A Case Study of Early Intervention for Developmental Changes in Children with Developmental Delay: Integrative Play Therapy Intervention

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

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Using the sandtray as an expressive arts intervention with adult clients

International Journal of Psychotherapy, Counselling and Psychiatry: Theory Research & Clinical Practice ◽

10.35996/1234/1/sandplay ◽

2015 ◽

Vol 1 ◽

Author(s):

Marta Garrett

Keyword(s):

Play Therapy ◽

Expressive Arts ◽

Counseling Intervention ◽

Theoretical Perspectives ◽

Adolescents And Adults ◽

Counseling Adolescents ◽

Therapy Clients ◽

Diverse Cultures ◽

Therapy Intervention ◽

Adult Counseling

When counselors and therapists think of using the sandtray as a counseling intervention, they often think sandtray work only as a play-therapy intervention for children (Hunter, 1998). However, over the last several decades, sandtrays have been included in counseling adolescents and adults more and more frequently (Homeyer & Sweeney, 2011). When sandtrays are used from a Jungian perspective, this work is often referred to as “sandplay” but today, sandtray work with adults from a variety of theoretical perspectives is growing in popularity (Boik & Godwin, 2000; DeDomenico, 1995). This article discusses the use of the sandtray as an expressive intervention with adult therapy clients acknowledging there are many theoretical options available to the therapist and outlines how sandtray work (ST) is uniquely suited for a variety of adult counseling populations from diverse cultures and ethnic backgrounds.

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Music Therapy Intervention with Autistic Children

Lifelong Learning ◽

10.11118/lifele2013030279 ◽

2013 ◽

Vol 3 (2) ◽

pp. 79-95

Author(s):

Zuzana Vlachová

Keyword(s):

Music Therapy ◽

Children With Autism ◽

Research Activity ◽

Case Study Design ◽

Qualitative Empirical Research ◽

The Social ◽

Multiple Case ◽

Therapy Interventions ◽

Therapy Intervention

The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the social interaction of children is; research will be directed to a deeper understanding of this influence and its characteristics using the multiple case study design.

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The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

Australasian Journal of Special Education ◽

10.1017/s1030011200024490 ◽

1999 ◽

Vol 23 (1) ◽

pp. 25-46

Author(s):

Mark Carter

Keyword(s):

Preschool Children ◽

Developmental Delay ◽

Communication System ◽

Lower Proportion ◽

Graphic Symbol ◽

Symbol Use ◽

Alternating Treatment Design ◽

Treatment Design ◽

Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

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