Salisbury, C. L., & Copeland, C. G. (2013). Progress of Infants/Toddlers With Severe Disabilities: Perceived and Measured Change. Topics In Early Childhood Special Education, 33(2), 68-77. doi:10.1177/0271121412474104
Purpose and Hypotheses of the Study
The study by Salisbury and Copeland (2013) had one purpose. The purpose of this study was to examine child and caregiver outcomes in a diverse sample of 21 infants/toddlers with severe disabilities who received services from an urban, Part C program where caregiver-focused intervention was emphasized.
Sample
For this particular study, the identification of all infants and toddlers who met certain requirements. The participants would consist of infants and toddlers who had severe disabilities and their primary caregivers. After going through to see which infants and toddlers met the criteria, 11 boys and 10 girls averaging the age of 10.76 months participated in the study. Out of the sample in this study, a little more than half of the children received their EI services in centered-based setting, while the remaining 9 were served at home. The selected caregivers that were in this sample reflected the economic, cultural/linguistic, and ethnic diversity. The study consisted of 21 caregivers. Salisbury C. & Copeland C. (2013)
Methods and Procedures
Salisbury C. & Copeland C. (2013) Due to the small sample size and exploratory nature of this study, a case study was designed that used a single program site. From this, three questions guided their work. Question 1 was to what extent did infants/toddlers with severe disabilities evidence improvement in key developmental areas during interventions. Question 2 was what child and personal changes were reported by caregivers base...
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...d its effects might vary from culture to culture and so it would be good for me to get a handle on it and get the help that is out there.
This particular study would have been great for the Chenkus and Higgs family to read as they battled with their son on his heart disability at 5 months. In 2013 CNN http://www.cnn.com/2013/11/30/health/disabled-transplants/, wrote a report entitled, “Disabled baby denied heart transplant.” The family struggled when dealing with this and I think that knowing about this study would have been good for them. I think this would have been a good program for them to participate in so they could work together to get Maverick better. This is a study and program that needs to be heard about because I think it is very useful and will definitely be a help to the infants/toddlers and caregivers that require the assistance of the program.
...to the situations and problems in social work. Poverty had a few chapters on its own. There is nothing wrong with covering poverty, but chapter thirteen should be split into two chapters to give a more comprehensive overview of developmental disabilities. Therefor the book should not exclude the chapter, it should expand the chapter. Developmental disabilities is constantly overlapping in social work. Social workers should have a basic understanding of developmental disabilities. Clients who have disabilities should be understood to an extent, and should get the help they need. The information in chapter thirteen does give helpful information in understanding individuals with developmental disabilities.
The quality of child care in the United States leaves room for improvement. According to (Deborah, L., Vandell, & Barbara, W.), suggest that when low-income families received child care, mothers are more likely to keep doctor’s appointments and decrease their stress level. The cost of child care is having a huge impact on the careers of working parents and people with disabilities. According to the case study of Katy Adams is one that conveys the message of different facets of stress and, how it impacts a person’s health and well been. Stress plays a vital role in a person’s overall health. One of the non-medical problems of Katy’s Adams case study is related to denial of child care services because she was hospitalized and was unable to
Palmer, David S., Fuller, Kathy., Arora, Tina. (2001). Taking Sides: Parent View on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), pp.467-484. Retrieved March, 11, 2002 from WilsonSelect Database.
Cognitive; thinking learning, solving problems. Communication; talking, listening, understanding. Social/Emotional; playing, feeling secure and happy. Examples of early intervention services: If an infant or toddler has a disability or a developmental delay in one or more of the developmental areas. That child will likely be eligible for early intervention services. Those services will be tailored to meet the child's individual needs that may include: assistive technology, Audiology or hearing services, speech and language services, occupational therapy, physical therapy, psychological services.. Services may also be provided to meet the child's family's needs. Family directed services are meant to help family members understand the special needs of their child and how to enhance his or her development. Your child's presents physical, cognitive, communication, social/emotional, and adaptive. Development levels and needs. Family information, including the resource priorities and concerns of you, as a parent, and other family member
Odom, S. L., Buysee, V., & Soukakou, E. (2011). Inclusion for young children with disability: A
Students will develop at their own pace, some much slower than others; a teacher may see this as a developmental delay. This mislabeling of an infant or toddler can cause a significant amount of stress on a parent who in their eyes sees their child developing typically. Another problem with Early Intervention Programs is a lack of parent involvement and acceptance. Parents not wanting to accept that their infant or toddler has a developmental delay or disability and then deny services or not follow through with the Individualized Family Service Plan provided to them. This happens because of a lack of knowledge on the parents end. “In a large measure the success of early intervention and family involvement is dependent upon our ability to assist families in maintaining their handicapped young children within the home—with the provision that both the children and family members can lead reasonably happy, productive lives.” (Bricker & Casuso
Living with a child with special needs can have profound effects on the entire family including the extended family members, siblings, parents, and the child with the special needs. It can affect all aspects of family functioning, since they have to be on the watch for the child. On the positive side, living with a child with special needs can expand horizons, develop family cohesion, increase the family members’ awareness of their inner strength, and promote connections to community groups. On the negative side, this child will need time, physical and emotional demands and financial cost in order to make the child’s life comfortable. However, the impacts will depend on the child’s condition, and its severity, as well as the emotional, physical, and the financial resources available to take care of the child.
