Participation by Pediatricians in Early Intervention: Impetus From Public Law 99-457

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 98-102
Author(s):  
James A. Blackman ◽  
Alfred Healy ◽  
Elizabeth S. Ruppert
Keyword(s):  
Early Intervention ◽  
Community Support ◽  
Good Health ◽  
Public Law ◽  
Care Providers ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Print Materials ◽  
Education Act

Part H of the Individuals with Disabilities Education Act (originally enacted as Public Law 99-457) requires that participating states phase in a system of early intervention services by 1993. By recognizing the importance of good health in the development of infants and toddlers, Congress acknowledged the key role of medical care providers in a comprehensive program for young children with or at risk for developmental delay or dysfunction. National and state surveys of pediatricians suggest limited but growing awareness of this legislation and uncertainty about how they might participate effectively. A chief concern relates to mechanisms of payment for developmental screening and assessment as well as time-demands for participation in interdisciplinary team activities. The American Academy of Pediatrics and its state chapters are responding to requests for information with educational seminars and print materials. Pediatricians can enhance the quality of community support services for children with special needs by participating in planning efforts and by coordinating health care with other aspects of early intervention. Other professionals and parents are looking to pediatricians for leadership and willing participation in the implementation of PL 99-457.

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.

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.

Pathways to Family Empowerment: Effects of Family-Centered Delivery of Early Intervention Services

1997 ◽  
Vol 64 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Lyke Thompson ◽  
Christian Lobb ◽  
Richard Elling ◽  
Sandra Herman ◽  
Ted Jurkiewicz ◽  
...  
Keyword(s):  
Early Intervention ◽  
Support Network ◽  
Early Intervention Services ◽  
Family Empowerment ◽  
Disabilities Education Act ◽  
Path Models ◽  
Intervention Services ◽  
Education Act ◽  
Program Components ◽  
Family Centered

This study explores how the method of delivery for early intervention services impacts perceptions of empowerment among families. Analysis of data collected from 270 randomly sampled families participating in the State of Michigan's Early On (Part H of the Individuals with Disabilities Education Act) program suggests two paths by which empowerment is effected. Along one path, implementation of program components via a family-centered framework appears to help increase empowerment. An alternative path models how family-centered delivery may help to build a family's support network. This is related to reduced stress and increased empowerment. Findings support programs emphasizing family-centered methods of service delivery.

Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study

2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj
Keyword(s):  
Nursing Students ◽  
Health Care Providers ◽  
Baccalaureate Nursing ◽  
Community Support ◽  
Baccalaureate Nursing Students ◽  
Care Providers ◽  
Structured Interviews ◽  
Breastfeeding Support ◽  
Cross Sectional

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.

Children's Charities in Crisis

2020 ◽  
Author(s):  
Alison Body
Keyword(s):  
Early Intervention ◽  
Third Sector ◽  
Radical Change ◽  
Early Intervention Services ◽  
The Third ◽  
Intervention Services ◽  
Future Policy ◽  
The Impact ◽  
Voluntary Organisations

Following a decade of radical change in policy and funding in children’s early intervention services and with the role of the third sector under increased scrutiny, this timely book assesses the shifting interplay between state provision and voluntary organisations delivering interventions for children, young people and their families. Using one-hundred voices from charities and their partners on the frontline, this book provides vivid accounts of the lived experiences of charitable groups, offering key insights into the impact of recent social policy decisions on their work. Telling the story of how the landscape of children’s early intervention services has changed over the last decade, it provides crucial lessons for future policy whilst demonstrating the immeasurable value of voluntary organisations working in this challenging terrain.

Parents’ Experiences Navigating Intervention Systems for Young Children With Mild Language Delays

2017 ◽  
Vol 39 (3) ◽  
pp. 180-198 ◽  
Author(s):  
Jennifer Marshall ◽  
Andrea Adelman ◽  
Stacey M. Kesten ◽  
Ruby A. Natale ◽  
Batya Elbaum
Keyword(s):  
Language Delays ◽  
Theory Approach ◽  
Language Therapy ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Effective Interventions ◽  
Timely Response ◽  
Education Act ◽  
Grounded Theory Approach ◽  
Parents Experiences

The purpose of this study was to explore the experiences of parents of children with mild language delays who were referred to an Individuals With Disabilities Education Act (IDEA) birth-to-3 or preschool program, were determined not eligible for services, and were referred on to a community-based program for short-term speech-language therapy. Interviews were conducted in the parents’ preferred language (10 Spanish, 10 English). A grounded theory approach was applied to identify emergent themes. Results indicated that the process of recognizing a developmental delay, receiving assessment results, and enrolling in services presents challenges that require parents to demonstrate engagement and advocacy throughout. This study highlights parents’ motivations for seeking out early intervention services and underscores the importance of understanding parents’ experiences navigating developmental service systems. Program planners can partner with parents to address barriers and also capitalize on successes to facilitate timely response to developmental concerns, appropriate referrals, and effective interventions.

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