The Ambiance is also very nice and works done here is excellent. Dr. Chahat Gandotra Said also appraised the excellent work done by DEIC staff and HLFPPT.

1. Operationalised by
Hindustan Latex Family Planning and Promotion Trust,
with support from MoHFW &RBSK under NHM
At SSPHPGTI
Centre of Excellence (COE) District Early Intervention
Centre (DEIC) and Training Centre

2. HLFPPT Introduction: Dr. Chahat
Gandotra

3. www.PresentationGo.com
The free PowerPoint template library
Designed with by
HLFPPT
Partners for Better Health
Hindustan Latex Family Planning Promotion Trust (HLFPPT) is a national not-
for-profit health services organisation, working on the entire spectrum of
RMNCH+A (Reproductive, Maternal, Newborn, Child & Adolescent
Healthcare), including HIV Prevention & Control and Primary Healthcare

4. About HLL – Our Parent CO.
Incorporated in 1966, HLL today is
India's leading provider of a wide
range of contraceptives
A Mini-Ratna PSE with 7
manufacturing units producing 10%
of global condom
70% market share in the rural and
semi-urban markets
Products exported to over 115
countries

5. About HLFPPT
About us
 HLFPPT (Hindustan Latex Family Planning Promotion Trust) is a not-for-profit Trust registered in
1992 under the Travancore-Cochin Literacy, Scientific and Charitable Societies’ Registration Act,
1955
Vision
 Touching lives with quality care, compassion and emerge as a globally credible organization
Mission
 Offer Innovative, Affordable and Sustainable Reproductive Health Solutions
Core Values G – Good governance
R – Respect for all
E – Excellence in execution
A – Accountability (social)
T – Trust & Transparency

6. Our Services
HIV Prevention & Control
Awareness on HIV Prevention;
Early Screening & Treatment;
Advocacy for the rights and social
inclusion of PLHIVs
Maternal & Child Healthcare
Awareness on pregnancy &
newborn care; ANC, Institutional
Deliveries, PNC, Immunization;
Awareness about breastfeeding,
diarrhea management; managing
health networks
Family Planning
Affordable Contraceptives and FP
Services Counselling of couples;
Capacity Building of HSPs
Adolescent Health
Promotion of MHM, Trainings,
LSEs
CSR Partnerships
Project design, implementation,
technical and advisory services
and advocacy
Skill Development
Developing a cadre of skilled HR in
healthcare and allied sector and
offering sustainable livelihoods
options to youths
Wash
Affordable drinking water
solutions to underserved
communities
Primary Health Care
Preventive, promotive and curative
healthcare at doorsteps and
community level

7. Our Expertise
Social Marketing
Community-based social marketing
programmes for poor.
Healthcare service dlv.
Largest operator of MMUs and also
running a number of health centres
Community Development
Community outreach for women and adolescent
empowerment
.
Social Franchising
MGHN serving 5 states through 800 plus
hospitals
Training & Skills
Capacity building of HSPs and Job oriented skills
programme for youth
Technical Assistance
On social welfare programmes to NACO,
NHM, and CSOs
Research & KM
Designing M&E Frameworks, Mobile tech.,
Helplines, HMIS etc
BCC
Developing and executing innovative IEC
campaigns

8. UTTAR PRADESH –MGHN, EAQ,
FPPPEA, Merry Life , MCH Wing,
DEIC, IUCD, Skill , LGH, MMU
KARNATAKA – Static Health Clinic
& MMU
KERALA – CSMP, Integrated Vector
Control, BCC (NRHM), RRE, CSR
intervention s, VBD, (PLHA) MMUs,
Skill Development
RAJASTHAN – Suzlon MMU,
Skill, MGHN, Vihaan, LGH
HARYANA - DLF, Read to Kids, M-
Cycle Beads, VIHAAN
UTTARAKHAND – MMU
MADHYA PRADESH – LGH, TSU,
TCSMP
Assam & WB –
Mobile Health Vans
& SNVMs
ANDHRA PRADESH: TSU, MMU, Skill Dvlpt.
ORISSA –Improved FP & RH services,
PPTCT, Skill Dvlpt.
BIHAR – Improved FP & RH, PPTCT,
Skill Dvlpt.
JHARKHAND – IUCD,
CHHATTISGARH – Essar MMU,
TSU, Vihaan , Skill Dvlpt., LGH
PUNJAB - Vihaan
CHANDIGARH - Vihaan
Operational Footprints
GUJRAT – Anganwadis Centres
Improvement
HIMACHAL– Skill Development
Maharashtra: Skill Dvlpt.
Corporate Office 1; Project Offices: 18

