China
Africa
Explore chapters and articles related to this topic
Mental Health: Toxic Stress, Peer Victimization (Bullying), Anxiety, Depression
Published in Hilary McClafferty, Integrative Pediatrics, 2017
This may involve school and community programs, early childhood intervention programs, social support workers, and collaboration between all levels of legal and foster care. Ideally interventions would include an infusion of support for families in distress, increased access to trained mental health workers, and growth of trauma-directed cognitive therapies along the lines of national programs such as Zero to Three (National Center for Infants) and the American Academy of Pediatrics Bright Futures supported by the maternal and Child Health Bureau, Health Resources and Services Administration (American Academy of Pediatrics).
Early Intervention: New Directions for Occupational Therapists
Published in Jerry A. Johnson, David A. Ethridge, Developmental Disabilities: A Handbook for Occupational Therapists, 2013
Roseann C. Schaaf, Laura N. Gitlin
In light of recent legislative changes and the growing demand for occupational therapy services, the American Occupational Therapy Association has reevaluated the role of practice in early intervention. It has also underlined the importance of training that goes beyond skill development in individual assessment and treatment approaches to an examination of the socio-cultural, environmental context of individual functioning (AOTA, 1986c). AOTA has defined occupational therapy in early intervention in the following manner.“Occupational therapy personnel use purposeful activity in the development or restoration of function to help the child and family develop resources to meet personal needs and the demands of the environment. The child’s occupations of movement, play, eating, interacting with others, dressing, bathing and the like are the purposeful activities used in early childhood intervention to promote normal development and adaptive coping behaviors. Treatment stems from a scientifically based neurophysiological framework. Services are provided to help parents in their roles as providers and primary caregivers. Treatment may be provided in collaboration with other disciplines and professionals . . . Occupational therapy in early intervention promotes independent function and adaptive interaction with the environment through the use of age appropriate, purposeful activity.”
Facilitating Successful International Adoptions
Published in Beth P. Velde, Peggy Prince Wittman, Community Occupational Therapy Education and Practice, 2012
Information on development, activities for stimulating development, sensory problems, feeding behaviors, auditory processing and school readiness can be shared by occupational therapists. Symptoms that would be appropriate to refer a child to pediatric professionals would be of interest to parents of adopted children. Language development has been found to be most delayed and the most difficult to remediate following adoption (Haradon, 1999b). Referrals to speech pathologists who specialize in early development can be helpful since the child usually lacks the foundation of language development that is normally encouraged by parents during infancy (Day, 1982). When the child reaches school age, the early weak language foundation causes stress for the child as he/she is struggling with higher concepts. Special education resources and English as a second language are especially valuable resources. Early Childhood Intervention is helpful for families since many adopted children are under three years of age and need developmental stimulation.
Child and family factors that predict participation attendance in daily activities of toddlers with global developmental delay
Published in Disability and Rehabilitation, 2021
Pei-Jung Wang, Hua-Fang Liao, Ling-Ju Kang, Li-Chiou Chen, Ai-Wen Hwang, Lu Lu, Yu-Kang Tu, George A. Morgan
The Taiwan government has provided inclusive early childhood intervention [3] and community-based early childhood intervention [53]. Among this study sample, 15 (25%) children were placed in inclusive early education, and 44 (75%) were cared for at home and received free early childhood intervention services at medical or social welfare settings regularly. Thus, the availability, accessibility, and affordability of environmental supports provided by the government to enhance participation in daily activities may well reduce environmental barriers [54], and eliminate the influence of family factors on children’s participation for this study. Government supports include inclusive playgrounds in communities, free attendance to regular public nursery school with the support of early intervention services, free attendance to parent–child centers or other public amusement parks or parent–child activities sponsored by government, reduced transportation fee for caregivers and their children with disabilities, and discounted admission fee to attend private children activities, etc. The above resources may explain why family factors including SES, family income, maternal education, maternal stress, and maternal teaching behavior did not significantly predict overall participation diversity and intensity significantly when controlling for the child factors.
Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings
Published in Developmental Neurorehabilitation, 2019
Ana I. Pinto, Catarina Grande, Vera Coelho, Susana Castro, Mats Granlund, Eva Björck-Åkesson
In Portugal, as in some other countries, individualized education plans are mandated by law, following international conventions that recommend focusing assessment and intervention procedures on participation outcomes. This way of reasoning requires a shift in assessment-intervention paradigms from a focus on deficits in the child’s development to a focus on child functioning and participation in natural settings, which changes over time. Difficulties in this paradigm shift were highlighted in a study analyzing Individualized Education Programs in preschoolers with disabilities, attending inclusive special education.49 The study results show a lack of consistency between assessment and intervention, with few domains being included in both assessment and intervention.49 This result, as well as the evidence in favor of a functioning approach shown in the present study, point to the need for future research to focus on developing instruments to observe individual child engagement, to determine their social interactions and degree of independence in daily activities. Such instruments can be used to monitor the efficacy of procedures aimed at increasing participation and their implementation. If this is implemented, early childhood intervention professionals will be in a better position to plan opportunities aiming to improve children’s participation. Training teachers on how to use such measures in their education planning and daily interactions will support them in adequately monitoring their intervention plan in order to meet each child’s unique needs.
Rural and remote speech-language pathology service inequities: An Australian human rights dilemma
Published in International Journal of Speech-Language Pathology, 2018
Debra M. Jones, Lindy McAllister, David M. Lyle
Access to timely services has the ability to improve developmental outcomes for children (Early Childhood Intervention Australia, 2010). However, children raised in rural and remote communities can experience limited to no SLP service access, undermining responsive, adequate and impactful healthcare delivery. These children are at greater risk of experiencing unidentified and untreated communication delays that impact their capacity for educational engagement, further limiting their opportunities to break cycles of poverty and disadvantage (McLachlan et al., 2013). Children entering school with limited capacity for school-based learning experience lower levels of academic achievement and are at increased risk of teenage parenthood, mental health problems, committing criminal activity and poorer employment outcomes (Australian Institute of Health and Welfare, 2009).