Tennessee's Early Intervention System Organizational Flow Chart

2013 ◽  
Author(s):  
Keyword(s):  
Early Intervention ◽  
Flow Chart ◽  
Early Intervention System

scholarly journals The New Zealand Police Early Intervention System: A review of implementation and impact issues

2020 ◽  
Vol 22 (3) ◽  
pp. 297-307
Author(s):  
Michael Briody ◽  
Tim Prenzler
Keyword(s):  
New Zealand ◽  
Early Intervention ◽  
State Of The Art ◽  
Implementation Process ◽  
Public Confidence ◽  
Equal Weight ◽  
System A ◽  
Integrity Management ◽  
Early Intervention System ◽  
Police Integrity

This paper examines the implementation process and impacts of an Early Intervention System (EIS) introduced into the New Zealand Police in 2013. The system was associated with large reductions in complaints of 72.5% against target employees ( N = 526), but without this clearly translating into reductions in the overall number of complaints. The New Zealand case also highlighted the issue of the different potential uses of early intervention. Should the priority be officer welfare or the more usual aim of improving officer conduct, police–citizen relations and public confidence in police? The authors argue that the traditional focus on reducing adverse incidents between police and citizens, with public complaints as a major guide and measure, should have at least equal weight in an EIS that is part of a comprehensive state-of-the-art police integrity management system. The paper also highlights the need for detailed publicly accessible data to ensure accountability of investments in integrity strategies.

scholarly journals A National Early Intervention System as a Strategy to Promote Inclusion and Academic Achievement in Portugal

2017 ◽  
Vol 8 ◽  
Author(s):  
Vitor Franco ◽  
Madalena Melo ◽  
Graça Santos ◽  
Ana Apolónio ◽  
Leonor Amaral
Keyword(s):  
Academic Achievement ◽  
Early Intervention ◽  
Early Intervention System

scholarly journals Participation of Children between Three and Five Years Old at Home and in the Community Setting

2020 ◽  
Vol 36 ◽  
Author(s):  
Sofia Guichard ◽  
Catarina Grande
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Preschool Teachers ◽  
Community Setting ◽  
Child Functioning ◽  
Environmental Barriers ◽  
Special Education Service ◽  
Education Service ◽  
Early Intervention System ◽  
At Home

Abstract The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with support of Special Education Service and/or of the Early Intervention System and noneligible children, in three main dimensions: child functioning, child participation and perceived environmental barriers. Data about child functioning was collected through preschool teachers and about participation and barriers through parents. Sociodemographic data was also collected. Forty preschool teachers and 116 children (and their parents) participated in this study. Forty-two children were eligible and had support from Special Education Service and/or of the Early Intervention System. The results showed that eligible children have lower levels of functionality, participate less frequently and are less involved in the activities at home and in the community setting and that their parents perceive more environmental barriers in both settings. The results were analysed considering the Biopsychosocial Model.

Professional Training in Early Intervention for Children and Families in Russian Federation

2020 ◽  
Vol 17 (2) ◽  
pp. 106-117 ◽  
Author(s):  
R.Zh. Mukhamedrahimov ◽  
L.V. Samarina
Keyword(s):  
Early Intervention ◽  
Russian Federation ◽  
Professional Education ◽  
Professional Training ◽  
Early Care ◽  
Training Professionals ◽  
The Russian Federation ◽  
The Creation ◽  
The Government ◽  
Early Intervention System

In accordance with the Concept for the Development of Early Care in the Russian Federation (Decree of the Government of the Russian Federation of 2016, December 17, No. 2723-r), the creation of an early intervention system for children from birth to three years old and their families is an integral part of the formation of comprehensive assistance to children with health disabilities. One of the priority tasks of the Concept implementation is the management of the quality of services, including through the creation of a system for training professionals in the field of early intervention. The article analyzes the need for professionals specializing in providing early intervention in the constituent entities of the Russian Federation, as well as the directions and content of their training. In addition, information is provided on domestic and foreign experience of professional training of such experts. The results of the analysis indicate the need to create a variable system for training professionals in the field of early intervention in the Russian Federation. Training offers include activities in the field of higher and further professional education, including retraining and advanced training. The authors emphasize the need to combine professional training in selected areas of early care — with the training of transdisciplinary professionals.

scholarly journals Examining US Public Early Intervention for Toddlers With Autism: Characterizing Services and Readiness for Evidence-Based Practice Implementation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aritz Aranbarri ◽  
Aubyn C. Stahmer ◽  
Meagan R. Talbott ◽  
Marykate E. Miller ◽  
Amy Drahota ◽  
...  
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Publicly Funded ◽  
Implementation Climate ◽  
High Quality ◽  
Children With Asd ◽  
The Us ◽  
Early Intervention System

As the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling somewhat effective or very effective in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed.

Influence of Culture on the Occupational Therapy Process in the Early Intervention System

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911510137p1
Author(s):  
Hannah Verburg ◽  
Caren Schranz ◽  
Breanna Foley ◽  
Kristin Kozy ◽  
Vince Casali ◽  
...  
Keyword(s):  
Early Intervention ◽  
Occupational Therapy ◽  
Therapy Process ◽  
Early Intervention System
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