mjhgfds
M
Instructor’s Manual and Test Bank
PR
For
ES
Early Language Intervention for Infants, Toddlers,
and Preschoolers
by
SI
Robert E. Owens, Jr.
VE
G
INSTANT DOWLOAD
R
COMPLETE CHAPTERS
AD
COMPLETE ANSWERS
ES
uytrewq
, All Chapters
mjhgfds
All Answers
Chapter 1 - Components of Early Intervention
M
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
PR
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:
ES
Cultural Competence – dynamic, ongoing process of attaining knowledge, skills, attitudes,
behaviors, and practices that enable professionals to work effectively in cross-cultural settings (p.
10)
Development disabilities – severe, chronic disability of an individual that
(1) Is attributable to mental or physical impairment or a combination of impairments
SI
(2) Is manifested before the age of 22
(3) Is likely to continue indefinitely
(4) Results in substantial, functional limitations in three or more areas of life activities,
such as self-care, receptive and expressive language, learning, mobility, self-
VE
direction, capacity for independent learning, and economic self-sufficiency
(5) Reflects the individuals need for a combination and sequence of special,
interdisciplinary, or generic services, individualized supports, or other forms of
assistance that are lifelong or extended duration and are individually planned and
coordinated (p. 4)
G
Disability – inability or particular lack of ability to perform various tasks, functions, or skills
(p.3)
Early Communication Intervention – focused intervention with young children on areas of
R
speech, language, communication and/or feeding (p. 2)
Early Intervention – educational approach to both prevent and remediate difficulties in areas of
AD
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)
ES
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)
kjhgfds
, mjhgfds
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
M
(1) Child and family current status
(2) Recommended services and expected outcomes
(3) Projection of the duration of service delivery
PR
Transdisciplinary team – approach to early intervention that maximizes collaboration across
disciplines typically including the following components:
(1) Flexible team roles
(2) Modification of some traditional responsibilities
(3) Inclusion of family as team members
ES
(4) Shared information and skills
(5) Continuing education and coordination during planning, assessment, and intervention
(p. 6)
Lecture Outlines:
SI
I. Elements of Early Intervention
A. Legal Foundation for EI
i. PL 99-457 Education of the Handicapped Act Amendments – federal
legislation passed in 1986 – mandated states establish comprehensive
VE
services for children with developmental disabilities and their families
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
development of an IFSP to determine elements of service delivery
iii. IDEA reauthorization in 1997 strengthened the role of the family context
in Part C
G
iv. IDEA reauthorization in 2004 enabled possible extension of Part C
through the age of 6.
B. Early Intervention Teams
R
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
ii. Interdisciplinary team – Greater collaboration among team members
AD
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
ES
1. Role of the family members maximized
2. More blended roles for other team members
3. Ongoing collaboration and education throughout service delivery
kjhgfds
, mjhgfds
4. Role of a Primary Service Provider (PSP) to deliver direct, cross-
disciplinary services with the family
C. Family-centered service delivery
M
i. Equal partnership/relationship with families that will assist you in
overcoming barriers to family involvement in service delivery
ii. Dynamic relationship and recognition that strengths and needs will change
PR
over time
iii. Recognize impact of stress among families
iv. Freely exchange information with families
v. Provide choice to families in terms of the level of their participation
D. Respect cultural differences
i. Current population trends predict that within a few decades the largest
ES
minority in the US will be non-white Latino population
1. To meet legal requirements at minimum, SLPs should do the
following:
a. Provide written materials in the native language
b. Use procedures that are nondiscriminatory and in the
language to which the infant has been most exposed
SI
c. Multiple methods of assessment
ii. Cultural Competency
1. Cultural self-awareness example is the awareness that much of
what we know about early development is based on development
VE
within the dominant culture
2. Ongoing process to attain knowledge, skills, attitudes and
behaviors that indicate value and understanding of different
cultures – NEVER Finished
iii. Bilingual Development – Children with communication impairment (CI)
can develop bilingually. We should encourage parents to speak to their
G
children in their home language
E. Individualized for the child and family
i. Ongoing assessment
R
ii. Monitor child’s development through accurate record keeping
iii. Recognize that children with associated conditions are more likely to
require more intervention to demonstrate improvement than those without
AD
associated conditions
F. Provided in natural environment
i. Natural environment defined by Part C of IDEA (2004) to refer to settings
considered typical for infants and toddlers including the home, early
childcare settings, or community settings in which the child typically
spends time.
