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Telepractice for Part C Early Intervention Services: Considerations for Effective Implementation and Medicaid Reimbursement

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Telepractice for Part C Early Intervention Services: Considerations for Effective Implementation and Medicaid Reimbursement

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This document compiled by ECTA and DaSy, in collaboration with Maureen Greer of ITCA, can support states in securing Medicaid coverage for telepractice as a method of service delivery beyond the public health emergency of the COVID-19 pandemic. To plan for the continued successful use of telepractice, states will need to:

make decisions based on all available data,

explore state and federal policies and requirements,

consider and respond to issues related to Medicaid reimbursement,

develop policies, procedures, and

provide information and supports for families, providers, and state staff.

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Videos about Early Care and Education and Early Intervention Services during the Pandemic

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Videos about Early Care and Education and Early Intervention Services during the Pandemic

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Videos about EC Services during the Pandemic (7-6-21).pdf

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Early Childhood Technical Assistance (ECTA) Center Telehealth Videos

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Early Childhood Technical Assistance (ECTA) Center Telehealth Videos

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Five new videos produced by Larry Edelman for parents who are new to early intervention home visits provided via video conferencing. In each of these two-to-three minute videos, parents describe how virtual home visits have been working for their families. Providers may find it useful to share selected videos with families who are new to their programs.

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Updated September 8, 2020, 11:13 AM

Many states have been using technology to support families, as well as providers and educators who work with the family. This methodology provides an alternative to meeting with families with young children in person and supports them in helping their children learn through embedded activities throughout the child's day.

These resources illustrate how technology can be used in service provision and ways to address some of the challenges practitioners face when using this methodology. Also included are guidelines and tips for implementing effective remote service delivery practices and preparing families for using technology to help them help their children.

This handout from Larry Edelman of University of Colorado provides examples of how video conferencing might be used, general tips regarding technology, environment, and interactions with others, and a series of helpful links.

This topical brief from IDEAs that Work is intended for teachers (K-12) and early childhood practitioners (serving children ages 2-5). It provides an overview on accessibility and instruction modalities, evidence-based practices, examples and resources. The practice content is presented in two sections; the first for teachers of school-aged children, and the second for early childhood practitioners, which begins on page 12.

Engaging Families

Webinars on Engaging Families

Use of Tele-Intervention in Early Intervention (IDEA Part C): Strategies for Providing Services Under the COVID-19 Public Health Emergency

This webinar explores Part C policy and infrastructure issues for states to consider addressing in order to establish and fund early intervention through video-based tele-intervention, including:

Funding Opportunities: Medicaid and private insurance

Privacy Issues: HIPAA and FERPA

Consent from families (What is needed?)

Video Conferencing: Technology and Considerations

The good news is that barriers and challenges are less than some may think and a number of states have experience in delivering effective services through tele-intervention that we can learn from.

Family Resources: Overview of Product and Process from the Positive Early Learning Experiences Center (PELE)

This recorded webinar highlights the work of the PELE center around supporting families during the COVID-19 pandemic. Phil Strain and Johanna Berry Wasser share the videos, guidance documents, and process they are using to support engagement with families during this time when in-person engagement is not an option.

This webinar addresses challenges associated with helping families while using distance technology. While addressing primary challenges that providers see in families such as coping with behavioral difficulties of their children and disruption in routines the webinar also answers questions from providers such as how can I help without adding stress and how can I guide families who don't have access to technology?

The importance of conversation in the essential practices of early intervention for children, birth to five years, is paramount. Robin McWilliam, Ph.D., and Cami Stevenson show how to have virtual conversations through telecommunication to find out who's in the family's ecology, assess the child and family's needs, develop participation-based child goals and family goals, construct a routines-by-goals matrix, and provide support-based visits.

Videos on Engaging Famlies

This Early Intervention Video Reflection Activity includes sample reflection questions for supervisors/trainers to use with individuals or groups after viewing any of the following videos:

Preschool Remote Learning During the Pandemic at Tarver Elementary

This video describes how Peggy Mattingley, General Education Teacher, Kirsten Bilderaya, Itinerant Early Childhood Specialist, and Molly McCarthy, Speech-Language Pathologist, at Tarver Elementary School in Thornton, Colorado delivered remote learning services in spring, 2020 during the COVID-19 pandemic. They discuss how they reached out to families, provided both asynchronous and synchronous activities, delivered individualized services, and supported children with Individualized Education Programs (IEPs).

A companion video guide outlines the contents of the video with handy time codes to find sections most useful to the viewer.

An Inclusive Preschool During the Pandemic: Remote Learning at Big Walnut Elementary School

This video illustrates how Anna Cordas and Erin Erjavec, Preschool Education Interventionists at Big Walnut Elementary School in Delaware County, Ohio, delivered remote learning services for their inclusive classrooms during the COVID-19 pandemic in spring, 2020. They show how they used their typical classroom visual schedule, provided both asynchronous and synchronous activities, delivered individualized services, and supported children with Individualized Education Programs (IEPs). Lindsay, a parent of one of their students, shares her and her son's experiences with the remote learning services.

A companion video guide outlines the contents of the video with handy time codes to find sections most useful to the viewer.

Build Your Video Conferencing Skills: For Home Visitors - And Everyone Else!

This entertaining video presents important tips for improving your video conferencing skills. The lighthearted narration and whimsical illustrations can help you identify key technical, environmental, and interactional aspects to keep in mind. Download the accompanying one-page checklist to assess your skills while watching the video.

Una visita en el hogar con la familia de Liam (A Home Visit with Liam's Family)

In this video, Ohio occupational therapist Marta Gonzalez delivers an early intervention home visit during the COVID-19 pandemic. The video illustrates how home visits delivered through video conferencing can continue to support children and their families when in-person visits are not possible. The story is shared through insightful observations offered by Marta and Liam's mother, Yinna. En Español (with English subtitles.)

Supporting Grayson's Family

In this video, Grayson's parents Niki and Matt describe how home visits they receive via video conferencing engage and support the entire family during stresses associated with the COVID-19 pandemic. Early interventionist Jenny Seuntjens highlights key strategies including focusing on all family members, embedding intervention in typical everyday routines, and following the family's lead.

A Home Visit with Ares' Family

In this video, Ohio speech-language pathologist Lindsay Miketa delivers an early intervention home visit during the COVID-19 pandemic. The video illustrates the experience of a family new to early intervention that has only received home visits via video conferencing. The story is accompanied by insightful observations offered by Lindsay and Ares' parents, Jacqueline and Daniel.

A Home Visit with Sam's Family

This video illustrates an early intervention home visit delivered by Ohio occupational therapist Angela Spano via video conferencing during the COVID-19 pandemic. The video shows how home visits support the entire family and features insightful observations offered by Sam's mother Kayla and Angela.

A Home Visit with Zander's Family

This video illustrates an early intervention home visit delivered by Ohio physical therapist Paula Clark via video conferencing during the COVID-19 pandemic. The video features insightful observations offered by Zander's mother Margaret and Paula.

