scholarly journals Family-Centered Early Intervention: Supporting Infants and Toddlers in Natural Environments

2017 ◽  
Author(s):  
Binnur Yıldırım Hacıibrahimoğlu
Keyword(s):  
Early Intervention ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Family Centered

Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review

2018 ◽  
Vol 112 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Mindy S. Ely ◽  
Michaelene M. Ostrosky
Keyword(s):  
Early Intervention ◽  
Adult Learning ◽  
Literature Review ◽  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Early Intervention Services ◽  
Family Centered

Introduction The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.

Are We Maximizing the Role of Caregivers’ Support Networks in Early Intervention?

2019 ◽  
Vol 42 (3) ◽  
pp. 203-223
Author(s):  
Nicole Megan Edwards
Keyword(s):  
Early Intervention ◽  
Ecological Systems ◽  
Strategy Use ◽  
Support Networks ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Part C ◽  
Home Based ◽  
Part C Early Intervention

Part C Early Intervention is intended to build capacity among caregivers of infants and toddlers with special needs to use tailored strategies in natural environments. Satisfaction and perceived strategy use, however, remain unclear. In a Northeastern home-based program, caregivers ( n = 195; 33% response) and providers ( n = 66; 33% response) answered questions on strategy use, whether others are asked to use strategies, and perceived compliance. A subset of providers participated in a focus group. Most providers were “somewhat confident” caregivers use recommended strategies. Half of providers consistently encouraged caregivers to ask others to use strategies, with this linked to familiarity with ecological systems theory. Despite 86.2% of caregivers asking one or more person to use strategies, there was little confidence in compliance. Findings and implications are discussed, including revisiting coaching practices, exploring variability in support networks, and promoting strategy use across key partners.

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

2019 ◽  
Vol 42 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Pau García-Grau ◽  
Gabriel Martínez-Rico ◽  
R. A. McWilliam ◽  
Margarita Cañadas Pérez
Keyword(s):  
Early Intervention ◽  
Service Evaluation ◽  
Transformation Process ◽  
Demographic Variables ◽  
City Size ◽  
Professional Practices ◽  
Natural Environments ◽  
The Past ◽  
People With Intellectual Disabilities ◽  
Family Centered

Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a change to family-centered practices by the Spanish Confederation of organizations for people with intellectual disabilities, Plena Inclusión. We conducted variance analysis on the Families in Natural Environments Scale of Service Evaluation–II (FINESSE-II), and found ideal-practices scores to be higher than typical practice in all factors of the scale. Location of the intervention and city size had an impact on the total FINESSE-II score, whereas professional demographic variables did not. Ideal practices of family-centered professionals were higher than those of non-family-centered professionals in the total score and in all factors, especially in the Functional Intervention factor.

scholarly journals Family-Centered Early Intervention for Infants and Toddlers With Disabilities

2010 ◽  
Vol 13 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Nicole M. Tomasello ◽  
Amy R. Manning ◽  
Catherine N. Dulmus
Keyword(s):  
Early Intervention ◽  
Infants And Toddlers ◽  
Family Centered

Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder

2003 ◽  
Vol 34 (3) ◽  
pp. 180-193 ◽  
Author(s):  
Juliann J. Woods ◽  
Amy M. Wetherby
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Early Intervention ◽  
Early Identification ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Outcomes For Children ◽  
Communication Impairments

Providing intensive early intervention is critical to maximizing outcomes for children with autism spectrum disorder (ASD), and evidence suggests that the earlier intervention can begin, the better the outcome. The first purpose of this article is to review the earliest indicators of ASD in very young children—social and communication impairments—which have important implications for early identification. The second purpose is to review evidence-based intervention practices for children with ASD and to develop a set of guiding principles for providing intervention for infants and toddlers who are at risk for ASD. Issues that are delineated include providing intervention in natural environments, supporting families in early intervention, and embedding intervention in daily routines.

What Early Intervention Looks Like in Child Care Settings: Stories From Providers

2019 ◽  
Vol 42 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Jenna M. Weglarz-Ward ◽  
Rosa Milagros Santos ◽  
Loretta A. Hayslip
Keyword(s):  
Child Care ◽  
Early Intervention ◽  
Research Policy ◽  
Future Research ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Policy And Practice ◽  
Roles And Responsibilities ◽  
Professional Roles And Responsibilities ◽  
Separate Room

As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including Participant Experiences With EI in Child Care with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included.

Guiding Principles and Clinical Applications for Speech-Language Pathology Practice in Early Intervention

2011 ◽  
Vol 42 (3) ◽  
pp. 320-330 ◽  
Author(s):  
Diane Paul ◽  
Froma P. Roth
Keyword(s):  
Early Intervention ◽  
Transition Planning ◽  
Communication Disorders ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Speech Language Pathology ◽  
Clinical Scenarios ◽  
Wide Range ◽  
Language Pathology ◽  
Guiding Principles

Purpose This article describes guiding principles in early intervention (EI) and demonstrates how speech-language pathologists (SLPs) can apply these principles to best serve infants and toddlers with communication and related problems and their families. Method Four principles guide the implementation of speech-language pathology services. EI services are services that are (a) family centered and culturally and linguistically responsive; (b) developmentally supportive, promoting children’s participation in their natural environments; (c) comprehensive, coordinated, and team based; and (d) based on the highest quality evidence available. Actual clinical scenarios are presented to illustrate each principle. Results The four principles provide a framework for the wide range of roles and responsibilities assumed by SLPs in EI: (a) screening/evaluation/assessment, (b) goal setting and intervention, (c) consultation with and education for team members, (d) service coordination, (e) transition planning, and (f) advocacy. Conclusion It is critical that families of infants and toddlers who are at risk for, or who have been diagnosed with, communication disorders receive all necessary services and supports. EI services should be tailored to the individual and the changing needs, preferences, and priorities of each family. The earlier services are provided, the more likely is the child’s chance to develop effective communication.

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.

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