Instructor’s Manual and Test Bank
For
R
Early Language Intervention for Infants, Toddlers,
U
and Preschoolers
SE
by
IS
O
Robert E. Owens, Jr.
N
N
Prepared by
O
Valerie Elise Boyer
C
ED
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Copyright © 2018 Pearson Education, Inc. All Rights Reserved i
, Table of Contents
1. Components of Early Intervention 1
2. Early Communication Impairment 10
3. A Model for Early Communication Intervention 25
4. Assessment of Early Communication Intervention: What to Assess 34
5. Early Communication Assessment Process 46
6. Presymbolic Early Communication Intervention 55
7. Augmentative and Alternative Communication: Introduction and Assessment 65
8. Augmentative and Alternative Communication: Intervention 74
R
9. Early Symbolic Intervention 85
10. Feeding and Swallowing 93
U
SE
IS
O
N
N
O
C
ED
M
Copyright © 2018 Pearson Education, Inc. All Rights Reserved iii
, Chapter 1 - Components of Early Intervention
Chapter Overview: The first chapter establishes an overview of federal legislation that has
established Early Intervention. Core principles of Early Intervention are discussed including
family-centered services, culturally sensitive services, the role of natural environments, and
individualizing service provision for families and children. The Individual Family Service Plan
serves as the contract with families that establishes intended outcomes. Finally, the role of
evidence-based practice is described.
Key Word Definitions:
R
Cultural Competence – dynamic, ongoing process of attaining knowledge, skills, attitudes,
U
behaviors, and practices that enable professionals to work effectively in cross-cultural settings (p.
10)
SE
Development disabilities – severe, chronic disability of an individual that
(1) Is attributable to mental or physical impairment or a combination of impairments
(2)
(3)
(4)
Is manifested before the age of 22
Is likely to continue indefinitely IS
Results in substantial, functional limitations in three or more areas of life activities,
O
such as self-care, receptive and expressive language, learning, mobility, self-
direction, capacity for independent learning, and economic self-sufficiency
N
(5) Reflects the individuals need for a combination and sequence of special,
interdisciplinary, or generic services, individualized supports, or other forms of
N
assistance that are lifelong or extended duration and are individually planned and
coordinated (p. 4)
O
Disability – inability or particular lack of ability to perform various tasks, functions, or skills
C
(p.3)
ED
Early Communication Intervention – focused intervention with young children on areas of
speech, language, communication and/or feeding (p. 2)
Early Intervention – educational approach to both prevent and remediate difficulties in areas of
M
development for children between the ages of birth and three years who have or are at risk of
developing a disability. (p. 2)
Evidence-based practice (EBP) – process of clinical decision making informed by a
combination of scientific evidence, clinical experience, and client needs. (p. 19)
Handicap- social consequences of disability or impairment that prevent an individual from
realizing his or her potential (p. 3)
Impairment - abnormality in structure or function (p. 3)
Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1
, Individualized Family Service Plan (IFSP) – written plan established by Early Intervention
team that addresses both child and family needs that affect a child’s development and will
include
(1) Child and family current status
(2) Recommended services and expected outcomes
(3) Projection of the duration of service delivery
Transdisciplinary team – approach to early intervention that maximizes collaboration across
disciplines typically including the following components:
(1) Flexible team roles
R
(2) Modification of some traditional responsibilities
(3) Inclusion of family as team members
U
(4) Shared information and skills
(5) Continuing education and coordination during planning, assessment, and intervention
SE
(p. 6)
Lecture Outlines:
I. Elements of Early Intervention
A. Legal Foundation for EI IS
i. PL 99-457 Education of the Handicapped Act Amendments – federal
O
legislation passed in 1986 – mandated states establish comprehensive
services for children with developmental disabilities and their families
N
ii. Individuals with Disabilities in Education Act (IDEA) – in 1990 Part C of
IDEA was focused on services between birth and the age of 3 with the
N
development of an IFSP to determine elements of service delivery
O
iii. IDEA reauthorization in 1997 strengthened the role of the family context
in Part C
C
iv. IDEA reauthorization in 2004 enabled possible extension of Part C
through the age of 6.
ED
B. Early Intervention Teams
i. Multidisciplinary team – Each discipline operates independently with
minimal collaboration among members and a central professional to
coordinate the different services, typically a service coordinator
M
ii. Interdisciplinary team – Greater collaboration among team members
compared with the multidisciplinary team with possible collaborative
assessments, goal-setting, and resource coordination
iii. Transdisciplinary team – this team has the most collaboration and more
shared responsibilities for service delivery than multidisciplinary or
interdisciplinary teams
1. Role of the family members maximized
2. More blended roles for other team members
3. Ongoing collaboration and education throughout service delivery
Copyright © 2018 Pearson Education, Inc. All Rights Reserved 2
For
R
Early Language Intervention for Infants, Toddlers,
U
and Preschoolers
SE
by
IS
O
Robert E. Owens, Jr.