An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting

This video illustrates an entire home visit delivered by early interventionist Jenny Seuntjens via video conferencing during the COVID-19 pandemic, with very little taken out. Running at around forty minutes, the video includes an introduction by Juliann Woods and annotations throughout that point out key strategies used by both the provider and the family.

Using the SS-OO-PP-RR: Guiding Home Visiting during the COVID-19 Pandemic

In this video, Juliann Woods, Jenny Seuntjens, and Larry Edelman discuss the use of the SS-OO-PP-RR framework for guiding home visits, whether in-person or delivered through video conferencing. They also discuss general considerations when delivering home visits during the COVID-19 pandemic.
See also: Tip Sheet: Welcoming Families to Mobile Coaching
Supporting Families During the Pandemic: Four Therapists Share Their Wisdom

In this video, four early intervention practitioners from the Cuyahoga County Board of Developmental Disabilities (Ohio) share their experiences and advice about using video conferencing to deliver home visits.

A companion viewer's guide provides space for a provider to take notes on the discussion and reflect on the content's application to their own work.

The Ohio Association of County Boards of DD, a grantee of the Ohio DD Council, has produced in partnership with families and practitioners in Ohio, a video series about the use of technology with evidence based early intervention. This eight-video series illustrates how video, video conferencing, and related technologies can improve access to, and the quality of, supports for families as well as better enable teams to practice evidence-based early intervention services.

This video from the series illustrates how a speech-language pathologist makes a virtual home visit from her office to join a mother, her son, and a developmental specialist. Other videos on this site are related to using video technology in early intervention.

This video from the Family, Infant and Preschool Program shows how you can use tele-intervention during this time of social distancing and includes an overview of system requirements, how to plan a visit, the three parts of a virtual visit, and what conducting an tele-intervention visit looks like in action.

A companion handout on Promoting Interest-Based Child Learning in Natural Settings using a Coaching Interaction Style helps early childhood practitioners build the capacity of a caregiver to promote child learning and development as part of everyday activities, and can be used to facilitate a tele-intervention visit.

FIPP has also produced the following infographics:

This early intervention guide provides steps to joint planning, observation, action and practice, reflection and feedback.

Focusing on natural learning environment practices, this early intervention guide looks at child interests, activity settings and caregiver responsiveness.

This early intervention guide provides five basic steps to getting started in tele-intervention. It also offers solutions to confidentiality issues bwhen using tele-intervention.

Ten useful tips are offered to help early interventionists continue to be effective during tele-intervention visits.

In this infographic, FIPP defines four alternatives to modeling as early interventionists work with caregivers. They are prompting, role-playing, demonstrating and reflecting.

Online Modules on Engaging Families

Over the past 8-9 years, NCHAM has been supporting the knowledge base and research to determine the effectiveness of tele-intervention (TI). They believe TI is a useful tool in serving families of children who are Deaf and Hard-of-hearing and applies to the use in promoting communication development. This guide has applicability across early intervention and has great resources on technology, sample consent form etc.

Three Tele-Intervention 101 Learning Courses for different audiences are included:

In this module, Pam Dawson talks about Tele-Intervention (TI), which is virtual service delivery model. Pam Dawson, M.Ed is the Executive Director of hear ME now. Pam discusses the benefits and challenges of TI and provides strategies for successful implementation.

Early Childhood Recommended Practice Modules (RPMs) are free modules developed for early care and education, early intervention, and early childhood special education faculty and professional development providers. The modules support the implementation of the Division for Early Childhood (DEC) Recommended Practices.

Other Resources on Engaging Families

These tip sheets from the Center for Parent Information and Resources (CPIR) web page offer advice on the use of technology, hosting and participating in meetings, and also provide infographics on the content. Many of the resources, for example, this Sample Virtual IEP Meeting Agenda, are available in both English and Spanish.

A preschool education director shares what her school is doing to keep kids' screen time to a minimum (30 minutes maximun) while fostering play-based learning at home. Tips include to: remember that families are partners, provide meaningful screen time alternatives and be kind to yourself.

This blog post offers practical strategies for early interventionists to use when coaching parents using tele-intervention. "You are not trying to engage an infant or toddler on video for 45-60 minutes during your virtual visit. Re-read that last sentence and let it sink in." Although the world has shifted because of the COVID-19 crisis, the practitioner's primary mission remains the same: support caregivers so they learn ways to interact with their children during everyday routines and activities that encourage development. In comment section, an early interventionist shares how following strategies helped her perform successful assessments.

This guide is developed by the Council for Exceptional Children in conjunction with eLuma online therapy, walks providers through best practices, teaching strategies, and tips and tricks for delivering high quality instruction and therapy online with a quick turnaround.

This article outlines that although phones have constraints to creating equitable learning environments they can be used maintain lines of communication, share learning and build community. Research shows that approximately 96 percent of households have access to a mobile phone and 81 percent have access to a smartphone. In situations where students lack high-speed internet access or a laptop or tablet, phones can play a key role in bridging the gap between school and home.

Home visits have been suspended during the COVID-19 pandemic, but early interventionists can still provide supports to families. In this short article, Robin McWilliam discusses how the principles of the Routines-Based Model match the demands of distance service delivery, the definition of tele-intervention, the research behind telepractice, how to use telepractice for the Routines-Based Interview, and how to use tele-intervention for home visits.

Providing step-by-step support and recommended guidelines for TA providers and other consultants, this resource supports school-based teams serving learners with deaf-blindness. It includes methods of providing distance consultation. Although developed for school-based teams, many of the strategies are relevant for teams working with children of any age.

This podcast from Pre-K, Teach and Play features Dr. Kristie Pretti-Frontczak and Beth Diedrick. They explore practices that support a strong home-school connection and partnership, considerations for children who have diverse abilities and an IEP in place- not from a legal perspective, but in terms of supporting their growth and development, and possibilities that are emerging in this time of uncertainty.

NAFSCE has assembled a collection of learning resources, free or reduced cost services, and information sources related to engaging families.

Thees specialized guidelines for teachers can help you build connection with and support students in a virtual classroom environment. Many of the materials are useful to both parents and teachers.

Resources from the Described and Captioned Media Program (DCMP) help support early intervention and early childhood special education for educators, families, and support personnel with children who are deaf, hard of hearing, blind, visually impaired, and deaf-blind. These resources can be used as remote learning tools, family resources, and professional development opportunities. Users have to apply for free membership in order to access the site.

Preparing Families

Videos on Preparing Families

This Early Intervention Video Reflection Activity includes sample reflection questions for supervisors/trainers to use with individuals or groups after viewing any of the following videos:

A Family's Story: Virtual Home Visits with Ares' Family

If you're new to EI/ECSE and want to understand how virtual visits work, listen to nine-month-old Ares' family story.

A Family's Story: Virtual Home Visits with Liam's Family

If you're familiar with in-person home visits, but unsure of the benefits of virtual visits listen to young Liam's family story.

