Top Banner
Early Intervention Early Intervention PSY 417 PSY 417 Dr. Schuetze Dr. Schuetze
37

Early Intervention

Jan 29, 2016

Download

Documents

howell

Early Intervention. PSY 417 Dr. Schuetze. Definition. System of coordinated services that promote child’s growth and development and supports families during critical early years Federally mandated through the Individual for Disabilities Education Act (IDEA). History of Early Intervention. - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Early Intervention

Early InterventionEarly Intervention

PSY 417PSY 417

Dr. SchuetzeDr. Schuetze

Page 2: Early Intervention

DefinitionDefinition

System of coordinated services that System of coordinated services that promote child’s growth and development promote child’s growth and development and supports families during critical early and supports families during critical early yearsyears

Federally mandated through the Individual Federally mandated through the Individual for Disabilities Education Act (IDEA)for Disabilities Education Act (IDEA)

Page 3: Early Intervention

History of Early InterventionHistory of Early Intervention

What is Early InterventionWhat is Early InterventionContributions from 4 FieldsContributions from 4 FieldsEarly Childhood EducationEarly Childhood Education– KindergartenKindergarten– Nursery SchoolsNursery Schools– Daycare – Lanham Act (1940)Daycare – Lanham Act (1940)

Maternal Child Health ServicesMaternal Child Health Services– Children’s Bureau (1912)Children’s Bureau (1912)– Title V (1935)Title V (1935)– Early and Periodic Screening Diagnosis and Early and Periodic Screening Diagnosis and

Treatment Program (EPSDT)Treatment Program (EPSDT)

Page 4: Early Intervention

History of Early Intervention History of Early Intervention continued….continued….

Special EducationSpecial Education– Itard – wild boy of AveyronItard – wild boy of Aveyron– SeguinSeguin– AAMR (1976)AAMR (1976)

Child Development ResearchChild Development Research– GesellGesell– PiagetPiaget– BowlbyBowlby

Page 5: Early Intervention

Recent Advances in Early Recent Advances in Early InterventionIntervention

1968: Handicapped Children’s Early 1968: Handicapped Children’s Early Education Assistance ActEducation Assistance Act

1965: Head Start1965: Head Start

1975: PL94-142 (Education for all 1975: PL94-142 (Education for all Handicapped Children Act)Handicapped Children Act)

1986: PL 99-4571986: PL 99-457– Part HPart H

Page 6: Early Intervention

Scientific Basis for Scientific Basis for Early InterventionEarly Intervention

Research on neuroplasticity (animal models)Research on neuroplasticity (animal models)Studies of extreme deprivation (orphanages,Studies of extreme deprivation (orphanages, maternal deprivation, isolation)maternal deprivation, isolation)Naturalistic and longitudinal studiesNaturalistic and longitudinal studiesRandomized controlled trials (RCTs) to test Randomized controlled trials (RCTs) to test the efficacy of a planned intervention to the efficacy of a planned intervention to alter the life course alter the life course

Page 7: Early Intervention

Randomized Controlled Trials Randomized Controlled Trials (RCTs)(RCTs)

to Improve Learning Outcomesto Improve Learning OutcomesAbecedarian ProjectAbecedarian ProjectInfant Health and Development Program Infant Health and Development Program Romanian Orphanage Studies Romanian Orphanage Studies Intensive Pediatric CI Therapy Intensive Pediatric CI Therapy National Head Start-Public School Transition National Head Start-Public School Transition Demonstration Study Demonstration Study Pre-K Curriculum Comparison StudyPre-K Curriculum Comparison StudyRITE Professional Development Study RITE Professional Development Study

Page 8: Early Intervention

The Abecedarian (ABC) Project is a The Abecedarian (ABC) Project is a randomized controlled trial (RCT) randomized controlled trial (RCT)

that tests the efficacy of early that tests the efficacy of early childhood education for high-risk childhood education for high-risk

children and their families.children and their families.

