RMCDC services are delivered using an interdisciplinary, family-centered care model in which staff and parents work as equal partners on the child's team, collaborating in planning, assessment, and treatment of the child. Families choose how involved they will be in their child's intervention, according to their unique needs. However, all parents need to be as involved as possible in planning their child's program along with the professionals on their team. Services can be delivered in a variety of ways, including: individual therapy, small groups, consultation to parents and caregivers, and parent training and education programs.

Family-centered care is considered 'best practice' in Canada and the United States because research indicates that positive child development outcomes and family involvement and support go hand-in-hand. As a philosophy of care, family-centered care places the family at the center of all services and supports. Parents are seen as equal members of their child's team. Their unique strengths are acknowledged and built on; their unique needs are acknowledged and addressed in intervention planning. In practice, family-centered care means that:

• Parents and professionals make decisions together, and parents have the final decision regarding their child and his or her treatment plan
• Parents are given complete and unbiased information to help them make informed decisions about their child's care.
• Parents receive copies of all reports written by RMCDC staff about their children and family. Interdisciplinary reports are signed by the parents and other team members. Parents may request corrections to any reports written within 30 days of receiving them.
• Scheduling is planned to minimize disruption to the family's and child's routine. Most staff are available to work one evening per week if required.
• Parents are offered as much choice as possible about their child's program. For example, recommended strategies are designed to fit into the family's lifestyle in order to minimize stress and services can be delivered in a variety of locations including at home, at the Centre, or at a community daycare or preschool.
• Family needs, as identified by the family, are addressed, directly and/or through referral to community agencies.
• Support programs and services are made available to the whole family, including parents and brothers and sisters. Extended family members are welcomed as members of the child's decision-making and intervention team - with parent approval.

SERVICES AND PROGRAMS

The Early Intervention Program (EIP)
The Early Intervention Program serves families of children with confirmed or suspected developmental delays or disorders in Maple Ridge and Pitt Meadows until they enter school. The program is largely funded by the BC government. Services within the program include:

Family Support
The Family Support Department provides information, practical and emotional support, crisis intervention, funding assistance, and advocacy to families. We also organize and facilitate support groups and programs for parents and siblings.

The Direct-Funding Respite Program
RMCDC administers funds to up to 28 families to purchase their own respite care.  Eligibility is determined by the Ministry for Children and Family Development and funds are provided by the government. For information, contact your Family Support Worker.

Occupational Therapy
Occupational therapists help children with self-care skills (such as dressing, toileting, feeding, grooming); perceptual and sensory development; fine motor development; and play skills. They also help with the provision of adaptive equipment such as splints and specialized seating.

Physical Therapy
Physical therapists work with children to assess and improve their strength, balance, and coordination. Their goal is to maximize a child's ability to participate fully in everyday activities. Physical therapists also obtain appropriate mobility equipment such as walkers and wheelchairs for children who need them.

Speech/Language Therapy
Speech/language therapists assess the communication abilities of infants and young children for receptive and expressive language, vocabulary, voice, articulation, phonology, resonance, and fluency. Appropriate individualized intervention is then provided.

How EIP Services Are Delivered:

Intake Process
Services begin with an informal meeting between the family and the Family Support Worker (FSW)* at the family's home or at the Centre, during the day or the evening. During the meeting, the FSW gathers information about: the parents' concerns about their child's development, the child's medical history, the child's strengths and interests, and any related family needs for information or support. The FSW also shares information about the Centre and leaves A Guide for Parents, the RMCDC handbook for parents who are new to the Centre. Authorizations for treatment and for the access and release of related medical information are also signed.

*If your child is referred to RMCDC for one discipline only, the assigned therapist (not the FSW) will provide the Initial Consultation.

Initial Consultation (IC)
Parents whose children have been referred for more than one service may begin with a 60-90 minute Initial Consultation meeting. The IC is an opportunity for the Family Support Worker and the therapists who will be working with the child to observe him or her in the company of the parent(s) and to share information back and forth with the parent(s).

Family Service Planning (FSP) Meetings
Parents of children who receive more than one therapy are invited to meet with their child's team at least once a year to identify goals for intervention and how they will be met. The result is an interdisciplinary Family Service Plan that outlines family-identified Goals, Objectives, Strategies, and Outcomes. It specifies What, Who, How, Where, and When, and guides intervention until the next FSP.

