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Identifying family strengths is central to early childhood practices. Moving beyond identification to exploring and explicitly applying those strengths can evolve strengths-based and family capacity-building practices. Assessment and planning processes that focus on the strategies families use to help their child learn can give agency to families in this parenting role. This exploratory study examined the perspectives of seven families who participated in an early intervention assessment-to-planning approach that sought to uncover, understand, and utilize the strategies families used to help their child learn and their appraisals of those strategies. Family responses during qualitative interviews were analyzed into three themes: (1) naturalistic observations yield naturalistic understandings, (2) practices that honor family strengths and family fit, and (3) self-discovery and self-affirmation. Implications for evolving family capacity-building approaches are discussed.

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.

Increasingly, families know prenatally of certain diagnoses with a high probability of developmental delays. These diagnoses could result in eligibility for Part C early intervention (EI) postnatally. Although prenatal developmental interventions (e.g., Early Head Start, Nurse Family Partnership) are common for families with environmental risks, no research has explored the potential of prenatal EI for those families with EI eligible diagnoses. This online survey research explored family and practitioner perspectives of potential prenatal EI and project-identified prenatal outcomes (i.e., health and well-being, parent-child interactions, parenting to family culture, and navigating systems and supports). Overall, both samples reported the prenatal outcomes were clear and important prenatally. Families preferred EI practitioners help with all outcomes. Practitioners preferred to take the lead on some outcomes (e.g., knowledge of and comfort with EI services, intention of EI), whereas the medical community took the lead on others. Findings support the need for further research on the potential of prenatal EI and resulted in implications for current postnatal EI. [Contributions to this study were made by Frances Davis, Heather Taylor, and Katherine Swart.]

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.

Home visiting is a primary service delivery approach to promote young children's development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators' readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students' learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed.

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 home is the most frequently used location for providing early intervention supports and services. However, practices to address child development outcomes have shifted from direct, hands-on "treatment" to supporting families through collaboration and consultation so that they can promote their child's development by using identified intervention strategies effectively and confidently during their everyday activities. Routine activities, those everyday family experiences, provide rich opportunities for promoting child development. Interventionists support families' use of these routine activities as learning opportunities by embedding intervention strategies, individualized to the unique learning characteristics of the child into the routine activities. Practices regarding child-focused interventions include considering the setting (i.e., routine activity) in intervention design, ensuring strategies can be used across settings where children learn, and promoting child engagement with other people and materials. A recommended practice for interdisciplinary models is "team members focus on between-session time (i.e., build in activities that can be carried out across time and contexts)." Although home visiting consultation practices are endorsed, early interventionists might have difficulty implementing these practices, especially when they have been trained to be more hands-on and directed toward the child rather than the caregiver and child. This article guides early interventionists' reflections on their own home visiting practices with respect to recommended practices. The practices discussed are specific to the times during home visits when intervention is focused on child learning outcomes. There most likely will be other times when the home visit focus is on other family outcomes, where these practices might be modified to reflect the different focus. (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.

"Child functioning does not occur in a vacuum, but is influenced by the social interactions, physical features, and timing of the family's routines that make up the child's learning environment." They review the environment RP E3: "Practitioners work with the family and other adults to adapt the physical, social, and temporal environments to promote each child's access to and participation in learning experiences" (p. 7) and wonder if that is the missing piece. Talia identifies this might be a place for an adaptation, such as giving Julio one bowl at a time to promote self-regulation. i I Does positioning Julio in front of a mirror, supported by Clara behind him, help him participate and learn?. [Extracted from the article]

The article discusses the basic task and development of early intervention professionals. The author says understanding infant-toddler development requires knowing how this child, with his/her unique learning characteristics, approaches opportunities to participate, learn and function everyday. Intervention professionals must reportedly be attuned to competencies the infant-toddler uses.

A dearth of literature exists regarding barriers to physicians providing medical care to patients with intellectual disabilities. Using an exploratory study, we assessed current physician practice for this population of patients. We mailed a 17-question anonymous survey to primary care physicians (PCPs) in Connecticut. Results showed that many physicians care for patients with intellectual disabilities, but approximately 62% of physicians believed caring for this group to be more difficult compared to other groups. Lack of training and education pertaining to patients with intellectual disabilities, issues of communication, and interruptions in continuity of patient care affect physicians' ability to care for this population. Future research should establish best practices and examine nationwide practices in providing care to patients with intellectual disabilities.