Early Intervention Programs for Children with Developmental Delay

Presented to:
Dr. Flordeliza R. Magday
University of Perpetual Help Dalta (UPHD)
Las Piñas City, Philippines
Presenter:
Mr. Juanito Q. Pineda
MASE 422
October 2017
Kingdom of Saudi Arabia
Early Intervention Programs for Children
with Developmental Delay

• Objectives
• Definition of Early Intervention
• Early Intervention Programs for
Children with Developmental
Delays
• Screening, Evaluation and
Assessment for Children with
Developmental Delays
• Developmentally Appropriate
Practices
Content Outline

Objectives
• Define Early Intervention
• Discuss Early Intervention Programs for
Children with Developmental Delays
• Explain Screening, Identification and
Assessment for Children with Developmental
Delays
• Enumerate Developmentally Appropriate

What is Early Intervention?
Early intervention is the process of providing services,
education and support to young children who are/have:
 deemed to have an established condition,
 evaluated and deemed to have a diagnosed physical or mental
condition (with a high probability of resulting in a developmental delay),
 an existing delay or a child who is *at-risk of developing a delay or
special need that may affect their development or impede their
education.
*The at-risk category depends on the state's eligibility determination process and whether it includes children who are at-risk.
States are given the discretion of including children at-risk in their state plans.

Early intervention focuses on helping eligible
babies and toddlers learn the basic and brand-
new skills that typically develop during the first
three years of life, such as:
 cognitive (thinking, learning, solving problems);
 communication (talking, listening, understanding);
 physical (reaching, rolling, crawling, and walking);
 self-help (eating, dressing);
 social/emotional (playing, feeling secure, and happy).

A child who qualifies for an early intervention program
may receive one or more of these services:
 Screening and assessment
 Hearing (audiology) or vision services
 Home visits
 Medical, nursing or nutrition services
 Physical or occupational therapy
 Psychological services
 Social work services
 Speech and language therapy
 Transportation

Early Intervention Programs for Children with
Developmental Delays
Congress established Early Intervention program in 1986 in
recognition of "an urgent and substantial need" to:
 enhance the development of infants and toddlers with disabilities;
 reduce educational costs by minimizing the need for special education
through early intervention;
 minimize the likelihood of institutionalization, and maximize
independent living; and,
 enhance the capacity of families to meet their child's needs.

Early Intervention Services
 Assistive technology
(devices a child might
need)
 Audiology or hearing
services
 Counselling and training
for a family
 Developmental
Monitoring
 Medical services
 Nursing services
 Nutrition services
 Occupational therapy
 Physical therapy
 Psychological services
 Service Coordination
 Special Instruction for
the child
 Speech and language
services

Early Intervention Services
As a program for children and families, some
EI services are intended to support the family
in caring for their child. These services can be
quite varied in scope, including referrals to
other programs, provision of information
about a topic of relevance to the family, or
assistance with family problems.

Screening, Evaluation and Assessment for
Children with Developmental Delays
Screening, evaluation and assessment are distinct processes with
different purposes under the provisions of Part C and Part B.
 Screening includes activities to identify children who may need further
evaluation in order to determine the existence of a delay in
development or a particular disability.
 Evaluation is used to determine the existence of a delay or disability,
to identify the child's strengths and needs in all areas of development.
 Assessment is used to determine the individual child's present level of
performance and early intervention or educational needs.

Screening
 a state's discretion
 administered by trained personnel, by
the lead agency or an early
intervention program
 conducted using appropriate
instruments
 part of Post-Referral Procedures
Purpose: to determine whether an infant or toddler
is suspected of having a disability and is, therefore,
in need of early intervention services.

Screening
 requires parental notice and consent, must be
performed within the 45 day timeline, and, at a
parent's request and with consent,
 Early Intervention program must conduct an initial
evaluation of the infant or toddler even if the
results of the screening do not identify the child as
suspected of having a disability.
 may be conducted as part of child find activities in
order to ascertain whether the child should be
referred for an evaluation to determine if the child
has a disability and is in need of special education
and related services.

Evaluation and Assessment
 Evaluation is defined as the "procedures used by appropriate
qualified personnel to determine a child's initial and continuing
eligibility, consistent with the state definition of infants and toddlers
with disabilities. "
 Assessment is defined as "the ongoing procedures used by qualified
personnel to identify the child's unique strengths and needs and the
services appropriate to meet those needs and includes the
assessment of the child and the assessment of the child's family."
 A family-directed assessment is conducted to identify the resources,
priorities, concerns and the supports, and services necessary to
enhance the family's capacity to meet the needs of their child.
Part C requires a timely, comprehensive, multidisciplinary
evaluation of each child, birth through age two. If the child is
determined eligible, a child assessment is conducted.

