Examination of Coaching Behaviors Used by Providers When Delivering Early Intervention via Telehealth to Families of Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 25-42 ◽  
Author(s):  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Frequency Of Occurrence ◽  
Infants And Toddlers ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Treatment Conditions ◽  
Education Act ◽  
To Receive ◽  
Family Centered

The Individuals with Disabilities Education Act (IDEA, 2004) states that infants and toddlers with disabilities, and their family members, are to receive family-centered early intervention (FCEI). This study investigated providers' use of FCEI strategies when intervention was delivered to young children who were deaf or hard of hearing via telehealth. Telehealth is the use of telecommunication technologies to provide health services to people who are located at some distance from a provider. Telehealth also offers access to specialists and eliminates barriers of geography and weather. This study examined the frequency of occurrence of desired FCEI provider behaviors during telehealth sessions and contrasted them with the same behaviors used during in-person therapy. The use of FCEI provider behaviors was measured by observing and coding digitally recorded intervention sessions. Results demonstrated that selected FCEI provider behaviors occur in the telehealth condition more frequently than in the in-person condition reported in the literature. Three of the provider behaviors studied (i.e., observation, parent practice with feedback, and child behavior with provider feedback) were used more frequently in the telehealth condition. Direct instruction was used in similar amounts in both treatment conditions. This study affirms that the use of FCEI strategies may be enhanced through telehealth.

Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

2018 ◽  
Vol 37 (3) ◽  
pp. 176-182
Author(s):  
Jennifer Buchter ◽  
Samantha Riggleman
Keyword(s):  
Early Intervention ◽  
Rural Communities ◽  
Rural Areas ◽  
Intervention Programs ◽  
Community Resources ◽  
Family Needs ◽  
Part C ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Education Act

Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.

More Than “Try This at Home”—Including Parents in Early Intervention

2016 ◽  
Vol 1 (1) ◽  
pp. 130-143 ◽  
Author(s):  
Megan York Roberts ◽  
Tara Hensle ◽  
Michael K. Brooks
Keyword(s):  
Early Intervention ◽  
Future Directions ◽  
Early Intervention Services ◽  
Idea 2004 ◽  
Effective Strategies ◽  
Disabilities Education Act ◽  
Current State ◽  
Parents And Children ◽  
Intervention Services ◽  
Education Act

Current state and federal recommendations encourage the delivery of early intervention services in a child's natural environment with typical communication partners (Individuals With Disabilities Education Act [IDEA], 2004). As such, speech-language pathologists (SLPs) often provide intervention services in homes and work closely with parents. However, only 30% of SLPs have early intervention expertise (ASHA, 2014) and 68% of SLPs report low-levels of competence in working with infants and toddlers (Campbell, Chiarello, Wilcox, & Milbourne, 2009). This may be due to the fact that the majority of graduate programs (60%) provide little or no training in early intervention (Bruder & Dunst, 2005). Working in early intervention is a challenging albeit rewarding task for even the most seasoned therapist. Given that the largest percentage of children served under part C of IDEA are children with language delays (Hebbeler et al., 2007), it is essential that SLPs working in early intervention implement effective strategies for both parents and children. The purpose of this paper is to: (a) explain why including parents in intervention is important; (b) discuss ways of including parents in early intervention; (c) examine strategies used to teach parents; (d) describe a method for teaching parents; (e) compare methods of measuring parent progress; and (f) propose future directions for research.

Pathways to Family Empowerment: Effects of Family-Centered Delivery of Early Intervention Services

1997 ◽  
Vol 64 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Lyke Thompson ◽  
Christian Lobb ◽  
Richard Elling ◽  
Sandra Herman ◽  
Ted Jurkiewicz ◽  
...  
Keyword(s):  
Early Intervention ◽  
Support Network ◽  
Early Intervention Services ◽  
Family Empowerment ◽  
Disabilities Education Act ◽  
Path Models ◽  
Intervention Services ◽  
Education Act ◽  
Program Components ◽  
Family Centered

This study explores how the method of delivery for early intervention services impacts perceptions of empowerment among families. Analysis of data collected from 270 randomly sampled families participating in the State of Michigan's Early On (Part H of the Individuals with Disabilities Education Act) program suggests two paths by which empowerment is effected. Along one path, implementation of program components via a family-centered framework appears to help increase empowerment. An alternative path models how family-centered delivery may help to build a family's support network. This is related to reduced stress and increased empowerment. Findings support programs emphasizing family-centered methods of service delivery.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

scholarly journals Provider Perspectives on Telepractice for Serving Families of Children who are Deaf or Hard of Hearing

2015 ◽  
Vol 7 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Diane D. Behl ◽  
Gary Kahn
Keyword(s):  
Learning Community ◽  
Hard Of Hearing ◽  
Implementation Strategies ◽  
Provider Perspectives ◽  
Disabilities Education Act ◽  
Education Act ◽  
Specific Implementation ◽  
Part C Early Intervention ◽  
Growing Strategy ◽  
Remote Part

Telepractice to deliver remote Part C early intervention (EI) services to families in their home is a rapidly-growing strategy under the Individuals with Disabilities Education Act (IDEA) to meet the needs of infants and toddlers who are deaf or hard of hearing. A survey was completed within a “learning community” comprised of staff from EI programs that were implementing telepractice to learn about their specific implementation strategies and challenges they faced. Twenty-seven individuals representing 11 programs responded. The results showed great variability in hardware and software, with many raising concerns regarding security. Primary challenges reported were internet connectivity and training in skills required to deliver telepractice services. The findings from this survey were valuable in guiding future areas of investigation for the learning community and ultimately improving telepractice in the field. 

Participation by Pediatricians in Early Intervention: Impetus From Public Law 99-457

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 98-102
Author(s):  
James A. Blackman ◽  
Alfred Healy ◽  
Elizabeth S. Ruppert
Keyword(s):  
Early Intervention ◽  
Community Support ◽  
Good Health ◽  
Public Law ◽  
Care Providers ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Print Materials ◽  
Education Act

Part H of the Individuals with Disabilities Education Act (originally enacted as Public Law 99-457) requires that participating states phase in a system of early intervention services by 1993. By recognizing the importance of good health in the development of infants and toddlers, Congress acknowledged the key role of medical care providers in a comprehensive program for young children with or at risk for developmental delay or dysfunction. National and state surveys of pediatricians suggest limited but growing awareness of this legislation and uncertainty about how they might participate effectively. A chief concern relates to mechanisms of payment for developmental screening and assessment as well as time-demands for participation in interdisciplinary team activities. The American Academy of Pediatrics and its state chapters are responding to requests for information with educational seminars and print materials. Pediatricians can enhance the quality of community support services for children with special needs by participating in planning efforts and by coordinating health care with other aspects of early intervention. Other professionals and parents are looking to pediatricians for leadership and willing participation in the implementation of PL 99-457.

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