Early Intervention Flashcards
Early Intervention (EI)
Process of providing services and supports to infants, toddlers and their families when a child has or is at risk for a developmental delay, disability or health condition that may affect typical development and learning.
Lessens the effects of a disability or a delay by addressing needs of young children across 5 developmental areas:
1. Cognitive
2. Communicative
3. Physical
4. Social Emotional
5. Adaptive
Part C of IDEA
Early intervention program for infants and toddlers with disabilities
Federal grant program that helps states operate comprehensive system of multidisciplinary EI service for children age 0-3 (birth to 30 months)
Eligibility for EI services differ based on state criteria
Individualized Family Service Plan (IFSP) required and shows importance of family in EI (parent implemented either equal to or better than clinician implemented)
Functions of SLP in EI
- Screening / evaluation /assessment
- Goal-setting and Intervention
- Consultation and collaboration
- Service coordination
- Transition planning
- Advocacy
Evaluation/Assement
Procedures used to determine child’s initial and continuing eligibility for EI services
Evaluates all 5 developmental areas together
Automatic eligibility criteria: If they have a diagnosis, they automatically qualify because it WILL lead to developmental delay
At-risk category: With certain medical issues, they may be eligible BEFORE a diagnosis because they are at risk (prevention)
- Goal-setting and Intervention
Functional goal: WHY do they need to do this? Is it directly useful?
Embedded intervention: intervention in daily life for more practice, comfort of the parent, natural environment of the child
- Consultation and collaboration
Interdisciplinary: Involving 2 or more professionals working together
Transdisciplinary: 1 professional works directly with client while other professional either observes or trains the primary professional service provider
i.e. Primary Service Provider Model (PSP)
- Service coordination
Connect families with service coordinator such as special education services
4 Guiding Principles of EI
- Family centered and culturally and linguistically responsive services
-Aligns with family preferences and choices
-Culturally and linguistically responsive; don’t change what they do, ADD onto it - Developmentally supportive and promotes children’s participation in natural environment
-Where would child be participating if they didn’t have a developmental disorder? - Services should be comprehensive, coordinated and team-based
- Based on the highest quality evidence available
Natural Environment Components
- Location
-Home, school, park, somewhere familiar to child - Routine/Activity
-Embedded intervention
-Contextualized in everyday life - People
-Parents, caregivers - Materials
-Toys in daily lives
ALL 4 must be in place for natural environment
Contingent Imitation
Adult imitates kid (Responsive Interaction) and teaches kid importance of communication and power of knowledge
Promotes turn-taking between adult and child
Modeling
Adult models correct form of oral language target and child gets opportunity to communicate
Expansion and Recasts
Expansion: Adult imitating child’s words and adding more input
Recasts: Version of expansion where adult imitates child communicates and changes it to model the correct grammatical form
Millieu Teaching
Embedding opportunity to communicate during typical activities and using behavioral methods of instruction to promote communication behaviors
i.e. bubbles out of reach, insight
Give child opportunity to use their most effective communication method at hand
Prompting (supporting)
1st step: waiting
2nd step: giving them a choice
3rd step: mand model (telling them to say something)
4th step: acknowledge communication effort made even if it wasn’t target communication
Mand model
Adult interrupts an ongoing activity by asking a non yes or no question or providing a directive to communicate
i.e. “Say bubbles”
Used infrequently
