Abstract
Providing a transdisciplinary early intervention program in natural environments through relationship-based services traverses a fluid and dynamic course. During the first phase of this process, programs integrate natural environment principles into service delivery. As this is accomplished, new responsibilities emerge through recognition that relationships exist beyond daily interactions with infants, toddlers, and their families. Identifying and exploring these relationships enables providers to support the new level of service delivery required in everyday routines, relationships, activities, places, and partnerships.
From living room floors to over-crowded bedrooms to parks and play groups, early intervention professionals do an "improvisational dance" with families and with each other to form meaningful learning interactions. Occupational, speech and physical therapists, early educators, mental health providers, and other specialists depend on their mutual relationships to bring coordination and creativity to the dance. They look beyond barriers and find possibilities for intervention in everyday routines, relationships, activities, places, and partnerships. Eventually they discover the deeper implications of teamwork in natural environments and the new challenges to overcome. This transition is part of the ongoing process of relationship-based, family-centered early intervention.