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.

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.

Valued Outcomes of Service Coordination, Early Intervention, and Natural Environments

2002 ◽  
Vol 68 (3) ◽  
pp. 361-375 ◽  
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Family Satisfaction ◽  
Family Quality Of Life ◽  
Natural Environments ◽  
Service Coordination ◽  
Early Intervention Program ◽  
Part C ◽  
Idea Part C ◽  
Part C Early Intervention

A national survey of Part C early intervention program providers (practitioners and program directors) and participants (parents of young children with disabilities) was used to discern the desired outcomes of service coordination, early intervention, and natural environment practices. Survey participants judged from among 69 outcome indicators those that they considered to be the most valued benefits of each IDEA Part C service. Results indicated that certain categories of outcomes were more likely to be judged as the desired benefits of a specific Part C service, and that only two outcome categories (family satisfaction and improved family quality of life) were considered to be valued outcomes for all three services. Implications for practice and research are described.

scholarly journals Report on the Use of Telehealth in Early Intervention in Colorado: Strengths and Challenges with Telehealth as a Service Delivery Method

2019 ◽  
Vol 11 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Beth Cole ◽  
Katherine Pickard ◽  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
High Speed ◽  
Intervention Program ◽  
Delivery Method ◽  
Early Intervention Program ◽  
Part C ◽  
Program Administrators ◽  
Service Coordinators ◽  
Part C Early Intervention

The use of telehealth as a service delivery method for early intervention (EI) is in its infancy and few studies have examined its use within the context of a statewide program.  The focus of this report was to determine the factors that influence providers’ utilization of telehealth in Colorado’s Part C Early Intervention program (EI Colorado).  This report presents information that was gathered through surveys sent to Part C program administrators, service coordinators, providers, and caregivers. Surveys were used to understand perceptions of telehealth, actual experiences with telehealth, and perceived benefits and challenges using this service delivery method.  Follow-up focus groups were conducted with program administrators and family members to gather more nuanced information. Participants identified several benefits associated with telehealth including its flexibility, access to providers, and more family engagement. The primary barriers included access to high speed internet and the opinion that telehealth was not as effective as in-person treatment. The results in the report served to identify next steps in the implementation of telehealth in Colorado’s Part C EI program. 

scholarly journals Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

2018 ◽  
Vol 7 (3) ◽  
pp. 94-96
Author(s):  
G. Monic Leka ◽  
P. Swarna Kumari
Keyword(s):  
Early Intervention ◽  
Special Needs ◽  
Early Identification ◽  
Intervention Program ◽  
Critical Time ◽  
Well Being ◽  
Physical Growth ◽  
Children With Special Needs ◽  
Entire Family ◽  
Early Intervention Program

A child’s earliest years are important for the simple, but sufficient reason that they come first in a dynamic process of human development. These earliest days are filled with new stimulations and novel experiences that drive his or her cognitive, social, and physical growth. The first 3 years of life are a critical time for brain development, especially if a child is delayed or restricted in development. Early identification leads to early intervention. Intervention or lack thereof, at this stage, therefore, can significantly enhance or impair the quality of life in later years. Early intervention program is intended for infants and toddlers who have a developmental delay or disability below the age of five. Early intervention focuses on the basic developmental skills that typically develop during the first three to five years of life through a variety of therapeutic and support services which will be tailored to meet the child’s individual needs. The parents/caregivers are the major contributors and performers in the Early Intervention Program. Involvement of other team members, include medical people, therapists, child development educators, social workers, and others, will depend on what the child needs. Early intervention supports the families who often experience frustration, stress, disappointment, and helplessness and helps to build a nurturing and supportive environment for the entire family. Early intervention implies for the well-being of the family and the development of the children with special needs.

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.

Play Outcomes and Satisfaction with Toys and Technology of Young Children with Special Needs

2005 ◽  
Vol 21 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Ellen M. Hamm ◽  
Susan G. Mistrett ◽  
Amy Goetz Ruffino
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Intervention Program ◽  
Parent Satisfaction ◽  
Children With Special Needs ◽  
Early Intervention Program ◽  
Technology Services ◽  
Assistive Technology Services ◽  
Outcomes For Children ◽  
Selection Of

This study examined parental preference of play outcomes and selection of toys and assistive technology used in meeting the identified outcomes for children, birth to 3, with developmental delays. Additionally, parent satisfaction related to how well selected materials assisted their child in meeting play outcomes was measured. Participants included families receiving assistive technology services to support play as part of an Early Intervention Program. Parents most often stated an interest in increasing play options as a play outcome for their child. Additionally, parents most often chose low-tech, off-the-shelf toys that encouraged functional play to help their child meet identified play outcomes, although no difference in satisfaction levels by type of toy was noted. Conclusions point to a need for interventionists and parents to encourage a variety of play through a variety of toys for children with special needs.

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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