Early Intervention Information from
National Early Childhood and Therapy Organizations
National Early Childhood Technical Assistance Center
The Early Childhood Technical Assistance Center (ECTA Center) is the national early childhood technical assistance center supported by the U.S. Department of Education's Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC serves Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families.
As part of an OSEP-funded TA Community of Practice, a group of national experts was organized with the assistance of NECTAC(the precursor to the ECTA Center)to provide technical assistance to States implementing Part C of IDEA providing early intervention services in natural environments. The group identified the following seven principles of early intervention:
- Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts.
- All families, with the necessary supports and resources, can enhance their children’s learning and development.
- The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’s lives.
- The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.
- Individualized Family Service Plan (IFSP) outcomes must be functional and based on children’s and families’ needs and priorities
- The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.
- Interventions with young children and family members must be based on explicit principles, validated practices, best available research and relevant laws and regulations.
In 2008, the group disseminated the following three documents to assist States providing early intervention:
Family, Infant and Preschool Program (FIPP) Center for the Advanced Study of Excellence in Early Childhood and Family Support Practices
The Family, Infant and Preschool Program (FIPP) Center for the Advanced Study of Excellence in Early Childhood and Family Support Practices is one of the 10 National Centers of Excellence in Early Childhood. FIPP staff members conduct research studies and produce a number of products for early childhood practitioners, including the following:
- CASE collections are groupings of journal articles, tools, guides, and bibliographies on a specific topic related to early childhood and family-centered practices. Topics include (1) Coaching Practices; (2) Primary Coach Approach to Teaming Practices; (3) Resourced-Based Early Intervention Practices; and (4) Natural Learning Environment Practices.
- CASE in Point
- CASE tools
- Brief CASE
American Occupation Therapy Association
Through its website, the American Occupational Therapy Association has published a number of articles on early childhood/early intervention.
American Speech-Language and Hearing Association
The American Speech-Language and Hearing Association’s website contains articles on early intervention and the role of the speech-language pathologist. Some of those articles are listed below:
- Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention (2008) Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Position Statement, Technical Report, Guidelines and Core Knowledge and Skills in Early Intervention Speech-Language Pathology Practice.
- Cheslock, M. & Kahn, S. (September 20, 2011). Supporting Families and Caregivers in Everyday Routines. The ASHA Leader. (“Supporting families and caregivers throughout their everyday routines is a dynamic process of SLPs sharing their unique knowledge and skills, making practical suggestions, identifying communication opportunities, and teaching appropriate strategies.”)
- Keenan-Rich, N.(February 5, 2002).Early Intervention:Is Being a Good SLP Good Enough?The ASHA Leader (“Our goal is that parents will be able to say, ‘I can help my child’”).
- Woods, J.(March 25, 2008).Providing Early Intervention Services in Natural Environments. The ASHA Leader. (the primary service provider model “helps avoid fragmentation of services and frequent home visits from multiple professionals”).
American Physical Therapy Association
The Early Intervention SIG of the Section on Pediatric of the American Physical Therapy Association provides information for physical therapists on providing early intervention under IDEA, Part C.
- American Physical Therapy Association.(2010). Fact Sheet of the Section on Pediatrics: Early Intervention Physical Therapy:Idea Part C (278 KB PDF) (“Physical therapists provide service by collaborating with the team, exchanging information with the family, and integrating interventions into everyday routines, activities, and locations").
- Vanderhoff, M. (2004).Maximizing Your Role in Early Intervention. Physical Therapy Magazine. (“One reason the primary service provider evolved is that young children should not have to tolerate the interaction with four or five different professionals every week. With a primary service provider, a child can develop a significant relationship with one provider who is collaborating with the other team members" (quoting Long, T.)).