*2.6. Adopted Practices*

What are the most commonly implemented practices from the RBM? Many implementers, such as MECP, have adopted the whole model, albeit with adaptations. In McWilliam's experience, southern Europeans love tools. Not surprisingly, therefore, in Spain, implementers use the numerous performance-based checklists defining the major practices of the model, the MEISR [25], the Families in Natural Environments Scale of Service Evaluation (FINESSE) [28–30], and the Scale for Teachers' Assessment of Routines Engagement (STARE); Casey and McWilliam, 2007). Now, owing to García-Grau's landmark dissertation study, the Families in Early Intervention Quality of Life (FEIQoL) scale [31] is increasingly used. One characteristic of successful model adoption is when adopters consider the model their own [32]. Noah's Ark, Teletón Paraguay, and Singaporean agencies have developed their own model, incorporating parts of the RBM that fit their cultural and organizational contexts. In Singapore, four of the organizations implementing RBM practices are part of the Thye Hua Kwan (THK) Early Intervention Program for Infants and Children (EIPIC) centers, with the others being the AWWA Ltd., Singapore. Early Intervention Centre, SPD's (SPD was formerly known as the Society for the Physically Disabled) Building Bridges EIPIC centers, Fei Yue Community Services EIPIC centers, and Rainbow Centre Early Intervention Programme. SPD is the agency with an implementation plan, and AWWA is the one pursuing certification of coaches.

#### *2.7. RBI Plus*

The RBM has a cohesive set of practices for developing a functional, family-chosen set of goals. All implementers have chosen to adopt the Routines-Based Interview (RBI), which is accompanied by an ecomap (depicting a family's informal, intermediate, and formal supports), participation-based goals for children, and family goals for siblings and parents [33]. These three practices constitute the RBI Plus. The RBI is a needs assessment and typically results in 10–12 goals/outcomes. This long, meaty list of family-chosen goals is one of the hallmarks of the model.

Since 2009, Portugal has had legislation establishing the National Early Childhood Intervention System, but it does not define specific procedures. In 2016, the national association for early intervention produced a manual, which contained much of the RBM but also other practices, which has diluted the effect of the RBM [34]. This mixing of models is a two-edged sword: it purports to bring the best of different models together but it might diminish the effects of any one model.

Implementers in Taiwan began with RBI Plus and moved on to the Engagement Classroom Model. New Zealand adopted the intervention planning practices and Routines-Based Home Visits and they are working towards the primary service provider (PSP) (called a keyworker in Australia and New Zealand) [35], CC2CC, and the Engagement Classroom Model (ECM). In one of the Singapore agencies, the ecomap and RBI are the most widely adopted components of the RBM.

In Australia, Noah's Ark adopted the RBI to fully understand the family environment, conduct a functional assessment of child and family needs, and develop clear, specific, measurable goals that directly address the family's priorities and help children develop skills relevant to everyday life. Noah's Ark implemented the RBI by sending a staff member to be certified by Robin McWilliam, having that staff member and colleagues develop an implementation plan for 150 staff working with over 2000 families. McWilliam provided a 4 day boot camp in Melbourne to train 18 additional trainers.

### *2.8. Family and Collaborative Consultation*

A second set of practices that implementers often choose are those related to a consultative approach. In particular, York Region, in Ontario, Canada, for example, felt the RBM would assist them in moving from an expert model to a collaborative approach with caregivers, ensuring the family were the primary decision makers. International adopters of the model also implement *family consultation*, which is the collaborative-consultation method we have developed, giving families opportunity to be partners in selecting strategies for them to use with their children [36]. When professionals visit

classrooms, within the RBM, they work with teachers, using collaborative consultation, rather than working directly with children. In both support-based home visits and collaborative consultation to children's classrooms (CC2CC), caregivers might demonstrate what they or the child does, or the early interventionist might demonstrate a strategy the caregiver is interested in.
