Early Intervention Strategies

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Early Intervention Strategies

For Parents

'If your child has been referred for an evaluation for early intervention (EI) services, it’s easy to feel a little overwhelmed. There’s a good chance that you do not have prior experience with the EI system, and if your child was recently diagnosed with a disability, you may not have previous knowledge of his or her condition. Always remember that while a clinician can diagnose and treat your child, you know your child best. You’re familiar with his or her needs, desires and struggles. The active involvement of the parent in the EI program is highly critical for a successful individualized family service plan (IFSP), or treatment plan.Becoming an Informed AdvocateParental RightsUnderstanding your family’s legal rights is part of becoming an informed advocate. You should have been provided with copies of relevant regulations and procedures, which protect the rights of families. If not, ask your service coordinator for them. Review these documents carefully and ask questions if you do not understand something. If your native language is not English, you have the right to request explanations of services in your native language.Be aware that you must grant written consent for your child to be evaluated and receive services, and you may withdraw consent at any time. If a dispute arises, you have the right to file for due process.Your Child’s DisabilityIn addition to understanding your family’s rights, learn more about your child’s disability so that you can help him or her more effectively. (See the Disability Profiles on this site for a start.) Ask your child’s pediatrician (or therapist) for information on his or her condition. Research government and university websites for authoritative information. Ask the professionals who evaluate or treat your child to recommend relevant and credible books and websites.Getting Additional HelpCreate a network of support. This might mean having a trusted family friend or relative attend IFSP meetings with you to provide moral support. It might also mean contacting a lawyer. It’s best to find a lawyer who specializes in special education law, as this is a complex field. A special education lawyer can help you navigate the EI process and negotiate with the IFSP team on your family’s behalf, as well as guide you through dispute settlement, either through mediation or a due process hearing. Contact your school district for a list of special education lawyers in your area, or call your state’s special education advisory committee for referrals.Advocacy groups can also connect you to local resources. Browse the list of organizations here or contact your state’s education agency for a list of special education advocacy groups. Some examples of such groups are the Council of Parent Attorneys and Advocates and the Federation for Children with Special Needs.Contacting Support GroupsLook for local parent support groups, and banish from your mind stereotypical images of people sitting in a circle commiserating with each other. Yes, a support group for parents of children with special needs can offer much-needed emotional and social support, but it can also help you advocate for your child. Networking with parents in similar situations can connect you to local resources. These parents have been through the early intervention/special education processes, and they can help you navigate the red tape.If you cannot find a parent support group in your area, consider forming your own. Network with parents at your child’s daycare center, playgroup and library and ask whether they are interested in pooling their resources. Find creative ways for members of your support group to help one another; for instance, if you start a support group for parents of kids with speech disorders, your group might consider splitting the cost of hiring a private speech-language pathologist (SLP) for group sessions.Participation in the IFSP ProcessRemember that your role in the EI and IFSP processes is impactful. If you feel that your child needs extra help, you have the right to take the proactive step of requesting additional or different services. If you feel that the proposed IFSP does not meet your child’s meets, speak up about it and negotiate for change. Be an active voice in IFSP meetings, and don’t hesitate to control the direction of the conversation. Share all of your concerns for your child and family with the IFSP team.Participation in Your Child’s ServicesYour participation in the EI process doesn’t end when the IFSP is signed. Actively collaborate with the professionals who are providing services. They should provide regular progress reports; if they don’t, request them. Ask if you can observe therapy sessions so that you can better help your child at home. Ask about activities to do at home with your child that can improve his or her cognition, communication, social development or other areas that are a challenge. Doing so can help accelerate your child’s progress and improve his or her quality of life.' http://www.specialeducationguide.com/early-intervention/the-role-of-the-parent-in-early-intervention/

'Risk factors for developmental problems fall into two categories:Genetic & EnvironmentalChildren are placed at genetic risk by being born with a genetic or chromosomal abnormality. A good example of a genetic risk is Down syndrome, a disorder that causes developmental delay because of an abnormal chromosome. Environmental risk results from exposure to harmful agents either before or after birth, and can include things like poor maternal nutrition or exposure to toxins (e.g. lead or drugs) or infections that are passed from a mother to her baby during pregnancy (e.g., measles or HIV). Environmental risk also includes a child's life experiences. For example, children who are born prematurely, face severe poverty, mother's depression, poor nutrition, or lack of care are at increased risk for developmental delays. Risk factors have a cumulative impact upon development. As the number of risk factors increases, a child is put at greater risk for developmental delay.'http://www.howkidsdevelop.com/developDevDelay.html#riskFactors

