Early Intervention Behaviors

In the video ‘Early Intervention: The Missing Link’ a presumably deaf woman explains how confident deaf people are, how they are not disabled, and how doctors should be more sensitive with families of deaf children. However, I think this is not only a presumptuous point of view, but also a fine example of how political correctness is slowly taking over society.

One student I observed had severe disabilities. She seems to be very high on the Autism spectrum. She spent most of her time in the other room, but from what I saw she had severe communication difficulties, would repeat words, and would repeat actions like spinning and rocking. She also showed aggressive behaviors, especially when she didn’t want to do something, like read.

The first day of student teaching in the first period I observed a child named ‘Kyle.’ Kyle seemed to get out of his seat even after my mentor teacher asked him to sit in his seat. He was at the front of the class very close to where the teacher taught. After a few times of this he growled at the teacher. I could tell that he was different than the typical student because of his constant interruptions. I found out after the class Kyle was autistic and had behavior problems. I also found out he was operating at an age level of 6 to 7 years old. This behavior happened often so all the 7th grade teachers composed a chart for Kyle to reward him for staying on task but didn’t seem to work. Kyle is interested in science,

Living in a small community we are lucky that a large number of people and agencies work together to help with early intervention for our children. I interviewed a speech and language pathologist from the Birth to Three Program, and speech and language pathologist from a local school in my neighborhood. I also interviewed an early childhood special education in a self-contained applied academic unit in Salt Lake City. There are many similarities and differences in each person instructional style.

Pramila noted that “EI (early intervention) is a system that provides” Pramila noted that “coordinated services that promotes the child growth and development, which support families during the critical early years” (Pramila Sindhia 2007).

The study performed by Estes and colleagues (Estes, Rogers, Greenson, Winter & Dawson, 2015) was designed with two purposes in mind. First, the researchers wanted to study the efficacy of intensive early intervention for children with autism versus the usual course of treatment immediately after discontinuing 2 years of early intervention therapy at age 4. Second, the researchers wanted to study the sustained effects on the children who received intensive early intervention compared to the children who receive usual course of treatment in the same experimental and control groups 2 years later at 6 years of age. Estes et al. hypothesized that the children in the experimental group will be more likely to maintain their gains from early

There are no specific treatment options that work for all students with ASD. However, researchers have found that the associated symptoms of ASD can be lessened when treatment is customized according to a child’s needs (Bailey, 2014). Further research, has found that early intervention in speech and behavior can greatly increase autistic students functioning (Bailey, 2014). Bailey (2014) points out that one of the most effective treatment of ASD is applied behavior analysis (ABA). ABA is a scientific approach to understanding behavior and how the environment effects said behavior (Bailey, 2014). ABA uses the analysis of behaviors to change a student’s inappropriate behaviors in a real and meaningful way. One of the principles of ABA

One of the program that I have found that has help families and children is the Early Intervention program. The early Intervention Program is a program that provides assistant to children from birth to the age of three. This program is provided to help infants and toddlers if they have an development delay. In my last daycare there was a few students in the daycare that had services for early intervention. For example, a child can get services if they have a hard time walking or talking at the age that the are suppose too. This program is designed to assist the families to get service to help their children to help them develop their cognitive, emotional and social, and physical skills. A child has a developmental delay if appropriate tests

Child Development Institute’s programs include; Early Intervention Services, Family Violence Services, Integra Program , and Healthy Child Development.

Larger numbers of children have been diagnosed with autism making education on the radar of concerns. Parents are worried about the education of these students. Multiple approaches

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.

Young offenders are at risk of reoffending into adulthood if the correct education isn't aimed at them. Schools have a high potential to assist in crime prevention and intervention as they have regular access to the child during the critical stages of life. Schools are staffed with people that are invested in promoting youth to develop a healthy happy and productive citizens. With many of the precursors of delinquent behavior are school-related procures and, therefore, likely to be amenable to change at school by intervention from the school.

Early childhood intervention is a program that serves children from birth to age eight helping develop children’s intellectual, social, emotional, language, and physical development and learning (Kostelnik,2). All educational programs that serve children ages three to eight years are recommended to promote an environment that families are comfortable in, involve parents and give them good esteem in the decision making of their children, assure there are opportunities for success, and provide a supportive environment (Kostelnik,206-207). Lydia Sigourney once said:

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

The continuity and effectiveness of treatments and services are difficult to maintain at a high level as the child with ASD transitions through school. According to Kelly Farley, a teacher in the public school system, “The school district’s experience has revealed that, by sixth grade, the gaps are too large in both math and language arts resulting in students with autism being placed in the special education classrooms for those classes.” Parents and therapists, desperate for a dramatic breakthrough in education or treatment for this disorder, will try new approaches and speculative theories which are not backed by experience or proven to work. The treatments that are available have pros and cons to consider as well as the adult outcomes. Because no single treatment is useful for all children with ASD, compounded with the variable symptoms of each child, program strategies need to be designed for each individual child. The symptoms can change without notice. “Unfortunately,