Applying the Developmental Systems Approach to Inclusive Community-Based Early Intervention Programs

Among a variety of methods to prevent drug use among adolescents, school-community based prevention and intervention programs are prevalent. The impact of such programs will be compromised, however, if drug use among adolescents is impacted by forces apart from the impact of school-community prevention and intervention, such as the function of the family. On the other hand, prevention and intervention programs can have a powerful impact if teenage drug use is responded to through early intervention. The purpose of this study was to review a sample of students referred for drug assessments to determine how early intervention should occur and how involved high school and middle school students are with alcohol and other drugs.

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Is Child Saving Dead? Public Support for Juvenile Rehabilitation

Crime & Delinquency ◽

10.1177/0011128700046001003 ◽

2000 ◽

Vol 46 (1) ◽

pp. 38-60 ◽

Cited By ~ 81

Author(s):

Melissa M. Moon ◽

Jody L. Sundt ◽

Francis T. Cullen ◽

John Paul Wright

Keyword(s):

Early Intervention ◽

Juvenile Offenders ◽

Public Support ◽

Intervention Programs ◽

Community Based ◽

Treatment Interventions ◽

The Public ◽

Correctional Policy ◽

Correctional System ◽

Juvenile Rehabilitation

In recent years, the sustained criticism leveled at juvenile rehabilitation has raised the question of whether the public continues to endorse the correctional policy of saving youthful offenders. However, in a 1998 statewide survey of Tennessee residents, the respondents indicated that rehabilitation should be an integral goal of the juvenile correctional system. They also endorsed a range of community-based treatment interventions and favored early intervention programs over imprisonment as a response to crime. Taken together, these findings revealed that the public's belief in “child saving” remains firm, and that citizens do not support an exclusively punitive response to juvenile offenders.

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The Developmental Systems Approach to Early Intervention in Canada

Infants & Young Children ◽

10.1097/iyc.0b013e3182673dfc ◽

2012 ◽

Vol 25 (4) ◽

pp. 286-296 ◽

Cited By ~ 1

Author(s):

Kathryn Underwood ◽

Elaine B. Frankel

Keyword(s):

Early Intervention ◽

Systems Approach ◽

Developmental Systems

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

The Oxford Handbook of Deaf Studies in Learning and Cognition ◽

10.1093/oxfordhb/9780190054045.013.2 ◽

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.

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