiers Rule
2.
Incidental teaching
in routines
3.
Use informal
supports
3
 Things Not to
Do
 
 
1.
Give caregivers
recommendations
… right away
2.
Work directly with
the child—
NO TOY
BAGS
3.
Pile on services
 
Tools From
 the
RBM
 
Next-Steps Form
 
Tools
From
 the
RBM
 
Matrix
 
Tools From the
RBM
 
Routines-Home Visit
Checklist
CC2CC Checklist
 
Evaluation of What We’re Doing
 
Some tools for your tool belt
 
Proximal
Outcomes
 
Family Confidence
 
Proximal Child
Outcomes
 
Goal Attainment Scale
(GAS)
Therapy Goals
Information Form
(TGIF)
 
Distal
 Family
Outcomes
 
Families in Early
Intervention Quality
of Life (FEIQoL)
 
Distal Child
Outcomes
 
Measure of
Engagement,
Independence, and
Social Relationships
(MEISR)
Take-Home
Messages
 
Find out what children
and their families really
need
Give families one
comprehensive service
provider
Build caregiver capacity
Evaluate your
effectiveness
 
Selected References
 
Boavida, T., Akers, K., McWilliam, R. A., & Jung, L. A. (2015). Rasch analysis of the Routines- Based Interview Implementation Checklist. 
Infants & Young
Children, 28,
 237-247. DOI: 10.1097/IYC.0000000000000041.
Jung, L. A., Bradley, K. D., Sampson, S. O., McWilliam, R. A., & Toland, M. D. (2015). Evaluating construct validity and internal consistency of
individualized family service plans. 
Studies in Educational Evaluation 45,
 10-16.
McWilliam, R. A. (2016). Metanoia in early intervention: Transformation to a family-centered approach. 
Revista Latinoamericana de Educación
Inclusiva, 10,
 155-173.
McWilliam, R. A. (2016). The routines-based model for supporting speech and language. 
Logopedia, Foniatría y Audiología, 36
, 178-184.
Mas, J. M., Giné, C., & McWilliam, R. A. (2016). The adaptation process of families with children with intellectual disabilities in Catalonia. 
Infants &
Young Children, 29
, 4.
García-Grau, P, McWilliam, R. A., Martínez-Rico, G., & Grau-Sevilla, M. D. (2017). Factor structure and internal consistency of a Spanish version of the
Family Quality of Life (FaQoL). 
Applied Research in Quality of Life
, 
13,
 385-398. DOI: 10.1007/s11482-017-9530-y.
Valero, R. F., Serrano, A. M., McWilliam, R. A., & Cañadas, M. (2017).  
Relación entre empoderamiento familiar y calidad de los servicios de atención
temprana (Early intervention quality and family empowerment). 
Revista de Estudios e Investigación en Psicología y Educación, 11
, 317-321.
Morales-Murillo, C. P., McWilliam, R. A., Grau-Sevilla, M. D., & García-Grau, P. (in press). 
Internal consistency and factor structure of the 3M. 
Infants &
Young Children
.
García-Grau, P., McWilliam, R. A., Martínez-Rico, G., & Morales-Murillo, C. P. (2018).
 
Child, family, and early intervention characteristics related to
family quality of life in Spain. 
Journal of Early Intervention. 
DOI: 0.1177/1053815118803772.
García-Grau, P., Martínez-Rico, G., McWilliam, R. A., & Cañadas M. (in press). Typical and ideal practices in early intervention in Spain during a
transformation process of professional practices. 
Journal of Early Intervention.
 
Thanks to EIEIO Team
 
Pau García Grau
Sylvie McDonald
Catalina Morales Murillo
Cami Stevenson
Kimberly Resua Tomeny
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Learn about the Routines-Based Intervention for Early Childhood Home Visiting by Robin McWilliam from the Evidence-based International Early Intervention Office. Explore how children learn, service decision-making, support provision, and evaluation. Understand the importance of needs assessment, engaging children in natural environments, and structuring effective interventions based on child and family needs.


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  1. Routines-Based Intervention for Early Childhood Home Visiting Robin McWilliam EIEIO (Evidence-based International Early Intervention Office) ramcwilliam@ua.edu

  2. Outline How children learn and how services work Needs assessment Service decision making Support provision Evaluation of what we re doing

  3. How Children Learn and How Services Work A big challenge to the status quo

  4. How Children Learn The Environment The Child Through repeated interactions with the environment, dispersed over time. Not in massed trials.

