Play Outcomes and Satisfaction with Toys and Technology of Young Children with Special Needs

2005 ◽  
Vol 21 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Ellen M. Hamm ◽  
Susan G. Mistrett ◽  
Amy Goetz Ruffino
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Intervention Program ◽  
Parent Satisfaction ◽  
Children With Special Needs ◽  
Early Intervention Program ◽  
Technology Services ◽  
Assistive Technology Services ◽  
Outcomes For Children ◽  
Selection Of

This study examined parental preference of play outcomes and selection of toys and assistive technology used in meeting the identified outcomes for children, birth to 3, with developmental delays. Additionally, parent satisfaction related to how well selected materials assisted their child in meeting play outcomes was measured. Participants included families receiving assistive technology services to support play as part of an Early Intervention Program. Parents most often stated an interest in increasing play options as a play outcome for their child. Additionally, parents most often chose low-tech, off-the-shelf toys that encouraged functional play to help their child meet identified play outcomes, although no difference in satisfaction levels by type of toy was noted. Conclusions point to a need for interventionists and parents to encourage a variety of play through a variety of toys for children with special needs.

scholarly journals Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

2018 ◽  
Vol 7 (3) ◽  
pp. 94-96
Author(s):  
G. Monic Leka ◽  
P. Swarna Kumari
Keyword(s):  
Early Intervention ◽  
Special Needs ◽  
Early Identification ◽  
Intervention Program ◽  
Critical Time ◽  
Well Being ◽  
Physical Growth ◽  
Children With Special Needs ◽  
Entire Family ◽  
Early Intervention Program

A child’s earliest years are important for the simple, but sufficient reason that they come first in a dynamic process of human development. These earliest days are filled with new stimulations and novel experiences that drive his or her cognitive, social, and physical growth. The first 3 years of life are a critical time for brain development, especially if a child is delayed or restricted in development. Early identification leads to early intervention. Intervention or lack thereof, at this stage, therefore, can significantly enhance or impair the quality of life in later years. Early intervention program is intended for infants and toddlers who have a developmental delay or disability below the age of five. Early intervention focuses on the basic developmental skills that typically develop during the first three to five years of life through a variety of therapeutic and support services which will be tailored to meet the child’s individual needs. The parents/caregivers are the major contributors and performers in the Early Intervention Program. Involvement of other team members, include medical people, therapists, child development educators, social workers, and others, will depend on what the child needs. Early intervention supports the families who often experience frustration, stress, disappointment, and helplessness and helps to build a nurturing and supportive environment for the entire family. Early intervention implies for the well-being of the family and the development of the children with special needs.

Engaging in Play through Assistive Technology

Gamification ◽  
2015 ◽  
pp. 1097-1112
Author(s):  
Fiona S. Baker
Keyword(s):  
Early Intervention ◽  
Assistive Technology ◽  
Special Needs ◽  
Intervention Program ◽  
Infants And Toddlers ◽  
Early Intervention Program ◽  
Individuals With Disabilities Act ◽  
Idea Part C ◽  
Education And Development ◽  
Part C Early Intervention

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.

Engaging in Play through Assistive Technology

2014 ◽  
pp. 207-221 ◽  
Author(s):  
Fiona S. Baker
Keyword(s):  
Early Intervention ◽  
Assistive Technology ◽  
Special Needs ◽  
Intervention Program ◽  
Infants And Toddlers ◽  
Early Intervention Program ◽  
Individuals With Disabilities Act ◽  
Idea Part C ◽  
Education And Development ◽  
Part C Early Intervention

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.

Measuring Changes in Movement Skills with Infants and Young Children with Handicaps

1986 ◽  
Vol 11 (3) ◽  
pp. 153-161 ◽  
Author(s):  
Philippa H. Campbell ◽  
Barbara Stewart
Keyword(s):  
Young Children ◽  
Intervention Program ◽  
Baseline Assessment ◽  
Early Intervention Program ◽  
Functional Movement ◽  
Age Limits ◽  
And Performance ◽  
Motor Milestone ◽  
Infants And Young Children ◽  
Selection Of

Posture and movement abilities are typically measured by assessments of achievements of motor milestone skills. Performance of a skill within appropriate chronological age limits is one dimension of posture and movement. Qualitative dimensions, including postural tone and the pattern of coordinated movement used in performance, are equally important with young children. This article describes a programmatic approach for measuring qualitative dimensions and performance of functional movement. Features of the approach include: (a) selection of intervention targets, (b) baseline assessment, (c) intervention sequences, (d) measurement, and (e) interpretation and decision making. Data that were collected, using this approach, with infants and young children enrolled in an early intervention program are presented to illustrate measurement and interpretation.

Classification of assistive technology services: Implications for outcomes research

2012 ◽  
Vol 24 (1) ◽  
pp. 59-70 ◽  
Author(s):  
James A. Lenker ◽  
Laura L. Shoemaker ◽  
Marcus J. Fuhrer ◽  
Jeffrey W. Jutai ◽  
Louise Demers ◽  
...  
Keyword(s):  
Assistive Technology ◽  
Outcomes Research ◽  
Technology Services ◽  
Assistive Technology Services
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