The Distance Mentoring Model (DMM) promotes the implementation of Family Guided Routines Based Intervention (FGRBI) for families of children eligible for Part C services and supports. Incorporating evidence-based practices for professional development with technology strategies and supports, DMM engages early intervention providers, service coordinators, and program administrators in a systematic change process to increase the use of recommended practices with children and families. 

DMM works collaboratively with stakeholders including administrators, family members, program coordinators, and service providers to develop and implement professional development activities that are meaningful and relevant as they align to the needs of the state or program.  Performance-based feedback refers to remarks and observations that relate to specific actions and behaviors in an activity. In DMM performance-based feedback is shared by expert mentors and peer partners to help EI providers work toward their goals. Measurement of meaningful outcomes is an essential component of sustainable shifts toward family-centered practices in natural environments. In DMM outcomes are measured through self-checklists, caregiver coaching coding, and IFSP documents.  Mentoring describes a supportive relationship in which an individual with knowledge and experience in each area facilitates a colleague’s professional growth through feedback, reflection, goal setting (Neuman & Cunningham, 2009) and regular evaluation of the mentoring relationship. Mentoring relationships can help professionals identify desired outcomes and strategies, utilize collaborative action planning for the implementation of new practices, and guide reflection and problem solving related to changes in practice.