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Assessment of Family Strengths and Needs Assessment of Family Strengths and Needs An excerpt from the Early Start Service Coordination Handbook Developed for the California Department of Developmental Services by WestEd Center for Prevention & Early Intervention Assessment of Family Strengths and Needs, an excerpt from the Early Start Service Coordination Handbook, was developed for the California Department of Developmental Services (DDS), the lead agency for Part C of the Individuals with Disabilities Education Act, by WestEd Center for Prevention & Early Intervention (CPEI) in collaboration with the California Interagency Coordinating Council on Early Intervention. Development and production were facilitated through DDS’ Early Start Comprehensive System for Personnel Development and Resources contract with WestEd CPEI. This document is available in PDF format on the DDS website at http://www.dds.ca.gov/earlystart and on the California Early Start website at http://www.ceitan-earlystart.org. For more information about California Early Start contact DDS at 800-515-BABY, visit our website at http://www.dds.ca.gov/earlystart, or e-mail [email protected]. Please cite this document as WestEd Center for Prevention & Early Intervention. 2014. Assessment of Family Strengths and Needs, from the Early Start Service Coordination Handbook. San Francisco: WestEd. Production Team California Department of Developmental Services, Early Start Section Patric Widmann, Lead Expert Elise Parnes, Advisor Ashley Franklin Ramirez, Reviewer WestEd Center for Prevention & Early Intervention Jayanthi Kasiraj, Project Lead (former) Angela McGuire, Advisor Carolyn Walker, Project Lead Ross Adams, Lead Writer Kristine Pilkington, Writer Sandra Suitor, Writer Advisors Virginia Reynolds, WestEd Center for Prevention & Early Intervention, Early Start Comprehensive System of Personnel Development State Interagency Coordinating Council on Early Intervention ©2014 WestEd. Permission to reproduce any and all parts of this report with credit to WestEd is hereby granted. An excerpt from the Early Start Service Coordination Handbook Assessment of Family Strengths and Needs TABLE OF CONTENTS Introduction ............................................................................................................................ 1 Purpose ............................................................................................................................. 1 Pertinent Legislative Mandates .......................................................................................2 Service Coordinator Responsibilities: Assessment of Family Strengths and Needs ............3 Introduction to Early Start ............................................................................................... 3 Concerns ........................................................................................................................... 3 Priorities ............................................................................................................................5 Preparing Families to Access Services .............................................................................5 Resources ......................................................................................................................... 6 Initial and Ongoing Assessment ......................................................................................7 Procedural Safeguards ......................................................................................................8 Gathering Information: Interviewing and Other Tools ....................................................... 9 Procedures ....................................................................................................................... 9 Tools ................................................................................................................................ 12 In Summary .................................................................................................................... 13 Quality Practices to Support Families .................................................................................. 14 Fundamental Practices ................................................................................................... 15 Focus on Strengths ......................................................................................................... 15 Listen and Reflect ........................................................................................................... 15 Build Trust ..................................................................................................................... 17 Acknowledge and Employ the Parallel Process ............................................................. 18 Build and Support Partnerships Using a “Mutual Competence” Model ...................... 20 Acknowledge and Respect Cultural Diversity ............................................................... 20 Understand the Role of Extended Family Members ..................................................... 21 Manage Your Administrative Responsibilities in a Family-Friendly Manner .............22 A Few Final Good Practices ............................................................................................22 Use These Tips for Success from Early Start Parents ..................................................23 Case Examples ..................................................................................................................... 24 Case Example 1 .............................................................................................................. 24 Case Example 2 ..............................................................................................................27 Case Example 3 .............................................................................................................. 29 Case Example 4 ..............................................................................................................34 Related References and Resources ......................................................................................37 Glossary of Related Terms .................................................................................................. 40 An excerpt from the Early Start Service Coordination Handbook Assessment of Family Strengths and Needs Notes: An excerpt from the Early Start Service Coordination Handbook Assessment of Family Strengths and Needs INTRODUCTION Notes: Assessment of family strengths and needs* is an ongoing family- directed process and is not necessarily linear. It involves gathering information with the family about their typical daily routines, their child’s life as a member of the family, and the family’s involvement in the larger community. Developmental evaluation of the child provides a baseline of present levels; whereas, family assessment defines the context within which the child will grow, learn, and change. Both sets of data are critical to the individualized family service plan (IFSP) team as they work to build a program of supports and services useful to the family. Purpose Family assessment centers around three main components that generally follow a logical sequence. Through conversation and guided reflection: • The family identifies their own strengths and needs. • The family’s self-defined strengths are used to outline and document their resources—the supports and services they already have access to and/or have put in place for themselves. • The family’s self-defined needs are used to draft measurable outcomes of early intervention. Outcomes are future achievements and accomplishments that are desired by the family and meaningful in their life. Desired outcomes are then used to build a program of services (that is, required, non-required, and other publicly funded services) that will be implemented to support the family as they support the development of their child. The family’s strengths and needs are the heart of early intervention. The desired outcomes created by the IFSP team are the yardstick against which success and family satisfaction will be measured. *The authors acknowledge that “family assessment” is the terminology used in both state and federal statutes. However, we believe the general public has a different understanding of the word “assessment” than what is intended in the law. From a lay perspective “assessment” implies judgment of motives, qualifications, and characteristics; evaluation and diagnosis; appraisal of skills and resources. Nothing could be further from the intended meaning. Alternative terminology for your consideration includes “information gathering,” “sharing,” and “program development.” The intention is to put families at ease so they know that they are not being judged, but rather invited to share their story, their perspective, their hopes and dreams so that together we can devise an intervention program individualized to meet their unique needs. An excerpt from the Early Start Service Coordination Handbook 1 Assessment of Family Strengths and Needs Notes: Pertinent Legislative Mandates The Individuals with Disabilities Education Act The Individuals with Disabilities Education Act (IDEA) is a “United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities” (U.S. Department of Education, 2013). The IDEA was most recently reauthorized on September 28, 2011. IDEA, Title 1, Part C, Section
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