Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3

2015 ◽  
Vol 23 (2) ◽  
pp. 164-177 ◽  
Author(s):  
Jennifer F. Samson ◽  
Sara J. Hines ◽  
Kathrynne Li
Keyword(s):  
Early Intervention ◽  
Reading Tutors ◽  
Effective Use

Early Intervention in Child Development

2020 ◽  
pp. 275-292
Author(s):  
Nazan Kaytez
Keyword(s):  
Decision Making ◽  
Early Intervention ◽  
Developmental Delays ◽  
Positive Development ◽  
Ongoing Process ◽  
Intervention Treatment ◽  
The Family ◽  
Effective Use ◽  
Developmental Support ◽  
Infants And Young Children

Early intervention refers to programs developed for infants and young children with developmental delays or inadequacies or who are at risk group, and their families. The aim of the early intervention is providing services for children with disabilities, minimizing their developmental delay and disability levels and guiding parents for positive development of children. Early intervention includes extremely important studies for children in need of developmental support and their families. The effective early intervention treatment requires a gradual progress, teamwork with a multidisciplinary approach, and family should be considered as the most important element of the treatment and participate in the decision-making at every phase, alongside effective use of the Individualized Family Service Plan and updating the plan when it is necessary. It should be noted that early intervention is an ongoing process. In this process, the family and the child should be considered as a whole and supported in a holistic way.

Analysis of 3-d molecular distribution with the digital imaging microscope

1988 ◽  
Vol 46 ◽  
pp. 40-41
Author(s):  
W.A. Carrington ◽  
F.S. Fay ◽  
K.E. Fogarty ◽  
L. Lifshitz
Keyword(s):  
Image Restoration ◽  
Digital Imaging ◽  
Fluorescent Dyes ◽  
Optical Axis ◽  
Computer Hardware ◽  
Computer Algorithms ◽  
Low Contrast ◽  
Specific Proteins ◽  
Effective Use ◽  
Single Living Cells

Advances in digital imaging microscopy and in the synthesis of fluorescent dyes allow the determination of 3D distribution of specific proteins, ions, GNA or DNA in single living cells. Effective use of this technology requires a combination of optical and computer hardware and software for image restoration, feature extraction and computer graphics.The digital imaging microscope consists of a conventional epifluorescence microscope with computer controlled focus, excitation and emission wavelength and duration of excitation. Images are recorded with a cooled (-80°C) CCD. 3D images are obtained as a series of optical sections at .25 - .5 μm intervals.A conventional microscope has substantial blurring along its optical axis. Out of focus contributions to a single optical section cause low contrast and flare; details are poorly resolved along the optical axis. We have developed new computer algorithms for reversing these distortions. These image restoration techniques and scanning confocal microscopes yield significantly better images; the results from the two are comparable.

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.

Bottom Line: Who Pays the Bill for Early Intervention Services?

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 26-27
Author(s):  
Janet McCarty ◽  
Laurie Havens
Keyword(s):  
Early Intervention ◽  
Private Insurance ◽  
Infants And Toddlers ◽  
Bottom Line ◽  
Early Intervention Services ◽  
Intervention Services

Medicaid, federal education funds and private insurance all cover the costs of speech-language and hearing services for infants and toddlers. Learn who pays for what.

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