Page 9: Early Intervention

Key Research Question for Key Research Question for Abecedarian (ABC) ProjectAbecedarian (ABC) Project

Can the cumulative developmental toll Can the cumulative developmental toll experienced by high-risk childrenexperienced by high-risk childrenbe prevented or reduced significantlybe prevented or reduced significantlyby providing systematic, high-quality, by providing systematic, high-quality, early childhood education – early childhood education –

from birth through kindergarten from birth through kindergarten entry entry and/orand/or

from k through 2from k through 2ndnd grade? grade?

Page 10: Early Intervention

Control Group Control Group __Adequate nutritionAdequate nutritionSupportive social servicesSupportive social servicesLow-cost or free primaryLow-cost or free primaryhealth carehealth care

Abecedarian Preschool ProgramAbecedarian Preschool Program

Treatment Group Treatment Group __Adequate nutritionAdequate nutritionSupportive social servicesSupportive social servicesFree primary health careFree primary health carePreschool treatment:Preschool treatment:Intensive (full day, 5 days/week,Intensive (full day, 5 days/week,

50 weeks/year, 5 years)50 weeks/year, 5 years)““Learningames” CurriculumLearningames” Curriculum

Cognitive / Fine MotorCognitive / Fine MotorSocial / SelfSocial / SelfMotorMotorLanguageLanguageIndividualized paceIndividualized pace

Campbell & Ramey, 1995American Educational Research Journal

Page 11: Early Intervention

Scores for High-Risk Preschool Treatment Scores for High-Risk Preschool Treatment and Control Children in the Abecedarian Project and Control Children in the Abecedarian Project

at Nine Preschool Measurement Occasionsat Nine Preschool Measurement Occasions

Ramey et al, 2000 Ramey et al, 2000 Applied Developmental ScienceApplied Developmental Science

Page 12: Early Intervention

Percent of Abecedarian Sample in Normal IQRange (>84) by Age (longitudinal analysis)

Martin, Ramey, & Ramey, 1990American Journal of Public Health

Page 13: Early Intervention

Key Findings from Abecedarian ProjectKey Findings from Abecedarian Project(“Abecedarian” …one who learns(“Abecedarian” …one who learnsthe basics such as the alphabet)the basics such as the alphabet)

18 Months to 21 Years Old18 Months to 21 Years Old• Intelligence (IQ)• Reading and math skills• Academic locus-of-control• Social Competence• Years in school,

including college• Full-time employment

• Grade Repetition• Special Education

placement• Teen Pregnancies• Smoking and drug

use

Plus benefits to mothers of these children (education, employment)

Ramey et al, 2000

Page 14: Early Intervention

The Infant Health and The Infant Health and Development ProgramDevelopment Program

(IHDP)(IHDP)

Designed to replicate the Abecedarian ProjectDesigned to replicate the Abecedarian Project

applied to premature, low birthweight childrenapplied to premature, low birthweight children

gestation and < 2500 gm at birthgestation and < 2500 gm at birthConducted at 8 sites (N=985 children & families)Conducted at 8 sites (N=985 children & families)Intervention modified for biological risk factorsIntervention modified for biological risk factorsEducational intervention only until 3 yrs old (CA)Educational intervention only until 3 yrs old (CA)

Page 15: Early Intervention

Stanford-Binet IQ Scores at 36 MonthsHeavier LBW Group (2001-2500gm)

Infant Health and Development, JAMA, 1990 Ramey, AAAS, 1996

Page 16: Early Intervention

Infant Health and Development, JAMA, 1990 Ramey, AAAS, 1996

Stanford-Binet IQ Scores at 36 MonthsLighter LBW Group (<2000gm)

Page 17: Early Intervention

Children’s IQ at 36 months: Children’s IQ at 36 months: Maternal Education X Treatment GroupMaternal Education X Treatment Group

70

75

80

85

90

95

100

105

110

Some HighSchool

High SchoolGraduate

Some College CollegeGraduate

Control

Intervention

(n=232)(n=162) (n=166)(n=104) (n=134)(n=63) (n=76)(n=48)

