How can a Developmental Interventionist Support me and my Family?
The developmental interventionist plays a unique for in early intervention and early childhood education. They are trained to look at the whole child and can create a plan to take a more global approach to your child’s development and the adult capacity to respond and attend to challenging behaviors in a loving and educative way.
The Developmental Interventionist – Social Emotional Specialist utilizes best practices in evaluation and assessment, plan development by offering supports for children with social emotional gaps and other behavioral challenges and services in natural environments through consultation or direct service provision to ensure families have options in fostering the early development of their child.
This video from the Center on the Developing Child is a great example of just one way a Developmental Interventionists can partner with families and their child’s development.
Consultation
Relationships: Empower caregivers to carry on learning in natural environments and be involved in the treatment and goal development process. Enable families to be increasingly independent of formal intervention services. Ensure same-age peer interaction and modeling. Assist in these community environments as needed. Participation in community for families to bring a sense of belonging, acceptance, and ownership. Develop these opportunities and facilitate family connectedness to natural community supports and to plug families not our resource rich community.
Global approach to development.
Developmental Interventionist will be knowledgeable about both early intervention and local programs such as local area school districts, Child Find Coordinators, preschool and special education programs.
They will also be trained to assess for strengths and challenges in all 5 domains of development: Cognitive, Social Emotional, Language, Fine motor, and Gross motor.
Empowerment
Partner with caregivers and professionals to write formal and informal plans. Consult with other professionals on trans disciplinary teams to meet the needs of children. Collaborate with families to identify times and environments within their natural routine where play/teaching can occur.