scholarly journals Evaluate and Intervene in Sensory Processing Disorders by Occupational Therapists in Early Intervention Teams of the North of Portugal

2021 ◽  
Vol 9 (6) ◽  
pp. 576-584
Author(s):  
Aline Patriota Araújo ◽  
Ana Paula da Silva Pereira ◽  
Helena I.S. Reis
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Sensory Processing ◽  
Occupational Therapists ◽  
Early Childhood Educators ◽  
Early Childhood Intervention ◽  
Structured Interviews ◽  
Intervention Teams ◽  
The North ◽  
Childhood Intervention

Background: The National Early Childhood Intervention System of Portugal is an organized set of services under the responsibility of the Ministries of Health, Labor, and Social Security and Education aimed to support children between 0 and 6 years old and their families, and its mission is to ensure Early Childhood Intervention. At present, there is no research to support the extent of the use of sensory interventions in early intervention teams of Portugal. Aims: This study aims to analyze and understand the role of occupational therapists who support children with Sensory Processing Dysfunction and their families in local Early Intervention Teams. Methods: A qualitative and descriptive research was developed using semi-structured interviews. The interviews were conducted with ten occupational therapists who have worked in Early Intervention Teams in the North of Portugal for at least one year. Results: Modulation and Praxis were the categories of Sensory Processing Dysfunction most identified. Families consider that Sensory Processing Dysfunctions interfere with children's performance in activities of daily living and playing. Early childhood educators report that Sensory Processing Dysfunctions influence the child's participation in food, playing, and in more structured and directed activities. To transfer skills, occupational therapists organize training for professionals, families, and early childhood educators. Conclusion: The importance of collaborative work between professionals and the child's family is evident, and the support they provide in the natural environment and daily routines.

Level of Parental Involvement on Early Childhood Intervention Teams

1992 ◽  
Vol 73 (2) ◽  
pp. 93-99 ◽  
Author(s):  
James Nash ◽  
Kathleen Rounds ◽  
Gary Bowen
Keyword(s):  
Parent Involvement ◽  
Early Childhood ◽  
Early Intervention ◽  
Social Worker ◽  
Active Role ◽  
Early Childhood Intervention ◽  
Team Members ◽  
Intervention Teams ◽  
Childhood Intervention ◽  
Intervention Team

The authors report the results of a study of the relationship between the level of parent involvement on early childhood intervention teams and social worker membership on the team. Results of the study, based on a sample of 55 early intervention team members, supported the hypothesis that the presence of a social worker as a regular member of the early intervention team is associated with a higher level of parent involvement. Strategies to facilitate an active role for parents on multidisciplinary early intervention teams are presented.

Early Intervention and Autism: The Impact of Positivism and the Call for Change

2010 ◽  
Vol 18 (3) ◽  
pp. 405-416 ◽  
Author(s):  
Ruth Glynne-Owen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Qualitative Analysis ◽  
Children With Autism ◽  
Early Childhood Intervention ◽  
Ethical Methodology ◽  
Childhood Intervention ◽  
The Common ◽  
Young Children With Autism ◽  
The Impact

AbstractEarly childhood intervention in autism has over three decades of empirically validated study, but has very limited qualitative analysis. There is a wealth of research in this field, but it remains very much within a solely positivist paradigm and researchers are constantly striving to prove that their method is the most effective In this paper I explore the impact of this paradigm on our approach to intervention, and our understanding of what it means to be autistic. I will look at some of the common themes in early intervention research across a range of approaches, and will state the case for a more ethical methodology when researching young children with autism. I will argue against the medicalization of a disorder that in its nature cannot be defined as a 'medical truth', and subsequently state the case for moving forward into a more qualitative, critical disability paradigm in this field.

scholarly journals Parental Awareness of Early Intervention for Hispanic Children with Communication Disorders

