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Early intervention (EI) practitioners are expected to coach families in embedding intervention strategies for their infant or toddler within their everyday routines. EI practitioners use authentic assessment approaches (i.e., observation and discussion) to gain a real-life picture of what the child is good at and what can be difficult to identify individualized intervention strategies targeting the family's Individualized Family Service Plan (IFSP) outcomes. The resulting intervention strategies are expected to "fit" or be tailored to the family's routines, rather than generic strategies that can result when assessing children outside those everyday routines. To conduct a comprehensive assessment, EI practitioners analyze both the child "and" the environment. Assessing how the environment impacts a child's participation in routines and learning of IFSP outcomes results in potential strategies for adapting that environment. The purpose of this article is to share the importance of social, physical, and temporal environments to child learning in home routines and ways to assess environmental strengths and needs respectful of individual family strengths, priorities, and culture.

Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are increasingly learning of diagnoses that result in EI eligibility once the child is born. For these families, research is needed to determine the effects of beginning EI prenatally rather than waiting until birth. In this exploratory study, the perspectives of state EI administrators were uncovered to inform the development of a prenatal intervention to undertake such research. Participants reported strong support for prenatal EI, provided recommendations for prenatal intervention design, and offered potential systems change needs. These findings will contribute to the development and testing of a prenatal intervention that makes sense to and is compatible with one critical stakeholder group--those who administer EI programs.

Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on authentic assessments. Participants reported various ways of applying authentic assessment methods, with eligibility determination identified as the most difficult assessment decision point and progress monitoring as the easiest assessment decision point to use such strategies. Barriers and facilitators to using authentic assessments were described in the themes of administrative requirements, knowledge and experience, and family-professional partnerships. Implications for professional development systems and early intervention leadership are discussed. (Contains 1 table.)

The purpose of this study was to inform early intervention practice by exploring the various adaptations families make to promote their child's learning, the supports they perceive as helpful in creating adaptations, and the supports they perceive as still needed. Holistic case studies were developed for 5 families of infants and toddlers with disabilities or developmental delays. Resulting conclusions were that families (a) created adaptations according to their goals, their child's developmental characteristics, and environmental factors; (b) relied primarily on their own knowledge of their child; (c) most frequently used responsive caregiving strategies and adaptations of the requirements of, or instruction for, participation; and (d) applied intervention guidance in various ways. Resulting recommendations for early intervention practices are described.

Mastery motivation is an internal drive to master a skill, behavior, outcome, or goal. It has been called persistence, "stick-to-it-iveness" (McCall, 1995), goal-directedness, determination, and tenacity. Mastery motivation is expected to foster development as the child is motivated to learn something new. Parents and other caregivers play an important role in promoting mastery motivation. In this article, the authors discuss how interventionists promote mastery motivation among children. The authors also describe the components that are involved in promoting mastery motivation and provide specific intervention recommendations. These components include: (1) Moderately challenging goals; (2) Goal-direction; (3) Persistence; (4) Attention; (5) Imitation; (6) Initiation; (7) Choice Making; (8) Use of multiple strategies; (9) Enjoyment of trying; and (10) Enjoyment of partial success. (Contains 1 table.)

The utility of cost-benefit analysis in program evaluation is illustrated using hypothetical examples of the consequences of natural environments service provision. Areas for further research related to cost and benefit implications are presented. Early intervention programs can use the cost-benefit framework to evaluate the social impact of natural environments. (Contains references.) (Author/CR)

Early intervention takes its form from a variety of fields. It has its obvious roots in the fields that primarily provide early intervention services--special education, allied health, and early childhood education. Early intervention also draws from public health as a coordinated approach to addressing the biological, psychological, and social needs of those supported by the program. More so than any other area, however, early intervention is fundamentally grounded in child and family development. Professional development for both emerging professionals and those already in the field can provide ongoing, intensive experiences to develop mastery and skillful application of knowledge and practice with infants, toddlers, and families within one's disciplinary work.

Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on authentic assessments. Participants reported various ways of applying authentic assessment methods, with eligibility determination identified as the most difficult assessment decision point and progress monitoring as the easiest assessment decision point to use such strategies. Barriers and facilitators to using authentic assessments were described in the themes of administrative requirements, knowledge and experience, and family-professional partnerships. Implications for professional development systems and early intervention leadership are discussed. [ABSTRACT FROM AUTHOR]