Best practices in early intervention across the disciplines

This paper explores best practices used in early intervention (EI) across the disciplines of occupational therapy, physical therapy, speech language pathology, social work, and special education. Through an extensive review of literature from those disciplines, six best practices were identified that were represented within each discipline in relation to early intervention. Those best practices entailed: use of the natural environment, family-centered care, coaching, transdisciplinary team approach, telehealth, and transition planning. Other best practices were found within specific disciplines which are discussed in further detail. Following the discovery of those practices, a descriptive survey was administered in County X in New York State to early intervention practitioners across the specific disciplines. The survey sought to determine whether practitioners within County X were utilizing the best practices outlined by the literature. It was discovered that practitioners within County X were implementing a majority of the practices outlined; however, other practices were not being fully implemented at the time the survey was administered. Those identified practices being implemented include: natural environment (69.2% indicated spending the majority of time with the child/family in the family's home), family-centered care (79% stated families were highly involved) and transition planning (service coordinators are involved more than other disciplines at a rate of 87.2% of the time, though majority of EI service providers are involved ). Those identified practices not fully being implemented include: coaching (33.3% indicated that families were highly involved in the implementation of interventions; 35.9% indicated respondents reported using the coaching model 80% or more of the time; 35.9% stated that families are interacting with the EI service providers engaged with the child majority of the time), transdisciplinary team approach (speech and language pathologists and special education teachers working in EI had the highest response rates for engaging in role release at about 30% each; in addition, speech and language pathologists are utilizing role extension 43% of the time, more than other EI practitioners) and telehealth (0% of respondents indicated providing services through telehealth).