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.

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.

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.

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.

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.

scholarly journals Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs

2022 ◽  
Vol 12 (1) ◽  
pp. 35
Author(s):  
Michael A. Schwartz ◽  
Brent C. Elder ◽  
Monu Chhetri ◽  
Zenna Preli
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
The United States ◽  
Gainful Employment ◽  
Disabilities Education Act ◽  
Unique Nature ◽  
New Americans ◽  
Education Act ◽  
Rich Data

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans.

Disability Rights

2020 ◽  
Author(s):  
Patricia Findley
Keyword(s):  
The United States ◽  
Equal Treatment ◽  
Disability Rights ◽  
Community Mental Health Centers ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Mental Health Centers ◽  
Definition Of

The role of disability rights has developed and evolved over the course of the United States’ history. The definition of disability has broadened as well as the pursuit for equal treatment, inclusion, and more accessible environments. Key pieces of legislation such as the Mental Retardation Facilities and Community Mental Health Centers Construction Act, the Rehabilitation Act, the Individuals with Disabilities Education Act, and the Americans with Disabilities Act demonstrate a course of steps toward these more empowering themes of independence for those with disabilities. Disability advocates are strong in their message of “nothing about us, without us.” The disability rights movement helped to propel culture shifts and has promoted inclusion of individuals with disabilities. Despite the intention of disability policy to move the nation to more accessible, inclusive, and less discriminatory environments, more work is still needed to support the rights of those with disabilities.

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