122 Session 5
Papers Topic - Routine-Based Intervention Advancing Comprehensive Early Childhood Intervention P5.08 Making Ongoing Services Routines-Based Presenting Author: Robin McWilliam (USA) Affiliation: University of Alabama
To counter the traditional method of providing early childhood intervention (ECI) services directly to children in one-on-one settings, we have developed a model for individualized services to extend our impact throughout the child’s day. This method, called the Routines-Based Model, is designed to build the caregiver’s capacity to support the child’s functioning in everyday routines—in the home, the classroom, or the community. Functioning is defined as the child’s engagement, independence, and social relationships. We assess this functioning through the Routines-Based Interview, help the families decide on goals, and provide supports to empower caregivers to address those goals. We use a collaborative-consultation approach, not an expert-consultation approach: The former promotes equity, and the latter promotes inequity. In this presentation, we will show participants the many resources we have to support the implementation of the Routines-Based Model, which has been implemented internationally. P5.09 Routine-Based Early Intervention for Mothers of Young Children With Developmental Disabilities: A Mixed Methods Study P5.10 Routines-Based Early Childhood Intervention Model in Families of Children Who are Blind or Have Severe Visual Impairments Presenting Author: Jitka Barlova (Czech Republic) Affiliation: Society for Early Intervention, Czech Republic Co-Authors: Petra Halkova This presentation explores the application of the Routines-Based Early Childhood Intervention (RBEI) model in families with children who are blind or have severe visual impairments. The RBEI model emphasizes embedding intervention strategies into the family's daily routines, ensuring meaningful and sustainable support tailored to the child’s and family’s unique needs. Through a case study, we will demonstrate how this approach enhances the child’s developmental outcomes while respecting and strengthening the family’s existing routines and resources. Special attention will be given to collaboration with families, fostering parental competencies, and addressing the specific challenges of supporting a child with severe visual impairments. The session highlights the potential of the RBEI model to empower families, improve child outcomes, and provide a structured yet flexible framework for early childhood intervention in complex cases. This study was conducted using an exploratory, sequential, mixed-methods design to examine the effects of the Routines- Based Early Intervention (ROBE) Program for mothers of children with developmental delays (DD). In the first phase, eco-map and semi-structured interviews based on daily routines were conducted with 11 mothers of children with DD. The results showed that the mothers needed social support and information, especially in the areas of play, shared time, and mealtime routines. The second phase used a multiple probe design across participants and was conducted with 4 parent-child dyads, in which the children were diagnosed with autism spectrum disorder. The main purpose of this study was to examine the effects of opportunity teaching, provided through coaching sessions, on the children's social communication behaviors during play routines. The coaching sessions led to an increase in mothers' interaction-facilitating behaviors and an improvement in their children's social communication behaviors with their mothers. Presenting Author: Sevim Küçük Karahan (Turkey) Affiliation: Maya Coaching and Consulting Center Co-Author: Latife Özaydın
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