{"response":{"docs":[{"id":"dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s3-belec-p-btext","title":"Family focus: early intervention in Georgia, 2007 March","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":["Georgia. Department of Human Resources. Division of Public Health. Babies Can't Wait"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. Babies Can't Wait, author."],"dc_date":["2007-03"],"dcterms_description":["Began with: Volume 1, issue 1 (January 2006).","Volume 1, issue 1 (January 2006); title from PDF caption (Georgia Government Publications database, viewed August 29, 2024).","Volume 1, issue 4 (March 2007); (Georgia Government Publications database, viewed August 29, 2024)."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["[Atlanta, Georgia] : Babies Can't Wait, DHR, 2006-"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Georgia.--Babies Can't Wait--Periodicals.","Developmentally disabled children--Services for--Georgia--Periodicals.","Georgia Government Documents--Serial"],"dcterms_title":["Family focus: early intervention in Georgia, 2007 March"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s3-belec-p-btext"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s3-belec-p-btext"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["state government records"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"EARLY Family Focus \r\nINTERVENTION \r\n \r\nEarly Intervention In Georgia \r\nFOCUS TOPIC \r\n \r\nINTERVENTION: WORKING \r\n \r\nVOLUME 1, ISSUE 3 \r\n \r\nMARCH 2007 \r\n \r\nWITH YOU \r\nSPECIAL POINTS OF INTEREST: \r\nHelping a Family Help Their Child-- Intervention \r\nFamily Focus \r\nEvidence-Based Early Intervention \r\nConceptual Framework \r\nGetting Connected \r\nFamily Resources \r\n \r\nINSIDE THIS ISSUE: \r\n \r\nGetting \r\n \r\n2 \r\n \r\nConnected: \r\n \r\nFamily \r\n \r\nOpportunities for \r\n \r\nInvolvement in \r\n \r\nEarly \r\n \r\nProvider's View 3 \r\n \r\nWhat's a Person 5 to Do? \r\nRoles and \r\nExpectations In \r\nEarly Intervention \r\n \r\nConceptual \r\n \r\n6 \r\n \r\nFramework \r\n \r\nFamily Focus by Jackie Price, BCW Parent \r\n \r\nBabies Can't Wait has been an amazing experience and very beneficial to our entire family. I do have to admit, however, it was not what I had expected. As a mother, I sensed a delay in Bronson's speech development and sought the support of Babies Can't Wait. Once he was accepted into the program, I believed that the actual speech sessions would remedy Bronson's speech obstacles. I was surprised to learn that the anticipated clinical approach was not the avenue we would be taking. Even though the plan of action was different than I had originally expected, there was still an organized strategy with desired benefits. I just did not realize how much my family would be part of the equation. The Babies Can't Wait speech sessions gave us excellent methods to help us help our son. \r\nOur assigned speech therapist arrived and began explaining the coaching model approach. The coaching model involved getting to know the child in his environment. I was taught to listen to his word sounds and grunts with a fresh set of ears to help target the areas of concentration. This \r\n \r\nalso helped me to recognize advancements in his speech and relay new obstacles. We recognized his strengths and weaknesses and used that to seek our desired results. I was coached on how to use tools that were less threatening to Bronson. We used his love for cowboys, hats, and boots to create new patterns and sounds. His dad and sister also became involved in the activities and games. The pressure was lifted off the child to perform a certain task. He was not expected to behave in a textbook manner. We found ways of having therapy in everyday situations through play. Bronson was not defined as a child with speech delays, rather he was Bronson who played and had fun and we worked speech into his activities. \r\nBronson's response was incredible. In less than 6 months, he went from pointing and grunting to using 3- 4 word sentences and being comfortable and confident to be around others that were \r\n \r\nnon-family members. I remember a major concern of mine was, will he ever be able to form a sentence? Our therapist took the time getting to know Bronson in his environment and could discern the sentences were already there, we just needed the techniques to help him verbalize his thoughts and ideas. Bronson's new-found ability to verbally express his wants and needs has also exposed aspects of his remarkable personality. He is much less frustrated and much more willing to enter new situations. The Babies Can't Wait model may not have been what I had anticipated, but the results definitely surpassed my expectations. Our family has a great sense of admiration and ownership in the advancements that Bronson has made. We are thrilled with Bronson's development and are delighted to have been a part of the journey. The Babies Can't Wait support contributed greatly to our entire family's development. \r\n \r\n\"Our family has a great sense of admiration and ownership in the advancements that Bronson has made. We are thrilled with Bronson's development and are delighted to have been a part of the journey.\" Jackie Price, Parent \r\n \r\nHelping a family help their child: Intervention \r\nby James Ernest, Ph.D., BCW Technical Assistance (TA) Unit \r\n \r\nAlphabet Soup: 6 Words to Know \r\nFeatured Family 7 Resources \r\n \r\nAs a family moves through the process of determining eligibility for Babies Can't Wait (BCW) and deciding on outcomes and needed supports for their family and child, \r\n \r\nthere is always one thing on a family's mind. What exactly are BCW staff going to do to my child and when? Most of the time when we think of \"intervention\" we \r\n \r\nthink of people doing things to us. This isn't what BCW is all about. BCW is moving to an evidencedbased approach of providing sup- \r\n(Continued on page 3) \r\n \r\n PAGE 2 \r\n \r\nGetting Connected by Project SCEIs \r\n \r\nBCW Families: \r\nGETTING \r\nCONNECTED \r\nHow can I take a more active role in Babies Can't \r\nWait? \r\nAt the Family Level: Participate in evaluations \u0026 assessments Be prepared and share at IFSP meetings Be an active participant not just an observer during each early intervention visit Take advantage of naturally occurring learning opportunities for your child throughout the day \r\nAt the Program Level: Parent Newsletters Local Interagency Coordinating Council (LICC) State Interagency Coordinating Council (SICC) Parent Trainers \r\nFAMILY FOCUS \r\n \r\nFamily Opportunities for Involvement in Early Intervention \r\n \r\nHave you ever thought of getting more involved in Babies Can't Wait? Would you like to \"give back\" to the program? Would you like to have input in local and state planning and policy decisions that affect young children with disabilities? There are lots of opportunities for you! \r\n \r\nParent Newsletter Many districts publish Babies Can't Wait newsletters for parents and service providers. Parents are invited to submit articles, share their story, or include their child in a Family Spotlight. Call your service coordinator or parent educator for more information. (All items are subject to editing and review.) \r\nLocal Interagency Coordinating Council (LICC) Each health district has an LICC which is a group of parents and service providers who