Evaluating the effectiveness of early intervention for severely handicapped infants and children

1987 ◽  
Author(s):  
Willard L. Johnson
Keyword(s):  
Early Intervention ◽  
Infants And Children ◽  
Severely Handicapped

Family Involvement: A Critical Component of Early Intervention

1979 ◽  
Vol 46 (2) ◽  
pp. 108-116 ◽  
Author(s):  
Diane Bricker ◽  
Valerie Casuso
Keyword(s):  
Early Intervention ◽  
Parental Involvement ◽  
Family Involvement ◽  
Intervention Program ◽  
Change Agents ◽  
Early Intervention Program ◽  
Evaluation Procedures ◽  
Effective Change ◽  
Severely Handicapped ◽  
Parental Program

This article describes a parental involvement program that is an integral component of an early intervention program for preschool moderately and severely handicapped children. The parental program provides information and skills to parents that assist them in becoming effective change agents with their handicapped child and knowledgeable consumers of services for the handicapped. The structure and operation of the program are discussed. Tracking and evaluation procedures developed by the staff are described.

Child and family health nurses’ roles in the care of infants and children: A scoping review

2021 ◽  
pp. 136749352110261
Author(s):  
Louise Wightman ◽  
Alison Hutton ◽  
Julian Grant
Keyword(s):  
Early Intervention ◽  
Scoping Review ◽  
Family Health ◽  
Optimal Growth ◽  
Well Being ◽  
Models Of Care ◽  
Infants And Children ◽  
Assessment Tools ◽  
Limited Information ◽  
Partnership Approach

Child and family health nurses (CFHNs) work in a variety of settings with families to promote optimal growth and development in infants and children from birth to 5 years. Literature is available about models of care that CFHNs use in their work, but there is limited information about how CFHNs enact care specifically for infants and children. The aim of this scoping review was to identify and contextualize existing knowledge of how CFHNs, both in Australia and internationally, care for infants and children. Arksey and O'Malley’s (2005) framework was used to review 27 studies from Australia, Sweden, Finland, United Kingdom (UK), United States of America (USA), Ireland, Netherlands, Denmark and Canada. It was identified that CFHNs, equipped with a range of assessment tools for early intervention and health promotion, use a partnership approach when working with parents to promote the health and well-being of infants and children. The literature revealed the complexity of the roles undertaken by CFHNs when caring for infants and children. Review findings indicated that CFHNs’ work is distinctive because it is conducted in home and community settings, is relational and salutogenic in nature and is also located in the domain of preventative health and early intervention.

scholarly journals Grounding Early Intervention: Physical Therapy Cannot Just Be About Motor Skills Anymore

2013 ◽  
Vol 93 (1) ◽  
pp. 94-103 ◽  
Author(s):  
Michele A. Lobo ◽  
Regina T. Harbourne ◽  
Stacey C. Dusing ◽  
Sarah Westcott McCoy
Keyword(s):  
Early Intervention ◽  
Motor Skills ◽  
Social Contexts ◽  
Infants And Children ◽  
Early Interventions ◽  
Learning Potential ◽  
Motor Behaviors ◽  
Intervention Goal ◽  
Developmental Domains ◽  
The Moment

This perspective article provides support for 4 interrelated tenets: grounded perceptual-motor experience within cultural and social contexts forms cognition; exploration through early behaviors, such as object interaction, sitting, and locomotion, broadly facilitates development; infants and children with limited exploration are at risk for global developmental impairments; and early interventions targeting exploratory behaviors may be feasible and effective at advancing a range of abilities across developmental domains and time. These tenets emphasize that through the promotion of early perceptual-motor behaviors, broader, more global developmental advancements can be facilitated and future delays can be minimized across domains for infants and children with special needs. Researchers, educators, and clinicians should build on these tenets to further demonstrate the effectiveness of targeted early interventions. The goals of these interventions should be not only to advance targeted perceptual-motor skills in the moment but also to more broadly advance future abilities and meet the early intervention goal of maximizing children's learning potential.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

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