Early Intervention Specialists Research Articles

Outcome Measures And Analysis Of Memory Movers- An Exercise Programme For The Brain, Body And Mind

Abstract Background Memory Movers is a six-week early intervention specialist programme designed for implementation in community settings to meet key healthcare needs for individuals experiencing memory difficulties/dementia and their family carers. This programme provides individuals with the knowledge, skills and education to care for their overall health and well-being. It supports mental health and well-being by utilising cognitive stimulation exercises in conjunction with physical health exercises and providing information and basic exercises in mental health. Methods The Specialist Mental Health Service for Older People collaborated with an Acute Hospital, local Council, and Sports and Wellbeing Partnership in designing a suitable, accessible programme to promote Mental Health and well-being in the community. The programme incorporates the following aspects of health: Memory, Movement, and Mental Health. Results Pre- and post-assessments were undertaken with results highlighting the following: The Life Satisfaction Scale improved by 6%; the Mood Rating Scale improved by 19% and the overall rating of experiencing feelings of anxiety was reduced by 14% within the final week. There was also a 101% increase in the average engagement in physical activity. A range of positive comments received from attendees were recorded on feedback questionnaires. Conclusion Findings highlighted that remaining active supports both physical and mental health. According to the HSE (2020), physical exercise can cause chemical changes in the brain, which can help improve mood. Cognitive stimulation is beneficial to brain health and cognition (Schulz 2015). These contribute to the overall well-being of individuals, promoting cognitive functioning and movement, as well as overall mental health and well-being. This programme also provides opportunities for social connection and integration with services.

Neglecting the care of people with schizophrenia: here we go again.

Specialist early intervention teams consider clinician-patient engagement and continuity of care to be a driving philosophy behind the treatment they provide to people who have developed schizophrenia or a related psychotic illness. In almost all countries where this service model has been implemented there is a dearth of available data about what is happening to patients following time-limited treatment. Information on discharge pathways in England indicates that some early intervention specialists are discharging most of their patients from all psychiatric services after only 2 or 3 years of input. Some ex-patients will be living in a state of torment and neglect due to an untreated psychosis. In the UK, general practitioners should refuse to accept these discharge pathways for patients with insight-impairing mental illnesses.

Common Sounds Audiograms: Quantitative Analyses and Recommendations.

A counseling tool routinely used by pediatric audiologists and early intervention-specialists is the often-named "common sounds audiogram" (CSA). Typically, a child's hearing detection thresholds are plotted on the CSA to indicate that child's audibility of speech and environmental sounds. Importantly, the CSA may be the first item that parents see when their child's hearing loss is explained. Thus, the accuracy of the CSA and its associated counseling information are integral to the parents' understanding of what their child can hear and to the parents' role in the child's future hearing care and interventions. Currently available CSAs were collected from professional societies, early intervention providers, device manufacturers, etc., and analyzed ( n = 36). Analysis included quantification of sound elements, presence of counseling information, attribution of acoustic measurements, and errors. The analyses show that currently-available CSAs are wildly inconsistent as a group, not scientifically justified, and omit important information for counseling and interpretation. Variations found among currently available CSAs can lead to very different parental interpretations of the impact of a child's hearing loss on his/her access to sounds, especially spoken language. Such variations, presumably, could also lead to different recommendations regarding intervention and hearing devices. Recommendations are outlined for the development of a new, standard CSA.

From Emotional Crisis to Empowerment

This article presents the experiences of 2 mothers whose children were born blind. It relates their journey moving from the grief experienced when presented with the unexpected challenges of supporting a child with special needs to a position of empowerment after gaining the necessary knowledge and skills to integrate into their new and reimagined lives. This research addresses the following question: “What is the role of Early Intervention Specialists (EISs) in supporting parents of children with unexpected congenital blindness?” Using case study methodology, the authors interviewed 2 mothers in Australia, when their children were aged 5 years and again 5 years later to gather a longitudinal understanding of their interactions with EISs. These narratives underscore the critical importance of the specialized knowledge EISs provide in empowering caregivers to take control of their child's therapy needs and advocate for their full participation within educational contexts and the community.

