Chapter 5 Early Identification and Intervention By: Stephanie Hesse

Children who exhibit atypical patterns of development in cognition, language, social skills, personal behaviors, or motor abilities in preschool or primary grades are considered to be at high risk for later school problems Identification involves predicting the future development of a child and placing the child in a special program

Issues in Early Identification Tenuous diagnosis- problems of early detection becomes greater in the field of learning disabilities. (warning signs may be subtle and occur with wide behaviors) Developmental Differences- different patterns in developing, especially with the central nervous system make it difficult to conclude whether the child needs more time to mature or is high-risk. Labeling- labels tend to give children a stigma among peers and affect teacher expectations of that student Multiple Influences on Developmental Progress- economic status, child data such as developmental and intellectual level, family data Miscellaneous factors- reliability and validity of prediction instruments, assessment data lacks classroom relevance, historical data on preschoolers frequently are inaccurate or unavailable.

Prediction Techniques Battery of tests- may consist of any combination of tests, subtests, and single- variable measures Multiple instrument batteries as predictors Single instrument technique- the teacher uses one instrument or index as a prediction measure Language test Readiness tests Perceptual-motor tests and intelligence tests Teacher perception- involves a teacher identifying high risk children by observation (checklist or scale may be used) Commentary on prediction research

Practices in Early Identification Assessment Model- includes numerous phases 1. child find- implementing procedure to alert families ad increase public awareness is the first step 2. screening- identify children who are not within normal ranges of development and need further evaluation or placement in early intervention 3. identifying- determine the nature and severity of the problem through an in- depth evaluation and prescribe treatment or intervention services 4. planning program- based on step 3 as well as additional evaluations, data is reviewed for an individualized family service plan (IFSP) 5. monitoring performance- goal is to track the child’s mastery of new skills as a result of activities in the intervention program 6. Evaluating program-determine the quality of the intervention program and document its effect on the children or parents it serves

Providing Early Intervention Services Preschoolers (3-5) are provided the same rights as older children with disabilities under part B of IDEA. Service Delivery Options: home based- the child’s parent is the primary teacher. Center-based: child is brought to a facility several times a week for 3 to 5 hours of instruction a day. Combination- provide flexibility to meet the child’s need Maximum exposure to and experiences with peers who do not have disabilities are the primary means by which children with special needs can learn the ways of the normal world.

Curriculum Models Developmental model- features an enrichment curriculum based on the “whole child” theory of early education. Stresses all aspects of child growth- physical, emotional, language, social, and cognitive development. The classroom includes special activity areas and many stimulating materials that promote play and creative expression. Cognitive model- Based off Piaget. Stages of cognitive development are used to plan appropriate instructional activities to facilitate such thinking skills as memory, discrimination, problem solving, concept formation, language, and comprehension. Behavioral model- features reinforcement, mastery learning, measurable goals, observable behaviors, direct teaching, and data- based instruction. Combination model- children can enjoy the best of several approaches if they participate in a program that features some structure, direct academic intervention, daily charting of progress, free-choice activities, developmental task activities, and spontaneous learning activities.

Effective practices in Early Intervention Prevention programs- develop intense early childhood education programs that reduce or eliminate the need for remedial services later. Classroom change programs- teachers should use instructional methods that have be effective in accelerating the achievements of students at risk for school failure. Supplementary/remedial programs- usually offered outside the general classroom and are in addition to the regular curriculum. Early education program for children with disabilities Guidelines for early intervention found on page 153.

Reference Mercer, Cecil D., and Paige C. Pullen. Students with Learning Disabilities. 6th ed. Upper Saddle River, NJ: Pearson Merrill, 2009. Print.