Utilization of part C early intervention services for patients with cleft palate

The authors examined the extent to which parent expectations, perceptions about resource availability and supports, and strategies used to promote participation in home and community activities varied by setting and activity type. Sixteen 90-min semistructured interviews were completed with families receiving Part C early intervention services in three states. Interviews were analyzed in descriptive and interpretive phases using content analysis to identify patterns across cases and logical analysis to cross-classify data and identify patterns by setting and activity type. Parents described how often and how much their children participated but had different ways of describing their expectations depending on the activity setting and/or its purpose. Parent-reported strategies to promote participation provided a direct way of understanding how environments were perceived to impact participation. Implications for tailoring interventions to address the needs of immigrant and nonimmigrant families receiving Part C services are discussed.

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Correlates of Community Participation among Families Transitioning from Part C Early Intervention Services

OTJR Occupation Participation and Health ◽

10.3928/15394492-20111028-02 ◽

2011 ◽

Vol 32 (3) ◽

pp. 61-69 ◽

Cited By ~ 8

Author(s):

Mary Alunkal Khetani ◽

Gael Orsmond ◽

Ellen Cohn ◽

Mary C. Law ◽

Wendy Coster

Keyword(s):

Early Intervention ◽

Community Participation ◽

Early Intervention Services ◽

Part C ◽

Intervention Services ◽

Part C Early Intervention

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Community participation patterns among preschool-aged children who have received Part C early intervention services

Child Care Health and Development ◽

10.1111/cch.12045 ◽

2013 ◽

Vol 39 (4) ◽

pp. 490-499 ◽

Cited By ~ 26

Author(s):

M. Khetani ◽

J. E. Graham ◽

C. Alvord

Keyword(s):

Early Intervention ◽

Community Participation ◽

Early Intervention Services ◽

Part C ◽

Intervention Services ◽

Part C Early Intervention ◽

Preschool Aged Children

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The Impact of Race on Participation in Part C Early Intervention Services

Journal of Developmental & Behavioral Pediatrics ◽

10.1097/dbp.0b013e3182142fbd ◽

2011 ◽

Vol 32 (4) ◽

pp. 284-291 ◽

Cited By ~ 53

Author(s):

Emily Feinberg ◽

Michael Silverstein ◽

Sara Donahue ◽

Robin Bliss

Keyword(s):

Early Intervention ◽

Early Intervention Services ◽

Part C ◽

Intervention Services ◽

Part C Early Intervention ◽

The Impact

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Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig9.60 ◽

2016 ◽

Vol 1 (9) ◽

pp. 60-67

Author(s):

Kristina M. Blaiser ◽

Diane Behl

Keyword(s):

Early Intervention ◽

Hard Of Hearing ◽

Communication Disorders ◽

Staff Support ◽

Early Intervention Services ◽

Part C ◽

Training Courses ◽

Part C Early Intervention ◽

Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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The Relationship Between State Lead Agency and Enrollment Into Early Intervention Services

Journal of Early Intervention ◽

10.1177/1053815117708999 ◽

2017 ◽

Vol 39 (3) ◽

pp. 253-263

Author(s):

Erica Twardzik ◽

Megan MacDonald ◽

Alicia Dixon-Ibarra

Keyword(s):

Early Intervention ◽

Negative Binomial ◽

Negative Binomial Regression Model ◽

Eligibility Criteria ◽

Lead Agency ◽

Early Intervention Services ◽

Part C ◽

Part C Services ◽

Enrollment Rates ◽

Intervention Services

Services offered through Part C of the Individuals With Disabilities Education Improvement Act improve cognitive, behavioral, and physical skills for children less than 3 years old at risk for or with a disability. However, there are low enrollment rates into services. Various Lead Agencies oversee services through Part C, and states determine which agency is in charge of administering these services. The objective of this study was to describe odds of enrollment into early intervention services based on the department administering services (Lead Agency). Each state’s Lead Agency (Education, Health, or Other), state population size, narrowness of eligibility criteria, and state-level screening rates were fit into a negative binomial regression model to predict odds of enrollment into Part C services. Results show that state’s reporting from “Health” and “Other” as a Lead Agency had significantly higher odds for Part C services compared with the state Lead Agency of Education (Health adjusted odds ratio [AOR] = 1.56, 95% confidence interval [CI] = [1.557, 1.561]; Other AOR = 2.40, 95% CI = [2.401, 2.405]). Further research should describe unique components of a Lead Agency’s administrative practices that contribute to the variation in enrollment. This study was an important step toward the investigation of low enrollment rates into Part C services.

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