Early Intervention Narrative Report

The PEAK Assessment tool and Relational Training System was published by Dr. Mark R. Dixon in February of 2014 after six years of empirical research. Dr. Dixon developed PEAK out of the realization that many Board Certified Behavioral Analysts (BCBA) and others working with autistic children were making clinical decisions without having a clear concept of what to instruct and how to execute it. Dr. Dixon worked with over two hundred children over a six year period of time to produce a meaningful and concise assessment of skills. Modules 1-3, Imitation, Consistency and Attention, have been researched for validity and reliability, the fourth module, Cooperation, is in the process of being tested.

The PEAK (Promoting the Emergence of Advanced Knowledge) Assessment and Direct Training Module was developed by Dr. Mark Dixon for use with autistic children or those with related developmental disabilities. It is based an ABA based therapy, (Applied Behavior Analysis), and assesses skills in manding, tacting, labeling, social and emotional descriptions, the usage of metaphors, and developing effective social exchanges (Daar, et al., 2015). PEAK is composed of four consecutive modules each with individual assessments consisting of 184 questions. The questions are directed at determining specific weaknesses in an individual’s skills. The scores are then collected and recorded on the Performance Matrix Triangle where the results are visually organized and easily interpreted. Corresponding with the assessments is a relational training system that addresses any skill deficits of the individual. The PEAK assessment is an extremely precise tool for earmarking developmental disabilities and has been tested for both validity and reliability.

What is Early Child Care Education? Education plan for parents that are welcoming their baby home and plan to return to work. Early Child Care Education is the care provided to infants to age five years, it is a place where parents choose for their children to go to learn, or to have care throughout the day while working. The goals of Early Child Care is to issue safe and developmentally improve caregiving which will advance the physical, cognitive social and emotional growth of infant and toddlers, it also prepares them for what lies ahead and the growth and development. It also

I also wanted to remind you of the main purpose of the program. The early intervention program was developed to inform and educate new customers with important program information so that they leave the agency understanding what they can expect next following their child support hearing.

The first review of the Childhood Autism Rating Scale, Second Edition was authored by KORESSA KUTSICK MALCOLM, School Psychologist, The Virginia School for the Deaf and Blind, Staunton, VA. The second edition of the Childhood Autism Rating Scale was developed for use a wider array of health care professionals as well as to establish general characteristics of children with autism who exhibit higher intellectual ability. They also made slight changes to the format of the rating book. The test comes in three forms; The Childhood Autism Rating Scale, Second Edition–Standard Version, the Childhood Autism Rating Scale, Second Edition–High-Functioning Version and the Childhood Autism Rating Scale, Second

Head Start/Early Head Start Program is a governmentally financed project that serves low-salary children and their families in DeKalb, Atlanta/DeKalb, and Rockdale districts. The Program gives discriminating formative, training and wellbeing administrations to pregnant ladies, burdened youngsters from conception to five, and their families to enhance their long haul school and occupation prospects. The Programs incorporate an in number social administrations and guardian inclusion center. Parents are prepared to work and associate successfully with their kids, their families and inside of their family. The general objective of Head Start/Early Head Start is to enhance the school status of youngsters

When doing assessments of younger children, it is a good practice to allow flexibility. In doing so, I will be able to effectively communicate assessment results with parents. Developmental and behavioral tools often lack the sensitivity to screen specifically for autism spectrum disorder. Therefore, follow up screening tools are essential when a developmental screening raises concerns. To address ongoing assessment, I will use a checklist to assess how Zakai progresses with the three (3) objectives I have set for him. Additionally, I will I would observe Zakai and watch how he progresses in the classroom. By observing Zakai, I will also be able to create a portfolio for him that will allow his parents to see his progress as

Dr. Nickson will review staff documentation of Mikhail’s classroom behaviors within two weeks-to determine what would be the best LRE for him. She indicated that if Head Start isn’t the LRE, she will follow-up with Will’s Way Autism Services in Hattiesburg, MS to see what services could be provide to Mikhail and his family. Dr. Nickson indicated that the district would provide travel voucher for the parent. She stated

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

Like many people everyone wants to find their calling and figure out where they belong. My parents moved to the United States risking their lives on a boat from Haiti but soon separated while in america . My mom did a great job raising four kids on her own and I being the second child took part in raising my two younger siblings. In elementary school I struggled in many subjects but excelled in art, when I finally learned to read and went to middle school my grades were high enough to have honors reading and social study classes and even apa classes in highschool. I continued to excel in a lot of my classes, turns out I was smarter than I thought and all I need to do was learn to read and have people who took the time to teach me.

April 19, 2017. I was sitting at the front check-in desk, Mod J, Hematology/ Oncology. Patient approached the front desk stating he was here for his noon appointment with a Dr. Olinski. I told the patient we did not have a doctor by that name, but before we went any further, I asked what was his last name and last four so that I could look and see what he was referring to. When looking into the system, the only appointment I seen was for 6/5/17 with a Dr. Zhao in our clinic, Mod J. The patient stated he couldn’t remember who called him or where they told him to go, only thing he knew was the name Dr. Olinski. Not saying anything to the patient, I tired looking into the patients chart as he stood there looking at me, I looked in the orders,

However, with this screening tool, false positives may occur (Williams et al., 2015). Because of this, the M-CHAT-R tool was developed and it is more sensitive, and detects 67 per 10,000 cases of autism (Williams et al., 2015). If the risk is low; the child is reevaluated at the 24-month-old. If medium risk, then a follow-up questionnaire called M-CHAT-R/F is given. These screening tools are easy, efficient, and reliable to assess the risk of Autism spectrum disorders (ASDs) (Williams et al., 2015). Many nurses lack familiarity with these screening tools and also don’t have time to screen children for ASD. This article helps nurses to prevent barriers in screening children with early developmental

CBS’s mission is to assist individuals with developmental disabilities and autism with the least intrusive methodology to live and work in the least restrictive environment and maximize their potential as constructive members of society. They are based on the principles of Applied Behavior Analysis (ABA), one to one direct instruction, consultation to parents and school staff, and individual and group workshop trainings. Each child has an individualized program according to the specific needs of the child and family.

Bania, N., Kay, N. A., Aos, S., & Pennucci, A. (2014). Outcome evaluation of washington state’s early childhood education and assistance program. (Document No. 14-12-2201). Olympia: Washington State Institute for Public Policy.

Whether a diagnosis of autism, or diagnosis of another disability is to be made, interventions can be developed to add the child 's “tool belt” on their waist of life. Research shows that the early intervention can highly impact the likelihood of success (Krader, 2014). The American Academy of pediatric tells us that the diagnosis procedure should start in children between 18 and 24 months. With the essential screening process, recommendations can be used to begin intervention and start the help that the child needs. As we have seen through research, not all children receive testing that proves equality (Krader, 2014).