Infant Health and Development Program

Ramey & Ramey (1998), Preventive Medicine

Page 18: Early Intervention

Outcomes Affected Positively (*p<.01) Outcomes Affected Positively (*p<.01) by the Infant Health & Development Programby the Infant Health & Development Program

12 Months 24 Months 36 Months

Cognitive Development NS + +

Adaptive and Prosocial Behavior - - +

Behavior Problems - + +

Vocabulary - + +

Receptive Language - + +

Reasoning - - +

Home Environment NS - +

Maternal Interactive Behavior - - +

Maternal Problem Solving - - +

Ramey 1999, adapted from Gross, Spiker, & Haynes, 1997, Helping Low Birth Weight, Premature Babies

Page 19: Early Intervention

Differential response to early Differential response to early educational interventioneducational intervention

The children who benefited the most had:The children who benefited the most had: mothers with IQs below 70mothers with IQs below 70 mothers with low levels of educationmothers with low levels of education poor birth outcome indicators poor birth outcome indicators

(PI, Apgar, LBW)(PI, Apgar, LBW) teen mothersteen mothers

(Martin, Ramey, and Ramey, (Martin, Ramey, and Ramey, American Journal of Public HealthAmerican Journal of Public Health, 1990; Ramey , 1990; Ramey

& Ramey, 2000)& Ramey, 2000)

Page 20: Early Intervention

Romanian Orphanage StudiesRomanian Orphanage Studies

Designed to replicate the ABC Project Designed to replicate the ABC Project when modified to meet the needs of when modified to meet the needs of children who had sustained extreme children who had sustained extreme learning and social-emotional learning and social-emotional deprivationdeprivation- conducted for 2 different age groups- conducted for 2 different age groups- part of a capacity building program in - part of a capacity building program in RomaniaRomania

Page 21: Early Intervention

Romanian StudyPersonal Social (Study 1)

Page 22: Early Intervention

Romanian StudyLanguage (Study 1)

Page 23: Early Intervention

Denver Developmental Gain Scores (months) by Treatment Condition (study 2)

Page 24: Early Intervention

Although all children can learn,Although all children can learn,when exposed to good teachingwhen exposed to good teaching,,

extremely low levels of academic readinessextremely low levels of academic readinessamong children from low resource familiesamong children from low resource familieswill notwill not change change without vigorous investmentwithout vigorous investment

in their early experiences,in their early experiences,their health, and continued support for later their health, and continued support for later

learning and positive lifestyles.learning and positive lifestyles.

Page 25: Early Intervention

Why Some Well-Intended Preschool ProgramsWhy Some Well-Intended Preschool ProgramsHave Failed to Close the Achievement GapHave Failed to Close the Achievement Gap

Poorly prepared teachers, weak professionalPoorly prepared teachers, weak professional developmentdevelopment Educational programs not intensive enough Educational programs not intensive enough Failure to document program quality and Failure to document program quality and impact onimpact on childrenchildren Not enough teaching of language and Not enough teaching of language and academic skillsacademic skills Inattention to children’s health and health Inattention to children’s health and health promotion promotion Limited or no programs in summer and before Limited or no programs in summer and before andand after schoolafter school

Page 26: Early Intervention

Benefits of Early InterventionBenefits of Early Intervention

E.I. services that are delivered within the E.I. services that are delivered within the context of family can:context of family can:– Improve developmental and educational gainsImprove developmental and educational gains– Reduce future costs of special servicesReduce future costs of special services– Reduce family feelings of isolation, stress and Reduce family feelings of isolation, stress and

frustrationfrustration– Help children with disabilities grow up to be Help children with disabilities grow up to be

productive and independentproductive and independent

Page 27: Early Intervention

Early Intervention StepsEarly Intervention Steps

Referral (unless parent objects)Referral (unless parent objects)– Made when referral source suspects delay or Made when referral source suspects delay or

disabilitydisability– Family is informed of benefitsFamily is informed of benefits– Child is referred to Early Intervention Officer Child is referred to Early Intervention Officer

(EIO) within 2 days(EIO) within 2 days– EIO assigns Initial Service CoordinatorEIO assigns Initial Service Coordinator