Risk Factors

Early Intervention Strategies

Parent's Role

'Here is a compiled list of proven strategies you can use to help your child learn how to behave:What Doesn’t Work:YellingScoldingLecturingThreateningBribingSpankingName callingCriticizingSending your child to bedWhat Does Work:Ignore. If your child is having a temper tantrum, calmly leave the room and ignore him/her. (You can ignore interrupting, nagging, silly questions, siblings bickering, whining, stuttering, I hate you statements. Never ignore if your child is hurting someone else or themselves or breaking something on purpose.)Change the situation. If your children are fighting, have them stop playing together until they can calm down and play nicely.Change the environment. Your toddler keeps playing with your cell phone, so do not leave it out where he/she can reach it.Say what you want. Tell your child want you want him/her to do instead of what you do not want him/her to do. Say, Remember, we must walk inside. instead of saying, Do not run!Distract. There is only one red ball. Your child and his cousin both want the red ball. Pick up your child and have him help you feed the fish.Take away a privilege. Your older child teases your younger child. Tell the older he cannot stay up and watch his favorite TV show.Positive feedback. Your child cleans up his/her toys before you ask. Remember to give a hug and a thank you.If-then. If you clean up your room, then we can go to the park.Prevent. If your child always wants to walk around in the restaurant, tell him before you enter that he must sit in his seat. Reward your child for his good behavior.Accept Tolerate. Its a warm day in July and your child puts on his winter boots. You think it looks crazy, but you let her wear them.Catch them being good. Your child repeatedly leaves his books on the floor. He puts them back on the bookcase without you asking him. Tell him, You put away your books all by yourself. That’s great! Look for other times you can catch your child behaving the way you want him to and then provide praise.Active listening. Your child tells you, Josh isn’t my friend anymore. I hate him! You respond, It sounds like Josh made you mad. Why do you feel this way?Charts and stars. Give your child a visual reminder of every time he or she does something right. For example, focus on one problem. Lets say your daughter never cleans up her toys. Give her a star for every day she cleans up. After three stars on her chart, she would get a reward.'http://www.earlyinterventionsupport.com/manage-childs-behavior/

Early Intervention Stratagies

What types of professionals & therapists might be involved with my child?-Physical Therapists, many times referred to as PT, are involved in the large muscle movements such as crawling, walking, and throwing a ball, as well as more refined motor movements such as grabbing toys, buttoning clothing, and using a crayon.-Occupational Therapists, referred to as OT, are involved in the "occupation" of childhood - daily living skills and play. Occupational Therapy for Young Children (**Adobe PDF) describes the various aspects of this therapy.-Speech Language Pathologists (SLP) are involved with the acquisition of speech and language, feeding issues, and oral motor control.-Audiologists are concerned with a child's ability to hear and process the auditory world.-Psychologists are involved in assessing a child's development through a variety of psychological tests and assisting families in understanding their child's development.-Social Workers help the family to understand the emotional and social aspects of their child and may provide counseling and support to help families cope with a variety of stressors.-Registered Dietitians work with a family on the nutritional needs of the child.-Nurses provide information and support surrounding health and wellness issues.-Family Therapists provide services to help families understand and accept the disability and encourage them to fully develop their child's potential.-Child Development Specialists provide expertise in the area of child development, helping families to understand the sequential nature of development and how best to promote their child's development.-Paraprofessionals assist in classroom settings to provide support to the child with a disability and help him/her achieve the goals set through the Individualized Family Service Plan (IFSP).-Mobility Specialists work with a child with a visual disability to maximize orientation and mobility skills. They also work with a child who has a physical disability to maximize mobility potential through assistive devices.-Vision Specialists deal with all areas of a child's vision.-Service Coordinators assist the family through the early intervention process making sure they understand their rights and the types of services available to their child.http://www.heartland.edu/heip/professionalsAndProvidersInEarlyIntervention.jsp

Timeline for Early InterventionsReferral (within 2 days ofidentification)Appoint Service CoordinatorMultidisciplinary evaluation,eligibility determination andfirst IFSP meeting(within 45 days)IFSP completed and services to begin in reasonable time (within 30 days) in natural environment6 month reviewAnnual re-evaluationTransition PlanAt least 90 days and nomore than 9 months priorto age 3http://www.nj.gov/dcf/documents/divisions/dyfs/eitimeline.pdf

https://youtube.com/watch?v=UyUqZo3OxoAState's Role In Early Intervention

Professional's RolesIn Interventions

Services Includedhttp://www.michiganallianceforfamilies.org/wp-content/uploads/2012/08/Overview-of-Early-Intervention.pdf

Aleah Ramirez5/10/2015GCU SPD 500


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