Having been a product of INREAL training in the SLHS (formerly CDSS), I was curious about ASHA's current feature on "Providing Intervention Services in Natural Environments" posted on "The ASHA Leader Online". It was written by Juliann Woods who expounds on the participants, setting, and context appropriate to "natural environments" (originally defined in IDEA, 2004, Part C). The article refers to new ASHA early intervention documents ASHA's new documents (ASHA, 2008a, b, c, d) that identify multiple knowledge and skill sets that support the SLP in the roles of consultant, family educator, and team member. These knowledge and skills are in addition to—not replacements for—skills in other, more traditional, roles. For example, traditional practice emphasizes child-focused intervention; in natural environments intervention, the SLP must be fluent with child-focused intervention and have skills in teaching other adults, using effective and relationship-enhancing instruction [that includes]:

* Family-centered and culturally and linguistically responsive (aligned with
each family's unique situation, culture, language/s, preferences,resources,
and priorities)
* Developmentally supportive and promote children's participation in their
natural environments (appropriate for child's age, cognitive level,
strengths, family concerns and preferences)
* Comprehensive, coordinated, and team-based (effectively integrated to meet
the needs of the child and family)
* Based on the highest-quality evidence available (merger of highest-quality,
most recent research with professional expertise and family preferences)

See the full article and links to ASHA documents on early intervention at: http://www.asha.org/about/publications/leader-online/archives/2008/08032...