1. Chapter 3 Early Intervention Supports and Services © 2015 Cengage Learning. All rights reserved.

2. History of Early Intervention Pre-1930s: belief that abilities were fixed at birth; many children with disabilities instutionalized 1930s: Skells and Dye show that fostered children fare better than those left in orphanages 1930s: Early childhood programs begin to develop 1950: Kirk demonstrates the importance of preschool © 2015 Cengage Learning. All rights reserved.

3. History of Early Intervention 1950s: Kauai Study begins to investigate the long-term effects of caregiver practices 1960s: HighScope Perry Preschool project begins; longitudinal study of 123 “at-risk” students 1970s: Abecedarian Study begins to investigate the long-term impact of early quality child care. © 2015 Cengage Learning. All rights reserved.

4. Legislation on Early Intervention 1968: Handicapped Children’s Early Education Assistance Act set up model programs to demonstrate how early intervention could work 1986: PL 99-457 extended mandated services for children with disabilities from birth to age 6 2004: IDEA Part C addresses the needs of children from birth to 2; IDEA Part B addresses children from 3 to 5 © 2015 Cengage Learning. All rights reserved.

5. What is Early Intervention Early Intervention: provides sustained support to the family, to caregivers, and to the child with developmental delays and/or disabilities Services for children birth to age 5 Addresses needs of the child and child’s family during pregnancy, infancy, and the pre-kindergarten years © 2015 Cengage Learning. All rights reserved.

6. Why Early Intervention Matters Early years lay the foundation for future development. The brain grows at a very rapid pace in the first few years; only used neurons will remain so the right early stimulation matters. Language skills emerge; early exposure to rich language is important. “Windows of Opportunity” exist in the early years where learning in a particular area is optimal © 2015 Cengage Learning. All rights reserved.

7. Family-Centered Support Family-centered early intervention – working with families as partners, respecting their strengths, values, and decisions, while supporting their ability to meet their child’s needs Cultural responsiveness is key in working with families; providers should take the time to come to understand a family’s cultural background and attitudes in order to proceed effectively. Understanding the family context is critical to understanding the child and providing appropriate supports and services. © 2015 Cengage Learning. All rights reserved.

8. Early Intervention in “Natural Environments” “Natural Environments” refers to the practice of facilitating learning through experiences in daily activities and routines. Most early intervention services are offered in the home setting as it is the “natural environment” of the young child. Home visitors may include home health nurses, occupational or physical therapists, and a service coordinator. © 2015 Cengage Learning. All rights reserved.

9. Detecting Potential Problems Screening for development delays and disabilities begins at birth. The Apgar test is administered in an infant’s first few minutes and can detect potential problems. Hearing screenings are also standard newborn procedures. The newborn behavioral observations (NBO) approach is used to detect special needs of an infant through natural observation. © 2015 Cengage Learning. All rights reserved.

10. Developmental Delays Developmental delays can occur in any of the 5 critical domains: cognitive, communicative, social-emotional, motor, and adaptive behavior. Early intervention seeks to optimize early development and prevent secondary problems from emerging. There are normal variations in infant development and different cultural expectations for developmental milestones – care must be taken in deciding a child has developmental delays. Stress can impact a child’s development and should be addressed by early intervention supports. © 2015 Cengage Learning. All rights reserved.

11. Risk Factors for Developmental Delays 3 categories of risk areas for developmental delays: genetic disorders, events during pregnancy and birth, and environmental factors Low-birth weight, prematurity, and serious medical complications are all risk factors for delays. Our understanding of genetic disorders continues to grow; many genetic conditions can be screened for before birth © 2015 Cengage Learning. All rights reserved.

12. Risk Factors for Developmental Delays A mother’s health during pregnancy impacts the development of her baby. Illness or exposure to certain substances including drugs and alcohol increase the risk to the fetus. Environmental conditions in which a child lives can also impact development. Poverty and child abuse are two well-documented risk factors for developmental delays. © 2015 Cengage Learning. All rights reserved.

13. Child Find Child Find is a legally mandated (by IDEA) program that seeks to identify, locate, and evaluate children who may be in need of early intervention or special education services. Females, minorities, and children in poverty are less likely to be identified for services. Once a child has been identified by Child Find, a family member, or other provider, must conduct an assessment to determine eligibility for services. © 2015 Cengage Learning. All rights reserved.

14. Quality of Early Childhood Services Quality pre-K has the potential to drastically alter outcomes for children with delays or disabilities. State funding for pre-K programs has declined in recent years. Quality pre-K programs have low student-teacher ratios, high education levels for teachers, positive social interactions, and appropriate academic stimulation Studies have shown quality pre-K has long-term effects on outcomes for children. © 2015 Cengage Learning. All rights reserved.

15. RtI Approaches and Behavioral Support Models RtI Tier I Universal screening and progress monitoring RtI Tier II Embedded activities Consultations with other professionals RtI Tier III Stronger involvement with other professionals © 2015 Cengage Learning. All rights reserved.

16. RtI Approaches and Behavioral Support Models Behavioral Support Models: Behavioral Support Plan: ABCs of behavior © 2015 Cengage Learning. All rights reserved.

17. The IFSP and Multidisciplinary Team Part C of IDEA mandates that an IFSP be developed for each child with an identified exceptionality. The IFSP outlines the services and supports that will be offered as well as anticipated outcomes. The IFSP is developed by a multidisciplinary team that includes educational professionals, health professionals, and the child’s parents. Parental involvement is central in the development of the IFSP. © 2015 Cengage Learning. All rights reserved.

18. Inclusion in Early Childhood Education Early intervention is designed to promote inclusion. Inclusion is designed to promote social relationships and facilitate access to academic curriculum. Blended practices allow teachers in early childhood inclusion classrooms to meet the needs of all children. One dilemma of inclusion is how to make sure children receive the appropriate intensity of services. © 2015 Cengage Learning. All rights reserved.

19. Play and Developmentally Appropriate Practices Young children learn best through play; play comes naturally as children tend to be curious about their environment. Children with disabilities tend to be less curious, more passive, and less adapt at using coping skills to meet environmental challenges. Therefore, teaching them play skills is an important part of early intervention. © 2015 Cengage Learning. All rights reserved.

20. Play and Developmentally Appropriate Practices Developmentally Appropriate Practices (DAP) outline best practices for early childhood education. DAP meet children where they are and respond to children’s needs with appropriate supports and enhancements. Assistive Technology can be used to support learning. © 2015 Cengage Learning. All rights reserved.

21. Transitions in Early Childhood Frequent changes in service providers mean multiple transitions in early childhood. Transitions can be a time of increased stress. The transition to kindergarten can be especially challenging. Successful transitions require collaboration and support; smooth transitions are key to ensuring that gains made during early intervention are not lost. © 2015 Cengage Learning. All rights reserved.