Evaluation and Assessment
 Qualified personnel must use informed clinical
opinion and multiple procedures when
conducting evaluations and assessments.
 While a child's medical or other records may be
used to establish eligibility, an assessment still
must be conducted.

Developmentally Appropriate Practices
Developmentally appropriate
practice is not based on what we
think might be true or what we
want to believe about young
children. Developmentally
appropriate practice is informed by
what we know from theory and
literature about how children
develop and learn.

Developmentally Appropriate Practices
 All the domains of development and learning—physical, social
and emotional, and cognitive—are important, and they are
closely interrelated. Children’s development and learning in one
domain influence and are influenced by what takes place in other
domains.
 Many aspects of children’s learning and development follow well
documented sequences, with later abilities, skills, and knowledge
building on those already acquired.
 Development and learning proceed at varying rates from child to
child, as well as at uneven rates across different areas of a child’s
individual functioning.
Principles Of Child Development And
Learning That Inform Practice

 Development and learning result from a dynamic and
continuous interaction of biological maturation and
experience.
 Early experiences have profound effects, both cumulative
and delayed, on a child’s development and learning; and
optimal periods exist for certain types of development and
learning to occur.
 Development proceeds toward greater complexity, self-
regulation, and symbolic or representational capacities.
 Children develop best when they have secure, consistent
relationships with responsive adults and opportunities for
positive relationships with peers.

 Development and learning occur in and are influenced by multiple
social and cultural contexts.
 Always mentally active in seeking to understand the world around
them, children learn in a variety of ways; a wide range of teaching
strategies and interactions are effective in supporting all these kinds
of learning.
 Play is an important vehicle for developing self-regulation as well as
for promoting language, cognition, and social competence.
 Development and learning advance when children are challenged to
achieve at a level just beyond their current mastery, and also when
they have many opportunities to practice newly acquired skills.
 Children’s experiences shape their motivation and approaches to
learning, such as persistence, initiative, and flexibility; in turn, these
dispositions and behaviours affect their learning and development.

Guidelines for Developmentally
Appropriate Practice
1) Creating a caring community of learners
2) Teaching to enhance development and learning
3) Planning curriculum to achieve important goals
4) Assessing children’s development and learning
5) Establishing reciprocal relationships with families

10 Effective DAP Teaching Strategies
 Acknowledge what children do or say.
 Encourage persistence and effort rather than just
praising and evaluating what the child has done.
 Give specific feedback rather than general
comments.
 Model attitudes, ways of approaching problems,
and behavior toward others, showing children
rather than just telling them.
 Demonstrate the correct way to do something.

10 Effective DAP Teaching Strategies
 Create or add challenge so that a task goes a bit
beyond what the children can already do.
 Ask questions that provoke children’s thinking.
 Give assistance (such as a cue or hint) to help
children work on the edge of their current
competence.
 Provide information, directly giving children
facts, verbal labels, and other information.
 Give directions for children’s action or behavior.

Final Thoughts!
“Providingservicesearlyhelps
childrencatchupandincreases
theirchancesforsuccessin
schoolandlifeoverall.”

Resour
ces
1) Early Intervention (Part C of IDEA). [Online] [Available]
http://www.wrightslaw.com/info/ei.index.htm
2) Overview of Early Intervention. [Online] [Available]
http://www.parentcenterhub.org/ei-overview/
3) Stuart, Annie. Early Intervention: What It Is and How It Works.
[Online] [Available] https://www.understood.org/en/learning-attention-
issues/treatments-approaches/early-intervention/early-intervention-what-it-
is-and-how-it-works
4) Shaw, Evelyn. Early Identification: Screening, Evaluation and
Assessment [Online] [Available]
http://ectacenter.org/topics/earlyid/screeneval.asp
5) Federal Register [Online] [Available]
https://www.gpo.gov/fdsys/pkg/FR-2011-09-28/pdf/2011-
22783.pdf#page=125
6) Hebbeler, Kathleen et. al. (2007) Early Intervention For Infants
and Toddlers with Disabilities and Their Families: Participants,
Services, and Outcomes [Online] [Available]
https://www.sri.com/sites/default/files/publications/neils_finalreport_200702
.pdf
7) National Association for the Education of Young Children (2009)
Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through Age 8 . [Online] [Available]
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
8) NAEYC. 10 Effective DAP Teaching Strategies [Online] [Available]

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Power Point Format

Early Intervention Programs for Children with Developmental Delay