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Early Intervention via North Carolina Infant-Toddler Program (NC ITP)

Category

Child & Family Health

Child's Age

0-1 years, 1-2 years, 2-3 years

Participant

Children, Parents/Guardian

Languages

English, Spanish, French, German, Other

Brief Description

The North Carolina Infant-Toddler Program (NC ITP) provides supports and services for families and their children, birth to three, who have special needs. Receiving supports during this period is critical as it offers a window of opportunity to make a positive difference in how a child develops and learns. Sixteen Children's Developmental Services Agencies (CDSAs) across North Carolina work with local service providers to help families help their children succeed. NC ITP’s vision for families and caregivers is that they will be able to help their children reach their maximum potential. Their mission is to provide supports and services to families and children to help them be successful in their homes and communities, by using every day learning opportunities. NC ITP staff respect the diversity of families and use research-based practices to guide their work.

Expected Impact

  • More children on track for typical development
  • Increase in parent knowledge of child development

Core Components for Model Fidelity

Smart Start funds shall be used to support NC ITP provision of services such as service coordination; physical, occupational, and speech-language therapies; family support; special instruction; assistive technology; and other services to eligible children and families. NC ITP may bill public insurance or a family’s private insurance, as appropriate. All core components are subject to HIPAA and FERPA rules.

  • Service Coordination: An Early Intervention Service Coordinator is the main contact in the ITP. The coordinator works with the family and caregivers to find supports and services to meet their child and family’s needs. 
  • Evaluation: The specific evaluations used to determine a child’s eligibility for the program vary based on the child's and family’s needs. Evaluations determine if the child’s level of functioning in the following developmental areas constitutes a developmental delay or that the child otherwise meets the ITP criteria of an infant or toddler with a disability.
    • Cognitive
    • Physical
    • Vision and hearing
    • Communication
    • Social and emotional
    • Adaptive

Examples of evaluations include:

    • Review of a child’s medical and other records
    • Observation
    • Caregiver interview
    • Direct testing
  • Assessment:  Assessment means the ongoing procedures used by qualified personnel to identify the child‘s unique strengths and needs and the early intervention services and supports appropriate to meet those needs throughout the period of the child‘s eligibility and includes the assessment of the child and the assessment of the child’s family.
  • Treatment as Necessary: Treatment may include but is not limited to audiology, family therapists, nurses, occupational therapists, orientation and mobility specialists, pediatricians and other physicians for diagnostic and evaluation purposes, physical therapists, psychologists, registered dieticians, social workers, special educators including teachers of children with hearing impairments and teachers of children with visual impairments, speech and language pathologists, and vision specialists, including ophthalmologists and optometrists.
  • Child Find Activities: The ITP develops and disseminates information focusing on early identification of infants and toddlers with disabilities to all primary referral sources, especially hospitals and physicians. This information is to be given to parents, especially to inform parents with premature infants and infants with other physical risk factors associated with learning or developmental complications, on the availability of early intervention services under the ITP and of services under Preschool services for children with disabilities. In addition to providing such information to hospitals and physicians, the ITP targets other referral sources such as homeless family shelters, clinics, and other health-related offices, public schools, and officials and staff in the child welfare system. 

Languages Materials are Available in

English, Spanish, French, German, Other*

*Contact purveyor about additional available languages.

Delivery Mode

Services for children and families are provided in natural environments (in the home, child care settings, etc.) or virtual settings as needed. The parent/caregiver is an active participant during services.

Dosage

Time and frequency varies depending on priorities and needs of family and children.

Staffing Requirements

Services are provided by CDSA staff who meet state and local requirements.

Training for Model Fidelity

CDSA staff are trained to meet state and local agency requirements.

Contact Information

https://www.ncdhhs.gov/itp-beearly

919-707-5520

Brian Deese: Deputy Director of Early Intervention; brian.deese@dhhs.nc.gov, 919-740-2996

Cost Estimates

Cost estimates vary based on the Smart Start Local Partnership’s availability of funds. 

Smart Start funds shall be used to support NC ITP provision of services such as service coordination; physical, occupational, and speech-language therapies; family support; special instruction; assistive technology; and other services to eligible children and families. NC ITP may bill public insurance or a family’s private insurance, as appropriate.

Purpose Service Code (PSC)

5417 – Early Intervention Services

Program Identifier (PID)

 Early Intervention

Minimal Outputs for NCPC Reporting

FY 24-25:

  • Number of parents receiving support (With demographics)
  • Number of children receiving services 

Minimal Outcomes for NCPC Reporting

FY 24-25:

  • Increase in developmental screenings or assessments, referrals, and child use of services

Minimal Measures for NCPC Reporting

FY 24-25:

  • Varies on a case-by-case basis & determined with support from the local CDSA. Connect with your Program Officer and Evaluation Officer for additional support.