Page 28: Early Intervention

Initial Service CoordinatorInitial Service Coordinator

Provides information about Early Provides information about Early Intervention Program (EIP)Intervention Program (EIP)

Informs family of rightsInforms family of rights

Reviews list of evaluatorsReviews list of evaluators

Obtains insurance/Medicaid informationObtains insurance/Medicaid information

Obtains other relevant informationObtains other relevant information

Page 29: Early Intervention

EvaluationEvaluation

Determine eligibilityDetermine eligibility

Family assessmentFamily assessment

Gather information of IFSPGather information of IFSP

Summary and report Summary and report

Page 30: Early Intervention

Individualized Family Service Plan Individualized Family Service Plan (IFSP) Meeting(IFSP) Meeting

Conducted if child is eligibleConducted if child is eligible

Family identifies desired outcomesFamily identifies desired outcomes

EI services specifiedEI services specified

Develop written planDevelop written plan

Family and EIO agree to IFSPFamily and EIO agree to IFSP

Page 31: Early Intervention

IFSP ComponentsIFSP Components

Statement of present level of developmentStatement of present level of developmentStatement of family resources/ability to meet Statement of family resources/ability to meet developmental needsdevelopmental needsStatement of major outcomes expected with Statement of major outcomes expected with procedures and timelines of follow-upsprocedures and timelines of follow-upsStatement of specific EI services including Statement of specific EI services including frequency, intensity and methodsfrequency, intensity and methodsDates and durations of servicesDates and durations of servicesName of service coordinatorName of service coordinatorMust be reviewed every 6 months – revised as Must be reviewed every 6 months – revised as needed needed dynamic plan dynamic plan

Page 32: Early Intervention

EI ServicesEI ServicesAssisting technology devices and servicesAssisting technology devices and servicesAudiologyAudiologyFamily trainingFamily trainingMedical services – for diagnostic or evaluation purposes onlyMedical services – for diagnostic or evaluation purposes onlyNursing servicesNursing servicesNutrition servicesNutrition servicesOccupational therapyOccupational therapyPhysical therapyPhysical therapyPsychological servicesPsychological servicesService coordinationService coordinationSocial work servicesSocial work servicesSpecial instructionSpecial instructionSpeech/language pathologySpeech/language pathologyVision servicesVision servicesHealth servicesHealth servicesTransportation/related costsTransportation/related costs

Page 33: Early Intervention

TransitionTransition

Plan for transition included in IFSPPlan for transition included in IFSP

Page 34: Early Intervention

Service Model OptionsService Model Options

Home and community-based visitsHome and community-based visits

Facility or center-based visitsFacility or center-based visits

Parent-child groupsParent-child groups

Family support groupsFamily support groups

Group developmental interventionGroup developmental intervention

Page 35: Early Intervention

Eligibility for EIEligibility for EI

Under 3 years of ageUnder 3 years of age

Disability: child has diagnosed physical Disability: child has diagnosed physical condition that often leads to problems in condition that often leads to problems in development (e.g., Down syndrome, development (e.g., Down syndrome, autism)autism)

Delay: child is behind in at least one area Delay: child is behind in at least one area of developmentof development

Page 36: Early Intervention

Areas of Development/Functional Areas of Development/Functional AreasAreas

Cognitive: remembering, reasoning, Cognitive: remembering, reasoning, understanding and making decisions, understanding and making decisions, learning, thinkinglearning, thinkingPhysical: vision, hearing, growth, gross Physical: vision, hearing, growth, gross and fine motor abilitiesand fine motor abilitiesSpeech-languageSpeech-languageSocial/emotional: relating to othersSocial/emotional: relating to othersAdaptive development: self-help skills the Adaptive development: self-help skills the child uses for daily livingchild uses for daily living

Page 37: Early Intervention

New York State’s Definition of New York State’s Definition of Developmental DelayDevelopmental Delay

12 month delay in one functional area12 month delay in one functional area

33% delay in one functional area or 25% 33% delay in one functional area or 25% delay in each of two areasdelay in each of two areas