Early Intervention Child and Family Outcomes
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In Early Intervention, we build on the vision that all children should actively and successfully participate in their family routine, early childhood activities, and community settings.
So what do we want for all children? In EI, we want all children to:
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Demonstrate positive emotional skills, including social relationships
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Acquire and use knowledge and skills; including early literacy skills
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Use appropriate behaviors to meet their needs
In order for families to be successful in caring for their children, we want them to:
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Understand their children's strengths, abilities, and special needs
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Know their rights and effectively communicate their children's needs
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Help their children develop and learn
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Have adequate social support
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Be able to access services and activities available to all families in their communities
Early Intervention programs assess how a child is functioning within the three child outcome areas by asking the following questions:
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How does the child compare to their same age peers in each outcome area?
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Does the child use these skills in a variety of settings and situations?
Foundational outcomes are assessed when a child enrolls in EI, and then again when the child is discharged. The assessment process considers all of the information gathered by the team, parent input, information provided by other family members and childcare providers, and skilled observation of the child.
In 2005, the Office of Special Education Programs (OSEP) began requiring State Early Intervention programs to collect data and report on child and family outcomes. This data is used at the Federal level by OSEP to ensure the States are meeting the outcomes set for all children. The data is used at the State level to monitor the success of each program, guide technical assistance, develop trainings, and identify other areas of need.
Child Outcome Brochures for Families.
So what do we want for all children? In EI, we want all children to:
Demonstrate positive emotional skills, including social relationships
Acquire and use knowledge and skills; including early literacy skills
Use appropriate behaviors to meet their needs
Understand their children's strengths, abilities, and special needs
Know their rights and effectively communicate their children's needs
Help their children develop and learn
Have adequate social support
Be able to access services and activities available to all families in their communities
How does the child compare to their same age peers in each outcome area?
Does the child use these skills in a variety of settings and situations?
In 2005, the Office of Special Education Programs (OSEP) began requiring State Early Intervention programs to collect data and report on child and family outcomes. This data is used at the Federal level by OSEP to ensure the States are meeting the outcomes set for all children. The data is used at the State level to monitor the success of each program, guide technical assistance, develop trainings, and identify other areas of need.
Child Outcome Brochures for Families.
W3C approved.