share an interest in early intervention services. Parents are encouraged to attend meetings and serve on the council and various committees. Ask your Service Coordinator or Parent Educator for a schedule of meetings. \r\nState Interagency Coordinating Council (SICC) The SICC advises and assists the Georgia Depart- \r\n \r\nment of Human Resources in making policies and implementing procedures for Georgia's Babies Can't Wait Program. Federal law requires that parents be represented on the council. All Council members are appointed by the Governor. The Council includes parents of children aged 12 or younger with disabilities. Speak with your Parent Educator for more information about meetings or how to submit public comments to the Council. \r\nParent Trainers Project SCEIs (Skilled Credentialed Early Interventionists) provides six workshops, offered at introductory and advanced levels, which cover a variety of topics of interest for parents and service providers in early intervention. Each workshop is taught by a professional-parent team. Parent participation is an important part of the workshop as the parent trainer \r\n \r\npresents the parent/family focus on the topics being discussed. Parents help provide valuable information about family needs, how services were provided to them, and suggestions on how service providers can be more effective. While all parents in the BCW program can attend SCEIs workshops for free, parent trainers are paid for their participation. Speak with your Parent Educator for more information about being a Parent Trainer. \r\n \r\nSometimes Talking to Another Parent Helps by Project SCEIs \r\n \r\nBabies Can't Wait Parent Educator Program The Babies Can't Wait (BCW) Program introduces families to a variety of early intervention professionals trained to work with children with special needs. The Parent Educator Program has been developed to provide a parent resource to Babies Can't Wait families. BCW recognizes that sometimes it's just easier to talk to another parent who is welltrained and knowledgeable about the BCW system. \r\n \r\nParent to Parent of Georgia \r\n1-800-229-2038 www.parenttoparent \r\nofga.org \r\nParent Educator Program \r\nProject SCEIs 1-404-651-0162 http://education. gsu.edu/sceis/ Parent_Education.htm \r\n \r\nIf you would like to talk to a Parent Educator, ask your service coordinator to give your name and telephone number to the parent educator for your district or contact the BCW Central Directory which is managed by Parent-to-Parent of Georgia at 1(800)229-2038 or in Atlanta at (770)451-5484. \r\nFor more information on the Parent Educator Program, visit the Project SCEIs website or contact the SCEIs office at 404-651-0162. \r\n \r\n Provider's View by Jennifer Thomas, Speech Language Pathologist \r\n \r\nBabies Can't Wait is a developmental program designed to help families and children become more successful in their daily activities. That's always been true, but with the new coaching approach, we can really make that happen. Families are members of a team that consists of a physical therapist, speech therapist, occupational therapist, early intervention specialist and service coordinators. One member of the team is selected as a primary provider who makes the ongoing home visits. \r\nThe initial visit begins by identifying what happens in the family's day, what the family (and child) likes and is good at, and how the child participates in all the activities of the day. Most importantly, we figure out what is important to the family. Instead of talking about what the child is not doing, we talk about \r\n \r\nwhat he is doing and how he does it. Parents' understanding of how their family works, how their child learns, and what motivates their child is the most important resource that we have just begun to utilize. I continue to give information, share strategies that work with kids, and show families how to help their kids. But with the new approach, I share that information in different ways. Some parents learn through conversation, some families like to read information, and some families need to see it in action. Instead of telling families how to \"work on\" making skills better, we talk about what families are doing and lots of times, we even do those activities (i.e. mealtime, diapering, dressing). When we need help and more expertise from another provider such as a physical therapist, she visits with us. \r\n \r\nThose skills we used to \"work on\" become activities that a child does naturally during his/her day. When families embrace an idea, they are able to figure out how to make it work at their house. Sometimes I tell families that I know \"what to do\" to help kids, but they know \"how\" to make it happen for their family. When the focus is on participation in daily activities, we're able to talk about the child as a kid who plays, communicates, moves, and interacts with family members...not as a child who cannot talk or walk. \r\nI knew that one family had embraced the coaching approach when I walked into their home, and Mom showed me all of the new ways she was playing and interacting with her child that encouraged him to talk \r\n(Continued on page 6) \r\n \r\nPAGE 3 \r\n\"Now, when families leave our program, they can continue to help their child learn, and they know how to find and use available resources.\" Jennifer Thomas, Speech Language Pathologist \r\n \r\nHelping a family help their child: Intervention cont. \r\n \r\n(Continued from page 1) \r\n \r\nwho interact with the child in natu- \r\n \r\nral environments. The term natural \r\n \r\nports. There are three components environments simply means the \r\n \r\nto this: natural environments, \r\n \r\nplaces that any infant or toddler \r\n \r\ncoaching style of interaction, and \r\n \r\ntypically are- in the family's home, \r\n \r\nthe use of a primary coach within a community settings, a family child- \r\n \r\nteam context. \r\n \r\ncare setting, or a child development \r\n \r\ncenter. As BCW staff provide sup- \r\n \r\nports/services, they may interact \r\n \r\n\"PrearnvsaaldecirsdatcihtiEairroiecdbocevnd(eelnhcieDssdstease,iluernrytqianendhnucridsnceaaewttfnneht,ooheceT-urdaimBecmtrorrhscpiaeevsoitoslteraomhwiefitntctedieephaeofn.orlac,\"nlPovtyhr\u0026sirdamahrearuoCisppaccentNucratemdattbiecscaa-ebprtenitiey-sstuctai,lcr2sa00l 2E)Dnturvfaancimdshdrit\"ietio,lli.dyvo.H2.neenaa0alxmonsn0m.pddp\"0ebiencfrNyaoign,memaTnctitAhclrmsyuieivclrudsretaonrtiaelviutnteniLtydt,ineyacRoesaeaSpslrpae,penabbfotari,rtnrtma\u0026itgntouiilBonfgyEridnstrnu)asiiwevdtialausiyeinrrartaoeldlhfisvf.n,op.i.naamr\"angdr,fdeeakcdnmhctisfatiillitttdymcehherhidieeeannsilyn.mnvdtitcdRi'hssrhsehigapeoneaarokiptesltonndadeeapeehnsmiuuttrrsnanluod,attretrgtepmiticiehncncmfnonpeiutheiesegtpocelooss,t.tsahnrcahsfoauttTiwagacttanitipesaortnhthhoitegntgnveiraethfhenr,ihivrtemdteidenieieheenia-essri,r- \r\n \r\nFirst, BCW staff will be working \r\n \r\nnatural environments leads to chil- \r\n \r\nwith the family and other caregivers dren being engaged in more func- \r\n \r\ntional activities for longer periods of times. The resulting skills and abilities that are learned are more likely to be generalized to other settings, activities, times of day, etc. Children are more likely to develop to their potential when they are provided learning opportunities found in natural environments. \r\nCoaching Style of Interaction The formal way