scholarly journals Developmental Outcomes of Children Served in a Part C Early Intervention Program

2022 ◽  
Vol 35 (1) ◽  
pp. 3-19
Author(s):  
Batya Elbaum ◽  
Seniz Celimli-Aksoy
2019 ◽  
Vol 11 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Beth Cole ◽  
Katherine Pickard ◽  
Arlene Stredler-Brown

The use of telehealth as a service delivery method for early intervention (EI) is in its infancy and few studies have examined its use within the context of a statewide program.  The focus of this report was to determine the factors that influence providers’ utilization of telehealth in Colorado’s Part C Early Intervention program (EI Colorado).  This report presents information that was gathered through surveys sent to Part C program administrators, service coordinators, providers, and caregivers. Surveys were used to understand perceptions of telehealth, actual experiences with telehealth, and perceived benefits and challenges using this service delivery method.  Follow-up focus groups were conducted with program administrators and family members to gather more nuanced information. Participants identified several benefits associated with telehealth including its flexibility, access to providers, and more family engagement. The primary barriers included access to high speed internet and the opinion that telehealth was not as effective as in-person treatment. The results in the report served to identify next steps in the implementation of telehealth in Colorado’s Part C EI program. 


2002 ◽  
Vol 68 (3) ◽  
pp. 361-375 ◽  
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder

A national survey of Part C early intervention program providers (practitioners and program directors) and participants (parents of young children with disabilities) was used to discern the desired outcomes of service coordination, early intervention, and natural environment practices. Survey participants judged from among 69 outcome indicators those that they considered to be the most valued benefits of each IDEA Part C service. Results indicated that certain categories of outcomes were more likely to be judged as the desired benefits of a specific Part C service, and that only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes for all three services. Implications for practice and research are described.


Gamification ◽  
2015 ◽  
pp. 1097-1112
Author(s):  
Fiona S. Baker

The importance of play for all infants and toddlers should not be underestimated. However, owing to barriers and tensions in Assistive Technology (AT) in early intervention, opportunities are often limited for infants and toddlers with special needs to play, and where early intervention exists, it is slow to develop with AT. This chapter first discusses the importance of play and then draws attention to some issues and tensions that limit play and AT in early intervention for infants and toddlers with special needs. It then discusses how crucial it is to explore the potential of play for infants and toddlers with disabilities and gives research and practice-based suggestions to enact the spirit of the law: the Individuals with Disabilities Act (IDEA): Part C – Early Intervention program for infants and toddlers using AT. It concludes with some thoughts for the future of AT through research, early intervention play-based practices, and on-going education and development of early intervention providers and parents of infants and toddlers with special needs.


Author(s):  
Fiona S. Baker

The importance of play for all infants and toddlers should not be underestimated. However, owing to barriers and tensions in Assistive Technology (AT) in early intervention, opportunities are often limited for infants and toddlers with special needs to play, and where early intervention exists, it is slow to develop with AT. This chapter first discusses the importance of play and then draws attention to some issues and tensions that limit play and AT in early intervention for infants and toddlers with special needs. It then discusses how crucial it is to explore the potential of play for infants and toddlers with disabilities and gives research and practice-based suggestions to enact the spirit of the law: the Individuals with Disabilities Act (IDEA): Part C – Early Intervention program for infants and toddlers using AT. It concludes with some thoughts for the future of AT through research, early intervention play-based practices, and on-going education and development of early intervention providers and parents of infants and toddlers with special needs.


1986 ◽  
Vol 6 (3) ◽  
pp. 86-99 ◽  
Author(s):  
Rebecca R. Fewell ◽  
Susan R. Sandall

Three frequently used procedures for analyzing developmental outcomes are compared using data from one early intervention program. Results vary with each analysis and would lead to different conclusions regarding program effectiveness. The problems with each analysis are discussed and cautions in the use of these methodologies are raised. Alternative measures of child progress are suggested.


1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen

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.


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