Applying Contemporary Developmental and Movement Science Theories and Evidence to Early Intervention Practice

Changes in early childhood science, theory, and best practices for improving outcomes of children with motor delay or dysfunction and their families have evolved rapidly since EI began. Changes in daily early intervention ( EI) practice have been more elusive. Closing the gap between knowledge and practice requires EI providers to piece together information from a variety of knowledge streams including early childhood special education, pediatric rehabilitation, and cognitive psychology. The purpose of this article is to create a body of shared, evidence-based knowledge among providers responsible for addressing the needs of children with movement disorders and their families to effect changes in practice. This article discusses the evolution of EI practice models for children with motor concerns; examines related theories, interventions, and outcomes; and presents an alternative model based on contemporary evidence and grounded in dynamic systems theory. Researchers describe existing barriers to implementation of family-centered, support-based practices. Recommendations highlight the need for EI providers to collaborate with families to develop meaningful goals and to recognize and create opportunities for children to engage in high volumes of task-specific activity in a meaningful context. Continued research is required to verify effectiveness of this integrated model for improving child and family outcomes.