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EI Midterm Flashcards

1
Q

IDEA Individuals with Disabilities Education ACT

A

1986- EIP(Early Intervention Program) administered by NYS Dept. of Health

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2
Q

IDEA was enacted to:

A
  • enhance the development of infants and toddlers with disabilities
  • minimize the potential for developmental delay
  • maximize the potential for individuals with disabilities to live independently
  • enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities
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3
Q

eligibility for services

A
  • 3 years and younger
  • diagnosed condition or developmental delay defined by the State in one or more of the following areas (physical, cognitive, communication, social-emotional, and adaptive)
  • family centered- defined by need of family thru IFSP
  • payment varies
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4
Q

NYS EIP

A

in NYS, no out of pocket costs for services for familites; services paid by insurance, medicaid, and through county funds
- services- provide by state approved providers
- not a medical program, its educational
- requires specific criteria for eligibility for the program
- 5 functional areas of development must be assessed

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5
Q

goals of the program

A
  • identify and evaluate as early as possible and provide appropriate intervention
  • support/empower family and parent
  • provide families with community resources
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6
Q

Early Intervention Official (EIO)

A

municipality is the single point of entry for all children referred

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7
Q

referrals can be made by

A

anyone (unless parent objects)

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8
Q

municipality assigns:

A

initial service coordination

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9
Q

how long must an IFSP take place from the date of referral?

A

45 days

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10
Q

families have the right to choose:

A
  • evaluation agency
  • ongoing service coordination
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11
Q

diagnosed conditions

A

congenital muscular dystrophy
trisomy 21
fetal alcohol syndrome
ASD
CP
spina bifida
low birth weight
hearing loss
cleft palate

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12
Q

what do EI regulations require?

A

multidisciplinary evaluation (MDE) needs to be conducted to determine a child’s initial and ongoing eligibility for the EIP

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13
Q

eligibility is established by:

A

the MDE team

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14
Q

what are the 5 developmental domains assessed to determine eligibility?

A

cognition
communication
social emotional
physical (gross/fine motor- hearing, oral motor, feeding, vision)
adaptive

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15
Q

NYS Eligibility Criteria

A
  1. 12 month delay in 1 domain OR
  2. 33% delay in 1 domain or a 25% delay in 2 domains OR
  3. if standardized instruments are administered a score of 2 SD below the mean or 1.5 SD in 2 domain areas OR
  4. for children w delay only in the communication domain, the delay must be 2.0 SD or if no standardized test is available or appropriate, or if the tests do not accurately represent the child based on informed clinical opinion, the delay must be quantified using specific evidence based criteria set forth by clinical practice guidelines
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16
Q

What is an IFSP (Individualized Family Service Plan)?

A
  • written plan for the early intervention services a child and family will receive
  • developed at a formal meeting
  • legal doc for mandated services determined by the IFSP Team to maximize the child’s development
  • initial service coordinator will schedule the IFSP meeting and prepare the family to select the ongoing service coordinator
  • flexible and CAN be amended
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17
Q

initial service coordinator

A

1st 45 days to the IFSP meeting

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18
Q

ongoing service coordinator

A

selected by parent at IFSP- ends when child ages out of EI program or ends if parent chooses to change the OSC

ensure that services are secured within 30 days of IFSP meeting

coordinates and ensures that services are provided as approved in the IFSP; amends the IFSP with supportive documentation and EIOD approval

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19
Q

multidisciplinary team

A

most common, different disciplines, work together

each stay within their boundaries; can’t have cohesive plan b/c all from diff backgrounds

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20
Q

interdisciplinary team

A

more sophisticated; diff disciples integrate/build upon others’ expertise

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21
Q

transdisciplinary team

A

not common/IDEAL; unity of intellectual framework; cross boundaries; full integrating into 1 time–> hard from billing and staffing perspective

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22
Q

service delivery settings in EIP

A

facility based intervention
home based intervention
home-facility based intervention
toddler developmental group and parent child groups

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23
Q

facility based intervention

A

pros- around same children of same age, keep client focused, leave for another environment/change routine

cons- negative behaviors from group, child care, transportation, sickness/immunocompromised

