IV. Priority Recommendations (continued)
C EI services can be improved when the service coordinator, providers, and family meet periodically throughout the year to coordinate delivery of services identified on the IFSP. (Bricker et al., 2020 https:// doi.org/10.1177/0271121419890683; Coufal & Woods, 2018 https://doi.org/10.1016/j.pcl.2017.08.027; Hunt et al., 2004 https://doi.org/10.1177/027112140402400 30101) Child care as a service setting: Many infants and toddlers spend a portion of their day in child care programs, and children in Part C EI have a right to appropriate services in these natural environments. At the same time, studies suggest that EI and child care providers have challenges in communication and alignment of approaches. Even adapting the physical location of services (e.g., in a separate room, in a busy classroom) may be challenging. Having more structured support for child care settings can help to bridge gaps and improve services for children. Development of cross-sector supports, technical assistance, and professional development is recommended in federal guidance. (Chödrön et al., 2021 https://doi.org/10.1007/s10995-020- 03097-w; Sheppard & Moran, 2021 https://doi. org/10.1007/s10643-021-01225-x; Weglarz-Ward et al., 2019 https://doi.org/10.1177/1053815119886110; Weglarz-Ward & Santos, 2018 https://journals.lww. com/iycjournal/Abstract/2018/04000/Parent_ and_Professional_Perceptions_of_Inclusion.4.aspx; US Department of Health and Human Services and Department of Education, 2015) Informed Clinical Opinion: The term Informed Clinical Opinion appears in the regulatory requirements for implementation of Part C EI and the state must ensure that it may be used as an independent basis to establish a child’s eligibility. (IDEA. Section 303.321(a)(3)(ii)) Informed Clinical Opinion is used by EI professionals in the evaluation process, making use of information on aspects of development that are more difficult to measure. In other words, when a standardized test or measurement tool won’t be effective in measuring
a child’s condition, professionals can observe and assess developmental delays. Documentation of Informed Clinical Opinion is part of the process. (ECTA Center, 2012; Shackelford, 2002) Coaching: EI programs recognize the importance of engaging parents in their child’s development. Coaching is an evidence-based strategy that can be used by early interventionists to engage families as decision makers and participants in their children’s intervention. Research evidence strongly supports “coaching” parents on how to integrate therapies into routines and daily activities, rather than relying only on an hour or two per week of intervention with an EI professional. Studies also suggest that coaching can empower families and can be effective with culturally and linguistically diverse families. To get optimal outcomes for children and families, however, EI providers need additional training and supervision as they implement coaching methods. (Pellecchia et al., 2020; https://pilotfeasibilitystudies. biomedcentral.com/articles/10.1186/s40814-020- 00568-3; Romano & Schnurr, 2020 https://doi. org/10.1177/0271121419899163; Ward et al., 2019 https://doi.org/10.1080/09638288.2019.1581846 ; Steward & Applequist, 2019 https://doi.org/10.10 80/02568543.2019.1577777; Kemp & Tunbull, 2014 https://doi.org/10.1097/IYC.0000000000000018; Rush et al., 2003 https://doi.org/10.1097/00001163- 200301000-00005)
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