Sections View Full Chapter Figures Tables Videos Full Chapter Figures Tables Videos Supplementary Content ++ Key Principles in Service Delivery ++ Developmentally Appropriate Care ++ Provide support Exhibit patience Have reasonable developmental/age-appropriate expectations Use slow, simple instructions Break down tasks into smaller steps when needed Assist child in focus and attention on instructions Provide consistency and structure Provide choices, when possible Give time to practice and for information processing Promote socialization with other children/siblings Incorporate therapy activities into daily routines ++ Family-Centered Care ++ Remember professionals come and go, family are constant Support family/professionals—collaboration throughout continuum of care Honor family traditions and diversity Acknowledge family strengths and methods of coping Recognize developmental needs of child and family Consider emotional and financial support needs of child and family Create flexible, culturally sensitive, family-responsive care systems ++ Culturally Competent/Sensitive Care ++ Recognize culture-identified definitions of “family” Appreciate that family choices may be based in cultural traditions Integrate cultural knowledge into facility policies and procedures Work within and use the support of community helping networks Design and implement services to meet the unique needs of individuals and families Direct service by culturally preferred choices, not culturally blind or culturally free interventions Seek to provide equal and nondiscriminatory access to services ++ Using Natural Environments ++ Provide services in settings that are familiar to the child/family and represent the places where they carry out their routine daily activities (home, child care centers and preschools, playgrounds, libraries, shopping centers, restaurants) Incorporate the people and things that are a part of the child’s natural environment (siblings, grandparents, neighbors, etc.) Provide practice with a focus on function and socialization ++ Communicating With Children ++ Allow time for the child to feel comfortable; take a position at the child's eye level, and speak in a quiet, confident voice Avoid actions the child may perceive as threatening (e.g., sudden advances, extended eye contact) Try communicating through the parent/caregiver or through transition objects (dolls, puppets, stuffed animals) with shy or withdrawn children Use simple words; short sentences; and clear, specific, positively oriented directions and suggestions Be honest and encourage expression of concerns and fears Provide opportunities for older children to talk when parents are not present, when appropriate ++ Consultation/Collaboration ++ Steps in the process Identify and clarify problem Consider alternative solutions Select, implement, and monitor solutions Evaluate solutions Collaborative consultation—process by which regular and special education teachers or teachers and specialists work toward common goals with shared responsibilities Methods for including consultation on IFSP or IEP Consult with child at specified time Consult with teacher/family at specified time Consult as a support to direct intervention Consult listed as an objective/benchmark to support a specific IEP goal Consult listed in the "specially designed instructions" section or as an aid/support to personnel ++ Special Intervention Considerations for Children and Adolescents—Key: Indications—Contraindications—Take Precaution ++ Table Graphic Jump ... GET ACCESS TO THIS RESOURCE Sign In Username Error: Please enter User Name Password Error: Please enter Password Forgot Username? Forgot Password? Sign in via OpenAthens Sign in via Shibboleth Get Free Access Through Your Institution Contact your institution's library to ask if they subscribe to McGraw-Hill Medical Products. What is MyAccess? Create a FREE MyAccess profile to: Use this site remotely Bookmark your favorite content Track your self-assessment progress and more!