Tag: intervention

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1.2 What is EI: The Nature/Nurture Debate

Risk and Opportunity

In this course, when we refer to “risk,” we are talking about the wide variety of conditions and factors that work against healthy development in children. Early intervention specialists[1] talk about “established” and “suspected” risks. Examples of “established” or known and diagnosed conditions include biological factors, e.g., genetic conditions or illnesses.  Examples of “suspected” risk factors include environmental risk factors, e.g., toxic agents or poverty. These factors exist on a continuum. They are related to each other in a very complex way.

Risk is part of our daily lives. And yet, risks and opportunities go hand in hand. This can be seen in children with developmental delays, as well as for those who are at risk for disabilities.

It’s true that children with disabilities may have disadvantages compared with other children. But, the actions of parents and early childhood interventionists may help reduce the effects of the risk factors to which children were exposed. We see benefits in early diagnoses for children with moderate to severe conditions, and for those with subtle neurological differences.

[1] References:
Spiker, D., Hebbeler, K., & Mallik, S. (2005). Developing and implementing early intervention programs for children with established disabilities. In M.J. Guralnick (Ed.), A developmental systems approach to early intervention: National and international perspectives, (pp.305-351). Baltimore: Paul H. Brookes.

 

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1.2 What is EI: Short and Long Term Benefits

Short Term and Long Term Benefits of Early Intervention

Current research on early childhood intervention has documented the many short- and long-term effects and benefits of early intervention for both children and families.

Short term benefits usually refer to immediate benefits of early intervention, or those seen within a few years of receiving intervention services.

Example: At age 18 months, Joey had very limited vocabulary. His parents worked with an early intervention consultant who recommended the Hanen Language Program. This program worked for Joey’s parents, with the early intervention consultant because it showed them how to follow Joey’s lead and to help him imitate sounds and words. When Joey’s parents learned that Joey had a severe delay in his language, they found out about the possible benefits of signing or using American Sign Language.

Long term benefits usually refer to benefits that may not be seen until the child is an adolescent or even an adult.

Example: Kelly received early intervention services since she was one year old because her parents were concerned that she was not meeting the developmental milestones at the time (for example, standing, crawling, or talking her first words). Kelly’s program included physiotherapy to help her walk, speech therapy to help her with language development, and placement in a preschool where she received one to one attention for pre-reading and writing skills. By age 15, Kelly could go from one place to another in her community as her peers did. For example, she learned how to take a bus, by herself, from one location to another, thanks to learning to rely on herself,  to read bus and street signs, as well as to communicate with adults when needed.

Immediate benefits:

  • a family learns to cope with having a child with special needs;
  • children learn the skills they will need in order to succeed in preschool;
  • children learn the skills they need in order to interact in socially acceptable ways with their peers;
  • interventionists may be able to prevent certain conditions or disorders from getting worse.

Long-term benefits:

  • children learn the skills they will need in order to succeed in school;
  • children may need less intervention services, once in school;
  • some children may not need any intervention services, once in school;
  • older children are more likely to stay in school and less likely to drop out;
  • older children are less likely to get in trouble with the law.
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1.2 What is EI: Short and Long Term Benefits

Diverse Populations

Children served by early intervention specialists form a very diverse population because every family is unique. At the same time, every family is unique and what could work for one family may not necessarily work for another. This is why, regardless of the known benefits of early childhood intervention, no blanket statements apply to  short- and long-term effects for children and their families.

What has been identified as something that “ works” in early intervention is service provided within a family-centred approach (see full Glossary), where family needs are taken into account. Parents report the immediate and long-term positive effects of family-centred early intervention in their developing child.

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1.1. RATIONALE, GOALS AND OBJECTIVES

Rationale, Goals and Objectives for the Course

Rationale for the Course

Parents and service providers need all the tools they can get to learn about supporting a child with a developmental condition. A free online learning modules in early childhood intervention is useful because the more information is available, the more empowered and able parents and caregivers will be to advocate for children and support their needs. A course such as the one you will find here also provides a starting point for other, more comprehensive early childhood intervention programs in the future.

Goals and Objectives of the Course

You will learn about:

  • biological/genetic factors
  • social factors
  • environmental factors
  • the continuum of special needs, from mild conditions to severe and multiple disorders;
  • what are programs and resources that support the child in having a successful entry into early childhood group programs and elementary school;
    • methods of intervention that are geared toward improving the development of the child;
    • the professionals involved in early childhood intervention
  • reference to reliable online information, in order to help parents and service providers to  tell the difference between reliable and unreliable information on the web;
    • how to access the wide range of online and print resources available; and,
  • description of proved traditional therapeutic techniques and mention of other techniques that require additional study because they may be controversial in terms of their therapeutic value.
  • These online learning resources will help parents and professionals understand, especially in the areas of social/emotional and mental health, but also in the areas of physical, cognitive and speech and  language development:
  • that all aspects of childhood development relate to one another. For example, a child with language delays may also experience cognitive and social delays, which in turn may impact their emotional development;
  • how changes in the child’s environment can help lessen the impact of a condition for both the child and parents;
  • that finding out about the child’s developmental concerns early helps parents better understand their child. This, in turn, may help parents to:
  • learn how to avoid negative interactions between themselves and their child
  • enjoy their child, and,
  • manage their child’s condition.
  • how intervention can improve some areas of development, especially in the areas of social, emotional and mental health;
  • that successful intervention aims at helping the child reach their own maximum potential, as opposed to fixing or curing a condition or disorder;
  • Points to keep in mind through the course include the following:
  1. Understand that the child is a whole person, and not just the sum of different developmental categories;
  2. Child development does not occur in a vacuum. The combination of both environmental and genetic factors has an impact on the development of each child.

If we understand these basic tenets of child development, we can then gain true insight into a child’s world.

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1.2 What is EI: Definition of Early Childhood Intervention (ECI)

Early Childhood Intervention (ECI)

Early childhood intervention is a broad term that describes a wide range of services that are offered to children who are at risk (see full Glossary) for developmental delays or who have a developmental disability, and for their families. When children have special needs, both parents and their children may benefit from early childhood intervention services. These services do not replace the parent. They offer support, information and guidance to help a child’s development. One goal of early childhood intervention is to help infants and young children reach their full potential. Another goal is to minimize the effects of a disability or condition on the infant and young child. Early childhood intervention contains educational, therapeutic, and preventive components.

Early childhood intervention (ECI) services are provided by a wide variety of well-trained professionals (see full Glossary) and who work following the parents’ leads, based on their needs–that is, using a family-centred approach (see full Glossary). The ways ECI services are delivered vary. They may be provided at home or at a centre. In contrast to family-centred programs, some early childhood programs provide direct therapy-based services for children. These are offered in a play situation, where the child and interventionist interact together through toys and other therapeutic materials.

Decades of research indicate that early childhood intervention will make a lifelong difference in the lives of many children. It’s crucial for children who may not be developing typically or who may be at risk for developmental delays. Early childhood intervention may help children who are at risk for developmental delays:

  • Learn more efficiently and/or effectively;
  • Remember what they have learned;
  • Apply what they have learned to new situations;
  • Perform better in school;
  • Stay in and graduate from school;
  • Form good friendships;
  • Be in successful and happy relationships;
  • Get and maintain a satisfying job.

Families of children who receive early childhood intervention services are usually better able to:

  • Live successful family lives;
  • Manage their lives;
  • Be active and welcome members of their communities;
  • Navigate the system in order to get the best services possible for their children ;
  • Have wishes and dreams for children and achieve these wishes and dreams.

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