As a parent, learning that your child has developmental disabilities can be a life altering moment in time and can cause a devastating chain reaction of events. These events have the potential to change family priorities and structure, hurt relationships, deplete financial savings and stability, and emotionally drain everyone intimately involved with you and your child. How do you find human services programs, agencies, or advocates, whose primary job is to help you provide everything your child needs? It certainly can be an overwhelming barrier, but it's the first step in giving you, your child, and your family a plan of action, goals, success, good mental health and bringing everyone back together.
Although result suggests the effectiveness of SSTP, more well-defined studies that address the above limitations are required to further solidified the evidence in favour of SSTP. For example, to overcome selection bias, participants of future studies could be recruited through social services reasonable for dealing with families with special needs children. Likewise, issues with self-reports and observations could be circumvented by involving a third-party, for examples, teachers and independent observers. Finally, it is important that future research establish the mechanism(s) through which SSTP functions to obtain its effectiveness, or which session(s) of the program contribute its effectiveness. This is important in terms of resources
Silver, J., Lorenzo, P., Zukoski, M., Ross, P. E., Amster, B. J., & Schlegel, D. (1999). Starting Young: Improving the health and developmental outcomes of infants and toddlers in the child welfare system. Child Welfare: Journal of Policy, Practice, and Program, 78(1), 148-165.
To start examining these long-term affects, this article suggests that a committee be brought together with professionals of many different areas who work with the child and have observed their growth. Research should span across the child’s physical, mental, and behavioral health areas. Having professionals from many different disciplines allows for a wider expanse of knowledge of the development of a particular child. That child’s Pediatrician will be able to give information on the child’s physical health. The school-teacher would be able to provide information on the child’s social development. A psychologist would be able to provide information on the mental status of an abused child...
Parent Education in Early Intervention: A Call for a Renewed Focus Topics in Early Childhood Special Education Fall 1999 19: 131-140,
For my final research report I decided to do my research on occupational therapy in preschool and early intervention. The purpose of my research is to discover what an occupational therapist in a preschool and early intervention setting does on a daily basis. I believe young children need the most assistance before they enter elementary school. Children start to become their own person when they are young. If they are not taught to succeed at an early age then they might not be able to succeed when they get older. Also, if a young child has a disability and cannot do the same activities as their peers it can set them up for insecurity and feeling left out. If a child can get help with their disabilities when they are young, they will be more likely to be able to either be at the same level or almost be at the same level as their peers. If a child starts therapy at a young age they will hopefully not be behind when they enter school. On the other hand, if a child starts therapy when they are in elementary school or higher they will most likely be a lot more behind because they have been trying to get at the same level as their peers their entire educational career.
During development, a child develops in a couple differnet ways. Physically, emotionally, and cognitively are the three that come to mind. When a child has developmental delays, there are many things that can be happening preventing the child from developing. Sometimes muscles aren't moved as often as they should be and become immobile. When a child picks up an instrument for the first time, he is not naturally coordinated to play that instrument. Children with that lack in motor skills can exercise, especially their hands, without even knowing it. There are...
Once a child is diagnosed as developmentally delayed parents may feel at fault and not know where to turn for help. The Federal Government has mandated intervention services for children age’s birth to five years with disabilities (Brown, 2007). At the age of three a child that is delayed or has a genetic disorder will receive intervention in a pre-school setting. This setting would help the child reach the milestones necessary to enter kindergarten. A program such as this helps a child to be placed in an inclusive classroom; which would allow the child to be successful in the lea...