Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

2018 ◽  
Vol 37 (3) ◽  
pp. 176-182
Author(s):  
Jennifer Buchter ◽  
Samantha Riggleman
Keyword(s):  
Early Intervention ◽  
Rural Communities ◽  
Rural Areas ◽  
Intervention Programs ◽  
Community Resources ◽  
Family Needs ◽  
Part C ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Education Act

Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.

Treatment for Challenging Behaviors: Are IDEA Part C Interventionists Using Functional Interventions?

2019 ◽  
Vol 42 (1) ◽  
pp. 31-48
Author(s):  
Sarah Dickinson ◽  
Emily Shaffer-Hudkins ◽  
Linda M. Raffaele Mendez
Keyword(s):  
Early Intervention ◽  
Challenging Behaviors ◽  
Intervention Programs ◽  
Structured Interviews ◽  
Behavioral Issues ◽  
Early Intervention Services ◽  
Part C ◽  
Disabilities Education Act ◽  
Idea Part C ◽  
Education Act

Little is known about the specific practices of early interventionists, despite many young children receiving early intervention services through Part C of the Individuals With Disabilities Education Act. The aim of this study was to examine knowledge and use of functionally appropriate evidence-based interventions for challenging behaviors among Part C interventionists. Data collection involved semi-structured interviews with a sample of 10 interventionists who served infants and toddlers with challenging behaviors in one region in the state of Florida. These interviews included questions about the interventionists’ own cases as well as vignettes representing common early childhood behavioral issues. Thematic analysis of responses resulted in six themes and one subtheme reflecting insufficient training and confusion regarding best practices in functional assessment and intervention for challenging behaviors. Although interventionists were using a variety of functional interventions, most were not implementing these interventions systematically. Implications for early intervention programs are discussed.

“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges

2021 ◽  
pp. 875687052110279
Author(s):  
Suzanne Kucharczyk ◽  
Johanna Thomas ◽  
Peggy Schaefer Whitby
Keyword(s):  
Rural Communities ◽  
Transition Planning ◽  
Interdisciplinary Teaming ◽  
Family Needs ◽  
Southern State ◽  
Grand Challenges ◽  
Disabilities Education Act ◽  
Transition Experiences ◽  
Education Act ◽  
Special Education Transition

The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenants of Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.

Early Intervention and the Role of Pediatricians

2014 ◽  
Vol 35 (1) ◽  
pp. e1-e10
Author(s):  
Laura Rose ◽  
Lisa D. Herzig ◽  
Brenda Hussey-Gardner
Keyword(s):  
Early Intervention ◽  
Family Involvement ◽  
Crucial Role ◽  
Developmental Delays ◽  
Multidisciplinary Teams ◽  
Coordinated Care ◽  
Part C ◽  
Disabilities Education Act ◽  
Education Act

Growing evidence supports the efficacious nature of early intervention (EI) services to children with developmental delays and their families. Pediatricians can play a crucial role in identifying developmental delays and referring families to EI services provided by each state, under Part C of the Individuals with Disabilities Education Act (IDEA). The goals of this article are to educate pediatricians about the benefits of EI services and resources available within their state to help facilitate family involvement in EI. By being involved in the EI process, pediatricians can work as partners with parents and multidisciplinary teams to provide seamless coordinated care to children and their families.

More Than “Try This at Home”—Including Parents in Early Intervention

2016 ◽  
Vol 1 (1) ◽  
pp. 130-143 ◽  
Author(s):  
Megan York Roberts ◽  
Tara Hensle ◽  
Michael K. Brooks
Keyword(s):  
Early Intervention ◽  
Future Directions ◽  
Early Intervention Services ◽  
Idea 2004 ◽  
Effective Strategies ◽  
Disabilities Education Act ◽  
Current State ◽  
Parents And Children ◽  
Intervention Services ◽  
Education Act

