WHO IS ACCREDITED?

Private Organization Accreditation

As one of the largest family services agencies in the country, Child & Family Services has dedicated its resources to meet the needs of the community since 1873.
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VOLUNTEER TESTIMONIAL

Jane Bonk, Ph.D., LCSW

Volunteer Roles: Commissioner; Evaluator; Lead Evaluator; Peer Reviewer; Team Leader

Dr. Jane Bonk is a team leader, evaluator, and commissioner who has led over 25 site visits for COA.
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Purpose

Families participating in Child and Family Development and Support Services delivered through strong community partnerships gain new competencies, improve child health and well-being, improve family functioning, and make family-community connections.

CFD 13: Early Intervention Services

Early intervention services promote the health and well-being of children who have or are at risk for developmental delays.

Research Note: Under Part C of the Individuals with Disabilities Education Act (IDEA), states provide early intervention services that enhance the development of children under age three who: (1) are experiencing developmental delays, or (2) have been diagnosed with a condition that has a high probability of resulting in developmental delays. States also have the option of extending services to children at risk for serious developmental problems.

NA The program model is not designed to provide early intervention services.

Rating Indicators
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (HR 6.02) and training (TS 2.03); or
  • Active client participation occurs to a considerable extent.
3
Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • A number of client records are missing important information  or
  • Client participation is inconsistent; or
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or
  • Documentation is routinely incomplete and/or missing; or  
  • Two or more Fundamental Practice Standards received a rating of 3 or 4.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • A description of services
    • Procedures for linking individuals to services and providing ongoing monitoring and follow-up
    • Intervention curricula and/or materials
    • Interview:
      1. Program director
      2. Relevant personnel
      3. Individuals served
    • Review case records

  • FP
    CFD 13.01

    Children receive all specialized services needed to promote their physical, cognitive, emotional, social, communicative, and adaptive development.

    Interpretation: Services can include, but are not limited to: medical services, nursing services, visual services, audiological services, speech and language services, orientation and mobility services, psychological services, nutrition services, family therapy, occupational and physical therapy, assistive technology, and special education. When assessment reveals the need for specialized services the organization does not provide, it should refer the family to other qualified professionals.


  • CFD 13.02

    Children receive services that take into account their strengths, challenges, functional status, and social competence, and that facilitate their ability to complete essential, age-appropriate daily tasks.


  • CFD 13.03

    Child and family characteristics, such as age, developmental level, race, culture, ethnicity, and language, are considered when choosing or designing early intervention services.


  • CFD 13.04

    Children receive early intervention services in inclusive settings where they can interact in a positive way with other children to the extent possible.


  • CFD 13.05

    Families are involved in services and provided with information and education about:

    1. developmental delays and disabilities;
    2. the best strategies for lessening the effects of developmental delays and disabilities;
    3. meeting their children’s needs; and
    4. their children’s progress.

    Research Note: Literature emphasizes the importance of collaborating with parents and supporting their ability to promote their child’s development, rather than focusing solely on the child.


  • CFD 13.06

    Early intervention services:

    1. are delivered in environments where children and families spend time or would like to spend time;
    2. include family members’ ideas;
    3. use the family’s informal resources, such as toys, household materials, and family members;
    4. take advantage of learning opportunities that occur naturally during activities in which the family participates; and
    5. can be incorporated into everyday routines and activities.

  • CFD 13.07

    Families are linked to needed support services, including, as appropriate:

    1. individual counseling or parent-to-parent support groups; and
    2. financial assistance for specialized services that meet their children’s needs.
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