Home-Based and Group/Center-Based Early Intervention (EI) Together: A Family FAQ (Evidence-Informed)

This resource is for families who want to learn how Early Intervention (EI) can work best when home-based learning and group/center-based experiences support the same goals. This is a community resource, not an advertisement. It shares research-based ideas and widely used best-practice guidance.

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Quick facts and takeaways

• Home-based EI often helps children learn during everyday family routines (like meals, play, and getting dressed). This matches IDEA Part C guidance about services in “natural environments”.
• Group/center-based EI often gives children more chances to practice with other kids and follow predictable routines. This fits research on peer-mediated intervention (PMI)
• Being around other children can support learning because peers can be models for language and play. Preschool research has linked the “peer language environment” to children’s language growth in a peer effects language study.
• For autistic toddlers and young children with autism spectrum disorder (ASD), peer-based approaches are one research-supported way to build social communication and interaction skills, based on a systematic review of peer-mediated interventions.
• Good early childhood intervention uses routines and real activities to help children practice skills during the day. This is described in the DEC Recommended Practices and shown in the DEC examples document.

FAQ

1. What are the basics of home-based EI and group/center-based EI, and how do they complement each other?

Home-based EI supports learning during everyday family life. Children get many chances to practice communication, play, and daily skills during real moments. This fits IDEA Part C guidance on natural environments, which means helping children in places where they usually live, learn, and play.

Group/center-based EI supports learning with other children and shared routines. This might happen in a clinic or center with planned activities and predictable schedules. It connects to research on peer-mediated intervention. Together, these settings can reinforce the same goals across the places and people that make up a child’s day.

2. What does it mean when families say “a coordinated” or “dual” approach?

A coordinated approach means everyone is working on the same goals across settings. The home team and the group/center team use the same plan and similar strategies. This matches best-practice guidance that recommends teaching skills during real routines and activities, as described in the DEC Recommended Practices.

3. What kinds of goals are a strong fit for home-based work within a coordinated plan?

Home-based work often fits goals that happen in family routines. Examples include communication during meals, getting through daily transitions at home, taking part in dressing or hygiene steps, and play routines with caregivers. This routine-based focus aligns with IDEA Part C guidance described in ASHA’s natural environments brief.

4. What kinds of goals are a strong fit for group/center-based work within a coordinated plan?

Group/center-based work often fits goals that need practice with other children and shared routines. Examples include turn-taking, joint attention (sharing focus on the same thing), play with other children, responding to peers, joining group activities, and communication during real-time social moments. Research on peer-based strategies is summarized in a systematic review of peer-mediated interventions.

5. Why does the “peer ingredient” matter so much in a coordinated approach?

Other children can be models for language and play. Being with peers can also create real reasons to communicate, like asking for a turn, fixing a misunderstanding, or rejoining play. Preschool research has found links between the peer language environment and children’s language growth in a peer effects language study.

Peer-mediated intervention research also shows that peers can be part of an intentional plan to build social communication, especially when goals include social interaction and engagement. This is discussed in a systematic review of peer-mediated interventions.

6. How can a coordinated approach support autistic toddlers and young children with autism (ASD)?

Many EI goals for autistic toddlers and young children with autism spectrum disorder (ASD) focus on social communication and participation. That can include starting interactions, responding to peers, sharing attention, and playing with others. Peer-mediated intervention (PMI) is one research-supported approach that uses peer interaction to support these goals, based on a systematic review of peer-mediated interventions.

Families who want a broader guide to strong early childhood intervention practices can review the DEC Recommended Practices.

7. How can families help keep home-based and center/group-based supports aligned?

Families can ask providers what the goals are, how progress is measured, and what strategies should be used at home between sessions. Good programs also explain how learning is built into routines and activities. This approach is described in the DEC Recommended Practices and shown in the DEC examples document.

8. How does a dual approach relate to transitions as children approach preschool age?

As children approach age three, many families plan for changes in services and for preschool settings. A helpful resource hub on EI transitions is available through the ECTA Center transition resources page.

9. Can center/group-based EI be used in concert with home-based?

Yes. Under IDEA Part C, EI planning often focuses on supporting a child’s development in the places where they usually live, learn, and play. Families can read ASHA’s explanation of natural environments, which describes how EI services can be delivered in appropriate everyday settings.

Why combining home-based learning with center/group opportunities can work beautifully

A coordinated approach can be strong because it supports learning in more than one real-life setting. At home, children get repeated practice in everyday routines, which aligns with IDEA Part C guidance about helping children in natural environments (see ASHA’s natural environments overview). In center/group settings, children can practice skills during peer-rich routines and activities, and structured peer interaction is supported by research on peer-mediated intervention. Preschool research also suggests the peer language environment can matter for language growth (see the peer effects language study). When goals and strategies match across home routines and group/center routines, children get more chances to practice and strengthen skills with different people and in different parts of their day.

Sources (primary references used in this FAQ)

• The peer effects language study is listed in PubMed.
• The systematic review on peer-mediated interventions is available in full text via PubMed Central.
• The DEC Recommended Practices provide a widely used evidence-informed framework for early childhood intervention.
• The DEC Recommended Practices examples document shows what recommended practices can look like in real settings.
• The ASHA issue brief on natural environments explains Part C’s natural environment principle and how services can be delivered in appropriate everyday settings.
• The ECTA Center transition resources page provides information about transitions as children approach age three.