- The core of children’s well-being is meaningful and healthy relationships within their family and community.
- Children with developmental vulnerabilities and challenges can, through a developmentally and individual difference and relationship based approach be assisted towards developing a sense of themselves as an intentional, interactive, and related individual with a range of capacities across different important goal areas such as language, self-care, motor, thinking /cognition, social and emotional skills.
- All children have unique strengths and capacities that can be cherished and harnessed to help them learn and develop.
- Parents are central organisers for their children’s functioning and development, and each parent has unique strengths and capacities that can be cherished as well as vulnerabilities to partner with.
- Play is a healthy and essential occupation for all children.
- Supervision and self-reflective practice is essential for professionals and team members when working with children and families.
- Accessing opportunities for learning to improve our practice is a continuous, ongoing priority for all of our professional team members.
We use a Developmental, Relationship-based Model or Approach (DRI).
- Developmentally Focused ( D ) We meet the child at their developmental level and build from there. this means we assess the child's capacities to be calm, alert and focused, jointly engaged for two way back and forth interaction as these are developmental skills that form the basis for the development of higher level thinking and learning and are needed to help the child function in the world. These are capacities that develop effortlessly in most children in a developmental progression however some children have neurobiological differences that make this natural developmental progression more challenging. We use this information about the child's developmental profile to help guide us on how to set developmentally appropriate goals for that child.
- Relationship Based ( R ) Assessment and intervention are dynamic processes in which a child’s caregivers and others with key relationships with the child play an essential role and the child's relationships are harnessed as we work towards goal areas.
- We assess for the child's Individual Differences Profile (I) in neurobiological areas including strengths as well as the areas that are challenged.
Each child will have their own unique " thumbprint" of where they are strong and where they need help. Information we learn about the child's individual difference profile helps us to design therapeutic strategies to help the child towards goal areas.
Interventions are designed to achieve functional outcomes that support the child with what they want and need to do for healthy development, participation and independence.
Therapy goals are individualised to the child within the context of their family and their community. They are developed and reviewed collaboratively with parents and key caregivers as well as with the older child as developmentally appropriate.
This approach follows best practice guidelines for early intervention and is evidence based. For more information, see:
- 2017 Research Base for DIR - Diane Cullinane
- 2017 Research Evidence for DRBI - Solomon et al.
- ECIA Best Practice Guidelines
- Evidence Informed Position Statement