Early Intervention : The Child At A Year Age

In the video ‘Early Intervention: The Missing Link’ a presumably deaf woman explains how confident deaf people are, how they are not disabled, and how doctors should be more sensitive with families of deaf children. However, I think this is not only a presumptuous point of view, but also a fine example of how political correctness is slowly taking over society.

In our classrooms we will need to be able identify conditions and become a driving force in the services that will need to be provided. A Family-Centered approach for intervention and special education will be the main practice for all ages of children with disabilities. Identification, implementation and transition of services will all need to be family based. The rate of success has increased with this change in the recent years to family based early intervention. Even though each case is different parents, caregivers, and children benefit when intervention is based in the least restrictive and natural environment. Family based intervention will be along the sides of service coordinators, therapist, doctors, parents, caregivers and more.

The Division for Early Childhood (DEC) is an organization that aids children, birth to 8 years old, that have developmental delays and disabilities. DEC provides parents and professionals with the best avenues in learning and development with children who are at risk for developmental delays or disabilities. By providing the research and recommended practices that produce the best results is DEC’s purpose. There are eight domains in the set of practices that engage in preservice and in-service professional development.

Since the 1900s the health care system provided services to young children with delays. These services were provided in the hospitals and health departments. If we look at the education system, they did not provide any early intervention services to preschool children until the Education for All Handicapped Children Act (Public Law 94-142) was legislated in 1975. When that happened the government encouraged schools to serve children under the age of 6. In 1985 there were eight states that provided services to children from birth through age 2 (Hanft, 1988, pg. 725). The Center for Parent Information and Resources (2014) says “Early intervention services are designed to

Early intervention applies to and is used for children of school age or younger ages 0-6 years old who are exposed to have or be at risk of developing a disability or other special need that may affect their overall development which causes them to be delayed. Early intervention is used to improve the overall development of infants and toddlers with disabilities, help reduce potential developmental delays (Goode, 2011). Early intervention comprises in providing services for children and their families for the purpose of helping in decreasing the effects of the condition they have. Early intervention can be helpful or defensive in nature by repairing existing developmental problems or preventing their occurrence by intervening at an early age. There are many early intervention services that provide home-based early intervention that are being provided to children and their families which are both public government funded or private. The public government funded services help provide parents with low finical income while helping assess their child and family. It is stated that the public government funded services can have a long wait line where children have to wait for more than a year to get early intervention. In some cases the wait is so long that children are already in grade 1 and have already exceeded the early intervention stages and have to be assessed by school support programs. Private early intervention services are programs that also help children

One of the program that I have found that has help families and children is the Early Intervention program. The early Intervention Program is a program that provides assistant to children from birth to the age of three. This program is provided to help infants and toddlers if they have an development delay. In my last daycare there was a few students in the daycare that had services for early intervention. For example, a child can get services if they have a hard time walking or talking at the age that the are suppose too. This program is designed to assist the families to get service to help their children to help them develop their cognitive, emotional and social, and physical skills. A child has a developmental delay if appropriate tests

Also, Feil, et.al (2014) suggested the First Step intervention program. This program will help to reduce behavioral problems before entering school. However, the study showed that child assigned to the Preschool First Step intervention had significantly higher social skills, and significantly fewer behavior

I like how you brought up that Head Start and other program like it cannot match the same early interventions that the Milwaukee project had. I think that a lot of effort should be put forth from the parent(s), as well as the teacher(s) of the program for the early childhood interventions to be successful. I teach middle school and I still have parents ask me what they can do to help their child improve on reading. I tell them to read with them, read to each other, show them you are interested in reading. When I ask the student if their parent has done any reading with them, rarely do I get told yes. I understand this can be very difficult for parents, especially those that fall under the economically disadvantaged category

McGrew and Danner (2009) described that though the ACT model has many benefits for TAY with SMI, it may be more appropriate to assist in unearthing TAY’s exploration of his/her mental illness before the recovery process can begin. In order for this “exploration” to happen to aide in the recovery process clinicians must gain trust and build rapport with TAY. Services should emphasize assessment of early intervention as well as provide services in a culturally appropriate environment (McGrew & Danner, 2009). The unique training of the PMHNP allows for both medication management and therapeutic intervention to aid in widening a young adult’s perception of their health-related behaviors. The LifeSkills

Early intervention plays a prominent role in children with intellectual disabilities. Daycares often notice any risk that a child may show early one. Being around children their own age and noticing a child is not at a certain milestone or close to the milestone should be brought to the parent’s attention. At this point the parents can watch and see if the see the signs at home and bring the information or concern to the child’s medical Doctor as soon as possible. Often times the daycare facilities have personal that will work with child while they are they and will help in the transition to the public school system when age appropriate. This a huge factor in keeping children on their upward path. At the public school they will have an IEP that is for that child only. In the IEP it will state what services the child will need to reach their education goal.

When the phrase ‘developmental delay’ (which is used to describe a child who is referred for special education services) is used, it results in several advantages for the child and his or her family. One advantage is that a developmental delay implies what the child’s developmental status is. Other phrases used to describe children referred for special education only result in placing a child in a category. The developmental delay term will, for the most part, ensure that it is more likely for children to be placed in developmentally appropriate classrooms. In conjunction to this, the next advantage is that the term developmental delay will lead to services that are matched to each child’s needs and abilities instead of just having services provided because of the categorical label the child is placed into. Furthermore, professionals in the field believe that when the term ‘developmental delay’ is used, it is more likely to encourage inclusive models of service delivery in place of services that are motivated by a disability label. One final advantage to using the term ‘developmental delay’ is that it avoids the chance of misidentifying a young child and his delay when the cause of the delay cannot be found.

Given Ted’s current mental health status and previous injuries returning to work presents its trials. First, early intervention is key so the decision for Ted to go to emergency was beneficial. It was also recommended that he also go see a psychologist for further guidance and support. Having a follow up appointment with a psychologist can be challenging with him being on the road and getting an appointment. In this situation, a referral should be written from the emergency room doctor to a psychologist who is in the area of where the circus is travelling next. The psychologist would be able to provide Ted with coping strategies and medication to aid in his diagnosis of depression, anxiety as well as his claustrophobia. Considering the stigma

Early intervention as part of the IDEA Act, section 3, has become a cornerstone for positive development outcomes, but none more so to those individuals who occupy rural America. Data from the Department of Early learning, the implementation of Early Head Start and associated programs likened to birth-three, have demonstrated strong data for positive development outcomes in children who received their services. However, I propose that our system should be taking early intervention one step further, to the beginning of conception, when specific problems may first arise within the pregnant mother.

As a result of later identification of hearing loss, the average deaf or hard-of-hearing student graduates from high school with a significantly lower reading level compared to their hearing peers (Yoshinaga-Itano, Sedey, Coulter, & Mehl, 1998). Therefore, a protocol to screen all infants before six months of age is important for optimal speech and language development. However, Bess and Paradise (1994) challenged the effectiveness of implementing universal newborn hearing screening (UNHS), stating previous studies lacked extensive research, thus causing limitations of such protocol. After the objections made by Bess and Paradise (1994), Yoshinaga-Itano et al. (1998) developed a study which compared language abilities in children whose hearing loss was identified early or later in life. Children who were deaf and hard-of- hearing were divided into two groups based upon the age when their hearing loss was identified.

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.