CD10: Children with Special Needs

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CD10 Children with Special Needs

• Chapter 5 Intervention

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Intervention

• Defining Intervention
• Family Centered Intervention
• Program Planning

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Defining Intervention

• Three purposes of intervention
• Provides a framework for formulating individual
  program goals
• Provides insight into our assumptions that stem
  from professional practice and research
• Different than assessment and education

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Intervention

• Doesnt necessarily imply the presence of any
  problems
• Can be used to establish and maintain positive
  functioning
• Accounts for the influences of social and family
  systems (school, community, home)

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Family Centered Intervention

• By taking into account family needs, intervention
  efforts for infants and toddlers are likely to
  include goals that go well beyond the educational
  objectives mandated by special education laws
  relating to older children. (pg 151)
• Ensures time for other family members and
  activities (respite activities)

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Respite Services, Care and Organizations

• Provides temporary, in-home or out-of-home care
  to people with special needs
• Offers a break to those caring for the special
  needs person
• Web Search string respite care California
  Special needs children
• http//wmoore.net/therapy.html

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Cultural Issues in Intervention

• Cultural mismatch between provider and family
• Cultural misunderstandings
• List of cultural issues, pg 153
• Lifestyle - Achievement
• Values and beliefs - Race
• Religion - Generation

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The Critical Question is..

• How to provide an effective and responsible
  delivery of services that is also sensitive to
  the needs of families whose language, culture,
  and experiences are differs from theirs. (pg
  153)
• And, what can providers do to bring the family
  into the decision making process about
  intervention?

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Barriers to Quality Intervention

• Lack of knowledge or skill
• Family member
• Interventionist
• Attitude problems
• Family member
• Interventionist
• Inadequate resources
• Family member
• Interventionist

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Individual Education Plans and Individual
Family Service Plans

• Legal document that guarantees services will be
  provided in the least restrictive environment
• Must be written within 45 days referral for
  services
• Outlines the service goals
• are they realistic?
• Outlines how those goals will be met
• Do they account for all levels of learning?
• Do they account for generalization across
  environments?

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IEPs and IFSPs .

• Outline who will assist the child and family in
  meeting those goals
• identify resources medical, allied health,
  mental health and education professionals
• Outline where services will be provided
• School or home
• Respite care
• Treatment center
• Community facility
• Outline a schedule for progress reviews

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IEP and IFSP examples

• Page 158
• IEPs and IFSPs differ in how they provide for
  needs to be met
• IEP outlines individual education performance
  only
• IFSP addresses family concerns

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8 Steps to Plan Intervention (pgs 159-160)

• Learn culture-specific information about
  child/family
• Learn child/familys patterns, beliefs, and
  practices
• Assess child/familys ability to participate in
  the IFSP
• Include family in all levels of planning and
  intervention

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8 Steps to Plan Intervention (continued)

• Meet when/where the family is comfortable
• Advocate for the family to the system
• All goals, objectives, outcomes are consistent
  with family needs and perceptions
• Identify community resources that mirror family
  culture and preferences
• Parents Helping Parents

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Developing an Intervention Strategy

• Naturalistic, activity-based approach is best
• Different theories of child development
  correspond to different models of intervention
• Developmental Models (DAP, NAEYC)
• Behavioral models (Behavior modification)
• Contextual model (Social cultural context)
• Nature Nurture perspectives (pg 174)

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Types of Intervention Programs

• Play-based
• Academic based
• Language based
• Social-skills based

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Evaluating the Intervention

• Is the intervention doing what it said it would?
• What does the intervention suggest we do next?
• Does the intervention provide proof of
  effectiveness?
• Is the family satisfied?
• Does the intervention include evaluation as part
  of the plan?

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A Golden Interventionist

• Includes a method of daily self and program
  evaluation (formative evaluation)
• Designs a way to objectively measure the progress
  and benefit of the intervention (summative
  intervention)
• Provides evaluation date annually, and at the end
  of the program