Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach

2020 ◽  
pp. 361-377
Author(s):  
Manfred Hintermair
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Systems Approach ◽  
Infants And Toddlers ◽  
Developmental Systems ◽  
Family Patterns ◽  
Structural Framework ◽  
The Family ◽  
Working Together ◽  
Cognition And Learning

The developmental systems approach (DSA) is a conceptual and structural framework to identify the challenges for infants and toddlers who are at risk regarding their development. It describes the fundamental dimensions to be considered when working together with families in early intervention. How children can learn at their best and how cognition and learning can be supported by caregivers are key factors in the DSA. The data presented in this chapter indicate that the DSA also provides a useful tool for deaf education. It illustrates how specific characteristics and behaviors of deaf and hard-of-hearing (DHH) infants and toddlers may have an impact on the family resources and on the family patterns of interaction (particularly on parent–child transactions) and how this, in turn, can influence child development. An important issue regarding DHH children’s learning processes is to be aware how parents can learn to teach their infants and toddlers informally to understand themselves and the world around them. The data presented reveal that DHH infants and toddlers and their families face challenges at all levels outlined in the DSA. The DSA also provides suggestions on how early intervention works successfully in practice for the families.

The Developmental Systems Approach to Early Intervention in Canada

2012 ◽  
Vol 25 (4) ◽  
pp. 286-296 ◽  
Author(s):  
Kathryn Underwood ◽  
Elaine B. Frankel
Keyword(s):  
Early Intervention ◽  
Systems Approach ◽  
Developmental Systems

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.

scholarly journals Deaf and Hard of Hearing Early Intervention: Perceptions of Family-Centered Practice

2020 ◽  
pp. 105381512096254
Author(s):  
Victoria Stewart ◽  
Maddy Slattery ◽  
Jen McKee
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
General Information ◽  
Evidence Based ◽  
Cross Sectional ◽  
Intervention Service ◽  
The Family ◽  
Family Centered

This cross-sectional quantitative study investigated parents’ perceptions of the quality of family-centered practice in an early intervention service for young children who are deaf or hard of hearing through the use of the Measures of Processes of Care (MPOC-56). The results indicated that the majority of families accessing the service were satisfied with the family-centered practices they were receiving. Consistent with previous studies in different disability settings, families were least satisfied with the provision of general information regarding the child’s disability, identifying further access to unbiased information and resources is needed. This highlighted a tension in the role of organizations operating within individualized funding models in regard to who is responsible for the dissemination of reliable and evidence-based general information. As the MPOC-56 has not been used in deaf or hard of hearing populations previously, this study found it was an appropriate measure for caregiver perceptions of family-centered practice within this population.

scholarly journals Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Deirdre Curle ◽  
Janet Jamieson ◽  
Brenda T Poon ◽  
Marla Buchanan ◽  
Nancy Norman ◽  
...  
Keyword(s):  
Early Intervention ◽  
Systems Theory ◽  
Thematic Analysis ◽  
Hard Of Hearing ◽  
Ecological Systems ◽  
First Year ◽  
Transition To School ◽  
Complicated Process ◽  
Teachers Of The Deaf ◽  
Working Together

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, pre- and post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school.

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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