Fast Feet Forward: Early intervention protocol using bilateral movements to reduce stress and increase positive cognitions in adopted children with complex trauma presentation

2021 ◽  
Author(s):  
Ana Draper ◽  
Elisa Marcellino ◽  
Comfort Cogbonnaya
Keyword(s):  
Early Intervention ◽  
Complex Trauma ◽  
Adopted Children ◽  
Intervention Protocol ◽  
Positive Cognitions

Nutritional risk and malnutrition rates at diagnosis of cancer in patients treated in outpatient settings: Early intervention protocol

Nutrition ◽  
2019 ◽  
Vol 57 ◽  
pp. 148-153 ◽  
Author(s):  
Elena Álvaro Sanz ◽  
Marga Garrido Siles ◽  
Laura Rey Fernández ◽  
Rosa Villatoro Roldán ◽  
Antonio Rueda Domínguez ◽  
...  
Keyword(s):  
Early Intervention ◽  
Nutritional Risk ◽  
Intervention Protocol ◽  
Diagnosis Of Cancer ◽  
Outpatient Settings

scholarly journals Reaching training using sticky mittens as an early intervention protocol for an infant under environmental risk for motor delay: single-case research

2020 ◽  
Vol 14 (2) ◽  
pp. 85-96
Author(s):  
Camila A. S. Santana ◽  
Ana Luiza R. Greco ◽  
Carolina F. da Silva ◽  
Eloisa Tudella
Keyword(s):  
Early Intervention ◽  
Environmental Risk ◽  
Motor Development ◽  
Intervention Strategy ◽  
Low Ses ◽  
Gross Motor ◽  
Motor Delay ◽  
Gross Motor Development ◽  
Intervention Protocol ◽  
At Home

BACKGROUND:Low socioeconomic status (low-SES) is an important environmental risk factor for developmental delay in infants. Access to affordable early intervention strategies may be limited for this population.As it is a low cost and easily reproducible intervention, reaching training using sticky mittens as a facilitator can be easily conducted by parents at home or in clinics, improving manual ability and exploration, and thus helping to avoid possible motor delays in infants from low-SES families. AIM:To investigate the effects of reaching training using sticky mittens on manual reach and gross motor development of a 3 month-old full-term infant with low-SES. METHOD:The training using sticky mittens occurred on 5 consecutive days, for 20 minutes per day.A total of 6 assessments were performed to measure: the number of reaches, proximal and distal adjustments (Kinovea), gross motor development (AIMS), and quality/quantity of affordances at home (AHEMD-IS). RESULTS:After the training protocol, improved reaching ability was observed, with an increase in the number of reaches and bimanual adjustments, with hands open and verticalized. No improvements in other gross motor skills were observed. CONCLUSION:Reaching training using sticky mittens seems to be a potential and affordable early intervention strategy for infants from low-SES families at risk for motor delay.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

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