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More handpicked essays just for you.
Advantages and disadvantages of early intervention in childhood
Occupational therapy pediatrics quiz
The impact of early intervention on children
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Introduction A critical part of childhood development is recognition of developmental milestones not being met which allows for children to receive early intervention (EI) sooner if necessary. With developmental disorders being more prevalent than they were 15 years ago (Chakrabarti & Fombonne, 2005), it is important to identify the disorders so children and families can be directed to appropriate interventions as early as possible. Due to the use of informal milestone checklists, only one-third of the children out of the 16% who have developmental disabilities are detected by their health professionals (Brothers, Glascoe, & Robertshaw, 2008; Guevara et al., 2013; Mackrides & Ryherd, 2011; Morelli et al., 2014 & Sheldrick et al., 2016). Along …show more content…
Professionals use age-appropriate developmental checklists to record milestones during well-care checkups (American Academy of Pediatrics, 2001). Individuals with Disabilities Education Improvement Act (IDEA) mandates that child health care professionals identify and find interventions for children with developmental disabilities through community based systems (American Academy of Pediatrics, 2006 & American Academy of Pediatrics, 2001). Due to IDEA the emphasis of screening is focused on infants and children from birth to 2 years of age. IDEA act requests that children who are suspected to have developmental problems be referred to an appropriate EI system (American Academy of Pediatrics, 2001). Although screening is emphasized there are inconsistencies in how health care professionals apply …show more content…
Muir (2012) discusses occupational therapy in the primary care field in her article. She states that someday OTs should be the first professional some patients and are assessed by. She indicates that OTs are qualified for well-baby checkups and would assess for infant developmental milestones and other patterns. An OT is in a good position to be able to take parent’s focused interventions if any delay is noticed, they would be in a position where the link to EI for children who need it (Muir, 2012). Future research can also look into making policies of screening strict, eliminating physicians bias on whether to screen or
Chapter thirteen has two subject matter that it discusses in some detail, mental illness and developmental disabilities. This review will be exploring the history, philosophy and theories of developmental disabilities. Social workers come in contact with many clients that have developmental disabilities, and the chapter gives a glimpse the history, problems, and theories related to developmental problems. Chapter thirteen explores the issues of dealing with developmental disabilities in the past and what is being done today to help social workers face the issues.
After reading Kim’s case study I noted that at 17 months she was referred to an early intervention program called 619. Kim was diagnosed with cerebral palsy and seizures; she also suffers with toilet learning. However, according to Kim pediatrician, she no longer suffers from seizures, but can use improvement with gross motor and language. Kim’s mother Mrs. Doe feels early intervention has assisted Kim in becoming more independent, although she still struggles with balance, mobility, and undressing. To better assist Kim with her development I came up with four assistive
Evaluating Process: First, it is important to review R’s occupational profile for progress from the start of occupational therapy. This is done to determine which assessment fits the needs of R and to ensure that the services rendered fits the client's purpose and goal. Some of the information gathered will include: client's occupational history, ADL patterns, needs and goals, environmental issues, and what the client’s limitations. It is important to evaluate the client’s progress to help facilitate the services that the new occupational therapist will continue. In addition, the client's concerns and interests are assessed in a welcome and open interview to attain additional information that R's family may
The Denver Developmental Screening Tool (DDST) is a set of tests that are administered to a young child to assess the child’s development. There are four different categories including; personal-social, fine motor-adaptive, language, and gross motor. Although the DDST is not meant to predict delays that could happen in the future, it is useful to identify current delays that the child may be facing. Helping parents and health care workers to obtain the means of referrals to specialists for more complex testing.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Occupational therapy made its first appearance in a modern-day setting during the 18th century; however, occupational therapy dates back to 100 BC. The United States medical system adopted occupational therapy in the 19th century. In 1910, occupational therapy became a realized profession. Then, the main focus was working with individuals to get them to a fully functional state. Around 1930, standards of practice were developed for occupational therapists (OT’s). The career continues to evolve and change as new illnesses and disabilities arise. Even with all the changes, the main focus remains intact: helping people.