9. Programs mandated to HLFPPT by MoHFW
 FPPPEA in UP
 Upscaling MerryGold Health Network in UP
 Training of Public HSPs on IUCD in 12 states
 Nischay program for training of ASHAs at Pan India Level (through
HLL)
 Operationalization of Regional COE DEIC and Training Centre

10.  In 2015 HLFPPT was called by Mininstry for operationalising and
establishing DEIC in UP as established 100 DEIC all over India are not as
per guidelines and expectations.
 Several site visits from HLFPPT were done for finalising the site. Later
Tower 9, 3rd and 4th floor was approved and finalised by Dr Arun,National
Advisor and GM,RBSK for establishing the COE- DEIC and Training
Centre.
Project Introduction

11.  Hence tripartite MoU was signed on 24th march 2017 between
HLFPPT,SSPH&PGTI and DHS.
 Therefore HLFPPT with support from MoHFW & RBSK under NHM-
UP is setting a powerful example for innovative COE- DEIC and
Training Centre in Noida with age appropriate(0-6 years) and domain
specific equipments and with specific trained domain specialists treating
4D’s

12. Introduction to RBSK and DEIC
Dr. Swati Seth

13. Rashtriya Bal Swasthya Karyakram
Child Health Screening & Early
Intervention Services

14.  Started under the aegis of NRHM in Feb 2013
 Initiated by MOHFW to reduce child mortality under NRHM
 To improve the overall quality of the life of children
 Enable a systematic approach to Child health screening and
early intervention.
RBSK Introduction

15. Age group
Estimated
Coverage
Babies born at public health
facilities and home
Birth to 6 weeks 2 crores
6 weeks to 6 years 8 crores
Children enrolled in classes 1st to
12th in Government and Government
aided schools
6 to 18 years 17 crores
Categories
Data Source: CCEA release 24th Sept, 2012
**Data Source : Elementary Education in India, 2012, DISE 2010-11: Flash Statistics, NUEPA & DSEL,
MoHRD, GOI. and State Report Cards: 2010-11 Secondary education in India, NUEPA
Target Group Under Child Health Screening

16.  Birth Defects (March of Dimes global report on birth defects 2006)
 More than 90 percent of all infants with a serious birth defects are born in low and
middle income countries
 64.3 infants per thousand live births are born annually with birth defects of these,
 7.9 have cardiovascular defects
 4.7 have neural tube defects
 1.6 have Down’s Syndrome
Magnitude of the Problem at Hand

17. Implementation Mechanism for screening under
RBSK

18. Role of DEIC
Providing referral services
to referred children
Screening and reducing
disabilities
Newborns delivered at the
District Hospital for
screening
Ensure that every child
born sick or preterm or
with low birth weight or any
birth defect is followed up
at the District Early
Intervention Center
All the referrals for
developmental delay are
followed and records
maintained
Ensure linkage with tertiary
care facilities through
agreed MOU

19. Project Objectives of COE-DEIC
To deliver accessible health
facilities with
infrastructure and
resources for
interdisciplinary evaluation
and interventions to be
delivered under one roof.
To provide early detection,
intervention and referrals
for all infants discharged
from SNCU, children
referred form RBSK,
Mobile Health Teams,
Delivery points, ASHA,
Private medical
practitioners and self
referral.
To act as COE for
conducting training of
other DEICs technical staff
in the state of UP.
(This would be India's first
Centre Of Excellence.)

20. Referral & Management Matrix

21. DEIC: SERVICES

22. Staff Composition
Professionals Number
Pediatrician, Medical officer, Pathologist, Dentist 1 each
DEIC Manager 1
Audiologist and Speech Therapist 1
Clinical Psychologist 1
Counselor 1
Optometrist 1
Social worker 1
Staff Nurse 1
Lab. Technicians 2
Receptionist 1

23. Unique features of COE-DEIC
Hands on training hub for
technical staff of other DEICs
Interdisciplinary approach of
a multidisciplinary team
Specially trained specialists
and para medical staff
Specifically designed
instruments customized
to size
Easy accessibility
with SNCU team
Role Model

24. Unique Features
 Hospitals can be an intimidating place, especially
for children. Adding a little color, fun and awe to
the typically drab interiors can do a lot to help
elevate one’s mindset.
 COE-DEIC Design guided, supervised and
approved by Dr. Arun, National Advisor, RBSK.
 Child friendly interiors from the entrance till the
treatment areas.
 Décor with an emphasis on nature and education
for psychological stimulation.