The Role of the Service Coordinator
Each family is assigned a service coordinator whose role is to coordinate services, make sure meetings are organized within given timelines. In the beginning the Service Coordinator is either the therapist who will be working with the child, if the child receives only one discipline from RMCDC, or the Family Support Worker. Usually, the Service Coordinator is reassigned at the Initial Family Service Plan meeting. If you have questions or concerns about your child's program, please call your Service Coordinator. If you are not sure who that is, just call the Centre and ask. The person who answers the phone can quickly give you the name of your Service Coordinator.

Transition to Kindergarten
RMCDC and School District #42 work closely together to prepare for children who will require extra support in kindergarten. The year before your child will be entering school you will be invited to participate in a transition process that may include at least one meeting with school district personnel, RMCDC therapists, and any community service-providers supporting your child (such as preschool teachers and/or supported child care consultants).

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The School-Aged Therapy Program (SATP)
The School-Age Therapy Program (SATP) provides consultation services in physiotherapy and occupational therapy. The goal of this program is to help school personnel meet the needs of their students. Referrals must be made by the school and are handled on a 'service triage' basis (i.e. needs are addressed according to urgency, with safety receiving top priority.)

Physical Therapy for school-aged children
The physical therapist may be involved in a variety of activities including (but not limited to): recommending lifting, carrying, and positioning techniques; recommending positioning equipment; prescribing and helping to obtain specialized adaptive equipment and/or foot and leg splints; and recommending ways to facilitate mobility in the school, on the playground, or in the classroom.

Occupational Therapy for school-aged children
The occupational therapist (OT) may be involved in a variety of activities including (but not limited to) making recommendations about: feeding, dressing, toileting, and personal hygiene; lifting or transferring a student; seating/positioning for classroom work; fine motor skills such as cutting and printing; physical access to a computer; and physical or structural adaptations required to ensure optimal functioning at school. The OT may also be involved in prescribing specialized adaptive equipment for use at school.

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The Family Connections Program (FCP)                                                 The Family Connections Program is a service that can help families strengthen their own networks of support when faced with their children's challenging behaviours.  This program is based on the Wraparound philosophy.                                                                                              

Through this program, families may receive:

• parent support and education
• linkage/referrals to other community services
• opportunities to meet other parents
• Family Care Team services                                                                                           

Who can participate?                                                                                                   The program serves families of children and adolescents with complex behaviour challenges. 

How does it work?                                                                                                         Your first visit will be with the Case Facilitator.  At this initial consultation, you will learn about the Family Connections Program and we will learn about your family and your concerns for your child.  You will be asked to sign consent forms and you will have the opportunity to ask questions.

The next step:                                                                                                                The Case Facilitator will conduct an in-depth assessment of your child and family's strengths and needs, and will find out further details regarding your child's behaviours.  Together with your Case Facilitator, you will then decide which type of services best fit you and your family.

What is the Family Care Team?                                                                                     If you choose to be part of the Family Care Team process, your Case Facilitator will work with you to develop a team comprised of informal and formal supports:

•  Informal team members could include people such as extended family members, friends, faith-based supports, mentors, neighbours, and babysitters.  Anyone who the family feels has 'really been there' for them could be an informal support. 
• Formal team members could include service providers such as teacher, counselors, and social workers. 

There are usually between four and seven people on a team and ideally at least half of the team will be informal supports.  The Family Care Team sets up goals, creates action plans, and works together to achieve the objectives chosen by the family.  The team collaborates in order to meet the family's needs, and meets regularly at a place of the family's choice.  The family may also receive individual support from the Case Facilitator, as needed.

The Case Facilitator is responsible for facilitating the Family Care Team and keeping the team focused on the family's goals.  The family works with the facilitator to ensure the plan is right for them.

Who can refer?                                                                                                             Anyone can refer to the Family Connections Program including the family, social services agencies, physicians, and any other professionals.  The family must be aware of the referral and a Family Connections Request for Service form must be filled out.  The form can be mailed, e-mailed, faxed or dropped off at the Centre.