of defining this approach is to say that the coaching style of interaction is a type of capacity-building, help-giving practice. Quite a mouthful! The informal way of describing this is to say that the BCW professional (sometimes called the primary coach) is there to provide help so that the people who are a consistent part of the child's life feel confident in their ability to help their child participate, learn and develop. The primary coach provides support to \r\n(Continued on page 4) \r\n \r\nFAMILY FOCUS \r\n \r\n PAGE 4 \r\nHelping a family help their child: Intervention cont. \r\n \r\n(Continued from page 3) \r\n \r\nTeaming in the Coaching \r\n \r\nperson that will see the family con- \r\n \r\nApproach \r\n \r\nsistently on an on-going basis. The \r\n \r\nfamilies/caregivers by asking ques- \r\n \r\nWhen a family receives supports/ \r\n \r\nPC may visit everyday for a period \r\n \r\ntions about what they do with their services through BCW, they have \r\n \r\nof time, a couple of times a week, or \r\n \r\nchild during the day, observing, \r\n \r\naccess to the professional wisdom once a month. This decision is made \r\n \r\nhands-on modeling, and sharing \r\n \r\nof a team of individuals with various by the team and this includes the \r\n \r\ninformation. BCW's goal is to de- \r\n \r\nprofessional backgrounds and \r\n \r\nfamily. It might be that after visiting \r\n \r\nvelop the family/caregiver's compe- \r\n \r\nwith a family, the PC or family mem- \r\n \r\ntence so that their interactions are \r\n \r\nber thinks that they need to seek \r\n \r\ncmfopsac(gcwteok(rTvIpinamsceuernhiarntoaprhdnuooecraerspdrioapiselutcdn.epenrmatdpe)psrwhkanotegsdoglocooaiapleeiaouvlptnnsatvrarevtfwenhrehtfraehsetsoedwts-tddeleerienreohsme,vrpgteersihatheenetpftsavnesoeroehparcme,tlnrtnsletdyeesloloDh-t:e-n,dc)filaun\"niAtetilasensThnttlacracoeedobtnslerfisriedvohlwetiBeeetcfehaiidnClhtler2eTapihstlidsshi0yWylfirteuedposrfo0pdnEnraaci.'paanmto4fnctsoiPdimrresbtf(mate)ititiTgumateiniocrimechsoyihdlhbdlcniaehiiitrpebittaereeatnliemoeeaveeylyliogs,ttirarfideintIicdiisromapntoniico.ninsaninnesorpunadee.ndctesr-clirir-ienisaph(so-yms-slurie)fnnpeoedaepCancs-locut-fhrtlrsjoiheotfieleeedsifanrapoItloFceclrnymStaii-mPhrv(cdSn/iooaetIhiEtyranvecMhyPceglsdopehleieooasrnrnitnnonuurpattttgedie\u0026teCcepindcnrdaftopgRovloimu,esfceoeumaotcnsewrhchletutst,eiihist,osoiahnitndnnnsopegedrOavelifnsese-sdapl)noascnefspeoeToDl(reienusnSfwadaiserhtaasmbaeowptetgCaroeilee2hdaconsrnmc0koeokietnnt0nuieiualgayv0lranss,\u0026neeFsc,ettfl/ade,ihdwaprRrmDernlreuieeteoddoenoesafqeilscihndkrpgnepufn,gbrecs=ir,iiyoensnnhopem2tgivnolilxpha.d%tiofidreycsieteitoonyecsiatnfghsendg=)ItialodsdemotisataiecsufilshvoaoweemitbnhdnieahsonaaeeektkeplghuiencynpieetToeptcgnteiagxheanunahfhtraporae-nlegeoarddboelmrsatuaodawfoianmPrmysttnpuaeasstoChasegnaetlniulereoeenwdtkdd.ssesikluotcadt.tltrorhnhyoneIoa-teftirtlsfdemrsotgiciobimgaeTtfmslhinsafhpTnIitotgengsmfeheCTubohoeeotercelocielHheettuoinlIthaaiftDiwhrEteha-PlplaEvhtdsatEuLnaeeahntAreAcnroocpielt:tW eoyodiyodssonef \r\n \r\nand confidence \r\n \r\n Just 20 everyday activities would equal 40,000 \r\n \r\nof their infants \r\n \r\nneeded to help the \r\n \r\nlearning opportunities by age one. \r\n \r\nand toddlers \r\n \r\nchild learn.\" (See \r\n \r\n2Ualrcmcwattihienphhe0cseaassdpiaeilnenuUnndrakylwlgocet.nhhSesaamtadaea.oscrCsivoncnhoceio.poranratnw1rneraghcaese4lciheyhctwgh7hteihi1vincsaf(ewgaekaprm)iopsl)luesi-lndinifgspwuerpxcahpappcirolerO-eeorrnttgpt,iershraaeoesnmvtidnaidfaPcfcecohCmrtrasisilechmdaahmasndianbrdtegrehav.iyresec(SlotspohCeeerrplldioremcmeincoaseat\u0026ncterntRyihdtrcu,ascbshfMcoa,atimoansoocepfrihrlddyetosethsofo)lneththee \r\n \r\nexperience (e.g. educators, service coor- \r\n \r\n(Dunst, 2001) \r\n \r\nwith \r\n \r\ndisabilities \r\n \r\nstrategies that could help the family. It may be that the team de- \r\n \r\nH.R.5 SEC. 631 (a)(4) \r\n \r\ncides another team \r\n \r\nmember should co-visit \r\n \r\nwith the PC to help the family de- \r\n \r\nvelop strategies. The important part \r\n \r\nabout this evidence-based approach \r\n \r\nto providing supports/services is \r\n \r\nthat the team members work to- \r\n \r\ngether toward the goal of helping \r\n \r\nEarly Intervention staff was there. It \r\n \r\ndinators, \r\n \r\nparents and caregivers develop their \r\n \r\nis like the old saying, \"If you give a \r\n \r\nphysical \r\n \r\ntherapists, oc- own competence and confidence. \r\n \r\nman a fish, you feed him for a day. If cupational \r\n \r\ntherapists, \r\n \r\nEmpowering families to help their \r\n \r\nyou teach a man to fish, you feed \r\n \r\nspeech-language pathologists). Along children is a life-long strategy that \r\n \r\nhim for a lifetime.\" \r\n \r\nwith the service coordinator, the \r\n \r\nresearch indicates helps children the \r\n \r\nprimary coach (PC) is the other \r\n \r\nmost. \r\n \r\nFAMILY FOCUS \r\n \r\n PAGE 5 \r\n \r\nWhat's a Person to Do? \r\nRoles and Expectations In Early Intervention \r\n \r\nNUTS `N BOLTS \r\nROLES AND EXPECTATIONS IN \r\nEARLY INTERVENTION \r\nFOR PROVIDERS: SHARE INFORMATION, EXPERTISE, AND \r\nSKILLS ACROSS TRADITIONAL DISCIPLINE BOUNDARIES \r\nCONTINUOUS \r\nLEARNING TO EXPAND THEIR \r\nKNOWLEDGE, SKILLS, \r\nAND ABILITIES \r\nFOR FAMILIES: BE PRESENT AND \r\nACTIVELY PARTICIPATE IN ALL VISITS \r\nSELECT THE DAILY \r\nACTIVITIES AND ROUTINES \r\nINFORM BCW IF \r\nSERVICES ARE NOT MEETING THE NEEDS OF YOUR CHILD AND \r\nAdapted from Infant and Toddler Connection of Virginia: Philosophy and Considerations for Individualizing Early Intervention Services 2003 \r\nFAMILY FOCUS \r\n \r\nPart 3: Intervention \r\nKnowing what to expect may help your family feel more comfortable as you journey through the Babies Can't Wait (BCW) program and allow you to take a more active role in the early intervention process. \r\nAs during the previous steps through your Babies Can't Wait journey, your confidence (trust) and competence (knowledge) in the early intervention process is continuing to increase. You are becoming more familiar with what you can expect as a family and what you can expect from the other members of your early intervention team such as your service coordinator and providers. \r\nIf the child was found to be eligible for BCW after the evaluations and assessments were completed, the team (which includes the family) developed the Individualized Family Service Plan (IFSP) to plan and guide the actual intervention process. \r\nThe laws are pretty clear that one of the requirements of early intervention is that it helps families increase or enhance their ability to meet the special needs of their infants and toddlers with disabilities or developmental delays. This means that the purpose of BCW is to help build the capacity of families and other caregivers (such as grandparents, childcare providers, foster parents, etc.) to meet the special needs of the child. In the past, the focus was often to work only with the child. Research and experience now show that children can make more lasting and meaningful gains if the family and caregivers are taught how to support the child in meeting those needs. \r\n \r\nThis may look and feel a bit different than you had imagined. Think of it this way. You are the expert on your child. You are the agent of change for your child. You know him/her far better than anyone else could, and you spend more time with your child