25. Corridor

26. Floor Plan
Third Floor Fourth Floor
OPD Consultation Rooms Sensory Integration Room
Reception Room Conference Room
Dental Room Administration
Optometry Room Audiometry and Speech Therapy room
Laboratory Occupational Therapy Room
Plaster Room OPD Consultation Rooms

27. Created with mix of innovation, fun, education and nature for enhancing
learning
Reception Area

28. Reception area with Anthropometry area

29. OPD areas with low height furniture. Observation tables with cartoon
laminations.
OPD Rooms

30. As colors evoke emotions ranging from feelings of warmth and comfort to feelings of anger
and hostility therefore rooms having walls with colorful shapes of cabinets for equipments or
toys
Occupational Therapy Room

31.  For energizing children, wall papers layed,
depicting attractive cartoon characters
 Dentist room having false ceiling and walls
having educative pictorials for kid’s
engagement during intervention
 The Dental Chair is Pediatric , which is
customized according to the needs of the
child and one of its kind not available
anywhere in any Dental-setup even in very
advanced institutions,
Dental Room

32. Clinical Lab and Audiology Room

33. Optometry Room

34. 4Ds covered under DEIC
Defect at Birth Diseases Deficiencies Developmental delays and
disabilities
1. Neural Tube Defects 10. Skin conditions (Scabies,
Fungal Infections & Eczema)
16. Anaemia especially severe
Anaemia
21. Vision Impairment
2. Down’s Syndrome 11. Otitis Media 17. Vitamin A Deficiency (Bitot
spot)
22. Hearing Impairment
3. Cleft Lip & Cleft Palate alone 12. Rheumatic Heart Disease 18. Vitamin D Deficiency
(Rickets)
23. Neuro-Motor impairment
4. Talipes (Club foot) 13. Reactive Airway Disease 19. Severe Acute Malnutrition 24. Cognitive Delay
5. Developmental Dysplasia of
the Hip
14. Dental Caries 20. Goiter 25. Language Delay
6. Congenital Deafness 15. Convulsive Disorder 26. Behaviour Delay (Autism)
7. Congenital Cataract 27. Learning Disorder
8. Congenital Heart Disease 28. Attention Deficit
Hyperactivity Disorder
9. Retinopathy of Prematurity 29. Motor Delay
30. Congenital Hypothyroidism, Sickle Cell Anaemia, Beta Thalasemia (Optional)

35. Training and Institutional collaboration
 ‘Cascading training approach’ to be adopted
 Maximize skill distribution
 Standardized training modules/tools to be developed
 The training is just not a class-room teaching, it involves the hands on,
practicals, exercises on patients and the equipments; the morning sessions are
devoted to class-room teaching, academics and theory and the whole of
afternoon session is invested in the role models, and other tools which makes a
person skilled in true sense.

36. Occupational Therapy:
Ms. Monika Srivastava

37. WHAT IS OCCUPATIONAL
THERAPY ?

38. KEYWORDS
 GAIN / (HABILITATE) : Cerebral Palsy, Autism
 REGAIN / (REHABILITATE): Meningitis, Nerve Injuries
 ENHANCE :Low-vision, Feeding devices, Writing devices
 PREVENT LOSS / (MAINTENANCE): Muscular conditions

39. KEYWORDS
MEANING & PURPOSE TO THE
PARENT/CHILD

40. WHEN TO REFER TO
OCCUPATIONAL THERAPY?
EARLY INTERVENTION - AT RISK BABIES

41. WHAT NEXT ?
EVALUATION STAGE
 OBSERVATION
 NON-STANDARDIZED TESTS
 STANDARDIZED TESTS (LOTCA , MVPT , FIM )
OCCUPATIONAL THERAPY DIAGNOSIS

42. WHAT NEXT ?
 PLAN INTERVENTION STAGE
 SET GOALS
 SELECT MEDIA & MODALITIES
 SELECT TEACHING METHODS
 IMPLEMENTATION STAGE
 REVIEW STAGE
 REVISION STAGE
 DISCHARGE STAGE
 FOLLOW-UP STAGE

43. CEREBRAL PALSY

44. EXERCISES

45. ORTHOSES

46. CP CHAIR

47. ASSISTIVE DEVICES

48. AUTISM/SENSORY ISSUES

49. SENSORY INTEGRATION
 ----DIRECTING TRAFFIC
 ----NOURISHING BRAIN ( FOOD )
 ----MAKING A WHOLE FROM PARTS
 ----SENSATIONS AND MEANING
 ----ADAPTIVE RESPONSE

51. SENSORY INTEGRATION
 EQUIPMENT
 TACTILE
 NON-SUSPENDED
 SUSPENDED
 MOTOR PLANNING
 INPUT
 FACILITATORY
 INHIBITORY

55. O.T. FOCUS : EFFEICIENT AND
EFFECTIVE PERFORMNCE
(best result < 9 years )

56. IN PAEDIATRICS
FAMILY IS MOST IMPORTANT

57. Audiological Services: By Ms. Betsy
Eapen

58. Screening the pediatric population
Advise parents on
hearing aids.
Guide parents about
auditory verbal therapy
and auditory training.
If already been
screened then detect
the type and severity of
the problem.

