scholarly journals Towards Implementation of an Early Intervention Model by a Paraguayan Organization

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35700 ◽  
Author(s):  
R. A. McWilliam ◽  
Pau García-Grau

Implementation science has been developed to help understand why evidence-based practices are not adopted as rapidly as they might. We describe here the process a rehabilitation center in Paraguay is undergoing to transform itself into a state-of-the-art early intervention program. We describe the organization and its contextual strengths and barriers, the model it chose to implement, and the implementation procedures it has attempted. The implications for model fidelity are highlighted, as this organization needed to make adaptations to the model as designed, to fit the particular context of its mission and the Paraguayan culture. Features of the Routines-Based Model are described.***Rumo à implementação de um modelo de intervenção precoce por uma Organização Paraguaia***A ciência da implementação foi desenvolvida para ajudar a entender as razões que levam a que as práticas baseadas na evidência não sejam adotadas pelos profissionais tão rapidamente quanto deveriam ser. Descrevemos aqui o processo de transformação que um centro de reabilitação no Paraguai está a passar se tornar num programa de intervenção precoce de última geração. Descrevemos a sua organização, os seus pontos fortes e as barreiras contextuais, o modelo que escolheu implementar e os procedimentos de implementação que utilizou. As implicações para a fidelidade do modelo são destacadas, pois a organização necessitava fazer adaptações ao modelo conforme previsto, para se ajustar ao contexto específico da sua missão e da cultura paraguaia. São descritas as características do modelo baseado nas rotinas.Palavras-chave: Ciência da implementação, centrado na família, baseada nasrotinas, funcional. 

2018 ◽  
Vol 16 (2) ◽  
pp. 9-13
Author(s):  
Tanzida Zaman ◽  
Dhananjoy Das ◽  
Mahmood A Chowdhury

Background: Autism Spectrum Disorders (ASD) is becoming global problem as it is being diagnosed very frequently amongst the non communicable diseases. Lack of socialization, communication skill and behavioural abnormality are the main problem belongs to the disease. Cornerstone of the management is based on early intervention program directed to improve the communication and socialization skill. In Bangladesh different early intervention strategies are implicated adopting from evidence based practices in the developed countries. To determine the effect of early intervention program on the improvement of socialization and communication skills of children with ASD who attended an early intervention programme at the Institute of Autism and Child Development, Chattagram Maa Shishu -O-General Hospital.Methods: This is a quasi experimental study carried out at Institute of Autism and Child Development, Chattagram Maa Shishu-O-General Hospital from January 2015 to December 2015. Children with ASD (Autism Spectrum Disorder) aged 1-5 years enrolled as study subjects which is fifty in number. Screening of ASD was carried out by psychological tools like M—Chat (1-3yrs) & ASD assessment scale (> 3yrs). Diagnosis was confirmed by ADOS-G (Autism Diagnosis Observation Schedule- Generic). Internvention was provided on a 1:1 basis which was adopted from various evidence based practices including the ‘More Than Words’. Intervention were given for three subsequent session in one month interval. Level of communications were measured after intervention and compared with pre intevvention level.Results: Significant improvements has been observed in overall level of communication and activities of daily living which included eye contact, attention, joint attention, turn taking, toilet training.Conclusion: A well planned early intervention programme for children with ASD can speed up the social communication development in such a way that gives rise to a hope of mainstreaming these children in future.Chatt Maa Shi Hosp Med Coll J; Vol.16 (2); July 2017; Page 9-13


1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen

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.


2002 ◽  
Vol 3 (2) ◽  
pp. 188-197 ◽  
Author(s):  
Amanda M. VanDerHeyden ◽  
Patricia Snyder ◽  
Cynthia F. DiCarlo ◽  
Sarintha Buras Stricklin ◽  
Laura A. Vagianos

2011 ◽  
pp. 70-76
Author(s):  

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.


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

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