The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediatrician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities.
Black, M.M., & Matula, K. (1999). Essentials of bayley scales of infant development II assessment. Department of pediatrics; University of Maryland school of medicine, 1.
The child chosen for this observation is a four year old male, who apparently is a healthy normal child. He weighs 42.5 pounds, and is 44 inches tall. His mother is Hispanic-American and his father is Hispanic; they are married and live together. The child lives with his parents and an older brother (sixteen years old, and not from the same father). He has another brother (nineteen years old, not from the same mother) that comes occasionally to the house. The child’s closest brother is twelve years apart from him. The neighborhood where he lives has restricted access, security personnel, and looks nice and clean. His room and rest of the house are clean and safe as well. He has his own room, TV station, DVD player, books, movies, and his toys, everything seems organized. Electric outlets around the house have a plastic protection cover.
Children diagnosed with a Developmental Language Disorder at a young age benefit from early intervention. The earlier a child is able to receive treatment, the more effective the treatment will be. This article explains how most children diagnosed with autism earlier than 3 years of age retain that diagnosis when they turn 3. This diagnosis is critical because it can influence how the child receives early intervention. The goal of this study is to determine how accurately a child could be diagnosed with autism and retain that diagnosis 1 year later. The study also seeks to determine characteristics that children with autism demonstrate under the age of 3.
Lerner, J W., Lowenthal, B, & Egan, R W. (2003). Preschool children with special needs (2nd ed.). Boston, MA: Allyn and Bacon Publishing.
Ensuring a child receives care by a primary provider beginning with birth allows the provider to develop a relationship with the child and the parent. With the development of a rapport, the provider most importantly has the consistency to assess the child’s growth and progress with milestones. In addition, the provider can provide the important parenting information regarding basic needs, safety and education for assisting both the child and parent with reaching one’s full development potential (Burns et al., 2017). As identified by the Centers for Disease Control and Prevention (CDC) an average of 1 out of 6 children have developmental disorders like 0.5% with autism, 3.7% with developmental delays or 7.7% with intellectual disabilities (Sheldrick & Perrin, 2013). Therefore, developmental assessments are an integral part of pediatric care and recommended by the American Academy of Pediatrics (AAP) for every well-child visit (Sheldrick & Perrin, 2013).
When a child is born it brings a parent much joy and excitement. When the baby enters the world they are helpless humans that depend on others to survive. A baby will be so dependent on its caregiver to learn and develop. Milestones are things that some children are doing at that age, however; not all children will meet those milestones. Children are individuals and should be looked at as such. The author of a news story from News Bank Access World News states, “Nothing replaces contacting your pediatrician if you have any questions or concerns, but the following may help you to identify and nurture specific developmental milestones” (Diana, 2011).
As children grow towards adolescence they go through many stages of development. Child development refers to the stages of physical, cognitive, emotional, social, and language growth that occurs from the birth to beginning of adulthood. All aspects of a child's development may be affected by many different factors, including a poor learning environment, lack of social interaction, cultural background differences, abuse, and loss of a parent. All of the before mentioned examples can affect the child's maturation, "a biological growth process that enables orderly changes in behavior, relatively uninfluenced by experience" (Myers 172). Children grow and mature at very different rates, some faster than others, which is why it is necessary to understand the importance of the different types of child development. Though all parts of child development are important, it is probably language learning that is most important to a child's development as a whole.
The first set of assessments are used for diagnosis and to document increases in development as the child ages. These assessments provide information about the child’s eligibility for Part C services under IDEA, but eligibility is determined by the state’s definition of the disability, not by a nationwide definition (Early Intervention (Part C of IDEA)-Articles, Cases, Resources, Info & Support from Wrightslaw, n.d.) Assessments used in education can be standardized or class formal or informal assessments which may rely on modifications based on an individual’s IEP, but due to the nature of standardized testing, these modifications or accommodations may not be easy to integrate. Early interventions in the educational plan may not be specific enough to ensure proper administration or the families may feel ill-equipped to administer the interventions without a certified services administrator in attendance. These issues and limitations could detract from the benefits to the