Family Involvement: A Critical Component of Early Intervention

1979 ◽  
Vol 46 (2) ◽  
pp. 108-116 ◽  
Author(s):  
Diane Bricker ◽  
Valerie Casuso
Keyword(s):  
Early Intervention ◽  
Parental Involvement ◽  
Family Involvement ◽  
Intervention Program ◽  
Change Agents ◽  
Early Intervention Program ◽  
Evaluation Procedures ◽  
Effective Change ◽  
Severely Handicapped ◽  
Parental Program

This article describes a parental involvement program that is an integral component of an early intervention program for preschool moderately and severely handicapped children. The parental program provides information and skills to parents that assist them in becoming effective change agents with their handicapped child and knowledgeable consumers of services for the handicapped. The structure and operation of the program are discussed. Tracking and evaluation procedures developed by the staff are described.

Families' Perceptions of Early Intervention Services for Children With Hearing Loss

1996 ◽  
Vol 27 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Melody Harrison ◽  
Margaret Dannhardt ◽  
Jackson Roush
Keyword(s):  
Early Intervention ◽  
Family Involvement ◽  
Intervention Program ◽  
The United States ◽  
Preschool Age ◽  
Demographic Information ◽  
Early Intervention Program ◽  
Early Intervention Services ◽  
Education Act ◽  
Children With Hearing Loss

A national survey was distributed to families of preschool-age children who are deaf or hard of hearing in order to investigate parent's perceptions of family involvement in early intervention programs, as intended by the Individuals with Disabilities Education Act (formerly P.L. 99-457). Questions were organized into five categories: (1) the family's experiences with their early intervention program, (2) information provided by their early intervention program, (3) experiences in writing the Individualized Family Service Plan (IFSP), (4) demographic information concerning the family, and (5) demographic information concerning the child. Surveys were returned from all geographic regions of the United States, representing parents from a wide variety of backgrounds. Results indicate that although an IFSP had not been developed by almost one-half of the respondents, those who responded reported overall satisfaction with their early intervention program.

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.

Comparison of within-stimulus and extra-stimulus prompts to increase targeted play behaviors in an inclusive early intervention program.

2002 ◽  
Vol 3 (2) ◽  
pp. 188-197 ◽  
Author(s):  
Amanda M. VanDerHeyden ◽  
Patricia Snyder ◽  
Cynthia F. DiCarlo ◽  
Sarintha Buras Stricklin ◽  
Laura A. Vagianos
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Early Intervention Program ◽  
Play Behaviors ◽  
Stimulus Prompts

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

PIENSA: Development of an Early Intervention Program for Adolescents With Early-Onset Psychosis and Their Families

2012 ◽  
Vol 2 (3) ◽  
pp. 229-236 ◽  
Author(s):  
Ana Ruiz-Sancho ◽  
Ana Calvo ◽  
Marta Rapado-Castro ◽  
Miguel Moreno ◽  
Carmen Moreno ◽  
...  
Keyword(s):  
Early Intervention ◽  
Early Onset ◽  
Intervention Program ◽  
Early Intervention Program ◽  
Early Onset Psychosis
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