Early Intervention Research Paper

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

The purpose of this research is to explore the efficacy of Early Intensive Behavior Intervention (EIBI). More specifically, focusing on the question, are children exposed to EIBI more likely to achieve better outcomes?

Learning disabilities can cause a great deal of stress and frustration to the children and adolescents who have them as well as for their families. Attention deficit hyperactivity disorder (ADHD) is among the more common learning disabilities. It is defined as a psychological disorder where those who have it experience impulsivity, inattention and/or overactivity (Kail & Zolner, 2012, p. 461). Children with this disorder have trouble developing social skills and can have difficulties with peer relations in return (Kail & Zolner, 2012, p. 461). The symptoms of ADHD also affect academia due to inability to sit still, difficulties focusing, and being easily distracted (Kail & Zolner, 2012, p. 461). Treatments for this disorder are available;

Students with learning disabilities account for nearly half of all students in special education programs (Wright & Wright, 2008). The methods for identifying these students has historically been the severe discrepancy model. This model identifies students with learning disabilities through a series of academic and cognitive tests (Crouse, n.d.). If a student’s cognitive abilities are deemed capable of learning, but their academic performance demonstrates a delay, then the child is identified as having a learning disability. Unfortunately, with this model it is difficult to identify students in primary grades because there is not a severe enough discrepancy to qualify for special education services. This model has been coined the “wait to fail” model (Donovan & Cross, 2002) because students must demonstrate a large enough delay to receive any special education help. By the time the students are identified, the gap is extremely hard to close. According to Donovan and Cross (2002), students with learning disabilities (SLD) that are identified show “minimal gains of achievement.”

While recognizing that students with learning disabilities have these difficulties, the argument does exist that

Long time ago children born with disabilities were hidden and sometimes even killed because of their differences. Parents and families had feelings of shame and guilt were often brought about with giving birth to a child with a disability. Sometimes the disability was blamed on sins of family members. Even famous people like as Franklin D. Roosevelt, whom tried to hide his disabilities. President Franklin Delano Roosevelt was the first president with a disability. Long time ago organizations looked at the prevention and cure of disabilities. In the 40s and 50s parents organized and fought for education and services for their children with disabilities. Children with disabilities very little gat to meet successful adults with disabilities.

There are numerous types of learning disabilities that so many people are challenged with on a daily basis, especially children. These learning disabilities are neurologically-based processing difficulties. According to the Learning Disabilities Association of America, these difficulties can interfere with children learning basic skills such as mathematics, writing and/or reading. They not only interfere with basic skills, but they interfere with skills on a higher level such as organization, time planning, attention, abstract reasoning and long or short term memory. When people here this information they fail to realize that learning disabilities can affect one’s life well beyond academics. It can impact ones relationship with their family,

Growing, developing, and learning are the facts of life for all children. They are faced with understanding new concepts and challenges daily but imagine what it would be like facing new concepts and challenges life has to offer but facing them with a learning disability. Most people think of learning disabilities as something that only affects them upon entering school but, in reality, children with learning disabilities suffer from the moment they begin to learn; not when they start school. Learning disabilities are very real and affect millions of people worldwide. These disabilities affect the child’s ability to read, write, and speak, and if undiagnosed properly, can cause the child to struggle and fall behind in school and to act out. We have to remember, “no one is born knowing how to read. We all have to learn how” (Shaywitz, S, 2015).

In the classroom, the student with learning disabilities, notably struggles with pronouncing simple words, reading, or solving math problems as their peers. The major ramification of learning disabilities is the underachievement in one or more academic skills that are shared by most students with LD, with reading as the most difficult area for students. Later, their struggling might reach a point of dropping out of school, which rate is 8% (one out five students with LD). Often, students with LD seem confused and unable to focus on what they are doing or learning (Rosenberg et al., 2010).

Students come to school/early learning centres with a diagnosed learning disability. Parents have noticed these difficulties before students begin school and that a diagnosis can then help educators choose appropriate interventions and teaching strategies to support what research says works best in these cases.

A learning disability is defined as a “neurological condition that interferes with an individual’s ability to store, process, or produce information” (“New to LD” 1). Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, and reason: all of which are essential for learning in today’s public school system. An individual’s attention, memory, coordination, social skills, and emotional maturity can also be negatively impacted with the presence of a learning disability. According to the National Center for Learning Disability, “approximately 5 percent of the total public school enrollment

In the early 1960-s Samuel Kirk founded the term learning disabilities. This came about after he had visited with a group of parents to discuss why their children seem to have small amounts of success even when they can understand and comprehend things just like other children. As a result of this meeting the “Learning Disabilities Association of America” was formed (Pullen, 27). Learning Disabilities (LD) are created when there is a space between a person’s ability to think and reason and not understanding based on the results from tests. There are a few reasons why LD can occur. Boys are more prone than girls, African Americans and Latinos are more prone than Whites and Asians. Most adolescents with LD struggle with reading. They also have difficulties interacting with others, expressing their feelings and understanding the feelings of other. Last, the amount of teacher’s involvement with adolescents can reduce the dropout rate (Arnett; Pullen).

In the early 1960-s Samuel Kirk an American educator and psychologist, founded the term known as learning disabilities. This came about after he had visited with a few groups of parents a few times to discuss why these parents’ children seem to have small amounts of success even when they are able to understand and comprehend just like other children. As a result of these meetings the “Learning Disabilities Association of America” was formed (Pullen, 27). Then later in the mid 1970-s the “Education for All Handicapped Children Act” was put into law which formally identified the concept of learning disabilities (Pullen, 25). After these things were put in place, there was over 10 different descriptions of what learning disabilities can be based off of. For this concept, it will be known as the following description. Learning Disabilities (LD) are created when there is a space between a person’s ability to think and reason and not their understanding based on the results from tests. It is known that around 4 to 5 percent of adolescents are considered to have LD. There are a few reasons why LD can occur. Boys are more prone than girls, African Americans and Latinos are more prone than Whites and Asians. Most adolescents with LD struggle with many academic areas especially in reading. They also have difficulties with interacting with others, expressing their feelings and understanding the feelings of others. Last, is that adolescents with LD have a high chance of dropout rates

Learning disabilities can affect the way a student learns. A disability may affect a student’s ability to either learn visually or audibly. Also, a student’s memory, attention and capacity to retain information can be greatly affected.