A Family's Story: Virtual Home Visits with Grayson's Family

If you're anxious about how virtual visits will work for your family, listen to 18-month-old Grayson's family story.

A Family's Story: Virtual Home Visits with Sam's Family

If you're wondering what benefits a provider can bring to your child and family through virtual visits, listen to two-year-old Sam's family story.

A Family's Story: Virtual Home Visits with Zander's Family

If you're interested in learning how to make the most of your provider's expertise during and in between virtual visits, listen to five-month-old Zander's family story.

Other Resources on Preparing Families

Family Guided Routines Based Intervention

Family Guided Routines Based Intervention (FGRBI) and Caregiver Coaching promotes the ability of early intervention providers to coach caregivers to engage their young children in learning as they participate in everyday routines and activities that are meaningful to them.

This tipsheet offers steps providers should take while using tele-intervention to connect with families and continue to build the caregiver's ability to embed intervention throughout families' everyday activities.

This one-pager offers tips to families who are preparing for their first tele-intervention session. It helps families know what to expect and how to prepare for the session.

Tips for Families

These one-page tip sheets can help families better understand how tele-intervention will work in helping to achieve their children's outcomes, and a checklist to help them prepare for a tele-intervention visit by considering appropriate timing, suitable environment and connection requirements. Each is also available in Spanish.

What is Remote Early Intervention?

Preparing for the Visit Checklist

Providing and Coordinating Early Intervention Services Through the Phone, Tablet, or Computer

The following resources were developed by the and :

Tips for Providers

These one-page tip sheets includes the components that should be included in a tele-intervention and the similarities between a tele-intervention visit and a home visit, and what to say to families during the COVID-19 pandemic about continuing services using technology.

Over the past 8-9 years, NCHAM has been supporting the knowledge base and research to determine the effectiveness of tele-intervention (TI). They believe TI is a useful tool in serving families of children who are Deaf and Hard-of-hearing and applies to the use in promoting communication development. This guide has applicability across early intervention and has great resources on technology, sample consent form, etc.

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Updated September 8, 2020, 11:13 AM Many states have been using technology to support families, as well as providers and educators who work with the family. This methodology provides an alternative to meeting with families with young children in person and supports them in helping their children learn through embedded activities throughout the child's day.

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Short Videos in English and Spanish explaining Telehealth to families

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Short Videos in English and Spanish explaining Telehealth to families

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Here's a link to national resources to help pay for infrastructure costs for low income folks. Also, if a phone is needed for telehealth visits and the child is on Medicaid, check with Medicaid to see if they can provide a phone for telehealth visits.

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Communication and Connectivity: Family Supports for Remote Service Delivery

Phones, laptops, tablets, Wi-Fi, and charging capability are critical tools for Head Start and Early Head Start remote service delivery. Families and children rely on these tools to access Head Start and Early Head Start and other vital health and human services in their communities. To ensure Head Start and Early Head Start families have the access they need, wherever possible, consider these resources.

Lifeline Program
This federal benefit program lowers the monthly cost of phone or internet service for eligible low-income consumers. They can receive up to $9.25 per month toward home or mobile phone service or high-speed broadband, and up to $34.25 per month for those living on tribal lands.

The Federal Communications Commission's Universal Service Administrative Company administers the Lifeline Program. For more information about the application process and eligibility criteria for consumers, review How to Apply. Find a tribal fact sheet and other downloadable resources on their Consumer Outreach page. Families can find a list of Lifeline phone or internet companies that serve their area by entering in their zip code or city and state using the Companies Near Me tool. For additional questions, call the Lifeline Support Center at 800-234-9473 or emailLifelineSupport@usac.org.

CARES Act Funding
Reach out to your localCommunity Action Agency (CAA) and find out whether energy or related emergency assistance funds are available through the Coronavirus Aid, Relief, and Economic Security (CARES) Act authorization under the Community Service Block Grant and other funding sources. In many cases, your local CAA may be your agency.

Free and Low-cost Internet Plans
Explore the National Digital Inclusiveness Alliance's list of free and low-cost internet plans. This information is updated daily during the coronavirus disease 2019 (COVID-19) emergency.

Head Start Funds
Financial operations, like program operations, have been disrupted during the COVID-19 health emergency. The Office of Head Start has implemented fiscal flexibilities that simplify most grant applications, provide extended due dates for financial reporting, continue existing indirect cost rate agreements, and delay audit submission. Waivers of some prior approval requirements allow for greater budget flexibility and remove barriers to acquiring materials, supplies, and equipment needed to prepare for, respond to, and recover from the COVID-19 emergency. Guidance is provided to assist grantees in determining what expenses are allowable for their base grant and CARES Act funding as they deliver comprehensive services remotely and, when possible, resume their planned center- or home-based services. For more information, seeACF-IM-HS-20-03 Coronavirus Disease 2019 (COVID-19) Fiscal Flexibilities.

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Communication and Connectivity: Family Supports for Remote Service Delivery

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Communication and Connectivity: Family Supports for Remote Service Delivery Phones, laptops, tablets, Wi-Fi, and charging capability are critical tools for Head Start and Early Head Start remote service delivery. Families and children rely on these tools to access Head Start and Early Head Start and other vital health and human services in their communities.

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Links and Resources from July Provider Meetings

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Links and Resources from July Provider Meetings

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Here's links to recordings of the provider meetings held in July, as well as a Google Drive link to the power points and resources from all the meetings.

Here's the link to the recording for the PT meeting on 7/2/20:  https://youtu.be/9et4HJFGT0k
Here's the link to the recording for the SLP meeting on 7/8/20 : https://youtu.be/t8NdBbzRQN8
Here's the link to the recording for the OT meeting on 7/9/20:
https://youtu.be/X6NSlVM2zJs
Here's the link to the recording for the DI/Specialty Provider meeting on 7/10/20:
https://youtu.be/Sv7_9mr0J_o

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Here's a link to more information from the Early Childhood Technical Assistance Center (ECTA) regarding the effective use of technology for home visits.

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Suggestions for Visual Clarity during a Telehealth Session

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Suggestions for Visual Clarity during a Telehealth Session

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Taken from the CHIP Family Assessment Video Suggestions

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Posable Barbie Doll - also recommended by several PTs

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Posable Barbie Doll - also recommended by several PTs

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These can be found at Target, Walmart, and other stores

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Made to Move Barbie Dolls: Flexible & Poseable Dolls : Barbie

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Meddy Teddy - recommended by several PTs

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Meddy Teddy - recommended by several PTs

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Meddy Teddy is a fun, interactive, soft and cuddly way to experience yoga, meditation and mindfulness on your own, with your kids or in the classroom..

Meddy Teddy is a role model and compassionate buddy for young ones, helping them lead healthier, more mindful lives. The plush teddy bear has an internal frame allowing him to bend into lots of yoga positions. He is happy doing yoga with a room full of kids or sitting in lotus on your desk. A great teaching tool and supremely soft plush toy. He comes wearing one pair of zen white yoga pants. Meddy Teddy is 14.5 inches, 37 cm tall.