than anyone else. The Babies Can't \r\nRole of Service Providers \r\n(1)Consulting with Parents, other service providers, and representatives of appropriate community agencies to ensure the effective provision of services in that area; (2)Training parents and others regarding the provision of those services; and (3)Participating in the multidisciplinary team's assessment of a child and the child's family, and in the development of integrated goals and outcomes for the individualized family service plan. \r\n(IDEA Sec. 303.12 Early Intervention Services `97) \r\nWait team members are experts in child development and family support. Their role, according to federal law, the Individuals with Disabilities Education Act (IDEA), is to consult with parents and other service providers to ensure effective provision of supports/ services and to train parents and others regarding providing those supports/services. It's a way to build the capacity of families to meet the special needs of their infants and toddlers with disabilities. \r\nThe bottom line is that the BCW team is there to work with you as the family and caregivers. That is why it is so important that you be present and actively participate in all visits. Your participation is the key ingredient that will help insure success for your child. The BCW team, guided by the \r\n \r\nprogram's conceptual framework (see page 6), will focus on providing you with the supports and knowledge you need to help guide your child through life's everyday activities. You will not be expected to become a therapist but you can expect to learn new strategies that you can use to support your child as he/she participates in everyday routines and activities. (i.e. snack time, bath time, park time, etc.). \r\nAnother important purpose of early intervention is to help support and enhance the development of children. Research shows that one of the best ways to do this is to provide supports and resources to the family in the child's natural environment, doing what he/ she needs to do (like eating, diapering, etc.) and wants to do (dreams, wishes, hopes). Things that are really important to the child and family. \r\nYour coach will have conversations with you regarding what activities your family participates in or would like to participate in during the week. You'll begin to see all of the opportunities for your child to practice so that he/she can achieve the priorities that you identified as a family during the development of the IFSP. \r\nUsing their combined expert knowledge, the coach and team members will support you as you build your capacity to support your child. This in turn will allow your child to use his/ her existing abilities to develop new skills and improve participation and functioning. The team can only be with a child and family until they turn three. But if they've helped families learn to meet the needs of their child, there can be a lifelong impact. \r\n \r\n VOLUME 1, ISSUE 3 \r\n \r\nPAGE 6 \r\n \r\nConceptual Framework \r\n \r\nNew \r\nPromotion Models \r\n \r\nTraditional \r\nTreatment Models \r\n \r\nFocus on promoting compe- Focus on remediation of a \r\n \r\nResearch indicates that some ways family supports. The conceptual of providing supports and resources framework provides the founda- \r\n \r\ntence and positive functioning disorder, problem, or disease, or its consequence \r\n \r\nto children and families are more effective than others. In order to consistently provide Babies Can't Wait families the supports and resources in the best possible man- \r\n \r\ntional structure needed to support the teaming between parents and providers (coaches) that is needed to help children succeed. \r\n \r\nCapacity-Building Models Provide opportunities for people to use existing abilities and develop new skills \r\n \r\nExpertise Models Depend on professional expertise to solve problems for people \r\n \r\nner, Georgia has adopted five ideas or concepts. These concepts are supported by the research on effective early intervention. They also represent the intent of the federal law known as the Individuals with \r\n \r\nStrength-Based Models Acknowledge the assets of people and help them use these assets to improve functioning \r\n \r\nDeficit-Based Models Focus on correcting a person's weaknesses or problems \r\n \r\nDisabilities Education Act (IDEA). \r\n \r\nResource-Based Models Service-Based Models \r\n \r\nThese evidence-based ideas form the backbone or conceptual framework that guides early intervention in Georgia. \r\n \r\nDescribe practices in terms of Describe practices primarily a wide variety of formal and in terms of professional serinformal supports within a vices community \r\nProfessionally-Centered \r\n \r\nFamilies have long been recognized as a very important part of the early intervention process. You are the EXPERT on your child, and Babies Can't Wait provides staff with expertise in child development and \r\n \r\nFamily-Centered Models View professionals as agents of families and responsive to family desires and priorities \r\nAdapted from Conceptual Framework for Evidence-Based Practices in \r\n \r\nModels View professionals as experts who determine the needs of a person from their own as opposed to the other person's perspectives \r\n \r\nEarly Intervention \r\n \r\nDunst (2000) \r\n \r\nAlphabet Soup \r\n \r\nCoaching Approach/ Primary Service Provider: A family-centered system for providing supports to children who are enrolled in Babies Can't Wait and their caregivers. A single person is selected from the support team to be the primary coach. This team member will use coaching as the key intervention strategy to build the capacity of parents and other care providers to use everyday learning opportunities to promote the child's develop- \r\n \r\nment. The coach has regular contact with and full access to the entire team and can plan co-visits if needed. \r\nIntervention: The activities, supports, resources, and services necessary to enhance the development of the child and the capacity of the family to meet the special needs of the child. \r\nNatural Learning Opportunities: Opportunities that oc- \r\n \r\ncur within the \r\n \r\ncontext of an activity \r\n \r\nsetting which promotes the child's growth and development. \r\n \r\nFor example, all of the different learning opportunities that might \r\n \r\noccur at home, the park, grocery store, the restaurant, or \r\n \r\nWords To Know \r\n \r\nat Grandma's. \r\n \r\nProvider's View cont. \r\n \r\n(Continued from page 3) \r\n \r\nmom who had embraced the idea of \r\n \r\nmore and talk more clearly. Then, she shared that she tried some of the things I mentioned, but they just \"didn't happen naturally during their \r\n \r\nparticipation, trusted her judgment for what would work for her family, and appreciated her child and all that he does. \r\n \r\nday, so they didn't work.