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Family-guided Approaches to Collaborative Early-intervention Training and ServicesGraphic of links to staff page, abstract page, bulletin, project values, participating states pages, family stories, and internet resources Mapped graphic link to internet resources Mapped graphic link to family storiesMapped graphic link to family stories Mapped graphic link to training modules Mapped graphic to project values Mapped graphic to project bulletin Mapped graphic link to project abstract Mapped graphic link to staff page

FACETS Values

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Photograph of child's building block the letter Family-Guided: Family-guided practices recognize that family members are the child's foremost teachers, sources of nurturance, and lifetime advocates. They are the key decision makers. They set the priorities and identify preferences for their involvement. Being family-guided is an ongoing process that facilitates the family-team partnership. The family-guided approach provides families with flexible options for service delivery and the support and resources to make informed decisions about their participation.


Photograph of child's building block the letter Activity-Based: Activity-based early intervention emphasizes the use of play, child initiated actions, and daily routines to develop functional skills within the context of meaningful daily activities. Opportunities for teaching and learning occur throughout the day with family and care-providers. Intervention on targeted skills is systematically planned, provided, and monitored to assure child progress.

Photograph of child's building block the letter Competency Driven: Careproviders provide the ongoing communication and interaction with each child that enhances development, self-esteem and independence. Embracing the careprovider's role as the child's first teacher, interventions are identified that will enhance their competence and confidence. Careproviders identify skills they would like to learn to strengthen their positive interactions, to increase their knowledge of development, and to enhance teaching and learning within routines.

Photograph of child's building block the letter Environments For Children: Early intervention services and supports are provided in the child and family's most natural and comfortable environment. Family and caregivers use their typical routines and activities to facilitate the development of functional and meaningful skills with the materials the child uses as he/she uses them. Opportunities to increase social interactions with other children and families are also encouraged.

Photograph of child's building block the letter Team Collaboration: Team members actively work together to share information and resources, to identify and implement service options and interventions most appropriate for the child and family. Consistent communication between team members supports the family's role as decision maker. Cross agency training assures that all early intervention team members are consistently trained to the same high standards which will maximize the utilization of precious financial and personnel resources for the child and family while achieving high quality outcomes.

Photograph of child's building block the letter Sociocultural Diversity: Each child and family has the right to early intervention services that are sensitive to and compatible with the family's sociocultural practices. Family-guided activity-based intervention is responsive to the family's membership, life style, schedules, routines and chosen level of participation. Because many different early intervention strategies have been shown to be effective, families guide the selection of the most appropriate methodologies for their child.


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The University of Kansas
Life Span Institute
University Center on Developmental Disabilities
2601 Gabriel
Parsons, KS 67357