Lost in alphabet soup? Use this quick guide to better understand commonly used early childhood intervention abbreviations and acronyms.
- Alberta Infant Motor Scale; gross motor evaluation tool for children under 18 months old
- Cognitive, social, and adaptive skills evaluation tool used for intake and transition
- Developmental assessment evaluation tool created by Nancy Bayley
- Developmental Assessment for Young Children; evaluation tool used for intake and transition
- Division of Developmental Disabilities; State program, part of DSHS www.dshs.wa.gov/ddd/index.shtml
- Department of Social & Health Services www.dshs.wa.gov/default.shtm
- Early Childhood Intervention
- A support system for children with developmental disabilities or delays and their families. The principle of early intervention is to provide appropriate therapies for children with disabilities, to minimize these delays and maximize each child's chances of reaching normal milestones in development. Early intervention begins from birth or first diagnosis, and continues until age three. It involves specialized education and therapy services for the child, as well as support for the whole family through information, advocacy, and emotional support.
- Early Support for Infant Toddlers; managed by the State of Washington
- A multi-disciplinary team made up of family members and two or more qualified professionals evaluate the child's performance in physical, motor, sensory, cognitive, communication, social-emotional, and adaptive development. A child qualifies for Early Intervention Services if he/she demonstrates a 25% delay in one or more area.
- Family Resource Coordinator; has specialized training to best help a family access early intervention and other community services a child and family may need
- Speech articulation evaluation tool used for transition
- Training program in which parents and other caregivers learn how best to promote children's communication and language development during everyday activities
- Individuals with Disabilities Education Act (1986); Federal legislation; created ITEIP program which is Part C of the law. This law assures special education services for children with disabilities from the time they are born until they graduate from high school or to the age of 21, whichever comes first.
- Individualized Education Plan; the IEP is designed by school district staff and parents after transition into the district and describes the goals set for a child during the school year, as well as any special support needed to help achieve them.
- Individualized Family Service Plan; if a child is found eligible for early intervention services, an Individual Family Service Plan is developed, where the child's and family's needs and services are determined on an individual basis. The IFSP is developed jointly by the family members and the Parent Coach. The IFSP is frequently amended and updated as needs change.
- Natural Learning Environment
- The day-to-day settings, routines, and activities that promote everyday learning opportunities for children; i.e. where children live, learn, and play.
- Occupational Therapy: coaching exploration in a physical way, includes a strong motor component and encompasses sensory processing issues – play is a child's work
- Fine and gross motor skills evaluation tool used for intake and transition
- Primary Coach Model
- "Whole child approach" primary service provider model: a staff team, led by a Parent Coach, who is also a Family Resource Coordinator, nurture, support and coach parents as they learn to facilitate and promote their child's optimal development.
- Promoting First Relationships; training and tools developed by J.F. Kelly, PhD, T.G. Zuckerman, PsyD, D. Sandoral, MS, and K. Buehlman, MA
- Preschool Language Scale; speech evaluation tool used for intake and transition
- Physical Therapy: coaching sensory and motor development, includes exercise and motor components
- Speech Language Pathologist: coaching speech and language development