Early Intervention Guidelines

Early Intervention Guidelines

Dr David MitchellAdjunct ProfessorCollege of EducationUniversity of CanterburyChristchurchNEW ZEALAND

[email protected]

Early Intervention Guidelines

Background in early intervention:•Directed a parent-focused early intervention program•Edited a book: Early Intervention Studies for Young Children with Special Needs (Chapman and Hall 1991)•Developed a 55-item Scale for Evaluating Early Intervention. (Revised in Canada 2008)•Reviewed literature: Joined-up: A comprehensive ecological model for working with children with complex needs and their families (2012)

.

Right to ServicesHave an explicit philosophy that all children with special needsenjoy equal status to other children with respect to such rights as:

the right to medical treatment, access to inclusive education, the right to privacy, the right to protection under statutes covering child abuse

and neglect.

This philosophy is clearly expressed in program materials that arereadily available to parents and the broader community.

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Inclusion Can reduce fear and anxiety Can build understanding, respect and friendships Recognizes that children can learn from each other Teaches children to value diversity Is a human right (see the United Nations Convention on the

Rights of Disabled Persons)

Early Intervention Guidelines

Early Identification As early as possible Talk with parents Get to know the children Involve relevant professionals in an interdisciplinary

approach Keep clear records Regularly check children’s progress (formative assessment) Be aware of signs or symptoms:

o hearing,o vision,o health

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Early Intervention Guidelines

Parent Involvement (continued) Respect their feelings Recognize signs of stress Provide parent training/education/counseling Develop Individual Family Service Plan when necessary

Early Intervention Guidelines

Individual Education Plans Purpose Based on observation, assessment, consultation with relevant

specialists, parent input Focus on specific individual goals Specify materials and teaching strategies Evaluated after a period

Early Intervention Guidelines

Early Intervention Guidelines

Parent Management Training (PMT)-define & monitor child’s behaviour-avoid coercion and punishment; use ignoring-positively reinforce acceptable behaviour-mix of didactic instruction/videotaped modelling/role playing/work with schools-individually or in groupsEvidence:Children aged 6-11 with ADHD9 sessionsPMT compared with waiting list parentsImproved children’s behaviour, parents less stressed and had better self esteem

Early Intervention Guidelines

Incredible Years-includes programmes for parents, teachers & children-aimed at children 0-12-2-hours per week of group discussions-12-18 sessions-videotape modelling: 250 vignettes x 2 minutes- parents taught play & reinforcement skills, limit-setting, problem-solving, involvement in child’s schoolingEvidence:New Zealand study214 parents attended at least 9 sessionsimproved behaviour in children: effect sizes of 0.50 to 0.77high parent satisfaction for Maori and non-Maori

Transition Plans Purpose Home to kindergarten Kindergarten to school Need to prepare:

o childreno parentso teachers

Need to monitor

Early Intervention Guidelines

Cultural SensitivityThe program is sensitive and responsive to cultural differencesamong families in the community it serves. This is reflected, forexample, in the consideration given to:

the language backgrounds of young children with special needsand their families,

the values of different cultural groups, the perceptions of handicap or disability held by different

cultural groups, and cultural differences in caregiver-child interactions.

Early Intervention Guidelines

Professional Standards. The program seeks to achieve the highest professional standards in thedesign and implementation of its work, with theory and research beingintegrated into daily practice.

The program staff clearly articulates how their teaching and thecurricula employed in the program are based on sound researchand theory on early child development and early interventionpractices.

Early Intervention Guidelines

AccountabilityThe program is accountable for the efficient management of itsresources.

The program regularly undertakes systematic reviews of itsphilosophies, policies and practices in a process which involvesconsulting with staff members, sampling the views of parents anddrawing upon the opinions of external consultants.

Early Intervention Guidelines

A Balanced Approach to Teaching Promote learning by aiming at a balance between:

o structured teachingo guided playo exploratory, free play initiated by the child

Early Intervention Guidelines

Social Skills InstructionSome children lack:

communication skills social and play skills

Some children are: disruptive aggressive socially isolated withdrawn

Social skills need to be taught: friendship skills conversation skills how to cope with conflict

Early Intervention Guidelines