Be cute, do yoga.

We ship from Los Angeles via USPS and USPS International.

International Customers, please translate your address into English when checking out. Thank you.

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Meddy Teddy is a fun, interactive, soft and cuddly way to experience yoga, meditation and mindfulness on your own, with your kids or in the classroom.. Meddy Teddy is a role model and compassionate buddy for young ones, helping them lead healthier, more mindful lives.

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This addresses most of the common issues that are faced, regardless of the platform being used.

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Do you or your family's keep experiencing technology difficulties during your sessions? This guide will help you problem solve some of those issues before, during or after the session.

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Do you or your family's keep experiencing technology difficulties during your sessions? This guide will help you problem solve some of those issues before, during or after the session.

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Planning for the Use of Teleconferencing for EI Home Visit during COVID-19

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Planning for the Use of Teleconferencing for EI Home Visit during COVID-19

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(prepared by Larry Edelman) suggests key topics to be addressed and provides information and resources to assist in planning how to use video conferencing for home visiting.

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An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting  

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An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting  

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An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting

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Resources from the Rapid Response Virtual Home Visiting

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Resources from the Rapid Response Virtual Home Visiting

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There are some useful videos about connecting with families virtually here

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This is a playlist of the videos from the EI Colorado Telehealth Training

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Teleflections provide reflection from Virginia's early intervention service providers on tele-intervention

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Teleflections provide reflection from Virginia's early intervention service providers on tele-intervention

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Link to Colorado's Telehealth Training Modules

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Link to Colorado's Telehealth Training Modules

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This training is required for Early Intervention providers who plan to use Telehealth as a service delivery method in Colorado. It is encouraged that EI staff including service coordinators take this training to gain the knowledge to better support families and providers in accessing this type of service delivery.
How to access Telehealth Training
PDF: Cornerstone Training User Guide
Online: Cornerstone Training User Guide
Telehealth Certificate Printing Guide Access Resources from Training here Access Telehealth Padlet here

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Early Intervention Colorado | Ei_professionals | Professionals

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Colorado's Early Intervention (EI) program provides supports and services to children with developmental delays or disabilities and their families from birth until the child's third birthday. EI can help families learn ways to support and promote their child's development within their everyday routines and activities.

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The Impact of COVID-19 on Early Childhood Development

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The global response to Coronavirus Disease 2019 (COVID-19) has impacted each of us-from adults who can't go to work, to children who can't go to school, to countless professionals in the medical and service industries who remain on the frontlines providing vital services.

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Early Intervention  Strategies for Success Blog by Dr. Dana Childress

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Early Intervention  Strategies for Success Blog by Dr. Dana Childress

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10 Strategies for Engaging Parent (not Children?) During Tele-Intervention

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Let's get right to the point. You are not trying to engage an infant or toddler on video for 45-60 minutes during your virtual visit. Re-read that last sentence and let it sink in. Take a deep breath in and breathe out any expectation you may have had about playing with the baby you see on video. When we step back and let our anxiety about tele-intervention settle, it's easier to realize that there is very little chance of a 2-year old interacting with you on video for more than a moment or two - and that's okay. You can still do early intervention without that interaction when you focus on engaging the parent (or other caregiver) who will then engage the child. If you think about coaching and the Mission of EI, that's where your focus should be anyway. You've probably already been doing this and if not, you can do it now.

Okay, you might be asking yourself: If I'm not interacting with the child, what do I do instead?

Let's answer that question.

What Do You Do?

Now, more than ever, early interventionists are using their coaching skills to engage parents during virtual visits conducted using video conferencing technologies. Interventionists have been thrust into the world of tele-intervention (you might know it as telepractice or telehealth) with often little preparation or experience. The whole world has shifted and it feels like EI practice has shifted along with it (and they have).

Here's what hasn't changed, though: You are still a coach to the parent/caregiver. Your primary mission is to support caregivers so they learn ways to interact with their children during everyday routines and activities to encourage development. Whether you are sitting in their home or yours, you are still a coach. You did not coach the child before tele-intervention; you coached the parent. You probably did spend time playing with and engaging the child, practicing stretches, prompting for sounds, and challenging the child's problem-solving or social skills. You probably modeled the use of strategies in these activities for the parent. Now, you have to figure out how to let go of your need to directly interact with the child and embrace the golden opportunity you have to support the parent's learning.

Here are 10 strategies for focusing on parent/caregiver learning during tele-intervention. You can do this!

10 Strategies for Engaging Parents during Tele-Intervention

Before the Visit:

1. Prepare with the parent - Touch base by phone before the virtual visit to discuss technology needs and answer questions. Plan for how to connect, what device the parent will use, and how it will be positioned so the parent can see you and you can observe the parent-child interaction. Plan for how the parent will access the link you will send to the virtual meeting platform. Consider different types of devices and how access might look different (a quick google search for instructions can be helpful if needed).

2. Prepare yourself - Before the virtual visit, collect your thoughts. Remember that you don't need toys because you are not trying to engage the child. You may need a prop, such as a doll or teddy bear to model movements for the parent, but you can put your bubbles away.

3. Preparing for what to do - Chat with the parent about ideas for what to do during the visit. Be prepared to follow the parent's lead and let her know she can take you with her in whatever she and her child do during the visit. You can also plan for activities, like if you are going to work together on the child's feeding or encourage play skills with siblings who are also home. Just like any visit, though, preparing can go right out the window if another opportunity arises or the family needs the visit to go in a different direction. Prepare when you can, but go with the flow when you need to.

During the Visit:

4. Take time to check in - Just like any other visit, touch base on how the family is doing and check in on child progress. This check in time may take longer now and that's okay. Remember that everyone is adjusting to the new normal so approach this relationship-building time with ease.

5. Use your voice to join in (instead of your body) - Join the activity you planned or search for opportunities based on what you see. Observe that feeding session, watch the siblings play, and use your coaching skills to share your observations, ask reflective questions, and provide verbal guidance on how to use intervention strategies. You have to use your voice to join in so be gentle with your suggestions and always ask the caregiver what she thinks, how it feels, etc.

6. Be descriptive and specific - When you provide guidance, share observations, or give feedback, be specific and describe what you see and what you suggest. Following verbal directions might be harder to process for the parent who is used to watching you, so take it slow and check in frequently.

7. Be flexible - If the visit is a little shorten than usual, that's okay. Be sure to document why. If what you planned with the parent falls flat, try something else. If you end up discussing development more than observing it, especially on your first visit, that's okay. Use the "show me..." prompt to move from discussion to observation and support; it's a great tool on an in-person visit and it's your best tool now.

8. Keep your focus on the parent, who facilitates learning for the child - This is key. This is also best practice in EI whether you are face-to-face or on video. What you can help the parent practice during the visit with the child is more likely to continue between visits. Use your coaching skills to keep the focus on parent learning, which extends learning to the child.