N
N
Prepared by
O
Valerie Elise Boyer
C
ED
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Copyright © 2018 Pearson Education, Inc. All Rights Reserved i
, Table of Contents
1. Components of Early Intervention 1
2. Early Communication Impairment 10
3. A Model for Early Communication Intervention 25
4. Assessment of Early Communication Intervention: What to Assess 34
5. Early Communication Assessment Process 46
6. Presymbolic Early Communication Intervention 55
7. Augmentative and Alternative Communication: Introduction and Assessment 65
8. Augmentative and Alternative Communication: Intervention 74
R
9. Early Symbolic Intervention 85
10. Feeding and Swallowing 93
U
SE
IS
O
N
N
O
C
ED
M
Copyright © 2018 Pearson Education, Inc. All Rights Reserved iii
, Chapter 1 - Components of Early Intervention
Chapter Overview: The first chapter establishes an overview of federal legislation that has
established Early Intervention. Core principles of Early Intervention are discussed including
family-centered services, culturally sensitive services, the role of natural environments, and
individualizing service provision for families and children. The Individual Family Service Plan
serves as the contract with families that establishes intended outcomes. Finally, the role of
evidence-based practice is described.
Key Word Definitions:
R
Cultural Competence – dynamic, ongoing process of attaining knowledge, skills, attitudes,
U
behaviors, and practices that enable professionals to work effectively in cross-cultural settings (p.
10)
SE
Development disabilities – severe, chronic disability of an individual that
(1) Is attributable to mental or physical impairment or a combination of impairments
(2)
(3)
(4)
Is manifested before the age of 22
Is likely to continue indefinitely IS
Results in substantial, functional limitations in three or more areas of life activities,
O
such as self-care, receptive and expressive language, learning, mobility, self-
direction, capacity for independent learning, and economic self-sufficiency
N
(5) Reflects the individuals need for a combination and sequence of special,
interdisciplinary, or generic services, individualized supports, or other forms of
N
assistance that are lifelong or extended duration and are individually planned and
coordinated (p. 4)
O
Disability – inability or particular lack of ability to perform various tasks, functions, or skills
C
(p.3)
ED
Early Communication Intervention – focused intervention with young children on areas of
speech, language, communication and/or feeding (p. 2)
Early Intervention – educational approach to both prevent and remediate difficulties in areas of
M
development for children between the ages of birth and three years who have or are at risk of
developing a disability. (p. 2)
Evidence-based practice (EBP) – process of clinical decision making informed by a
combination of scientific evidence, clinical experience, and client needs. (p. 19)
Handicap- social consequences of disability or impairment that prevent an individual from
realizing his or her potential (p. 3)
Impairment - abnormality in structure or function (p. 3)
Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1
, Individualized Family Service Plan (IFSP) – written plan established by Early Intervention
team that addresses both child and family needs that affect a child’s development and will
include
(1) Child and family current status
(2) Recommended services and expected outcomes
(3) Projection of the duration of service delivery
Transdisciplinary team – approach to early intervention that maximizes collaboration across
disciplines typically including the following components:
(1) Flexible team roles
R
(2) Modification of some traditional responsibilities
(3) Inclusion of family as team members
U
(4) Shared information and skills
(5) Continuing education and coordination during planning, assessment, and intervention
SE
(p. 6)
Lecture Outlines:
I. Elements of Early Intervention
A. Legal Foundation for EI IS
i. PL 99-457 Education of the Handicapped Act Amendments – federal
O
legislation passed in 1986 – mandated states establish comprehensive
services for children with developmental disabilities and their families
N
ii. Individuals with Disabilities in Education Act (IDEA) – in 1990 Part C of
IDEA was focused on services between birth and the age of 3 with the
N
development of an IFSP to determine elements of service delivery
O
iii. IDEA reauthorization in 1997 strengthened the role of the family context
in Part C
C
iv. IDEA reauthorization in 2004 enabled possible extension of Part C
through the age of 6.
ED
B. Early Intervention Teams
i. Multidisciplinary team – Each discipline operates independently with
minimal collaboration among members and a central professional to
coordinate the different services, typically a service coordinator
M
ii. Interdisciplinary team – Greater collaboration among team members
compared with the multidisciplinary team with possible collaborative
assessments, goal-setting, and resource coordination
iii. Transdisciplinary team – this team has the most collaboration and more
shared responsibilities for service delivery than multidisciplinary or
interdisciplinary teams
1. Role of the family members maximized
2. More blended roles for other team members
3. Ongoing collaboration and education throughout service delivery
Copyright © 2018 Pearson Education, Inc. All Rights Reserved 2
