Routines offer a framework for teaching because they are meaningful to the child, require a short time sequence, are repeated frequently and support interaction between the child and careprovider. Families participating in two research studies were able to identify many routines and community activities involving multiple careproviders available for intervention, but also reported receiving no recommendations from their team on how to embed intervention. This module provides training on how to use existing or develop new routines for embedded intervention and ways team members can integrate different outcomes into common routines. Generalizable child skills are identified to maximize growth across all developmental and behavioral domains that are compatible with each routine. Trainees learn to integrate skills across domains and disciplines into common routines, learn to identify which routine is most appropriate for which skills, and learn to integrate strategies across disciplines rather than specific methods for each therapy.
Emphasis is on family schedules and routines as they already exist.
Trainees learn to identify and build on what the family is already doing without imposing a prescribed set of activities or regimen to practice, learn to increase opportunities for practice across routines and not just within a single routine, and learn to provide opportunities for learning without interfering with the routine. Team members work with the family to include the child in the family unit. Trainees learn to communicate with each other and the family about interventions within activities. Increased use of activity matrix as a communication tool across team members. If you would like a copy of the materials e-mailed to you, please contact Katrina Cripe to request a copy.