9. Write down the joint plan - Plan with the parent as you always do, but create a written version of the joint plan at the end or after the visit. Email or text the plan to the parent as a reminder and follow-up on that plan at the start of your next visit.

During and Between Visits:

This last strategy might be the most valuable right now:

10. Cultivate patience for the parent and yourself - Providing intervention this way might feel wobbly nowand that's okay. Both you and the parent are in the midst of significant change, and not just for the EI visit. Being patient with the family will help them feel comfortable with this new way of interacting with you. Being patient with yourself means giving yourself permission to feel nervous and stumble, laugh about it, learn, pat yourself on the back, and try again next week.

Consider this: Your relationship to early intervention and with the parent has changed because of the pandemic and tele-intervention, but maybe that change is for the better. This way of supporting parents (and children) might make you a better coach. Give it time, approach intervention with openness, and take a deep breath. We will all be okay.
What strategies are you using before or using your tele-intervention visits to engage parents? What's working well? What's challenging you?
Share your tips and experiences in the chat below and let's support each other. 🙂

For information, videos, webinars, and online training related to tele-intervention, visit these sites:

COVID-19 and EI Tele-Intervention Updates - VA EI Professional Development Center

Coronavirus Disease (COVID-19) - ECTA Center

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Early Intervention Strategies for Success Blog

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Let's get right to the point. You are not trying to engage an infant or toddler on video for 45-60 minutes during your virtual visit. Re-read that last sentence and let it sink in. Take a deep breath in and breathe out any expectation you may have had about playing with the baby you see on video.

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Here is where to find information about how to sign up for EI Colorado's Telehealth Training (click on the bullet for Telehealth) - the first step is to register for the Cornerstone Learning Management System. See the Cornerstone User Guide for Instructions.

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This training is required for Early Intervention providers who plan to use Telehealth as a service delivery method in Colorado. It is encouraged that EI staff including service coordinators take this training to gain the knowledge to better support families and providers in accessing this type of service delivery.
How to access Telehealth Training
PDF: Cornerstone Training User Guide
Online: Cornerstone Training User Guide
Telehealth Certificate Printing Guide Access Resources from Training here Access Telehealth Padlet here

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Early Intervention Colorado | Ei_professionals | Professionals

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Colorado's Early Intervention (EI) program provides supports and services to children with developmental delays or disabilities and their families from birth until the child's third birthday. EI can help families learn ways to support and promote their child's development within their everyday routines and activities.

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Tips for providing telehealth early intervention from the Family, Infant and Preschool Program (FIPP)

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Link to Early Intervention and School-age Telehealth Providers on Facebook

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Link to Early Intervention and School-age Telehealth Providers on Facebook

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Colorado Early Intervention Telehealth Interest Group

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This is a closed group. You must request to be a member. We will discuss topics relating to TH and EI in across the nation, but specifically in Colorado.

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Link to Brookes Publishing for Assessment and Evaluation Tools

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Link to Brookes Publishing for Assessment and Evaluation Tools

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Live chats with education professionals and expert authors

Looking for a new professional development opportunity? Tune in to this series of free video chats with Brookes authors, renowned experts on inclusive education, early childhood, and communication and language development. These brief, informal chats are a great chance to get tips and guidance from the experts on the topics you care about the most-and get your questions answered, too. We're adding new presenters all the time, so check back often for the latest updates!

Supporting the Grieving Student During the Pandemic

Presented by David Schonfeld & Marcia Quackenbush, authors of The Grieving Student
Wed, Apr 15, 2020 2:00 PM - 2:30 PM EDT

Even outside of the context of a pandemic, bereavement is common in lives of children - 9 out of 10 children experience the death of a close family or friend and 1 out of 20 the death of parent. This session will review practical suggestions for how to support grieving students and make helpful academic accommodations. During the pandemic, the isolation children experience as they grieve a personal loss can be greatly increased and the value of support that an educator may provide especially critical; the coverage of the deaths associated with the pandemic may increase children's questions and concerns about loss. The session will also highlight free online video and print materials for educator professional development in this area as well as online resources for parents, developed by the Coalition to Support Grieving Students ( www.grievingstudents.org).

Register Here "

Virtual Student Engagement

Presented by Tim Knoster & Danielle Empson
Fri, Apr 17, 2020 2:00 PM - 2:30 PM EDT

This session will focus on the translation of student engagement strategies from typical classroom settings to a virtual instruction environment. Emphasis will be placed on virtual means of providing students with Opportunities to Respond, student acknowledgement and encouragement procedures to enhance student motivation, as well as methods to engage students in virtual communication about course content.

Register Here "

Using PICCOLO and HOVRS with Virtual Home Visits

Presented by Lori Roggman, Ph.D., and Mark Innocenti, Ph.D., co-authors of PICCOLO and Developmental Parenting

Continuing to help parents use their strengths to support children's development remains critical during difficult times. The home visiting tools PICCOLO and HOVRS can be adapted to virtual home visiting in various ways. Join us for a discussion on how to complete observations using online meetings or self-recordings.

Register Here "

Trauma-Sensitive Student Support During School Closures: Practical Strategies for Helping Caregivers Help Kids

Presented by Jen Alexander, author of Building Trauma-Sensitive Schools

As more and more schools close due to the spread of COVID-19, how can school teams work together to help caregivers provide trauma-sensitive supports for kids? Get practical guidance from trauma expert Jen Alexander in this informative and engaging webinar.

Register to watch "

Executive Skills and ADHD

Presented by Erik von Hahn, M.D., author of Essential Skills for Struggling Learners

This seminar is useful for any teacher who works with children who have ADHD. Erik von Hahn, M.D., will discuss the key executive skills of impulse control, working memory, and planning. He will also share strategies for what teachers and school teams can do to support children with ADHD in these critical skills.

Register Here "

Self-Care in the Era of COVID-19

Presented by Dyane Carrere, author of The Re-Set Process (coming Fall 2020)

This session will identify several key brain-based methods for taking care of oneself and others in the midst of the stress of this pandemic. Practical simple considerations will be shared-many of which link to trauma-informed school practices.

Register Here "

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Coffee Chats with Brookes | Brookes Publishing Co.

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Live chats with education professionals and expert authors Looking for a new professional development opportunity? Tune in to this series of free video chats with Brookes authors, renowned experts on inclusive education, early childhood, and communication and language development.

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Link to Pearson Publishing for Assessment and Evaluation Tools

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Link to Pearson Publishing for Assessment and Evaluation Tools

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Telehealth Infographics on a variety of topics related to telehealth practice

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Telehealth Infographics on a variety of topics related to telehealth practice

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From the Family, Infant and Preschool Program (FIPP)

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Documents from the Colorado Telehealth Training

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A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing

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A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing

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A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing

I. Introduction

The National Center for Hearing Assessment and Management (NCHAM) works to support access to appropriate early intervention (EI) services for families of children who are diagnosed as deaf or hard of hearing. In the spirit of this mission, NCHAM has been promoting the role of telehealth in providing timely, family-centered services. Defined broadly, telehealth is the use of electronic information and telecommunications technologies to support long-distance clinical health care, patient and professional health-related education, public health and health administration ( HRSA: Telehealth Programs). The term "tele-intervention (TI)" is a term coined by NCHAM to refer to the application of telehealth technologies to providing EI services.

