Promoting Family Centered Support Assessment and Intervention

2021 ◽  
pp. 1-25
Author(s):  
S. Andrew Garbacz ◽  
Kevin J. Moore ◽  
Anne M. Mauricio ◽  
Elizabeth A. Stormshak
Keyword(s):  
Family Centered

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.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Being Truly Family-Centered

ASHA Leader ◽  
2015 ◽  
Vol 20 (11) ◽  
pp. 96-96 ◽  
Author(s):  
David Luterman
Keyword(s):  
Family Centered

A Patient- and Family-Centered Model of Feeding and Swallowing Management for Children With Tracheostomies

2018 ◽  
Vol 3 (13) ◽  
pp. 101-112
Author(s):  
Arwen J. Jackson ◽  
Shaunda E. Harendt ◽  
Christopher D. Baker
Keyword(s):  
Family Centered

Family-Centered Rounds Have Merit

2009 ◽  
Vol 2 (9) ◽  
pp. 1-3
Author(s):  
JOYCE FRIEDEN
Keyword(s):  
Family Centered

Family-centered assessment.

2001 ◽  
Author(s):  
Leah Shatavsky Bratton
Keyword(s):  
Family Centered

Funding Family Centered Treatment: The Changing Landscape

2010 ◽  
Author(s):  
Francine Feinberg ◽  
Deborah Werner
Keyword(s):  
Family Centered

Components of Family-Centered Treatment

2010 ◽  
Author(s):  
Francine Feinberg ◽  
Deborah Werner
Keyword(s):  
Family Centered
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