\" That's a In the end our goal is still the same, \r\n \r\nfor kids to be successful in what kids do. With this approach, families learn how to identify what their child needs to do to participate, how their child learns, and what motivates their child. Now, when families leave our program, they can continue to help their child learn, and they know how to find and use available resources . And that's what early intervention is all about. \r\n \r\n\"Those skills we used to `work on' become activities that a child does naturally during his/her day. \" \r\n \r\nFAMILY FOCUS \r\n \r\n Local Program Contact Info \r\nAddress: \r\nPhone: Fax: E-mail: \r\n \r\nMailing Address Line 1 Mailing Address Line 2 Mailing Address Line 3 Mailing Address Line 4 Mailing Address Line 5 \r\nVisit Babies Can't Wait on the Web: http://health.state.ga.us/programs/bcw \r\nFor other Georgia public health programs visit \r\nhttp://health.state.ga.us/programs/ \r\n \r\nFeatured Family Resources \r\n \r\nFamilies enrolled in Georgia's Babies Can't Wait program frequently indicate a need to locate additional resources for their children and family members. Each issue of the Family Focus will feature a few of the numerous resources currently available to support families on their early intervention journey. If you would like to share additional resources, please forward your recommendations to listen@valdosta.edu. \r\nBabies Can't Wait: Georgia's statewide interagency service delivery system for infants and toddlers with developmental delays or disabilities and their families. Phone 1-888-651-8224 or visit their website. http:// health.state.ga.us/programs/bcw \r\nCircle of Inclusion: Available in \r\n \r\nfive languages, this site provides and demonstrates inclusive educational programs for children birth through age eight. Recommended for families considering childcare or preschool for their child. Be sure to visit the Links page for information on various child and family-related topics. http:// www.circleofinclusion.org \r\nCoaching in Early Childhood: Developed for both early intervention professionals and families, this site provides an in-depth look at information and resources related to the use of evidence based practices. It includes re- \r\n \r\nsearch, references, FAQs (Frequently Asked Questions), and learning modules that will provide a deeper understanding of \"evidence-based natural learning environment practices \" and how they are supported through coaching. http:// www.coachinginearlychildhood.org \r\nTools for Life: Increasing Access to Assistive Technology: Provides information and resources for Georgia residents who need assistive technology. Site includes several different areas ranging from an equipment loan library, recycled computers, assistance understanding learning disabilities, and finding funding for assistive technology. http://www.gatfl.org \r\n \r\nFAMILY FOCUS \r\n \r\nPAGE 7 \r\n \r\nDPH07/014HW March 6, 2007 \r\n \r\n "},{"id":"dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s1-belec-p-btext","title":"Family focus: early intervention in Georgia, 2006 January","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":["Georgia. Department of Human Resources. Division of Public Health. Babies Can't Wait"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. Babies Can't Wait, author."],"dc_date":["2006-01"],"dcterms_description":["Began with: Volume 1, issue 1 (January 2006).","Volume 1, issue 1 (January 2006); title from PDF caption (Georgia Government Publications database, viewed August 29, 2024).","Volume 1, issue 4 (March 2007); (Georgia Government Publications database, viewed August 29, 2024)."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["[Atlanta, Georgia] : Babies Can't Wait, DHR, 2006-"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Georgia.--Babies Can't Wait--Periodicals.","Developmentally disabled children--Services for--Georgia--Periodicals.","Georgia Government Documents--Serial"],"dcterms_title":["Family focus: early intervention in Georgia, 2006 January"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s1-belec-p-btext"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_i-ga-bh800-pp8-bp1-bf6-b1-s1-belec-p-btext"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["state government records"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"EARLY INTERVENTION \r\nFOCUS TOPIC: \r\nI N TA K E \r\n \r\nFamily Focus \r\n \r\nEarly Intervention In Georgia \r\n \r\nVOLUME 1, ISSUE 1 \r\n \r\nJANUARY 2006 \r\n \r\nSPECIAL POINTS OF INTEREST: \r\nGetting Started--The Intake Process \r\nFamily Focus \r\nEvidence-Based Early Intervention \r\nConceptual Framework \r\nFamily Networking \r\nFamily Resources \r\n \r\nINSIDE THIS ISSUE: \r\n \r\nGetting \r\n \r\n2 \r\n \r\nConnected: \r\n \r\nBCW Families \r\n \r\nDiscussion Group \r\n \r\nProvider's View 3 \r\nWhat's a Person 4 to Do? Roles and Expectations In Early Intervention \r\n \r\nConceptual \r\n \r\n5 \r\n \r\nFramework \r\n \r\nAlphabet Soup: 5 Words to Know \r\n \r\nFeatured Family 6 Resources \r\n \r\nFamily Focus by Myra Buck, BCW Parent \r\n \r\nMy son, John, has autism. Before we had the diagnosis, we contacted Babies Can't Wait for early intervention. Upon hearing about Babies Can't Wait initially from a friend, my impression was they would come and work with my son in a way in which I would have little or no part. I was very pleased that in the district I live in I was given the option of either the traditional model of service delivery or the \"new\" coaching model. I immediately decided on the coaching model because I was interested in a collaborative relationship. I knew what John needed and was seeking additional information that the team could provide so that I could make informed decisions that were related to our family priorities. \r\nSometimes for a parent it is easier to want a quick fix where someone will just come in, spot the problem, and tell the family how to fix it. In this model, however, John's team evaluated him and also gathered information from me about our family and \r\n \r\nour activities. They would then ask what goals I had for my son and the priorities of our family due to what we considered as developmental delays. By doing this, instead of spotting what they viewed as the problem, John's team has helped our family to greatly improve John's everyday life in the context of our daily activities, as well as with extended family, and at his preschool program. Our life as a family has also greatly improved due to the supports we have been given, which are relevant to him, and due to our family, because everyone in his life is a team member. \r\nJohn's team meets weekly. I know his progress and my concerns are discussed with the whole team. I know I can contact the team at any time to request any additional support or to ask \r\n \r\nany questions. My coach comes to our home and to the preschool program to share her expertise so that we can develop strategies that benefit John. As John's parent, I know what works well for him and for our family's lifestyle. Working together, the coach and I can use her knowledge of child development and my knowledge of my child to discern strategies to best meet John's and my family's needs. Working together, we develop strategies that can be practiced and used in the context of our daily life. Because of the support from the coaching team, we are now able to go places and do things that autism used to keep us from going and/or doing. John is successfully involved in activities that he would not have been able to participate in without the support we've received from BCW. \r\n \r\n\"Instead of spotting what they viewed as the problem, John's team has helped our family to greatly improve John's everyday life in the context of our daily activities.