ES
ii. IDEA Part C requires that services be provided in the natural environment
or the least restrictive environment (LRE)
kjhgfds
M
Instructor’s Manual and Test Bank
PR
For
ES
Early Language Intervention for Infants, Toddlers,
and Preschoolers
by
SI
Robert E. Owens, Jr.
VE
G
INSTANT DOWLOAD
R
COMPLETE CHAPTERS
AD
COMPLETE ANSWERS
ES
uytrewq
, All Chapters
mjhgfds
All Answers
Chapter 1 - Components of Early Intervention
M
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
PR
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:
ES
Cultural Competence – dynamic, ongoing process of attaining knowledge, skills, attitudes,
behaviors, and practices that enable professionals to work effectively in cross-cultural settings (p.
10)
Development disabilities – severe, chronic disability of an individual that
(1) Is attributable to mental or physical impairment or a combination of impairments
SI
(2) Is manifested before the age of 22
(3) Is likely to continue indefinitely
(4) Results in substantial, functional limitations in three or more areas of life activities,
such as self-care, receptive and expressive language, learning, mobility, self-
VE
direction, capacity for independent learning, and economic self-sufficiency
(5) Reflects the individuals need for a combination and sequence of special,
interdisciplinary, or generic services, individualized supports, or other forms of
assistance that are lifelong or extended duration and are individually planned and
coordinated (p. 4)
G
Disability – inability or particular lack of ability to perform various tasks, functions, or skills
(p.3)
Early Communication Intervention – focused intervention with young children on areas of
R
speech, language, communication and/or feeding (p. 2)
Early Intervention – educational approach to both prevent and remediate difficulties in areas of
AD
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)
ES
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)
kjhgfds
, mjhgfds
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
M
(1) Child and family current status
(2) Recommended services and expected outcomes
(3) Projection of the duration of service delivery
PR
Transdisciplinary team – approach to early intervention that maximizes collaboration across
disciplines typically including the following components:
(1) Flexible team roles
(2) Modification of some traditional responsibilities
(3) Inclusion of family as team members
ES
(4) Shared information and skills
(5) Continuing education and coordination during planning, assessment, and intervention
(p. 6)
Lecture Outlines:
SI
I. Elements of Early Intervention
A. Legal Foundation for EI
i. PL 99-457 Education of the Handicapped Act Amendments – federal
legislation passed in 1986 – mandated states establish comprehensive
VE
services for children with developmental disabilities and their families
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
development of an IFSP to determine elements of service delivery
iii. IDEA reauthorization in 1997 strengthened the role of the family context
in Part C
G
iv. IDEA reauthorization in 2004 enabled possible extension of Part C
through the age of 6.
B. Early Intervention Teams
R
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
ii. Interdisciplinary team – Greater collaboration among team members
AD
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
ES
1. Role of the family members maximized
2. More blended roles for other team members
3. Ongoing collaboration and education throughout service delivery
kjhgfds
, mjhgfds
4. Role of a Primary Service Provider (PSP) to deliver direct, cross-
disciplinary services with the family
C. Family-centered service delivery
M
i. Equal partnership/relationship with families that will assist you in
overcoming barriers to family involvement in service delivery
ii. Dynamic relationship and recognition that strengths and needs will change
PR
over time
iii. Recognize impact of stress among families
iv. Freely exchange information with families
v. Provide choice to families in terms of the level of their participation
D. Respect cultural differences
i. Current population trends predict that within a few decades the largest
ES
minority in the US will be non-white Latino population
1. To meet legal requirements at minimum, SLPs should do the
following:
a. Provide written materials in the native language
b. Use procedures that are nondiscriminatory and in the
language to which the infant has been most exposed
SI
c. Multiple methods of assessment
ii. Cultural Competency
1. Cultural self-awareness example is the awareness that much of
what we know about early development is based on development
VE
within the dominant culture
2. Ongoing process to attain knowledge, skills, attitudes and
behaviors that indicate value and understanding of different
cultures – NEVER Finished
iii. Bilingual Development – Children with communication impairment (CI)
can develop bilingually. We should encourage parents to speak to their
G
children in their home language
E. Individualized for the child and family
i. Ongoing assessment
R
ii. Monitor child’s development through accurate record keeping
iii. Recognize that children with associated conditions are more likely to
require more intervention to demonstrate improvement than those without
AD
associated conditions
F. Provided in natural environment
i. Natural environment defined by Part C of IDEA (2004) to refer to settings
considered typical for infants and toddlers including the home, early
childcare settings, or community settings in which the child typically
spends time.
ES
ii. IDEA Part C requires that services be provided in the natural environment
or the least restrictive environment (LRE)
kjhgfds