Об актуальности развития трансдисциплинарной модели организации работы специалистов службы ранней помощи

The team approach is one of the priorities in modern social practice and it is necessary for social practitioners to have professional and team-working competencies as well, and it is important for them to understanding the specifics of different approaches of team working organizing. For Russian social practitioners is important to know the essential specifics of different models of team work, their correct terminology definition and practical application. Based on the analysis of domestic and foreign sources, the article discusses the main models of multidisciplinary, interdisciplinary, trans-disciplinary team work of early intervention specialists; highlighted their essential characteristics, strengths and weaknesses. Interdisciplinary model of early intervention is the most common this time. The authors position is that the trans-disciplinary model of early intervention is the most promising and effective in family work. The needs, the barriers and the prospects of implementation of the trans-disciplinary model of early intervention family work in Perm region are analyses in this article.

Social Connectedness in Family Social Support Networks: Strengthening Systems of Care for Children with Special Health Care Needs.

Current approaches to addressing the problems families face when navigating complex service systems on behalf of their children rely largely on state or nationally driven efforts around the development of systems of care (SOCs). However, operationalizing meaningful family involvement within SOCs remains a challenge, with little attention paid to the role of personal social support networks (PSSNs). Specifically, risk factors related to the variations in the social connectedness of family social support networks are difficult to identify, assess, and track over time. This paper summarizes families’ descriptions of their PSSNs and describes the development of a social network analysis tool, the Person-Centered Network App (PCNA), used to measure and monitor the social connectedness of families of children with special health care and developmental needs. Twenty-nine families participated in the project and completed social network surveys, identifying a total of 38 unique types of support partners and 230 partnerships (dyadic relationships). Families identified a range of formal and informal members including primary care providers, medical specialists, family, friends, faith-based organizations, insurance providers, nurses, community organizations, early interventionists, school resources, other families, online support groups, and public resources, rating 61 percent of them as “very important.” Informal network members (e.g., family, friends) provided emotional and day-to-day support. Primary care providers, medical specialists, and public resources provided health care services while early intervention and medical specialists provided therapies. PSSNs were characterized by high levels of trust but low levels of coordination. These findings inform providers and case workers that families can readily describe their social connectedness in ways that may affect health care access and utilization. Understanding how PSSNs function in the lives of families of children with complex health care needs provides opportunities for improving systems of care (e.g., medical homes) and ultimately, enhancing health and developmental outcomes.

Increasing the Effectiveness of Early Intervention Practices for Young Children with Visual Impairment

Although the importance of early intervention programs for visually impaired young children is widely recognized, there is a lack of knowledge about the practical implications of these programs. The primary purpose of the study was to explore the related literature on early intervention practices targeting visually impaired young children and their families. This study reviewed the current research, practices, approaches, and strategies to engage these children and their families, and identified the gaps that should be addressed by future research. The review highlighted the importance of initial screening and its standardization, customization of early intervention programs and parental support practices, education of early intervention specialists, and emotional support and peer groups for children and parents. By synthesizing the academic and grey literature, this study presented a comprehensive discussion and provided significant implications particularly to researchers, healthcare administrators, and policymakers involved in improving the quality of life of visually impaired young children.

Enhancing early engagement with mental health services by young people.

International studies have shown that the prevalence of mental illness, and the fundamental contribution it make to the overall disease burden, is greatest in children and young people. Despite this high burden, adolescents and young adults are the least likely population group to seek help or to access professional care for mental health problems. This issue is particularly problematic given that untreated, or poorly treated, mental disorders are associated with both short- and long-term functional impairment, including poorer education and employment opportunities, potential comorbidity, including drug and alcohol problems, and a greater risk for antisocial behavior, including violence and aggression. This cycle of poor mental health creates a significant burden for the young person, their family and friends, and society as a whole. Australia is enviably positioned to substantially enhance the well-being of young people, to improve their engagement with mental health services, and – ultimately – to improve mental health. High prevalence but potentially debilitating disorders, such as depression and anxiety, are targeted by the specialized youth mental health service, headspace: the National Youth Mental Health Foundation and a series of Early Psychosis Prevention and Intervention Centres, will provide early intervention specialist services for low prevalence, complex illnesses. Online services, such as ReachOut.com by Inspire Foundation, Youthbeyondblue, Kids Helpline, and Lifeline Australia, and evidence-based online interventions, such as MoodGYM, are also freely available, yet a major challenge still exists in ensuring that young people receive effective evidence-based care at the right time. This article describes Australian innovation in shaping a comprehensive youth mental health system, which is informed by an evidence-based approach, dedicated advocacy and, critically, the inclusion of young people in service design, development, and ongoing evaluation to ensure that services can be continuously improved.