\" Myra Buck, Parent \r\n \r\nGetting to Know You: The Intake Process \r\n \r\nby James Ernest, Ph.D., BCW Technical Assistance (TA) Unit \r\n \r\nBackground Information Every state has an early intervention program. In Georgia, this system is called Babies Can't Wait (BCW). BCW is part of Georgia's Department of Human Resources, located within the Division of Public Health. Babies Can't Wait, Children's Medical Services (CMS) and the High Risk Infant Follow Up Program \r\n \r\ntogether make up the Office of Children with Special Needs. As many people know, BCW is dedicated to providing the most effective supports and resources to young children with special needs and their families. \r\nThe first part of this process is \"Intake.\" This can be the most important part of BCW and \r\n \r\nleads to (1) assessing and evaluating whether your family is eligible for BCW services, (2) providing supports and services to your family, and (3) finally helping you and your child transition out of BCW. We will focus on these other parts of the process in future newsletters. \r\n(Continued on page 3) \r\n \r\n PAGE 2 \r\n \r\nGetting Connected by Karen Addams, Parent Educator \r\n \r\nBCWFamilies Discussion Group \r\nBCWFamilies is an online discussion group (listserv) for families with children currently enrolled in the State of Georgia's Babies Can't Wait early intervention program. The purpose of the group is to provide the opportunity for families to share, support and educate each other during the early intervention phase of their children's lives. To join, send an email to: BCWFamiliessubscribe@yahoogroups.com or visit the website at http://groups.yahoo.com/group/BCWFamilies. \r\n \r\nBCWFamilies \r\nThe 21st Century Way to Get in Touch with \r\nOther Parents! \r\n \r\nWhat is an Online Discussion Group? \r\n \r\nWhen using e-mail, you are communicating with one individual or a small group of people known to you. Online Discussion Groups offer the opportunity to communicate with large groups of people about specific topics of interest to specific groups. \r\n \r\nBCWFamilies is an \r\n \r\nonline discussion \r\n \r\ngroup. \r\n \r\nMessages \r\n \r\nposted to BCWFami- \r\n \r\nlies are sent automati- \r\n \r\ncally to the mailbox of \r\n \r\neach member. Each \r\n \r\nmember can then read \r\n \r\nand respond to your \r\n \r\nmessage by replying to \r\n \r\nBCWFamillies. \r\n \r\nFAMILY FOCUS \r\n \r\nKaren Addams, a BCW Parent Educator started the group in April 2000 as a way for families to connect with one another without ever having to leave their homes. \"As a parent of a young child with special needs, I often felt isolated and in need of support. It was so difficult to get out and attend meetings when my child was young, but I could read or write emails anytime, day or night. BCWFamilies is a unique opportunity for parents, whose schedules are often dictated by the needs of their young children, to connect with one another.\" \r\nWhat started as a very small group of families from one county has grown into a statewide group of families whose children have a variety of special needs. In 5 1/2 years, BCWFamilies has provided the opportunity for nearly 400 families from across Georgia to meet one another and share resources, concerns, and successes. The following samples of postings to the discussion group show the many ways the group helps families to interact. \r\n \r\n(Names and identifying information have been changed to protect confidentiality) \r\nHello! I was referred to BCW because of my son's developmental delays. James was born premature at 28 wks. He weighed only 1 lb, 3 oz and was in the hospital for 3 1/2 mos. James is now 10 months old, and he is behind in his gross motor skills. Before we started with Babies Can't Wait, he did not even roll over. After 5 weeks in the program, he can roll, do push ups, and sit unassisted. I have learned so much from the therapists who come to our home. I am happy to find this group so that I can learn more from other parents. \r\nMy son is almost 2 1/2 years old and has Down Syndrome. He will soon be transitioning out of BCW. We are hoping to find an inclusive program for him - one that has both children who are typical and those with special needs. Anybody have any information to share? \r\nCan anyone explain the difference between Katie Beckett Medicaid and Peachcare? Thanks, \r\n \r\nI enjoy reading the list and postings. It helps when all this is so new. \r\nI have been involved with BCW for a year and a half now, and it is a fantastic program that I am extremely thankful for. It has made a tremendous positive difference for my daughter. You want to try to learn as much as possible and be involved with your child during visits. You need to take advantage of those everyday natural learning opportunities and not just wait for the therapist to work with your child once or twice a week. Good luck! \r\nMy twins will be receiving assistance from BCW very soon. We have been assigned a Service Coordinator. My daughter has a moderate gross motor delay, and my son has overall development delays. He is currently on a vent, g-tube, and trach. Any information or advice about the BCW program is appreciated. \r\n \r\nHow to Participate in an Online Discussion Group \r\n \r\nHere are some general rules of the road when participating in BCWFamilies Discussion Group. \r\n1. When first joining the group, it might be helpful to go back read past posts (archives) so that you can see what subjects have been discussed in the past. \r\n \r\n2. When responding to a message, you can choose to respond to the entire list or to an individual member. Personal messages should not be sent to the entire group. \r\n3. Avoid sending messages that are no more than gratuitous replies to replies. (Example: \r\n \r\nDon't send a \"thanks\" or \"Me too\" message through the list. Send something like that directly to the person you're thanking.) \r\n4. Resist the temptation to \"flame\" others on the group. Remember that these discus- \r\n(Continued on page 4) \r\n \r\n PAGE 3 \r\n \r\nProvider's View by Anna Spangler, Service Coordinator \r\n \r\nMy experience with the intake process has significantly changed since August 2003 when I began participating in the Primary Coach Model of Service Delivery. My focus as a service coordinator has shifted from emphasizing the necessary paperwork I needed to complete to focusing on building a relationship with the family, gathering information from the family about what is important to them, and sharing information about the model and Babies Can't Wait. Relationship building has always been a priority but it is now the first priority and the necessary paperwork is the last step in my intake home visit. Yes, my home visits do take longer than before, but I am gathering the information to be shared with the team, and at the same time decreasing the family's stress of having to answer the same questions again and again. My time is spent listening to the \r\n \r\nfamily's story by asking what they are comfortable sharing about their child and family, asking about their priorities for their child and family, and about their challenges within their daily routines. The focus is on the assets of the child and family, and what they would like to see go better within their daily routines. \r\nAt the same time, I am asking what the family has been told about Babies Can't Wait, what their expectations are of the program, and how we can be of support to their family. During this conversation with the family, we talk about what they like to do as a