Over the past 7-8 years, NCHAM has been supporting the knowledge base and research to determine the effectiveness of TI. We believe TI is a useful tool in serving families of children who are DHH and applies to the use of any communication opportunity selected by the family.

What are other terms used for delivering EI services via telehealth technologies?

Several terms are used in the EI field to refer to providing services in this manner:

Teleschool is used by the Royal Institute for Deaf and Blind Children (RIDBC) in Australia-one of the pioneers in the use of telehealth

Virtual Home visits is used to emphasize that families are still typically in their home and thus is still a "natural environment"

Telehealth is used to strengthen the association with the broader field of telehealth

NCHAM Tele-intervention Learning Community

Beginning in 2010, NCHAM began to explore the use of TI by forming a "learning community" comprised of EI providers and researchers who wanted to apply this new approach to delivering services. The purpose of the learning community was to share their experiences, address current challenges, and systematically address relevant issues. Since that time, the TI Learning Community has grown from 6 members to over 40 people who are implementing TI. To learn more about the TI learning community, send a message via Facebook.

What Is the Purpose of This Resource Guide?

This resource guide provides practical information to programs and individuals interested in using TI to provide family-centered early intervention to families of children who are deaf/hard of hearing who have chosen a spoken language outcome. It reflects the work of the NCHAM TI learning community which focused its efforts on:

Sharing strategies to implement TI with families of children who are deaf and hard of hearing

Conducting and disseminating research pertaining to TI

Promoting tele-intervention as a viable service provision option to reach more children and families and to improve outcomes for children with hearing loss.

The information presented in this guide is based on practical experience using tele-intervention and reflects the participants' consensus on recommended practices.

Limitations of This Guide

It is also important to keep in mind that given rapid changes in technology, the user of this resource guide is encouraged to keep abreast to changes that may have occurred. Finally, the implementation of TI is driven by state-specific licensure and reimbursement regulations rather than universal policies. Therefore, users of this guide are encouraged to inform themselves about the policies within their own state and those of other states that may be involved.

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A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing | NCHAM

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The National Center for Hearing Assessment and Management (NCHAM) works to support access to appropriate early intervention (EI) services for families of children who are diagnosed as deaf or hard of hearing. In the spirit of this mission, NCHAM has been promoting the role of telehealth in providing timely, family-centered services.

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This is the Regional Resource Center that serves Colorado

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National Consortium of Telehealth Research Centers

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Southwest Telehealth Resource Center - National Consortium of Telehealth Research Centers

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National Consortium of Telehealth Resource Centers

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National Consortium of Telehealth Resource Centers

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Telehealth Resource Centers (TRCs) have been established to provide assistance, education and information to organizations and individuals who are actively providing or interested in providing health care at a distance. Our simple charter from the Office for Advancement of Telehealth is to assist in expanding the availability of health care to underserved populations.

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EI Colorado has answered more than 100 questions related to the COVID-19 pandemic - Including Telehealth Guidance

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EI Colorado has answered more than 100 questions related to the COVID-19 pandemic - Including Telehealth Guidance

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Find the answers under "Learn More" on the Home Page

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Colorado's Early Intervention (EI) program provides supports and services to children with developmental delays or disabilities and their families from birth until the child's third birthday. EI can help families learn ways to support and promote their child's development within their everyday routines and activities.

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Colorado Medicaid Information from Department of Health Care Policy & Financing

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Colorado Medicaid Information from Department of Health Care Policy & Financing

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Colorado Department of Health Care Policy and Financing

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Colorado Department of Regulatory Agencies COVID-19 Guidance

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Colorado Department of Regulatory Agencies COVID-19 Guidance

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Insurance Guidance

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The Colorado Division of Insurance continues to develop policies, information and resources for insurance consumers and the insurance industry in response to COVID-19.

Health Insurance

Property and Casualty Insurance

Regulated Entities (Insurance Companies, Insurance Agents, Agencies, Brokers, Producers)
Due to the COVID-19 public health emergency, the Division is altering how it handles certain processes and activities. The following table outlines those process changes and the anticipated duration of those changes.

Notification

Auto Insurance Liability Disclosure Request Processing

Auto Insurers, Consumers

Division will continue to process requests for auto liability limits received electronically (preferred). Due to the Executive Orders related to the COVID-19 emergency,if hard copy requests are received, their processing will be delayed.

§ 10-3-1117, C.R.S., Regulation 5-2-3, and Bulletins B-1.33 and B-1.34

At least the next 8 weeks

Notification

Service of Process

Consumers, Insurers

Because the DORA building is closed and DOI staff are working remotely, there is no one who can accept service of process of legal documents.The Department of Regulatory Agencies (DORA) has issued guidance for Notice of Availability of Alternative Service of Process that includes electronic waivers to serve documents electronically.

Sections 10-3-107, 10-3-905, and 10-3-1003, C.R.S

Pendency of the Governor's Executive Order 2020-017 and subsequent Executive Orders

Emergency Regulation 20-E-04

License / Registration Continuation (including continuing education)

Colorado Insurance Licensees, Producers, Registrants

During the COVID-19 emergency, Colorado insurance licenses and registrations, including resident and non-resident producers, resident and non-resident insurance agencies, public adjusters and all current cash-bonding agents and professional cash-bail againts WILL NOT expire for any reasons, including not meeting continuing education requirements, not meeting registration deadlines or lack of payment. Proctoring requirements for continuing education exams are also suspended during this time. The Commissioner will give licensees and registrants 60 days' notice before removing the continuation, which will afford licensees and registrants additional time to bring their licenses into compliance. Refer to Emergency Regulation 20-E-04 for full details.

In effect until otherwise ordered by the Commissioner

Other Resources

Division of Insurance, Colorado Department of Regulatory Agencies

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The Colorado Division of Insurance continues to develop policies, information and resources for insurance consumers and the insurance industry in response to COVID-19. Due to the COVID-19 public health emergency, the Division is altering how it handles certain processes and activities. The following table outlines those process changes and the anticipated duration of those changes.

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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To help all OT practitioners, educators, and students navigate through this uncertain time, we have lifted member-only access to this content. To support AOTA's efforts and to access a full range of benefits considerbecoming a member.

Looking for information on whether you can use telehealth in your state and how to incorporate it into practice? AOTA has gathered the resources below to help members navigate this emerging area.
Professional Guidance
Commercial Insurance Plans Add Coverage for OT Telehealth Services in Response to COVID-19
Download a list of commercial insurance plan companies with info on relevant policies and covered CPT® codes.