Pediatric hearing loss.

On the basis of strong research, universal newborn screening should be performed before age 1 month with repeat or follow-up testing for those who do not pass performed before age 3 months and intervention started before age 6 months. On the basis of strong research and consensus statement, tympanostomy tubes should be considered for individuals with bilateral persistent middle ear effusion for 3 months or greater and a documented conductive hearing loss. On the basis of consensus statement, all children with suspected hearing loss should have an age appropriate hearing test. On the basis of strong research, the most common form of congenital hearing loss is genetic. Most of this is nonsyndromic hearing loss.

0-3 Population: Past, Present, and Future Directions for Providing Feeding and Swallowing Services

This article will provide an important historical context of the development of early intervention (EI) in regards to oropharyngeal dysphagia and the rationale of why service delivery models are so different across the United States. Since the onset of IDEA, Part C (2004) we have seen a significant need for EI specialists who have training in developmental feeding/swallowing issues and who are comfortable utilizing these skills within non-medical environments. Based on the number of infants/toddlers who are currently receiving services, evidence is available that indicates more qualified professionals will be needed as we look to the future.

Best Practices in Family-Centered Early Intervention for Children Who Are Deaf or Hard of Hearing: An International Consensus Statement

A diverse panel of experts convened in Bad Ischl, Austria, in June of 2012 for the purpose of coming to consensus on essential principles that guide family-centered early intervention with children who are deaf or hard of hearing (D/HH). The consensus panel included parents, deaf professionals, early intervention program leaders, early intervention specialists, and researchers from 10 nations. All participants had expertise in working with families of children who are D/HH, and focus was placed on identifying family-centered practice principles that are specific to partnering with these families. Panel members reported that the implementation of family-centered principles was uneven or inconsistent in their respective nations. During the consensus meeting, they identified 10 agreed-upon foundational principles. Following the conference, they worked to refine the principles and to develop a document that described the principles themselves, related program and provider behaviors, and evidence supporting their use (drawing upon studies from multiple disciplines and nations). The goal of this effort was to promote widespread implementation of validated, evidence-based principles for family-centered early intervention with children who are deaf and hard of hearing and their families.

Development of Fine Motor Coordination and Visual-Motor Integration in Preschool Children

Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegboard Test. Data were analyzed with one-way ANOVA, followed by planned com­parisons between the age groups. We also performed a regression analysis to assess the influence of age and motor coordination on visual-motor integration. The results showed that age has a great effect on the development of fine motor skills. Furthermore, the results indicated that there are possible sensitive periods at preschool age in which the development of fine motor skills is accelerated. Early intervention specialists should make a thorough evaluations of fine motor skills in preschool children and make motor (re)habilitation programs for children at risk of fine motor delays.

A Theory to Practice Model: Clinical University School Lab Partnerships to Prepare Early Intervention Specialists

A Theory to Practice Model: Clinical University School Lab Partnerships to Prepare Early Intervention Specialists

Elternerfahrungen mit Autismus-spezifischer Verhaltenstherapie im Vorschulalter

In an online-based investigation, 205 parents report on their experience with interventions for their young children with autism. Only a minority of 20 per cent use behavioral interventions. In 50 per cent of cases, intensity of therapy is low (once a week or less). However, the data support a high level of parental satisfaction with therapy, developmental progress and their own participation. Parents using behavioural interventions report a higher level of satisfaction and therapy involvement. Additionally, qualitative interviews with six mothers reveal severe deficits in the acceptance of autism-specific interventions by early intervention specialists and in the cooperation between preschool staff and experts as well as problems obtaining financial support for intensive behavioral interventions.

Elternerfahrungen mit Autismus-spezifischer Verhaltenstherapie im Vorschulalter

In an online-based investigation, 205 parents report on their experience with interventions for their young children with autism. Only a minority of 20 per cent use behavioral interventions. In 50 per cent of cases, intensity of therapy is low (once a week or less). However, the data support a high level of parental satisfaction with therapy, developmental progress and their own participation. Parents using behavioural interventions report a higher level of satisfaction and therapy involvement. Additionally, qualitative interviews with six mothers reveal severe deficits in the acceptance of autism-specific interventions by early intervention specialists and in the cooperation between preschool staff and experts as well as problems obtaining financial support for intensive behavioral interventions.