family, activities they would like to try with our support, what their child does well, what their child is learning right now, what makes their child smile, and what frustrates their child. Personally, I had a difficult time asking about family's hopes and \r\n \r\ndreams for their child because I was uncomfortable with the question. This question is included in a revised Intake/Determination of Eligibility Form which is in the process of approval for future statewide use. I have been amazed at the answers I have received. Some parents/caregivers think for a few minutes about the question and others are able to answer immediately. Regardless, the answer is always heartfelt and telling. \r\nWe also discuss their individual family strengths and really think about their informal resources. I continue to discuss formal supports in the community as well as statewide resources just to make sure the family is aware of what their community has to offer. But instead, we focus on their informal \r\n(Continued on page 5) \r\n \r\n\"My focus as a service coordinator has shifted from emphasizing the necessary paperwork I needed to complete to focusing on building a relationship with the family, gathering information from the family about what is important to them, and sharing information.\" Anna Spangler, \r\nService Coordinator \r\n \r\nGetting to Know You: The Intake Process cont. \r\n \r\n(Continued from page 1) \r\nWhat is Intake? With a name like \"intake\" you would think this process is all about someone going in, taking a family's information, and getting back to the family at some later point. Nothing could be further from the truth. This is one of the most important parts of a family's travel through the BCW process and sets the stage for the important relationships that are formed. The strength of BCW comes with the relationships formed between the people in a child's life (the child, mom, dad, sister, grandpa, Ms. Smith the neighbor, or Mr. Jones, the child's childcare teacher) and the professionals who are seen as resources for the family. Intake is just another way of saying \"we would like to get to know you and your family.\" \r\n \r\nHow Does This Affect Me The first time someone from BCW contacts the family, a Service Coordinator (SC) will get in touch with the family and set up a time to meet at a time that is convenient to the family. During this meeting--the intake meeting--the service coordinator will share information about BCW, answer any questions that you may have, and gather some important information about your child and family. The SC will ask about the child's feeding, sleeping, movement, communication, and a whole host of other abilities. He or she will ask about the people you and your child spend time with, what some of your family's favorite activities are, and what goes on during your typical day and during special events (going to the park, visiting grandma, or going to the football \r\n \r\ngame). Finally, the SC will ask about what some of your dreams are for your child and family as a whole and about what is going well and what is not going so well at the moment. All of this information will be used to set up a plan for how BCW will support the important people in your child's life. \r\nProbably the most important thing to remember is that BCW is not just about the child, but about the family. This is why Babies Can't Wait focuses on the types of things you and your child do during the day. It is not about coming into your home and treating your child: BCW is about supporting you and your child to be able to do the types of activities and routines that all families engage in every day of the week. You are the reason why BCW is here, so if and when you have questions, please ask. \r\n \r\nFAMILY FOCUS \r\n \r\n PAGE 4 \r\n \r\nWhat's a Person to Do? \r\nRoles and Expectations In Early Intervention \r\n \r\nNUTS `N BOLTS \r\nROLES AND EXPECTATIONS IN \r\nEARLY INTERVENTION \r\nAT INTAKE \r\nFOR PROVIDERS: KNOW AND PRACTICE BABIES CAN'T WAIT STANDARDS AND PHILOSOPHY INFORM FAMILIES \r\nABOUT THE PROGRAM \r\nFOR FAMILIES: SELECT THE DAILY \r\nACTIVITIES AND ROUTINES \r\nHELP IDENTIFY CAREGIVERS DETERMINE IF BABIES CAN'T WAIT IS A GOOD MATCH \r\nAdapted from Infant and Toddler Connection of Virginia: Philosophy and Considerations for Individualizing Early Intervention Services 2003 \r\n \r\nPart 1: Intake Process \r\nKnowing what to expect may help your family feel more comfortable as you enter the Babies Can't Wait program and allow you to take a more active role in the early intervention process. \r\nDuring the intake process, your confidence (trust) and competence (knowledge) in the early intervention process will begin to increase. You will become familiar with what you can expect as a family and what you can expect from the other members of your early intervention team such as your service coordinator and providers. \r\n \r\ntor will help you understand the philosophy or conceptual framework that guides the Babies Can't Wait program. \r\nBeginning with the initial interview, the type of information being requested might seem different from what you have been used to sharing at the doctor's office or with other programs. \r\n \r\nYour service coordinator will provide you with a thorough explanation of the Babies Can't Wait program. He or she will share the purpose of intervention and the steps that you will be going through to see if your child is eligible for Babies Can't Wait. Your service coordina- \r\n \r\nThe questions will be used to help the team learn what is important to you and your child. They may ask about what daily activities that you need to do. What activities do you want to do? \r\n \r\nYou might be asked to think about the locations and settings where your child lives and plays (family, community, early childhood settings) and who is involved. These caregivers might include you, grandparents, childcare workers, siblings, aunts/uncles, etc. \r\nYou will be asked to help the team identify where you would like your child to participate. Research and the Individuals with Disabilities Education Act (IDEA) indicate that supports should be provided in natural environments. That means in the same locations or settings that children without disabilities participate, including home, the park, childcare, the store, and other community places. \r\nYour Babies Can't Wait team is not trying to intrude into your private life but is trying to get information needed to help the team provide whatever supports and resources you need to help your child. \r\n \r\nHow to Participate in an Online Discussion Group (cont.) \r\n \r\n(Continued from page 2) \r\nsions are \"public\" and meant for constructive exchanges. Treat the others in the group as you would want them to treat you. \r\n5. Spell check and reread your messages before posting. Double-check the accuracy of information that you post. Remember that it's almost impossible \r\n \r\nto capture tone and attitude in an e-mail message the way you can in a phone conversation. The reader could interpret an innocent comment sent in jest as rude. Make sure that your messages are clear and avoid using sarcasm. \r\n6. Do not blatantly promote yourself or otherwise spam the list. Self-promotion should be \r\n \r\nkept to a brief signature file at the end of your posts. \r\n7. Do not forward copyrighted material to the list unless you have permission to do so. If