Current state and federal recommendations encourage the delivery of early intervention services in a child's natural environment with typical communication partners (Individuals With Disabilities Education Act [IDEA], 2004). As such, speech-language pathologists (SLPs) often provide intervention services in homes and work closely with parents. However, only 30% of SLPs have early intervention expertise (ASHA, 2014) and 68% of SLPs report low-levels of competence in working with infants and toddlers (Campbell, Chiarello, Wilcox, & Milbourne, 2009). This may be due to the fact that the majority of graduate programs (60%) provide little or no training in early intervention (Bruder & Dunst, 2005). Working in early intervention is a challenging albeit rewarding task for even the most seasoned therapist. Given that the largest percentage of children served under part C of IDEA are children with language delays (Hebbeler et al., 2007), it is essential that SLPs working in early intervention implement effective strategies for both parents and children. The purpose of this paper is to: (a) explain why including parents in intervention is important; (b) discuss ways of including parents in early intervention; (c) examine strategies used to teach parents; (d) describe a method for teaching parents; (e) compare methods of measuring parent progress; and (f) propose future directions for research.

scholarly journals Telerehabilitation: An Adjunct Service Delivery Model for Early Intervention Services

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Jana Cason
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Rural Areas ◽  
Case Examples ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Potential Applications ◽  
Intervention Services ◽  
Education Act ◽  
Personnel Shortages

Early Intervention (EI) services for children birth through two years of age are mandated by Part C of the Individuals with Disabilities Education Act (IDEA); however, personnel shortages, particularly in rural areas, limit access for children who qualify. Telerehabilitation has the potential to build capacity among caregivers and local providers as well as promote family-centered services through remote consultation.  This article provides an overview of research related to telerehabilitation and early intervention services; discusses the feasibility of telerehabilitation within traditional EI service delivery models; examines telecommunications technology associated with telerehabilitation; and provides hypothetical case examples designed to illustrate potential applications of telerehabilitation in early intervention.

scholarly journals The Development of Statewide Policies and Procedures to Implement Telehealth for Part C Service Delivery

2016 ◽  
Vol 8 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Beth Cole ◽  
Arlene Stredler-Brown ◽  
Becki Cohill ◽  
Kristina Blaiser ◽  
Diane Behl ◽  
...  
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Current Practice ◽  
Service Delivery Model ◽  
Part C ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Provider Shortages ◽  
Part C Early Intervention

The use of telehealth has been discussed nationally as an option to address provider shortages for children, birth through two, enrolled in Part C of the Individuals with Disabilities Education Act (IDEA) Early Intervention (EI) programs. Telehealth is an evidence-based service delivery model which can be used to remove barriers in providing EI services to children and their families. In 2016, Colorado’s Part C Early Intervention (EI) program began allowing the use of telehealth as an option for providers to conduct sessions with children and their caregivers. This article outlines the process taken to develop the necessary requirements and supports for telehealth to be incorporated into EI current practice.

Examination of Coaching Behaviors Used by Providers When Delivering Early Intervention via Telehealth to Families of Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 25-42 ◽  
Author(s):  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Frequency Of Occurrence ◽  
Infants And Toddlers ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Treatment Conditions ◽  
Education Act ◽  
To Receive ◽  
Family Centered

The Individuals with Disabilities Education Act (IDEA, 2004) states that infants and toddlers with disabilities, and their family members, are to receive family-centered early intervention (FCEI). This study investigated providers' use of FCEI strategies when intervention was delivered to young children who were deaf or hard of hearing via telehealth. Telehealth is the use of telecommunication technologies to provide health services to people who are located at some distance from a provider. Telehealth also offers access to specialists and eliminates barriers of geography and weather. This study examined the frequency of occurrence of desired FCEI provider behaviors during telehealth sessions and contrasted them with the same behaviors used during in-person therapy. The use of FCEI provider behaviors was measured by observing and coding digitally recorded intervention sessions. Results demonstrated that selected FCEI provider behaviors occur in the telehealth condition more frequently than in the in-person condition reported in the literature. Three of the provider behaviors studied (i.e., observation, parent practice with feedback, and child behavior with provider feedback) were used more frequently in the telehealth condition. Direct instruction was used in similar amounts in both treatment conditions. This study affirms that the use of FCEI strategies may be enhanced through telehealth.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

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