Technical Assistance & Support
Making the right match: Families may want to discuss this project philosophy and types of support with the project coordinator to make sure this is the right fit for their family. There are very few openings each year so availability is limited. A video is available through most area agencies, ESS programs and the state library (Family Resource Connection) to help families gain more information about the project.
Home Visits: The proposal allows up to 8 hours/month of support from an autism specialist to the child and team. The project coordinator serves in this capacity. During home visits, assessment of family needs and desires, functional assessments and planning will occur in the first several visits to best create an individualized support plans relating to areas of concern. Intervention is woven into the child's play and typical routines, so some home visits may occur during family routines such as bath time, play time, meal times, outings, etc. What supports will that child and family need to make the events of the child's day be successful and fun for all? After gathering information on the routines and desires, a support plan will outline supports including prevention strategies, new skills to teach and how adults can support the child.
Support Outline: Jumpstart intervention, provided within a framework of positive behavioral supports, begins with assessments including a family questionnaire and a functional assessment of the child's behavior. This includes observations of the child in his or her natural environments and interviews with family members and caregivers. Person centered planning helps identify the child's routines and strengths, develop a vision for the near future, and determine the steps and supports needed to make that vision a reality. This information then leads to the development of hypotheses about the communicative intentions of a child's behavior, including the setting events, predictors, and the reinforcers that maintain that behavior.
Many of the components of the Individualized Support Plan are carried out during home visits, as the interventionist interacts with the child, and initially models strategies for the family in natural environments and contexts, woven into typical activities through out the day. Instruction procedures are selected prior to teaching based on the child's abilities and preferences, and are implemented consistently. Communication and functional skills are taught through brief, systematic instruction, incorporated into activities initiated by the child, and embedded in the family's natural routine. Parents are coached in strategies, provide feedback, and fully participate in the intervention. Family support, depending on the issues, may be provided during some or all of the session when necessary. A close partnership with family members is vital.
Person-Centered Planning: As part of the model, the project coordinator is extensively trained on facilitating a process of person-centered planning. This family friendly process is aimed at helping the child and family develop a vision for the future and create an action plan on how to get there. Families choose the people that they want to participate in this planning. Creating an on-going circle of support around the child to last beyond the projects involvement is a goal