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24
Q

home based intervention

A

pros- natural environment & no sickness

cons- less controlled environment and distractions

25
telehealth
pros- no travel, access to those who can't leave sick, specialists from diff area cons- distractions, etc.
26
professional skills
strong communication skills organizational skills problem solving skills diverse knowledge accessibility
27
IDEA Part C ensures
EI services are provided in natural environments services only occur in a setting other than natural environment if EI cannot be satisfactorily
28
purpose of outcome statements
1. increase family's capacity to support the child 2. increase the child's participation in valued activities in natural environments
29
appropriate content in outcomes
desired outcomes for child is based on child's development and need (family/child directed) reflect team's shared vision for the child and the status of planning for achievement of that vision are written in family's own words be specific to a meaningful routine/activity individualized and measurable
30
example of "so that" statement
Juan will use two word phrases to tell his parents what he wants to eat during meals at least 10x over a two day period so that he can make his needs known and reduce frustration
31
what is a natural environment
means settings that are natural or normal for the child's age peers who have no disabilities
32
natural environments are important because
its the law supported in literature best practice supports inclusion and community participation
33
activity based intervention/ routine based intervention
encourages child interactions and participation in authentic daily activities to develop functional skills when children reach their individual goals within the context of daily activities and family routines the use of children's daily routines to embed their individualized development and functional outcomes learning opportunities are specifically embedded into authentic child directed routine and planned activities adaptable across settings and by a range of individuals
34
application of this philisophical frameword to a center based program
target IFSP goals vs. professional agenda utilize family friendly language, define jargon increase communication w familiies facilitate family carryover implement everyday routines
34
home environment
carry in no carry out philosophy is the best practice
35
components of IFSP
responsibilities of OSC consent to release info consent for service collection of insurance transition planning service location, freq, duration
36
activity based intervention (ABI)
capitalizes on daily interactions children lead and initiate activities interactions meaningful to both parents (to surroundings and his life) promotes daily child interactions and activities, yet selective about the nature and type of interactions assist young children with disabilities to use and learn important developmental skills (promote intervention skills) objectives are specifically embedded into authentic child directed and routine activities
37
what is the focus of ABI?
daily interactions
38
what are the 4 elements the ABI approach is composed of?
1. child directed routine and planned activities 2. multiple and varied learning opportunities (during routines, play times etc) 3. functional and generative goals 4. timely and integrative feedback or consequences (within their natural environment)
39
child directed, routine and planned
each allow for multiple and varied learning opportunities child directed activities are those initiated/guided by the child, relevant and authentic interventionists capitalize on children's interests to guide the acquisition of important skills routine activities are the daily occurrences of necessary events required to negotiate one's day (e.g. dressing, eating) planned activities are designed events that occur with adult guidance and to be successful require knowledge of the child's present level of performance
40
multiple and varied learning opportunities
children must be able to practice new skills across a range of settings, people and conditions (bathtub, schoolbus, bed time, etc.) adequate numbers of learning opportunities must be available if children to acquire and generalize skills
41
functional goals
functional- skills that are useful to children (e.g. naming pictures in a book vs. naming objects used in play)
42
generative goals
generative- selection of targets that can be used across settings, as well as teaching how to make response modifications as settings, objects people and conditions change
43
timely and integral feedback or consequences
final important element in the process is the timely and appropriate feedback-without this children may not acquire the targeted skills interventionists and caregivers provide immediate feedback so the child can discern the relationship between the response and the feedback
44
what domains of development assemble together?
social communication, social-emotional learning, and cognition assemble together
45
what do organizational capacities including executive functioning depend on?
depend on the simultaneous development of sensory and motor capacities and skills that drive perception, exploration, and learning
46
development is sequential
human brains are wired to develop sequentially but need external stimuli in the form of ongoing interactions and object exploration to fully develop single most important mediator of development- for children all abilities- is the frequency of safe and predictable social interactions
47
category of play- exploratory
birth to 12 months sensorimotor play: children manipulate objects in to explore their sensory characteristics (mouthing a block, shaking a rattle, banging a toy) functional play: children then begin to use toys according to their functional purpose (cause and effect toys; if I push the button, the giraffe will pop up)
48
category of play: relational
12-24 months simple pretend play- directed towards themselves functional play: filling/emptying, imitating direct models gross motor play: running, jumping, sliding social play: notice peers but engage in parallel play pretend/symbolic play: make inanimate objects perform actions, pretend that objects are real, one object symbolizes another
49
category of play: symbolic/imaginary
2-3 years symbolic play: longer play sequences- children begin to play out dramatic scenes w stuffed animals or dolls constructive play: completing puzzles, building or drawing gross motor play: rough and tumble play more intentional social play: parallel transitions gradually to more cooperative play, taking turns and sharing more often
50
category of play: games with rules
engage in play interactions using more formalized rules and problem solving in the context of cooperative play taps into emerging executive functions - working memory, flexible thinking, self-regulation pulls in elements across domains including social communication, social-emotional capacities, fine/gross motor, sensory and adaptive capacities
51
the developing capacity of the young child to:
form close and secure adult and peer relationships experience, regulate, and express emotions in socially and culturally appropriate ways explore the environment and learn in the context of family, community, and culture
52
healthy social emotional well being is connected to...
families who are in turn impacted by systems over which they may have little control adults and children do better when they feel they have some control over the things that happen in their daily lives
53
infant and toddler: sequence of social-emotional developmental tasks
establish attachment bonds with primary caregivers engage in positive reciprocal interactions with others respond to co-regulation behaviors of adults by calming: gradually learn how to self-soothe- still need adult support show empathy and learn about feelings (toddlers) discover and practice independence: explore actively as adults provide safety (toddlers)
54
adaptive development/skills
skills needed to do everyday tasks that involve taking care of oneself and others such as: dressing/undressing, bathing/hygiene, finger feeding, utensils, tooth brushing, toileting when older: cleaning, cooking, paying bills, attending appointments
55
oral motor skills are essential for
communication and feeding
56
social emotional development
influences how a child is physically positioned to interact with the social world
57
children develop gross motor skills
before they develop fine motor skills

Early Intervention (1 decks)

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