60. Audiological services
Screener
pediatric
audiometer
(Newborns)
Behavior
observational
audiometry (0-6
months)
Visual
reinforcement
audiometry (6
months- 2 years)
Conditioned play
audiometry (2
years – 5 years)
Pure tone
audiometry
(above 5 years)
OAE Tympanometry
ABR and ASSR

61. Assess disorders related to
articulation, fluency, language
and voice in neuro-motor
development disorder and child
language disorders & Assess on
oro-motor skills
Give therapy to speech and
language disorder population
DSL with HI,
DSL with ID,
Cerebral palsy,
Down syndrome,
Autism,
ADHD
Stuttering,
Misarticulation
Speech Therapy Services

62. Explain the
Importance of
speech therapy in
early stage to the
family and the care
giver
Formulate
treatment goals
&
Demonstration
therapy
Work on both
Verbal and non
verbal
communication
skills
Teach
augmentative
and alternative
communication
for non verbal
population
Speech Therapy Services

63. Psychological Services:
Ms. Insha Mohammad

64. Psychological Evaluation
• Interviewing the family
• Observing mother–father–child interactions (parental sensitivity, affective
responsiveness, and ability for self-regulation)
• Use of standardized psychological and developmental instruments
• Assessment of cognitive, social, and emotional developmental functions
• Diagnostic formulation including symptom diagnosis, degree of severity,
and prognosis
• Guide and counsel the family related to developmental issues
• Multiple follow-up evaluations
• Interdisciplinary findings

65. Perform developmental and psychological assessments to diagnose the
developmental disabilities and disorders and provide therapies

66. Perform developmental and psychological assessments to diagnose the
developmental disabilities and disorders and provide therapies
Autism
Spectrum
Disorder
Learning
Disorder
Attention Deficit
Hyperactivity
Disorder
Intellectual
Disability
Selective Mutism
(Anxiety)
Global
Developmental
Disorder

67. Play Therapy
Behavior
Modification
techniques using
reinforcements
Cognitive
Behavior
Therapy
Systematic
Desensitization
Perform developmental and psychological assessments to diagnose the
developmental disabilities and disorders and provide therapies

68. Dental Services: Dr. Shyamli Dixit

69. Aim: Services to the child must be focused from the point what
is best for the child at that moment and also for the adult into
which the child will eventually grow.
Uniqueness: A kid –friendly and welcoming environment is our
key.

70. Attractive
Wallpaper
RadioVisio
Graphy
Customized
Dental
Chair

71. RESPONSIBILITIES
Diagnosis oral diseases -
Gingivitis
- Dental Caries (Nursing
Bottle Caries)
Promoting oral health -
Prophylaxis (scaling
and brushing technique)
- Fluoride treatment
Disease prevention
(Counselling)
Specially Neuromotor
impairment
Monitoring growth and
development of the teeth
and jaws especially
children who are on
anti-epileptic drugs.
Performing surgical
procedure and non
surgical procedure

72. Special Education: Ms. Poonam

73. TEACHING LEARNING
PRINCIPLES

74. • Assessment
• IEP (Individualized Educational Plan ) is a document
that is developed for each child who needs special
education
• Evaluation

75. SIMPLE TO COMPLEX
Teaching the concept of big and small

76. KNOWN TO UNKNOWN
• Start teaching from what the child already
knows. To know the current level of children
• CONCRETE TO ABSTRACT

77. WHOLE TO PART

78. STEPS TO BE FOLLOWED IN TEACHING
CONCEPTS
• Imitation
• Matching
• Identification
• Naming
STAGES OF LEARNING
• Acquisition
• Fluency
• Maintenance
• Generalization

79. TASK ANALYSIS
• Task analysis is a teaching strategy in which the task is broken down into teachable
components and arranged in sequential order.
PROMPTING AND FADING
• Type of Prompts
• Verbal request
• Verbal prompts
• Gesture prompts
• Modeling prompts
• Physical prompt
• Reinforcement
• Rewards
• Ecological Approach
• Parents Counseling

80. IEP
NAME ……….. DATE …………
DUATION…………….
• Imitation - Child would be able to follow two step gross motor imitation
clap hands ,arms up
• Matching - Object to object matching in array of 3
• Identification -Identification of common objects like
spoon ,glass,bowl,plate

81. IEP
• Naming -naming of common objects like glass, spoon, plate , bowl
• Cognitive –sorting of identical objects in array of 2
• Receptive Instruction –clap hands , touch nose,de do
• Fine Motor – beading with the help of larger beads
• Social Skills – to say hello ,bye -bye