Interprofessional Collaborative Practice: Preparing Future Professionals To Use the ICF-CY

The global call to action has been communicated from the World Health Organization (WHO), addressed to health care providers and higher education programs. The expressed need is to mobilize a workforce that is “collaborative practice-ready” (WHO, 2010, p. 7), prepared to work as members of an interprofessional team. Although the context of the WHO statement explicitly targets health care professionals, it also addresses the need for services to be contextually based and culturally appropriate and to involve the families, communities, and individuals for whom services are directed. This article will explore the key elements and mechanisms of interprofessional collaborative practice in early childhood service delivery for health care and early intervention specialists from a number of professional perspectives.

Sleeping on the Couch: Interpretation-in-Action in Infant-Parent Psychotherapy

Various types of action are prevalent in infant mental health work, not only in the practice of infant-parent psychotherapy as originally conceived by Selma Fraiberg (Fraiberg & Fraiberg, 1980), but also as a matter of course in the action-oriented work carried out by social service providers, early intervention specialists, nurse practitioners, and child protective service workers in the field. As a result, the clinician practicing infant-parent psychotherapy often faces a variety of situations involving (and provoking) concrete action. As the gap between those with access to social and financial resources and those who live in poverty widens, both in the United States and abroad, the need for affordable mental health services will continue to increase. Psychoanalysts, who have suffered criticism in the past as elitist and out of touch with the needs of the impoverished, must find innovative ways to stay relevant as advocates of an important mode of psychological and emotional change. This paper extends the psychoanalytic concept of interpretation-in-action (Ogden, 1994) as it pertains to the work of infant-parent psychotherapy in community mental health. Interpretation-in-action is viewed as a theoretical concept that facilitates socially-minded, psychoanalytic practice through action. It is proposed as a bridging concept between those in the field of psychoanalysis who still view such action with suspicion and those who now call for psychoanalytically oriented clinicians to increase their involvement in impoverished and under-served communities around the world.

Sugar-coaters and Straight Talkers: Communicating About Developmental Delays in Primary Care

The goals were to investigate parents' and early intervention (EI) specialists' beliefs and experiences regarding discussing child development in primary care and to identify communication barriers and opportunities. Focus groups were held with (1) mothers of young children with typical development, (2) mothers of young children who received EI services, and (3) EI specialists. Seven groups (N = 46 participants) were conducted in the greater Cleveland, Ohio, area. Meetings were audio-recorded, transcribed, coded, and analyzed, to identify themes. Most mothers reported a preference for a nonalarmist style of communication when developmental delays are suspected. In contrast, some mothers preferred a more direct style, including the use of labels to help them understand their child's development. The importance of preparation to accept information about developmental delays emerged as a theme in all groups. Elements contributing to preparedness included information about expected developmental skills, suggestions for promoting skills, and a specific time frame for follow-up evaluation. Mothers of children with disabilities perceived that early reassurance of normalcy by providers in response to their concerns led to self-doubt and increased difficulty accepting the diagnosis. Mothers and EI specialists have clear ideas about factors that promote or impede communication regarding child development. This information can inform primary care providers' approaches to monitoring and screening the development of young children and to communicating with parents regarding suspected developmental delays.

The emergence of the psychological life of the child with Down syndrome: Reflections regarding early intervention

The age range with which early intervention specialists work enables them both to witness and support the construction of the subjective self process in children with Down syndrome (FCSD). Viewing development as a dynamic process, this article looks at what conditions are necessary to help the baby/child grow into adult life and reviews the way in which the child's psychological life emerges from the parent-child relationship. Lastly, it considers aspects believed to be important in the emotional development of the child with Down syndrome (DS) on the basis of experiences in early intervention.

El surgimiento de la vida psíquica del bebé con síndrome de Down: consideraciones desde la atención temprana

The age range with which early intervention specialists work enables them both to witness and support the construction of the subjective self process in children with Down syndrome (SD). Viewing development as a dynamic process, this article looks at what conditions are necessary to help the baby/child grow into adult life and reviews the way in which the child's psychological life emerges from the parent-child relationship. Lastly, it considers aspects believed to be important in the emotional development of the child with Down syndrome (DS) on the basis of experiences in early intervention.