Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study

2005 ◽  
Vol 26 (5) ◽  
pp. 578-611 ◽  
Author(s):  
Suh-Ruu Ou
Keyword(s):  
Longitudinal Study ◽  
Early Intervention ◽  
Educational Attainment ◽  
Intervention Program ◽  
Long Term Effects ◽  
Early Intervention Program ◽  
Chicago Longitudinal Study

Design of a Web-Based Supporting System for Home-Centered Infant early Intervention Program

2013 ◽  
Vol 380-384 ◽  
pp. 2054-2057
Author(s):  
Chun Hua Liu ◽  
Kai Yan Wang
Keyword(s):  
Early Intervention ◽  
High Risk ◽  
Intervention Program ◽  
Early Intervention Program ◽  
Web Based ◽  
Supporting System ◽  
Early Intervention Services ◽  
Care Givers ◽  
High Risk Infants

Substantial literature indicates that it is necessary that infants receive early intervention services to improve long-term outcomes after birth. The effectiveness of parents as agents of intervention in the childs home environment is gradually realized. However, there a significant gap between the intensive service requirements for low-birth-weight (LBW) infants because the intervention requires intense one-on-one supervision by highly trained care givers. Based on web technology, we developed a supporting system to inform and teach parents in the early intervention of high risk infants. Results show the web-based training as a promising method of early intervention helps these caregivers in their practice of caring the high risk babies and may help overcome problems associated with the critical shortage of neonatal professionals.

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.

Comparison of within-stimulus and extra-stimulus prompts to increase targeted play behaviors in an inclusive early intervention program.

2002 ◽  
Vol 3 (2) ◽  
pp. 188-197 ◽  
Author(s):  
Amanda M. VanDerHeyden ◽  
Patricia Snyder ◽  
Cynthia F. DiCarlo ◽  
Sarintha Buras Stricklin ◽  
Laura A. Vagianos
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Early Intervention Program ◽  
Play Behaviors ◽  
Stimulus Prompts

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

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