Documentation Requirements for Speech-Language Pathologists in Early Intervention Programs

2000 ◽  
Vol 27 (Spring) ◽  
pp. 53-69
Author(s):  
Corrine Myers-Jennings
Keyword(s):  
Early Intervention ◽  
Intervention Programs ◽  
Speech Language Pathologists

UPAYA PENGUATAN PROGRAM STIMULASI, DETEKSI DAN INTERVENSI DINI TUMBUH KEMBANG (SDIDTK) MELALUI PEMERIKSAAN ANTROPOMETRI PADA ANAK PRASEKOLAH

2021 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Suci Fitri Rahayu ◽  
Esme Anggeriyane ◽  
Mariani Mariani
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Nutritional Status ◽  
Growth And Development ◽  
Development Program ◽  
Anthropometric Measurements ◽  
Intervention Programs ◽  
Upper Arm ◽  
Arm Circumference ◽  
Body Compositions

The importance of paying attention to nutritional status in early childhood is useful for maximizing the growth phase of early childhood. One way to assess nutritional status for early childhood can be assessed by means of anthropometric measurements. Anthropometric measurements are measurements of various dimensions and body compositions of various ages, such as baby length, head circumference, height, weight, chest circumference, and upper arm circumference. TK Aisyiyah 15 Bustanul Athfal Banjarmasin is one of the schools that has not implemented early detection of the growth and development of pre-school children because the teachers do not understand how to examine and document the results of the examination. Efforts to strengthen the Stimulation, Detection and Early Development Development Program (SDIDTK). Methods ranging from FGDs, training and mentoring so that teachers acquire comprehensive skills in anthropometric examinations. The activity was carried out in August and was continued with mentoring for teachers to be able to monitor and evaluate activities. The results of activities in efforts to strengthen stimulation, detection and early intervention programs for growth and development produce skills for teachers in conducting anthropometric examinations and screening children's growth and development. Efforts to strengthen the program of stimulation, detection and early intervention for growth and development can increase teachers' knowledge in conducting anthropometric examinations and growth screening.

Direct Early Intervention with Stuttering

1990 ◽  
Vol 55 (3) ◽  
pp. 405-416 ◽  
Author(s):  
Mark Onslow ◽  
Leanne Costa ◽  
Stephen Rue
Keyword(s):  
Early Intervention ◽  
Preliminary Data ◽  
Intervention Programs ◽  
Treatment Programs ◽  
Adult Treatment ◽  
Pretreatment Period ◽  
Posttreatment Period ◽  
Older Subjects ◽  
Verbal Stimulation ◽  
Intervention Procedure

Many clinicians recognize a need for direct intervention with cases of early stuttering. However, this recognition is not supported by adequate empirical information about how such cases should be managed. One possibility is that early stuttering might be controllable by parent-administered, operant, verbal stimulation procedures. The purpose of this paper is to present preliminary data that depict the results of such an intervention procedure with four cases of early stuttering. Speech measures were gathered in a variety of speaking situations, within and beyond the clinic, over a 2-month pretreatment period and a 9-month posttreatment period. Results showed that the 4 subjects achieved reductions in stuttering comparable to those reported for adult treatment programs. However, the present results were obtained in far fewer clinical hours than normally needed in the treatment for older subjects. The treatment times in the present study also compare favorably to those published in other reports of operant intervention procedures with children. These findings suggest that cases of early stuttering might be managed effectively by parents, with limited expenditure of clinical time. Findings are discussed in terms of their implications for the development of early intervention programs that are more efficient and effective than existing intervention procedures for older clients.

scholarly journals Healthy preterm infants: global motor coordination and early intervention

2015 ◽  
Vol 28 (1) ◽  
pp. 85-95 ◽  
Author(s):  
Alice Sá Carneiro Ribeiro ◽  
Cibelle Kayenne Martins Roberto Formiga ◽  
Ana Cristina de David
Keyword(s):  
Early Intervention ◽  
Motor Coordination ◽  
Pearson Correlation ◽  
Intervention Programs ◽  
Balance Beam ◽  
Preterm Children ◽  
Gestation Age ◽  
Lateral Jumps ◽  
The Difference ◽  
Ktk Test

Introduction Studies recommend a participation by preterm children (PT) in Early Intervention Programs (EIP), as the coordination dysfunctions appear to occur more frequently in premature school children. Objectives Describe the global motor coordination (MC) in PT children that participate in an EIP; verify the difference in MC between the sexes and correlate the coordination results of PT children and those with gestation age (GA) and the birth weight (BW); and compare the results of MC between PT children and full-term children (FT). Materials and methods 57 children (5-6 years old) – 20 PT that participate in EIP, and 37 FT. For the analysis of MC, it was used the Körperkoordination für Kinder (KTK) – Test of Body Coordination for Children. To the comparisons, it was used independent-samples T-test and the Mann-Whitney test (α = 0.05), and the Pearson correlation to verify the influence of GA and BW in the coordinated results. Results 80% of the PT children presented normal MC; the girls demonstrated a better performance on the tasks balance beam and lateral jumps and with regard to the MC corresponding to the sum of the gross scores on the tasks; the GA and BW did not influence MC; and, there was no difference between MC in PT and FT children. Conclusion The PT children presented, in their majority, satisfactory levels of MC, and the girls presented better results. In addition, the GA and BW did not interfere in the MC results. Lastly, there was no difference in the coordination performance between PT and FT children.

Individualizing and Combining Treatments in Autism Spectrum Disorder

2017 ◽  
Vol 26 (2) ◽  
pp. 114-119 ◽  
Author(s):  
Giacomo Vivanti
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Treatment Response ◽  
Research Agenda ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Rational Approach ◽  
Autism Treatment ◽  
Treatment Individualization

Although several early intervention programs can be efficacious in improving outcomes of children with autism, treatment response is variable, leading most families to enroll their child in several interventions simultaneously. Because knowledge on the effects of combining different therapies is limited, it is critically important to develop and test predictions on how the “active ingredients” of different interventions interact with child characteristics and with one another when combined. An obstacle to this research agenda is the “pre-paradigmatic” stage of the autism early intervention field, in which many practices are organized around seemingly irreconcilable vocabularies. I argue that a formalization of the explanatory structures informing different treatments—based on the four parameters of logical coherence, falsifiability, parsimony, and consilience—can provide a conceptual lingua franca for the formulation of testable hypotheses on treatment individualization and combination, thus facilitating a more coherent and rational approach to research in this area.

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