  5. Between Visits (Quality Area 2: Inclusion, Engaging the child in natural environments) Home Visit Home Visit Family Family Family-Child Interactions & Other Learning Opportunities Child Learning

  6. 7

  7. Goodness of Fit Abilities & Interests of Child Demands of the Routine 8

  8. Routines-Based Model

  9. Service Model Need Assessment & Planning Participation-Based Child Goals + Family Goals PSP or CSP Ecomap RBI Support Provision Caregiver- Mediated Interventions Family Confidence Routines-Based Visits FaQoL ECM Child Goal Attainment + EISR in Routines Class- room Home Clinic Outcomes CC2CC

  10. Structure for the Next Sections 1. Three most important points 2. Three things not to do 3. Tools from the RBM

  11. Needs Assessment What children and their families really need

  12. 3 Most Important Points 1. Informal supports 2. Meaningful participation in routines 3. Family needs

  13. Three Things Not to Do 1. Concentrate on formal supports 2. Concern yourself with child results on standardized tests 3. Assume family needs are secondary

  14. Tools From RBM Ecomap

  15. Tools From RBM RBI WITH FIDELITY

  16. Tools From RBM RBI Checklist

  17. Service Decision Making More is not better

  18. 3 Most Important Points 1. One primary or comprehensive service provider 2. Support family with all child and family needs 3. Use secondaries as necessary

  19. Three Things Not to Do 1. Mindlessly pile on services 2. Restrict yourself to one discipline 3. Go it alone

  20. Tools From RBM Joint Home Visit Checklist

  21. Support Provision Building capacity

  22. 3 Most Important Points 1. Hoosiers Rule 2. Incidental teaching in routines 3. Use informal supports

  23. 3 Things Not to Do 1. Give caregivers recommendations right away 2. Work directly with the child NO TOY BAGS 3. Pile on services

  24. Tools From the RBM Next-Steps Form

  25. Tools From the RBM Matrix

  26. Tools From the RBM Routines-Home Visit Checklist CC2CC Checklist

  27. Evaluation of What Were Doing Some tools for your tool belt

  28. Proximal Outcomes Family Confidence

  29. Proximal Child Outcomes Goal Attainment Scale (GAS) Therapy Goals Information Form (TGIF)

  30. Distal Family Outcomes Families in Early Intervention Quality of Life (FEIQoL)

  31. Distal Child Outcomes Measure of Engagement, Independence, and Social Relationships (MEISR)

  32. Take-Home Messages Find out what children and their families really need Give families one comprehensive service provider Build caregiver capacity Evaluate your effectiveness

  33. Selected References Boavida, T., Akers, K., McWilliam, R. A., & Jung, L. A. (2015). Rasch analysis of the Routines- Based Interview Implementation Checklist. Infants & Young Children, 28, 237-247. DOI: 10.1097/IYC.0000000000000041. Jung, L. A., Bradley, K. D., Sampson, S. O., McWilliam, R. A., & Toland, M. D. (2015). Evaluating construct validity and internal consistency of individualized family service plans. Studies in Educational Evaluation 45, 10-16. McWilliam, R. A. (2016). Metanoia in early intervention: Transformation to a family-centered approach. Revista Latinoamericana de Educaci n Inclusiva, 10, 155-173. McWilliam, R. A. (2016). The routines-based model for supporting speech and language. Logopedia, Foniatr a y Audiolog a, 36, 178-184. Mas, J. M., Gin , C., & McWilliam, R. A. (2016). The adaptation process of families with children with intellectual disabilities in Catalonia. Infants & Young Children, 29, 4. Garc a-Grau, P, McWilliam, R. A., Mart nez-Rico, G., & Grau-Sevilla, M. D. (2017). Factor structure and internal consistency of a Spanish version of the Family Quality of Life (FaQoL). Applied Research in Quality of Life, 13, 385-398. DOI: 10.1007/s11482-017-9530-y. Valero, R. F., Serrano, A. M., McWilliam, R. A., & Ca adas, M. (2017). Relaci n entre empoderamiento familiar y calidad de los servicios de atenci n temprana (Early intervention quality and family empowerment). Revista de Estudios e Investigaci n en Psicolog a y Educaci n, 11, 317-321. Morales-Murillo, C. P., McWilliam, R. A., Grau-Sevilla, M. D., & Garc a-Grau, P. (in press). Internal consistency and factor structure of the 3M. Infants & Young Children. Garc a-Grau, P., McWilliam, R. A., Mart nez-Rico, G., & Morales-Murillo, C. P. (2018).Child, family, and early intervention characteristics related to family quality of life in Spain. Journal of Early Intervention. DOI: 0.1177/1053815118803772. Garc a-Grau, P., Mart nez-Rico, G., McWilliam, R. A., & Ca adas M. (in press). Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. Journal of Early Intervention.

  34. Thanks to EIEIO Team Pau Garc a Grau Sylvie McDonald Catalina Morales Murillo Cami Stevenson Kimberly Resua Tomeny

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