Distance Mentoring Model (DMM)

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

DMM collaborates with stakeholders—including administrators, family members, program coordinators, and service providers—to design and implement professional development activities tailored to the needs of each state or program. Performance-based feedback, delivered by mentors and peers, supports early intervention providers in achieving their goals. Outcome measurement is central to fostering sustainable, family-centered practices in natural environments and is conducted through self-assessment tools, coaching codes, and IFSP documentation. Mentoring within DMM is a structured, supportive relationship that promotes professional growth through feedback, reflection, goal setting, and ongoing evaluation. These relationships facilitate collaborative planning, guide the implementation of new practices, and support reflective problem solving.

DMM Goals

  • Provide collaborative, ongoing support to state agencies and early intervention programs in implementing FGRBI.
  • Increase the use of technology in developing and delivering high-quality professional development.
  • Serve as a resource for capacity building in state and local early intervention programs.
  • Promote the sustainability of FGRBI within early intervention programs.
  • Disseminate research findings related to mentoring, technology, and FGRBI.

Components of DMM

Training
Training addresses evolving roles in service delivery, emphasizing the shift from child-focused models to collaborative consultation, caregiver coaching, and reflection on the essential components of family-centered services in natural environments (FCNE).

Training content includes:

  • Family-centered interactions, instruction, and team practices
  • Routines as the context for caregiver-implemented embedded intervention
  • Coaching strategies to support and enhance caregiver participation
  • FGRBI Key Indicators for measuring implementation

Coaching
Coaching involves regularly scheduled, technology-supported meetings structured around the SS-OO-PP-RR (Setting the Stage, Observation and Opportunities to Embed, Problem Solving and Planning, Reflection and Review) framework. This process provides participants with focused, performance-based feedback directly aligned with their professional goals for early intervention service delivery. Through systematic reflection, collaborative problem-solving, and individualized support, the coaching approach fosters the integration of evidence-based practices and continuous professional growth.

Peer Mentoring
Peer mentoring involves highly-trained EI providers as coaches within an agency partnering to support each other’s professional growth and improve practice using the FGRBI Key Indicators. Through structured collaboration, coaches provide constructive feedback on team members’ implementation fidelity during home visits. This process encourages reflective practice, fosters shared learning, and enhances the quality of services delivered to children and families.

Performance-based Feedback
Performance-based feedback is provided through multiple modalities, such as video recordings and detailed summary notes, tailored to individual coaching plans. These formats offer concrete examples of practice, facilitate targeted reflection, and support the continuous professional growth of early intervention providers.

Professional Development Resources
A comprehensive set of professional development resources supports the implementation of FGRBI and Caregiver Coaching. These resources include topical webinars that explore current issues and best practices, along with materials such as handouts, checklists, and video demonstrations designed to facilitate the integration of FGRBI principles and practices into coaching families during home visits. Collectively, these resources foster ongoing learning, reflective practice, and the consistent application of evidence-based strategies among providers working with children and families.

Data
DMM collects evaluation data on both individual and group progress, which is an essential component of effective professional development. This process involves systematic assessment of key practice areas, including the use of caregiver coaching strategies, the frequency and diversity of routines utilized for embedded intervention, and the incorporation of reflective conversations into practice. By monitoring these indicators, programs can identify areas of growth, inform ongoing professional learning, and ensure that evidence-based approaches are consistently implemented to improve outcomes for children and families.

 

DMM Values and Practices

The Distance Mentoring Model (DMM) is grounded in the National Professional Development Center on Inclusion (NPDCI) Conceptual Framework and emphasizes several core values and practices:

  • Collaborative partnerships with state or program leadership ensure that implementation efforts are aligned with system-wide priorities and foster shared responsibility for outcomes.
  • Evidence-based interventions are delivered within the framework of evidence-based professional development, ensuring that both practice and training are informed by the most current research and best practices.
  • Performance measures are developed with flexibility to address the specific needs and goals of each agency. This approach enables meaningful assessment, supports ongoing improvement, and promotes the sustainability of programs over time.
  • Technology supports are strategically selected and tailored to match program outcomes and the existing capacity of participating agencies, optimizing the effectiveness and accessibility of professional development initiatives.

Current Collaborating Agencies

Agencies currently using DMM include state and local early intervention programs. These partnerships focus on implementing evidence-based practices, receiving tailored professional development on FGRBI and Caregiver Coaching, and fostering sustainable improvements in service delivery for children with developmental delays and their families.

Previous Collaborators

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