Occupational Therapy Telehealth Decision Guide (pdf)
A decision guide outlining the various considerations and resources for delivering telehealth in occupational therapy.

Ethics Advisory: Telehealth (pdf)
Considerations for practitioners to ensure they are practicing ethically when providing services through telehealth.

State-By-State Chart of Telehealth Laws for Occupational Therapy (pdf)
Chart to help practitioners determine whether they can practice telehealth by state, with the evidence for each interpretation.

Telehealth Position Paper (pdf)
The use of telehealth in practice areas, as described by existing research.

COVID-19 Updates: Summary of Telehealth, Insurance, and Licensure Developments and Comprehensive State by State Chart (pdf)

Telehealth and Occupational Therapy: Integral to the Triple Aim of Health Care Reform
How telehealth can help practitioners shift from a volume-based to a value-based health care system.

Improving Quality of Life and Depression After Stroke Through Telerehabilitation
Study showing telehealth improved access to services for people with stroke.
OT Practice Magazine Q&A Series: Practice
Telehealth and Interprofessional Education
How to prepare students to use telehealth to improve consumer access to services.

Snapshots of Current Telehealth Applications in Occupational Therapy
Examples of how telehealth can be used in various practice settings.

Innovative Occupational Therapy Practice for Patients With Lower Extremity Joint Replacement
Examples of providing services to clients with mobility barriers through telehealth.

Virtual School-based Services via Telehealth
Download decision guides to steer you as you provide services to students when in-person services are limited.

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To help all OT practitioners, educators, and students navigate through this uncertain time, we have lifted member-only access to this content. To support AOTA's efforts and to access a full range of benefits considerbecoming a member. Looking for information on whether you can use telehealth in your state and how to incorporate it into practice?

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Content Disclaimer: The Practice Portal, ASHA policy documents, and guidelines contain information for use in all settings; however, members must consider all applicable local, state and federal requirements when applying the information in their specific work setting.

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Content Disclaimer: The Practice Portal, ASHA policy documents, and guidelines contain information for use in all settings; however, members must consider all applicable local, state and federal requirements when applying the information in their specific work setting.

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This is a national organization that provides the most current information about telehealth

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CCHP is the
National Telehealth Policy
Resource Center

The Center for Connected Health Policy is a nonprofit, nonpartisan organization working to maximize telehealth's ability to improve health outcomes, care delivery, and cost effectiveness. Our expertise in telehealth policy was recognized in 2012, when we became the federally designated National Telehealth Policy Resource Center.

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Home | Center for Connected Health Policy

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The Center for Connected Health Policy is a nonprofit, nonpartisan organization working to maximize telehealth's ability to improve health outcomes, care delivery, and cost effectiveness. Our expertise in telehealth policy was recognized in 2012, when we became the federally designated National Telehealth Policy Resource Center.

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Script for Talking to Families about Telehealth

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Script for Talking to Families about Telehealth

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Script for Service Coordinators & Providers Talking to Families

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Spanish Telehealth Fact Sheet For Families

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Blog by Robin McWilliam that talks about coaching and telehealth

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Blog by Robin McWilliam that talks about coaching and telehealth

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http://naturalenvironments.blogspot.com/2020/03/tele-intervention-and-routines-based.html

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Little Lives Early Childhood Intervention! Link to Facebook page
https://littleliveseci.com/provider-training/

https://littleliveseci.com/telehealth/

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https://sso.teachable.com/secure/548086/users/sign_up...

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Resource from a provider on doing telehealth for SLPs - CEUs available

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Resource from a provider on doing telehealth for SLPs - CEUs available

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This is in relation to a live webinar that was held on March 23rd. Provider said "I found through comments that the group said it will be made for purchase on Tuesday for $29.99 to watch. On their FAQ there is more info (https://learn.speechtherapypd.com/Teletherapy-faqs/...)" and later confirmed that the video is good for CEUs.

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Information from the Federal Department of Health and Human Services on HIPAA and Telehealth Platforms

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Information from the Federal Department of Health and Human Services on HIPAA and Telehealth Platforms

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Notification of Enforcement Discretion for Telehealth _ HHS.gov

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Video from the Family Infant and Preschool Program

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Video from the Family Infant and Preschool Program

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This is about 20 minutes long and is an introduction to telehealth.  https://www.assurethefuture.org/tele-intervention.html

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Link to Videos of Judy Delaware - EI OT Explaining how to set up your home office to do telehealth

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Link to Videos of Judy Delaware - EI OT Explaining how to set up your home office to do telehealth

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https://www.youtube.com/watch?v=YzBlFYmEhnU

https://www.youtube.com/watch?v=el8KHpAMloc

https://www.youtube.com/watch?v=VYTmYxy_t7U&has_verified=1

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Most current paper from Diane Behl, et al.

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Most current paper from Diane Behl, et al.

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This is the most current study that has some information on the efficacy of telehealth.

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Resource from Becki Cohill, EI OT, on Talking to Families

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Resource from Becki Cohill, EI OT, on Talking to Families

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NEW! Ohio Telehealth Training Videos and Materials 

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NEW! Ohio Telehealth Training Videos and Materials 

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The Ohio Association of County Boards of DD, a grantee of the Ohio DD Council, has produced in partnership with families and practitioners in Ohio, a video series about the use of technology with evidence based early intervention. These eight videos illustrate how video, video conferencing, and related technologies can improve access to, and the quality of, supports for families as well as better enable teams to practice evidence-based early intervention services. The videos cover the following topics. It is recommended that you watch the videos in this order:

An Overview of Using Technology to Support Families in Early Intervention

Using Video to Enhance Play, Communication, and Relationships

Using Instant Messaging and Video for Just-In-Time Support

Using Video and Video Conferencing to Enable Team Meetings over Distances

Using Facetime to Enhance Team Collaboration

A Virtual Home Visit with Liam's Family

A Virtual Co-Visit with Straton's Family

Using Video as a Foundation for Reflective Supervision

The purpose of the grant, called "Ohio Statewide System of Service for Early Intervention," was to assist 150 Part C eligible children and their families in three areas of Ohio to access and receive quality early intervention services regardless of where families reside.

Video #1: An Overview of Using Technology to Support Families in Early Intervention

This video provides an overview to the series of videos on this page. Holly, the administrator of three early intervention teams, describes the decision to use technology and illustrates the many ways that her program is using technology to expand services and better support families.

Video #2: Using Video to Enhance Play, Communication, and Relationships

Aimee, a developmental specialist, illustrates how she shares video that she recorded at a previous home visit with Amanda, Autumn's mother for reflection and planning. Both Aimee and Amanda describe the benefits of watching and reflecting on the videos.

Video #3: Using Instant Messaging and Video for Just-In-Time Support

Lauren, a parent, and Ginger, her daughter's speech-language pathologist, illustrate how Lauren shares video with Ginger via text messaging for "just-in-time" feedback and coaching.

Video #4: Using Video and Video Conferencing to Enable Team Meetings over Distances

This video illustrates a number of ways that video and video conferencing are being used to enhance supports for families and team functioning.

