Early Intervention Best Practice: Collaboration Among an NICU, an Early Intervention Program, and an NICU Follow-up Program

2002 ◽  
Vol 21 (3) ◽  
pp. 15-22 ◽  
Author(s):  
Brenda Hussey-Gardner ◽  
Abigail McNinch ◽  
Jean Anastasi ◽  
Melanie Miller
Keyword(s):  
Early Intervention ◽  
Premature Infant ◽  
Best Practice ◽  
Intervention Program ◽  
Infants And Toddlers ◽  
Medical Systems ◽  
Early Intervention Program ◽  
University Of Maryland ◽  
The University

Maryland’s PRemature Infant Developmental Enrichment (PRIDE) program is a collaborative endeavor between the University of Maryland Medical Systems (UMMS) and the Baltimore Infants and Toddlers Program (BITP). This article discusses the components of Maryland’s PRIDE, the program’s implications for nursing, and recommendations for replication.

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.

Early Intervention with Autistic Children: A Case Presentation with Pre-Program, Program and Follow-up Data

1983 ◽  
Vol 53 (3) ◽  
pp. 715-722E ◽  
Author(s):  
Gerald Groden ◽  
Dale Dominque ◽  
Marie Chesnick ◽  
June Groden ◽  
Grace Baron
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Children With Autism ◽  
Social Changes ◽  
Autistic Children ◽  
Post Intervention ◽  
Early Intervention Program ◽  
Case Presentation ◽  
Poor Outcome

Follow-up reports of children with autism have generally showed poor outcome. Much of the data used in these reports was derived from studies in which the children were treated at some point beyond infancy or in which the treatment was not behavioral. This article, which presents a case and describes a program, documents through pre- and post-intervention, as well as follow-up data, dramatic intellectual and behavioral/social changes in a child who, at age 2 yr., entered an early intervention program for autistic infants. The article is of significance in that it shows what might be accomplished with a child with these difficulties through early intervention.

scholarly journals Functional outcomes and quality of life after a 6-month early intervention program for oral cancer survivors: a single-arm clinical trial

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e4419 ◽  
Author(s):  
Yueh-Hsia Chen ◽  
Wei-An Liang ◽  
Chung-Yin Hsu ◽  
Siang-Lan Guo ◽  
Shwu-Huei Lien ◽  
...  
Keyword(s):  
Early Intervention ◽  
Oral Cancer ◽  
Return To Work ◽  
Cancer Survivors ◽  
Reconstructive Surgery ◽  
Intervention Program ◽  
Work Rate ◽  
Dash Score ◽  
Early Intervention Program

Background Advanced treatment of oral cancer increases survival rates; however, it also increases the risk of developing shoulder dysfunction, dysphagia, oral dysfunction, donor site morbidity and psychological issues. This single-arm preliminary pilot study aims to explore the effects of a six-month early intervention program following reconstructive surgery in oral cancer survivors. Methods A total of 65 participants were analyzed following reconstructive surgery. Outcome measurements were taken during the first visit, and at one, three and six months after reconstructive surgery. Results Scapular muscle strength and shoulder range of motion progressively improved during the 6-month follow-up. The mean Disability of the Arms, Shoulder and Hand (DASH) score showed significant improvement at 1 month (p < .001). Health related QoL showed significant differences between baseline and 6-months post-surgery scores on global health and on most of the function and symptom scales. The predicted return-to-work rate was 80% at one year after the operation. Return-to-work rate differs in different vocational types, with a higher rate of return in the skilled or semi-skilled (87.5%) and self-employed (86.7%). Conclusions We suggest that early integrated intervention program with a follow-up of at least six months following reconstructive surgery may help develop and identify intervention guidelines and goals in the initial six months of treatment following neck dissection in oral cancer survivors.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

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.

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