Poor eye contact Lack of interaction Isolates Overly intense emotional response Temper tantrums for long periods of time, or unable to self-calm.

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??

Thank you!Have a great day!

Angela Washington

Arc of Walker [email protected]

(205)387-0564