Social competence as a future direction for early intervention programmes

2008 ◽  
Vol 33 (4) ◽  
pp. 275-281 ◽  
Author(s):  
M. J. GURALNICK
Keyword(s):  
Early Intervention ◽  
Social Competence ◽  
Future Direction

Social Competence and Early Intervention

1990 ◽  
Vol 14 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Early Intervention ◽  
Social Competence

Commentary: our children deserve better

2014 ◽  
Vol 19 (4) ◽  
pp. 190-193
Author(s):  
Eric Emerson
Keyword(s):  
Learning Disabilities ◽  
Health Policy ◽  
Early Intervention ◽  
Design Methodology ◽  
Scientific Literature ◽  
Narrative Review ◽  
Content Type ◽  
Policy Context ◽  
Future Direction

Purpose – The purpose of this paper is to comment on “Early intervention for children with learning disabilities: making use of what we know.” Design/methodology/approach – Narrative review and discussion. Findings – The arguments presented by Nick Gore, Richard Hastings and Serena Brady are fully consistent with the broader scientific literature on prevention and the required future direction of English health policy. Originality value – This commentary places the arguments made by Gore et al. in a broader scientific and policy context.

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.

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