NCPC Evidence Categorization

Evidence Informed- Industry Standard

Research Summary

Two of the most relevant publications on early intervention services in North Carolina include a publication from the National Early Childhood Technical Assistance Center (NECTAC)1 and guidance from the North Carolina Department of Health and Human Services (2002).2 These publications describe best practices such as the provision of services in natural environments with the least possible disruption from daily activities and routines, inclusion of families in all services such as the identification of goals and development of the Individualized Family Service Plan (IFSP), and a commitment to regular evaluation to ensure accountability. Based on the evidence cited in these publications, inclusive natural environments provide opportunities for children with and without disabilities to learn from each other. These natural environments support greater progress in the development of language and social skills in children with disabilities, and children can practice skills in the same settings in which they would use those skills. Furthermore, providing early intervention services in natural environments that are relevant to family needs and daily routines can reduce family stress levels and promote progress toward functional outcomes based on identified goals. 

Additionally, the provision of early intervention services is outlined in detail in the Individuals with Disabilities Education Act (IDEA) of 2004. IDEA Part C in particular focuses on services for infants and toddlers with disabilities (20 U.S.C. § 1431 et seq.).

  1. ^ See Goode et al. (2011). This publication from the National Early Childhood Technical Assistance Center (NECTAC) describes the importance of early intervention services for children with disabilities and their families. Children's brains develop rapidly during the first 5 years of life, and healthy brain development is fostered by positive experiences in early childhood and stable relationships with caring, responsive adults. Early intervention services promote positive outcomes across developmental domains such as cognitive, social and emotional, and physical development. Research indicates that the need for early intervention services is high as many young children are less likely to receive adequate services in early childhood, including those experiencing homelessness and Black children. Additionally, there is a shortage of well-trained, qualified professionals with experience caring for young children with behavioral and emotional difficulties that can impact their early learning and development.
  2. ^ See NC Department of Health & Human Services (2002). This document provides guidance for early intervention providers in North Carolina. The NC Early Intervention System Together We Grow program supports children ages birth through 5 years who have or are at risk for disabilities and their families by ensuring they have access to comprehensive, coordinated supports that are family centered, built upon mutual respect, promote collaboration among families and providers, are regularly evaluated to ensure accountability and best practices, and occur in the most natural, least restrictive settings available. Providing services in natural environments is crucial, and these environments are defined in the Individuals with Disabilities Education Act (IDEA) Amendment [CITE] as "settings that are natural or normal for the child's age peers who have no disabilities" (34 CFR 303.18). Evidence indicates that children with and without disabilities learn from each other in inclusive settings, and children with disabilities make more progress in their development of language and social skills in inclusive environments. Children also learn best when they can practice skills in the same environments or activities in which they would use those skills. Furthermore, providing early intervention services that are relevant to family needs and daily routines reduce family stress and promote functional outcomes based on goals identified by the family and early intervention providers. Children and families learn practical skills to apply in their daily life and services build upon the child and family's strengths. The early intervention provider includes the family in development of the Individualized Family Service Plan (IFSP), facilitates learning opportunities for community members and the child's family in natural settings, and engages in professional development activities to further their knowledge and skills. Additional recommendations in the guide include finding ways to obtain information about the family and child without them having to repeat details they may have provided before, meeting families at a convenient time and location, and avoiding disruption of the child's play during observation.

Researched Population

  • Children with disabilities ages birth to 3 and their families

Individuals with Disabilities Education Act of 2004, 20 U.S.C. § 1431 et seq. (2004). https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33/subchapter3&edition=prelim

Goode, S., Diefendorf, M., & Colgan, S. (2011). The importance of early intervention for infants and toddlers with disabilities and their families. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf

NC Department of Health & Human Services. (2002). Growing Up Naturally: Early Intervention in Natural Environments. NC Department of Health & Human Services, Division of Public Health, Women's and Children's Health Section, Early Intervention Branch. https://www.ncdhhs.gov/growing-naturallypdf/open

If the Smart Start Local Partnership (LP) has a technical assistant (TA) providing support on TPOT or TPITOS, NCPC recommends that the TA serve as a liaison to strengthen practices in the classroom outside of visits with the local CDSA staff.



Local Partnerships Currently Implementing

Local Partnerships in purple have adopted Early Intervention via North Carolina Infant-Toddler Program (NC ITP). Local Partnership contact information can be found here.