you use information that is not your own, give proper credit. \r\n8. Keep your questions and comments relevant to the focus of the discussion group. \r\n \r\nFAMILY FOCUS \r\n \r\n VOLUME 1, ISSUE 1 \r\n \r\nPAGE 5 \r\n \r\nConceptual Framework \r\n \r\nNew \r\n \r\nTraditional \r\n \r\nPromotion Models \r\n \r\nTreatment Models \r\n \r\nFocus on promoting compe- Focus on remediation of a \r\n \r\ntence and positive function- disorder, problem, or dis- \r\n \r\nResearch indicates that some ways staff with expertise in child develop- ing \r\n \r\nease, or its consequence \r\n \r\nof providing supports and resources ment and family supports. The \r\n \r\nto children and families are more effective than others. In order to \r\n \r\nconceptual framework provides the Capacity-Building Models \r\n \r\nExpertise Models \r\n \r\nfoundational structure needed to \r\n \r\nProvide opportunities for Depend on professional \r\n \r\nconsistently provide Babies Can't \r\n \r\nsupport the teaming between par- people to use existing abili- expertise to solve problems \r\n \r\nWait families supports and re- \r\n \r\nents and providers (coaches) that is ties and develop new skills for people \r\n \r\nsources in the best possible man- \r\n \r\nneeded to help children succeed. \r\n \r\nner , Georgia has adopted six major ideas or concepts . These con- \r\n \r\nStrength-Based Models Deficit-Based Models Acknowledge the assets of Focus on correcting a per- \r\n \r\ncepts are supported by the re- \r\n \r\npeople and help them use son's weaknesses or prob- \r\n \r\nsearch on effective early interven- \r\n \r\nthese assets to improve \r\n \r\nlems \r\n \r\ntion. They also represent the in- \r\n \r\nfunctioning \r\n \r\ntent of the federal law known as Individuals with Disabilities Educa- \r\n \r\nResource-Based Models Service-Based Models \r\n \r\ntion Act (IDEA). \r\n \r\nDescribe practices in terms Describe practices primarily \r\n \r\nof a wide variety of formal in terms of professional \r\n \r\nThese evidence-based ideas form \r\n \r\nand informal supports within services \r\n \r\nthe backbone or conceptual \r\n \r\na community \r\n \r\nframework that guides early inter- \r\n \r\nvention in Georgia. \r\n \r\nFamily-Centered Models Professionally-Centered \r\n \r\nView professionals as agents \r\n \r\nModels \r\n \r\nFamilies have long been recognized \r\n \r\nof families and responsive to View professionals as ex- \r\n \r\nby Georgia as a very important part \r\n \r\nfamily desires and priorities perts who determine the \r\n \r\nof the early intervention process. \r\n \r\nneeds of a person from their \r\n \r\nYou are the EXPERT on your child, \r\n \r\nown as opposed to the \r\n \r\nand Babies Can't Wait provides \r\n \r\nAdapted from Conceptual Framework for Evidence-Based Practices in \r\n \r\nother person's perspectives \r\n \r\nEarly Intervention Dunst (2000) \r\n \r\nAlphabet Soup \r\n \r\nBabies Can't Wait (BCW): The early intervention program for Georgia's children birth up to age three who have developmental disabilities or delays. \r\nEligibility: meeting the criteria or requirements that have been set by the state and federal government to qualify for the Babies Can't Wait (BCW) \r\nprogram. \r\n \r\nIntake: the process that fami- \r\nlies go through from the time they are referred to Babies Can't Wait (BCW) until eligibility is determined. It will include conversations with your service coordinator and possibly other team members. It will involve identification of family priorities, questions, interests, and resources. Activities include: gathering current assessment and other information related to the \r\n \r\nchild's needs and developmental status, providing information and support to the family, and possibly conducting the screening and accessing additional community \r\nresources as Words To Know \r\nneeded. \r\n \r\nProvider's View cont. have found that I focus on during \r\n \r\n(Continued from page 3) \r\n \r\nmy intake visits with families under \r\n \r\nsupport systems since they are much more long lasting and meaningful to the family. \r\n \r\nthe Primary Coach Model of Service Delivery. Each family is different and unique so the conversation and focus varies with each home visit. I \r\n \r\nI have tried to reflect on what I \r\n \r\nhave found this model to make my \r\n \r\njob much easier and more efficient. I feel that my role has changed in that I am responsible not just to myself, the families I provide service coordination to and Babies Can't Wait, but to my team members as well because I represent them during each visit. \r\n \r\n\"We focus on their informal support systems since they are much more long lasting and meaningful to the family.\" \r\n \r\nFAMILY FOCUS \r\n \r\n Local Program Contact Information \r\nAddress: \r\nPhone: Fax: E-mail: \r\n \r\nMailing Address Line 1 Mailing Address Line 2 Mailing Address Line 3 Mailing Address Line 4 Mailing Address Line 5 \r\nVisit Babies Can't Wait on the Web: http://health.state.ga.us/programs/bcw \r\nFor other Georgia public health programs visit \r\nhttp://health.state.ga.us/programs/ \r\n \r\nFeatured Family Resources \r\n \r\nFamilies enrolled in Georgia's Babies Can't Wait program frequently indicate a need to locate additional resources for their children and family members. Each issue of the Family Focus will feature a few of the numerous resources currently available to support families on their early intervention journey. If you would like to share additional resources, please forward your recommendations to listen@valdosta.edu. \r\nBabies Can't Wait: Georgia's statewide interagency service delivery system for infants and toddlers with developmental delays or disabilities and their families. Phone 1-888-651-8224 or visit their website. http:// health.state.ga.us/programs/bcw \r\n \r\nBabies Can't Wait Parent Educators: Parent Educators are all parents of children with disabilities who have received early intervention and who are familiar with the Babies Can't Wait program and policies. As a component of Project SCEIs (Skilled Credentialed Early Interventionists), Parent Educators provide significant support to families at the local district level as well as providing an important family voice at the state level. This site includes downloadable copies of the Handbook for Success in Babies Can't Wait (English and Spanish Version) as well as an extensive web Directory of Internet Resources \r\n \r\nConcerning Disabilities. http:// \r\neducation.gsu.edu/sceis/ \r\nPower of the Ordinary: The everyday, ordinary activities of children and families provide incredible learning opportunities throughout the day. This site includes many ideas to assist families in making each moment filled with fun and functional learning. It includes links to the Everyday Times, a series of free and colorful photographic discovery pages which illustrate the everyday learning opportunities of children. The site is sponsored by the \r\napplied research center of the Orelena Hawks Puckett Institute. http:// \r\npoweroftheordinary.org \r\n \r\nFAMILY FOCUS \r\n \r\nPAGE 6 \r\n \r\nDPH06/016HW March 10, 2006 \r\n \r\n "}],"pages":{"current_page":1,"next_page":null,"prev_page":null,"total_pages":1,"limit_value":10,"offset_value":0,"total_count":2,"first_page?":true,"last_page?":true},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Georgia. 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