Using the EI/ECSE Standards to Inform Families’ Expectations and Advocacy Efforts

158 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221099020 DOI: 10.1177/10962506221099020 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood Maria and her family started receiving early intervention services 3 months ago due to delays in her development. Maria’s mom, Giselle, had been concerned for some time that Maria was not using as many words as her peers. During the initial evaluation, the early intervention team noted that some of Maria’s motor skills weren’t as developed as those of other 2-yearolds. Since becoming eligible for early intervention services, Giselle has been working with an occupational therapist, a special instructor, and a speech-language pathologist to learn new ways that she can support Maria’s development. Giselle has noticed, however, that the early interventionists vary in their approaches to supporting her family and is wondering why. Giselle finds it helpful when the interventionists ask about recent changes in their family and Maria’s development. She also appreciates when they provide her with information about child development and help her find ways to embed the intervention strategies in her family’s routines. When this does not happen, she finds it more difficult to help Maria between visits. She wonders how to get more information about what she should expect from these visits and how to get the kind of support she finds most helpful. 1099020 YECXXX10.1177/10962506221099020YOUNG EXCEPTIONAL CHILDREN Vol. X, No. X, Month XXXXInform Families’ Expectations/ Guillen et al. research-article2022