Groups offered at RMCDC

Food Groups: Autism Food Group, SOS Fun Food Group, Feeding Group - All food groups are designed to promote appropriate sensory/oral sequencing to decrease children’s sensitivities to food textures and tastes.  There are two components to these groups: 1) Parent Education – to increase parents’ understanding of the steps to eating & how to help their child(ren) experience positive mealtimes, and 2) Children – to develop the appropriate individual sensory/oral motor approach to make mealtimes fun and ensure proper nutrition.

Social Play Groups - Groups to facilitate early play and social skills with peers.

Phonology Groups - Groups designed to increase the awareness of specific sounds, how to make those sounds, and how to use the sounds in words.

Language Groups - Groups developed to build the understanding of language and concepts and how to use appropriate language in social interactions.

Family Connections - The Family Connections program runs a monthly support group for adoptive or foster parents of children with FASD (Fetal Alcohol Spectrum Disorder).  In this group parents can connect with others who may be dealing with similar challenges, and can enjoy a non-judgmental atmosphere to discuss how FASD may be impacting a child’s behaviours and family life.

The group also invites speakers regularly to address specific topics in addition to the informal support element of the group.

 Aquatic Group - This is a joint physical and occupational therapy program using water as a medium to promote the development of motor skills.  Aquatic therapy can help paediatric clients with an assortment of neurological, genetic, developmental and orthopaedic disorders.

Pre-Kindergarten Group - This is a joint physical and occupational therapy group focusing on skills important for participation in Kindergarten.  The purpose of the Pre-K group is to provide opportunities for children to refine their gross and fine motor skills in preparation for Kindergarten.

Sensory Play Group - This is a joint physical and occupational therapy group focusing on motor skills and sensory regulation for children 3-4 years of age.

FASD Support Group - A group for parents/guardians of children 0-19 years of age who are affected with Fetal Alcohol Syndrome Effects. 

‘All About Connections’ Group -An informational drop-in group that meets monthly for parents of children 0-19 years of age who have any special needs. Guest speakers, snacks and child-minding are provided.

Sibling Support Group - A support group for kids aged 8 - 12 years old who have a brother or sister living with a visible or invisible disability.  The group would provide siblings with an opportunity to share their common experiences, stories, and frustrations in a safe supportive fun-filled atmosphere and provide opportunities for peer support with a focus on building coping skills, self image, and new friends. see November 2009 flyer

Hanen Programs® - Several programs are offered to support parents and professionals in their efforts to help young children communicate effectively:                                                                          It Takes Two To Talk - This unique and exciting program focuses on working with parents to facilitate children's expressive and/or receptive communication skills by maximizing opportunities for communication development in everyday situations.                                                                          Learning Language and Loving It - This program teaches teachers and daycare providers to make language learning a natural part of everyday conversation, play and daily routines.                      You Make The Difference - This program is designed to support parents of typically developing children  whose learning may be at risk due to environmental and/or societal challenges by fostering and enriching their child's early language, social and literacy development.                                      Target Word  for Parents of Children Who Are Late Talkers - Parents learn to create language learning and opportunities during interactions and conversations with their child while following the child's lead and ensuring that conversational turns are balanced.  Parents learn to use focused stimulation and to simplify their own expressive language to facilitate  their child's vocabulary growth.

Fun With Fine Motor - The purpose of this 'fun' group is to further develop the child's fine motor skills in preparation for Kindergarten.

How Does Your Engine Run? - This is a play-based group the teaches children 'engine' words to develop an awareness of their emotions (self-regulation).  Families will learn strategies that help their child change their reactions to match individual tasks.

Get Up & Go - This is a physical therapy group focusing on skills - weight-bearing. standing balance, supported walking, independent walking, strengthening of trunk and lower extremities - important for learning to walk.  It provides children an opportunity to practice pre-walking and walking skills in a group setting.

ADHD Parenting Training Program - This program is tailored for parents (birth adoptive and foster)  of school age children (ages 6-12 years) who have an official  diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and is designed to assist families in their efforts to understand and deal with the complexities of parenting a youngster with behavioural challenges.   The program consists of 15 weekly sessions; two hours each. Admission to the program will be preceded by an individual intake interview.  Parents my self refer or the may be referred by any community agency  ADHD Parenting Training Request For Service form. The program is not designed for parents whose children are diagnosed with Fetal Alcohol Spectrum Disorder (FASD) or Autism Spectrum Disorder (ASD).