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Direct linkReaves, Samantha; Bohnenkamp, Jill; Mayworm, Ashley; Sullivan, Margaret; Connors, Elizabeth; Lever, Nancy; Kelly, Michael S.; Bruns, Eric J.; Hoover, Sharon – School Mental Health, 2022
Schools are the most common venue in which children and youth receive mental health services. To organize delivery of mental health care to such a large number of children, use of school teams is often recommended. Yet, there is limited empirical literature about the composition of school mental health teams or teams' relations to service…
Descriptors: Mental Health, Teamwork, Schools, Health Promotion
Brooke Ingersoll; Sarah N. Douglas; Matthew T. Brodhead; Angela Barber; Louise A. Kaczmarek – Journal of Early Intervention, 2024
Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other…
Descriptors: Interdisciplinary Approach, Young Children, Autism Spectrum Disorders, Competence
Johanna Higgins; Dana C. Childress – Young Exceptional Children, 2024
Effective collaboration among team members is a fundamental responsibility for all Early Intervention (EI) professionals. EI can be described as a particular type of service and support for infants and toddlers with delays/disabilities under three and their families provided through Part C of the Individuals with Disabilities Education Act.…
Descriptors: Early Intervention, Professional Personnel, Infants, Toddlers
Park, Kyunghwa Kay – ProQuest LLC, 2022
For early intervention services, DEC (2014) recommends the Primary Service Provider (PSP) model, in which one provider serves as primary liaison between the family and other team members. The model focuses on the role of families and caregivers in child development, interventions aligned with natural learning environment practices, and…
Descriptors: Early Intervention, Program Implementation, Models, Delivery Systems
Download full textAndrea Laser; Serra Acar; Karen Brown; Katherine B. Green; Lindsey A. Chapman; Chelsea T. Morris; Lauren Hart Rollins; Annie George-Puskar; Monica Gonzalez; Alesia Mickle Moldavan; Kathy R. Doody; Katrina Fulcher-Rood; Pamela Schuetze; Kaitlin Jackson; Bradley Mills; Lindsay R. Dennis; Tai Cole; Kelly Farquharson; Marisa Macy – Journal of Special Education Preparation, 2024
The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted…
Descriptors: Learner Engagement, At Risk Students, Early Childhood Education, Special Education Teachers
Czyz, Anna Katarzyna – Universal Journal of Educational Research, 2018
The development of a child, especially a child with a disability, is conditional upon the initiation of rehabilitation measures immediately after the problem has been identified. The quality of the reaction is conditioned by the functioning of the therapeutic team. The main purpose of the research was the diagnosis of early support system for…
Descriptors: Foreign Countries, Child Development, Early Intervention, Teamwork
Pereira, Ana Paula Silva; Oliveira, Sandra Cristina Pinto – Early Child Development and Care, 2019
In Portugal, the individual intervention plan (IIP) is an essential component of early intervention (EI) services for families with children aged 0-6 who have special needs or are at risk. In this paper, we aim to analyse: (a) the benefits of the IIP for families in EI programmes and (b) the type of barriers and difficulties in the process of…
Descriptors: Foreign Countries, Early Intervention, Young Children, Program Implementation
Poffenberger, Erin – ZERO TO THREE, 2022
Part C of the Individuals With Disabilities Education Act (IDEA) mandates the provision of early intervention (El) services to qualifying children under 36 months old. Socia/ emotional development is one area that programs are obligated to provide assessment and intervention for and yet, most El programs do not have licensed mental health…
Descriptors: Federal Legislation, Educational Legislation, Equal Education, Students with Disabilities
Ely, Mindy S.; Ostrosky, Michaelene M. – Journal of Visual Impairment & Blindness, 2018
Introduction: The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of…
Descriptors: Early Intervention, Visual Impairments, Literature Reviews, Family Programs
Albritton, Kizzy; Chen, Ching-I; Bauer, Sara G.; Johnson, Ashley; Mathews, Rachel E. – Young Exceptional Children, 2021
Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for…
Descriptors: Young Children, At Risk Students, Teamwork, Interdisciplinary Approach
Cecilia Scott-Croff – Journal of the American Academy of Special Education Professionals, 2020
This manuscript identifies the challenges of children with special needs and their families. This text further highlights the complexity of integrating children with intellectual differences into inclusive settings. Furthermore, the author incorporates the teamwork and collaboration principles and practices of the Division for Early Childhood…
Descriptors: Special Education, Early Intervention, Inclusion, Barriers
Njoroge, Wanjiku F. M. – ZERO TO THREE, 2015
This article reveals the complicated relationships among culture, family, trauma, and service delivery for immigrant families. The author describes a family who first came into contact with the service delivery system referred by the pediatrician, whose practice was an important point of entry for the early childhood work that followed. The family…
Descriptors: Cultural Influences, Immigrants, Delivery Systems, Early Childhood Education
Aubin, Tamie; Mortenson, Patricia – Infants and Young Children, 2015
Although a transdisciplinary approach (TA) is considered best practice for children aged 0-3 years, there is limited information for professionals on how to successfully implement TA services. Using qualitative inquiry, in-depth interviews were conducted to explore the experiences of 6 service providers and managers who took part in early…
Descriptors: Interdisciplinary Approach, Pediatrics, Rehabilitation, Qualitative Research
Edwards, Claire M.; Newell, Jason M.; Rich, Danielle Waldrep; Hitchcock, Laurel I. – Journal of Teaching in Social Work, 2015
The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing…
Descriptors: Social Work, Speech Language Pathology, Caseworker Approach, Interdisciplinary Approach
Reese, R. Matthew; Jamison, T. Rene; Braun, Matt; Wendland, Maura; Black, William; Hadorn, Megan; Nelson, Eve-Lynn; Prather, Carole – Journal of Autism and Developmental Disorders, 2015
Children living in rural and underserved areas experience decreased access to health care services and are often diagnosed with autism at a later age compared to those living in urban or suburban areas. This study examines the utility and validity of an ASD assessment protocol conducted via video conferencing (VC). Participants (n = 17) included…
Descriptors: Rural Areas, Access to Health Care, Autism, Clinical Diagnosis
