AbstractEarly identification and intervention for children with
special needs is essential for the prevention of secondary conse-quences. Partnering forChange (P4C) is a service deliverymodel that facilitates developmental surveillance andscreening, thus supporting identification of children who require rehabilitation services to participate at school. Using a tiered, needs-based ap-proach based on response to intervention (RtI), P4C therapists provide services at differing levels of intensity—from those that
are universal to those that are individualized. Universal services are delivered to whole classrooms and permit therapists to mon-itor children’s performance and developmental needs over time. Embedded within the RtI approach, P4C therapists use dynamic performance analysis (DPA) to iteratively assess, intervene, and
monitor children’s response to services of varying intensity. Specifically, P4C therapists use their clinical knowledge and skills to develop hypotheses and generate specific strategies to support children’s participation within different school contexts. Responses to any strategies that have been implemented are monitored and adjustments made until successful participation is achieved. Collaboration with, and coaching of, educators and parents supports knowledge translation and ongoing strategy im-plementation. In this paper, we describe RtI and DPA in their traditional forms, provide comparisons with the P4C approach,
and highlight this model’s unique blending of DPA and RtI. KeywordsEvidence-based practice.Intervention. Screening.Developmental surveillance.Childrenwith
disabilities. Childrenwith special needs.Response to intervention .Partnering for Change.P4C.School-based service delivery. Service deliverymodel.Rehabilitation.
Dynamic assessment. Dynamic performance analysis.DPA