2021 ◽  
Author(s):  
Ruth Crutchfield ◽  
Sonya Salinas ◽  
Roy Chen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Speech Therapy ◽  
Communication Disorders ◽  
Early Childhood Intervention ◽  
Survey Study ◽  
Hispanic Population ◽  
Parental Awareness ◽  
Childhood Intervention ◽  
Head Start Programs

Purpose: Children at risk of delayed speech and language development and speech-language disorders come from a broad range of demographic backgrounds, including ethnicities, sexes, and socioeconomic statuses. A vast body of research in speech-language pathology has demonstrated that early intervention is crucial for helping children acquire the necessary communication skills they need to become effective communicators, successful students, and ultimately accomplished adults. Currently, commercials, billboards, online sources, and personal referrals are the methods most often used to promote awareness of early childhood intervention services. Method: This study aimed to identify whether the current promotional methods used to increase parental awareness of early childhood speech therapy intervention are effective in the Hispanic population in South Texas. A total of 299 parents and guardians recruited from 18 Head Start programs took part in the survey study. The 18-item Early Intervention Parental Awareness Questionnaire was utilized to assess the participants’ level of awareness. Results: The results of this study suggest face-to-face interaction is needed to increase awareness of services for early childhood intervention amongst the Hispanic population. Conclusion: These findings support the need for increasing recognition of the value of early intervention for children with communication disorders amongst the Hispanic population.

scholarly journals Practitioner-informed improvements to early childhood intervention performance checklists and practice guides

2017 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Carl J. Dunst ◽  
Deborah W. Hamby ◽  
Linda L. Wilson ◽  
Marilyn Espe-Sherwindt ◽  
Donna E. Nelson
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Field Test ◽  
Social Validity ◽  
Field Tests ◽  
Early Childhood Intervention ◽  
Test Results ◽  
Practice Guide ◽  
Childhood Intervention ◽  
Made In

Results from four early childhood practitioner field tests of performance checklists and early intervention practice guides are reported. Findings from the first field test were used to make changes and improvements in the checklists and practice guides evaluated in the second and third field tests, and findings from the latter two field tests were used to improve the checklist and practice guide evaluated in the fourth field test. Results indicated that changes made in response to practitioners’ suggestions and feedback were associated with (1) progressive increases in the practitioners’ social validity judgments of the checklists, practice guides, and checklist-practice guide correspondence, and (2) progressive decreases in the number of practitioner suggestions and feedback for improving the early intervention materials. The field-test research demonstrates the importance of practitioner input, suggestions, and feedback for improving the usefulness of early childhood intervention practices.

An Interdisciplinary Approach to Health Literacy for Education, Research, and Practice in Early Childhood Intervention

2011 ◽  
Vol 18 (2) ◽  
pp. 62-67 ◽  
Author(s):  
Kris Pizur-Barnekow ◽  
Paula M. Rhyner ◽  
Jennifer Doering ◽  
Timothy Patrick
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Health Literacy ◽  
Developmental Outcomes ◽  
Interdisciplinary Approach ◽  
Interdisciplinary Studies ◽  
Early Childhood Intervention ◽  
Research And Practice ◽  
Young Children With Disabilities ◽  
Childhood Intervention

“Health literacy” is gaining attention among professionals that serve young children with disabilities and their families. Given that parental health literacy might influence developmental outcomes for a child in early intervention, an interdisciplinary focus on health literacy in early intervention is important to consider. This article presents information on health literacy and the relevance to early childhood intervention. The authors summarize three interdisciplinary studies pertaining to health literacy and early intervention and discuss implications for clinical professionals.

What is the evidence for the effectiveness of early childhood intervention programs?

2010 ◽  
Author(s):  
Margaret Burchinal ◽  
Martha Moorehouse ◽  
C. Cybele Raver ◽  
John Love ◽  
Herbert P. Ginsburg
Keyword(s):  
Early Childhood ◽  
Intervention Programs ◽  
Early Childhood Intervention ◽  
Childhood Intervention

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

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