Poor eye contact Lack of interaction Isolates Overly intense emotional response Temper tantrums...
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THE GOLDEN THREAD: SOCIAL-EMOTIONAL ANGELA WASHINGTON, MA LPC DIRECTOR OF CHILDREN SERVICES ARC OF WALKER COUNTY EARLY INTERVENTION/PRESCHOOL CONFERENCE NOVEMBER 2010
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Transcript of Poor eye contact Lack of interaction Isolates Overly intense emotional response Temper tantrums...
THE GOLDEN THREAD:SOCIAL-EMOTIONAL
ANGELA WASHINGTON, MA LPCDIRECTOR OF CHILDREN SERVICES
ARC OF WALKER COUNTY
EARLY INTERVENTION/PRESCHOOL CONFERENCENOVEMBER 2010
Social-Emotional Concernswhat does it look like?
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
Why is Social-Emotional Important?
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
Assessment
Initial Contact
Eligibility Determination
Voluntary Family Assessment
Individualized Family Service Plan - IFSP
Balance of Services
Child
ST
PT
OT
Cognitive
Social-Emotional
How services look now
Therapist/EI Team
Voluntary Family
AssessmentRBI
Family Input
IFSP
Evaluations
Transdisciplinary
• Initial Contact• Voluntary Family
Assessment • Routine Based Assessment• Family Priorities and
Concerns
Family Input
• Routine Based Assessment
• Family Priorities and Concerns
Evaluations • Family Defined Outcomes
• Service determination
IFSP
“Joshua”
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 social-emotional
Family Input
Routine Based Assessment reveals:1. Mom has difficulty dropping off at daycare and is often late to work due to excessive crying2. Home activities are stressful due to increase in temper tantrums3. Mom has difficulty understanding what Joshua wants due to limited speech
Family Priorities and Concerns
1. Joshua cries and screams at drop off causing me to be late to work
2. Joshua has temper tantrums3. Joshua is not talking
Temper Tantrum
s
Speech
Daycare
Family Defined Outcomes
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?
Family Defined Outcomes
1. Joshua will go into daycare without crying so Mom can get to work on time.
2. Joshua will have fewer and shorter temper tantrums so the family can participate in activities together.
3. Joshua will use words and phrases to tell others when he is hungry, or thirsty.
Primary Provider
Who will be the primary service provider?
Is there more than one option?
“Matthew”
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.
Family Input
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
Family Priorities and Concerns
Matthew is not walking Matthew plays by himself Matthew calls everyone “Mama”
Family Defined Outcomes
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
Primary Service Provider
Who will be the primary service provider? What will service/interventions look like?
IFSP Development
Family Priorities and
Concerns
Family Defined
Outcomes
Determination of Primary
Provider
Golden Thread
Family Concerns IFSP Interventio
n
Summary
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
Questions??
