Early Intervention Scenarios

The first three years of a child’s life is the most important and central time for the brain’s development. Autism is a disorder that can be diagnosed during the infant or toddler stage. Children can be diagnosed with autism by having different impairments such as social interaction, pattern of behavior, eye contact and speech impairment. Having the child being diagnosed with ASD can change a parent’s life view. Parents can learn different things in order to help their child. Parents will be provided by health providers different treatment, different placement in education and knowing about the different risk factor to make a difference for their autistic child now and in the future.

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

Based on the information presented by the child’s father, meets the physical milestones which include large motor and fine motor skills, given that he is able to balance himself on one foot for 2-3 seconds, copy squares and circles, pedal a bicycle and walks up stairs alternating feet as required for a three-year-old child (Gerber et al., 2010). The patient also meets language development milestones given that his speech is 75% understandable to strangers and talks in short sentences (Stevenson & Richman, 2016). The repetition of words including those at the beginning of sentences without the repetition of consonants and or syllables is very normal for a three-year-old especially when expressing important messages (Bellman et al., 2013). Also, the child meets the cognitive milestone given that he recognizes three colors. Lastly, the child meets the social milestones of a three-year-old given that he normally engages in imitative play, and has an imaginary friend in addition to talking about favorite activities, friends, and family, as required at his

This article was based on the history of how early intervention for children of poverty and with developmental disabilities can have remarkable results and improvement in cognitive, academic, and social efforts. In 1954 the idea of early intervention was introduced considering the Brown v. the Board of Education, the desegregated case that guaranteed the right of all children to a decent education. During this time, psychologists and professors discovered that Black children who were entering public schools were at an educational disadvantage compared to the White children in their class. During World War II an assessment for intelligence was given in which resulted of white men were from a poorer, less educated area of the country scored worse

Antonio is very loving towards his daughter Anessa and is happy she is enrolled in daycare. Antonio picks Anessa up after daycare and takes the child to his home in Somerville. Anessa spends some nights with Antonio and will at times go back with her mother at night. Antonio has appropriate space for Anessa and the home is clean and free of hazards. I have observed Anessa with Antonio and his interaction is appropriate. Antonio agreed to the Early Intervention screening and was present during the evaluation process. Michelle Sharp from the Guidance Center reported Antonio asked thoughtful and inquisitive questions and appeared to have a good understanding of things Anessa should be doing given her age of 1 year.

John is a 20-year-old first year student at the university. He has been having unusual experiences which include hearing of voices which have become increasingly common. He has isolated himself from his friends and is no longer involved in activities that he used to do. He rather chooses to stay in his university room, listen to music and smoke cannabis. His upcoming exam is stressing him and has triggered persecutory delusions. John has a history of suicidal thought although he denies current suicidal ideation.

Early intervention falls under Part C of the Individuals with Disabilities Education Act (IDEA). (2016) Early intervention provides services, within the natural environment, for at-risk children from birth to age two. The natural environment may be defined as one that is comparable to children of the same age without disabilities. The services assist young children with atypical physical, cognitive, communication, adaptive and social or emotional development. Services provided by early interventionists take on a family-based approach by supporting the family, as well as the child.

According to Hawkins and Weis, juvenile delinquency is a social problem because it not only affects the offender, but also the victim(s) and the surrounding population. Almost two thirds of adults worry about becoming the victim of a juvenile offense, so figuring out what decreases these behaviors will be beneficial to the whole society. Prevention can be categorized as early intervention or primary prevention. Early intervention seeks out individuals who are at high risk for delinquency and primary prevention tries to prevent initial delinquency at the institutional level. Since delinquency is a social problem, it needs to be approaches with a social development model, so Hawkins and Weis integrated control theory and social learning theory

In 2005, Sand et al surveyed a random sample of 1600 pediatricians on their screening practices; at that time 71% of those surveyed were using clinical assessment or nonstandardized tools to assess development, with only 23% using a standardized developmental screening tool consistently. An interventional program in New Mexico in 2014 found wide variation in screening tool use pre-intervention, with practice use rates ranging from 0% to 100%; average state-wide screening rate was 32%. There are multiple validated tools available for use; among the most commonly used are the Ages and Stages Questionnaire (ASQ), a parent-completed 30 item questionnaire covering gross motor, communication, fine motor, problem-solving and personal adaptive skills and the Parents’ Evaluation of Developmental Status (PEDS) 10 item questionnaire, which briefly assesses parental concerns about development. Provider-administered tests include the Bailey Infant Neurodevelopmental Screen (BINS), a 6-item screen that takes about 10 minutes to complete, and the longer Batelle Developmental Inventory-Screening Tool (BTI-ST), which has 100 items and takes 20-30 minutes to administer. The AAP guidelines do not specify a preference for which tool is used, but recommend that providers consider their resources, clinic structure and patient mix when choosing a tool or

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

Investment in early intervention health care is a proven strategy to decrease high costs burdening the public and government sectors. By strengthening preparedness capacity and supporting low-cost preventative services, mortality rates and the health of populations can be significantly improved. Over the past 6 years, considerable investments have been made to establish and expand influenza vaccine manufacturing capacity in developing countries. These investments have improved preparedness for seasonal and pandemic influenza, and have indirectly improved health systems, surveillance, detection, and response activities by leveraging additional support and building capacity within these countries and regions. To fully maximize investments and

I knew a person who went to school with me was born with a communication disorder and she couldn’t say her first words until she was in the 1st grade. The doctors told her parents that she had a neurological lag, but she was unsure what that meant. As of today she is 23 years old and she said that she doesn’t know what her diagnosis would be in today’s world but she does know the impact of what these early struggles had on her life. By the time she reached elementary school, she felt her differences. She felt like an outsider and that her school performances were poor, But it’s clear to her that she had both an expressive and receptive language disorder that impacted the way she processed and organized information. She said that when teachers

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

Between 6 and 8 million people in the United States have some form of language impairment. Research suggests that the first 6 months are the most crucial to a child's development of language skills. For a person to become fully competent in any language, exposure must begin as early as possible, preferably before school age. Approximately 7.5 million people in the United States have trouble using their voices (NIDCD). Expressive Language Disorder is a developmental disorder where a child will have difficulties expressing him or herself in speech. Characteristics may include limited vocabulary, difficulty recalling words and producing complex or lengthy sentences. Children with expressive disorder often start speaking late and experience delays acquiring expressive language. A child with Expressive Language Disorder has lower than normal ability in vocabulary,