Video #5: Using Facetime to Enhance Team Collaboration

Kate, a physical therapist, and Lori, a developmental specialist, illustrate how video conferencing is being used to help practitioners who work in different locations better collaborate to support families.

Video #6: A Virtual Home Visit with Liam's Family

This video illustrates how Jaime, a speech-language pathologist, makes a virtual home visit from her office to join Beth, her son Liam, and Peggy, a developmental specialist.

Video #7: A Virtual Co-Visit with Straton's Family

This video illustrates how Kate, a physical therapist, makes a virtual home visit from her office to join Tammy, her son Straton, and Peggy, a developmental specialist.

Video #8: Using Video as a Foundation for Reflective Supervision

Jaime, a speech-language pathologist, and BJ, her supervisor, illustrate how they use video as a foundation for reflective supervision. BJ and Jaime review and reflect on a video that Jaime shared of a virtual home visit to better support Jaime's coaching practices.

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Use of Technology with Evidence Based Early Intervention

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Ohio Developmental Disabilities Council is committed to self-determination and community inclusion for people with developmental disabilities. The Council is made up of over 30 governor-appointed members who decide on grants to offer to create change that improves independence, productivity and inclusion for people with developmental disabilities and their families in community life in Ohio.

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This is a video created by Becki Cohill and Christine Robenalt, who are very experienced in conducting telehealth sessions.

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Getting Started with Telehealth (Live Video Visits) for Early Intervention Providers - Tips & Tricks

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Telehealth Resources from the Early Childhood Technical Assistance Center (ECTA)

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Telehealth Resources from the Early Childhood Technical Assistance Center (ECTA)

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Please note that the page on funding is not particularly useful, as each state's Medicaid is independent.  For funding or Medicaid related information, EI Colorado recommends continuing to refer to the information on Medicaid's website.  Click on this link, below.

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Updated January 28, 2021, 12:21 PM

A number of states are providing remote service delivery as an alternate and effective way to serve young children with developmental delays and disabilities at home with their families, especially during the COVID-19 public health emergency. We have compiled information for state's early intervention Part C and early childhood special education IDEA Part B Section 619 programs- including technology and privacy, reimbursement, provider and educator use of technology, family resources, state guidance and resources, and research.
See also: Remote Screening, Evaluation, and Assessment
Terminology

We use the term remote service delivery and distance learning to describe the methodology used as an alternative to providing services and supports to young children and families in person. However, other terms may be used by states, funding sources and professional organizations. Some of those terms are:

remote early intervention

remote learning

tele-intervention

telehealth

telemedicine

telepractice

teletherapy

virtual home visits

virtual learning

Regardless of the terms used, this methodology primarily engages audio or video technology to connect providers and educator with parents or other caregivers in ways that support their child's learning and development throughout their daily activities and routines. But it can also include low-tech options, such as delivering instruction via a packet dropped off at the child's home. Providers and educators use a coaching approach to help parent(s), caregiver(s) and sometimes siblings to embed strategies that promote the child's learning and development.

Telehealth is the most common term when it comes to reimbursement under Medicaid and private health insurance plans.

"Telehealth is a collection of means or methods for enhancing health care, public health and health education delivery and support using telecommunications technologies.

Telehealth encompasses a broad variety of technologies and tactics to deliver virtual medical, health, and education services. Telehealth is not a specific service, but a collection of means to enhance care and education delivery."

Resources from Professional Associations

The following professional associations most directly tied to the provision of early childhood IDEA services have the compiled resources and guidance regarding the provision of remote service delivery.

Looking for information on whether you can use telehealth in your state and how to incorporate it into practice? AOTA has gathered the resources below to help members navigate this emerging area.

Telehealth, the use of electronic communication to remotely provide health care information and services, is gaining more and more attention as providers, patients, and payers all seek more effective and cost-efficient ways to deliver care. Physical therapy is no exception, and while those services have developed mostly in rural areas to accommodate the long distances between patients and providers, telehealth in physical therapy is being considered in other geographic and clinical settings.

As so many of our day-to-day activities changed seemingly overnight in response to COVID-19, early intervention (EI) providers have found themselves facing new professional challenges. ASHA has heard many complex, wide-ranging questions and concerns regarding service delivery for infants, toddlers, and their families during this time. ASHA developed a series of recorded web chats to address the specific needs of those who operate or work in Part C EI programs or other EI practices.

This webpage features blogs, videos, webinars, articles and other resources that support early intervention and early childhood special education during the COVID-19 pandemic.

Additional Resources on Telehealth and Telepractice

Use of Tele-Intervention in Early Intervention (IDEA Part C): Strategies for Providing Services Under the COVID-19 Public Health Emergency

This webinar explores Part C policy and infrastructure issues for states to consider addressing in order to establish and fund early intervention through video-based tele-intervention, including:

Funding Opportunities: Medicaid and private insurance

Privacy Issues: HIPAA and FERPA

Consent from families (What is needed?)

Video Conferencing: Technology and Considerations

The good news is that barriers and challenges are less than some may think and a number of states have experience in delivering effective services through tele-intervention that we can learn from.

The Office for the Advancement of Telehealth (OAT) promotes the use of telehealth technologies for health care delivery, education, and health information services. Telehealth is especially critical in rural and other remote areas that lack sufficient health care services, including specialty care.

These twelve Telehealth Resource Centers (TRCs) support all states and territories. TRCs have been established to provide assistance, education, and information to organizations and individuals who are actively providing or interested in providing health care at a distance. Their charter from the Office for Advancement of Telehealth is to help expand the availability of health care to rural and underserved populations.

Equity

This page contains four guiding equity statements along with questions to guide the discussion of equitable early intervention and preschool special education for young children with disabilities and their families among system leaders, administrators, and teachers or direct service providers.

This page contains equity considerations for distance and online learning. These resources support equity work during the pandemic, and offer pandemic-specific articles, activity pages, manuals to help users navigate this new and evolving learning landscape.

The Hechinger Report focuses on inequality and innovation in education. This article provides a look at how teletherapy has been used successfully for years to deliver online special education services. Teletherapy can help maintain a level of continuity in children's lives during this time of upheaval.

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Remote Service Delivery and Distance Learning

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Updated January 28, 2021, 12:21 PM A number of states are providing remote service delivery as an alternate and effective way to serve young children with developmental delays and disabilities at home with their families, especially during the COVID-19 public health emergency.

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The most useful section of this document is the Q & A

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FERPA and Coronavirus Frequently Asked Questions_0

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The Q & A that pertains to Part C starts on page 7

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Q&A on Service Provision During Covid-19

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Assessment Tool Validity

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Telehealth PT Policy Recommendations

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pdf document From Solace Healthcare

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Troubleshooting guide for Adobe Connect TH

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Session Planning Example

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Checklist for Determining Home Capacity for Telehealth

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Checklist for Determining Home Capacity for Telehealth

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SLP Assessment Tools in Telepractice