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Posters Advancing Comprehensive Early Childhood Intervention ECI SERVICE DELIVERY Topic - ECI Practices, Models, and Systems
Session 2
p2.08 Identification and Dissemination of Best Practices in Early Intervention Centers: Applying the Positive Deviance Approach Presenting Author: Luna Benítez, Helena López-Bueno (Spain) Affiliation: University of Villanueva The present study adapts the Positive Deviance (PD) approach to identify and disseminate best practices in Early Intervention Centers in Madrid (Spain), a crucial field for child development. Traditionally, quality improvement has relied on analyzing failures; however, the PD approach and the Safety-II methodology emphasize the value of learning from excellent practices and functional adjustments. A questionnaire will be administered in 11 public and private centers, targeting families, professionals, and managers, to identify factors such as effective communication, the use of technology, teamwork, and the recognition of staff contributions. The IDEAL framework (Identification and Dissemination of the Exceptional to Achieve Learning) will guide the integration of these strategies into a systemic, multi-level approach. This model fosters continuous learning, strengthens staff resilience, and ensures high-quality early intervention for children and families. The results identify practices that, while not highly visible, are highly effective, highlighting their positive impact on child development and the experiences of families and professionals. p2.09 Make it a Childhood Memory and Not a Therapeutic Memory: Young People’s Experience of Early Childhood Intervention in Australia Presenting Author: Christine Imms (Australia) Affiliation: Healthy Trajectories, Department of Pediatrics, The University of Melbourne, VIC, Australia Co-Authors: Nicole Kozelj, Francesca Lami, Carolyn Pinto, Meghan Wilson, Miriam Yates Young people with developmental concerns, delays or disability have a right to be heard on issues that are pertinent to their lives. Understanding their perspectives provides essential information for continued improvement of early childhood intervention (ECI) services. To explore the experiences of young people with developmental delay or disability who received ECI services in Australia, during their childhood and to understand their views on “best practice” in ECI. Semi-structured interviews (n = 21, participants: 15- 30 years, varying disabilities) were conducted and data were analyzed using an inductive qualitative method. Six themes described perceptions of longer-term outcomes, and views on what encapsulates “best practice.” Themes related to rights, being understood, focusing on function, providing holistic support and attending to positive and negative impacts on the child and family. Insights from young people need to be prioritized to inform policies, guidelines, and education initiatives to optimize outcomes. p2.10 Maryland’s PRIDE: Benefits of Embedding Early Intervention Components Within a NICU and NICU Follow-Up Program The Maryland’s Premature Infant Developmental Enrichment (PRIDE) program embeds early intervention into the University of Maryland neonatal intensive care unit (NICU) and NICU Follow-Up Program for Baltimore City residents. To determine the impact of PRIDE, we compared premature infants of low- income families who participated in the Baltimore City Infants and Toddlers Program (BITP) with and without PRIDE. Data was drawn from the BITP database and a total of 956 premature infants were included in the study. Our findings indicate that PRIDE offers advantages in terms of younger referral age, longer length of stay in the program, and less parent withdrawal. A larger percentage of PRIDE infants were eligible for special education preschool services under Part B of Individuals with Disabilities Education Act at age 3 years. These findings provide support for the relative benefits of PRIDE to the traditional system of early intervention referral, evaluation, and service coordination. Presenting Author: Brenda Hussey-Gardner (USA) Affiliation: University of Maryland School of Medicine
p2.11 Service Delivery Model: Zagreb Center for Independent Living Presenting Author: Vanja Milošević (Croatia) Affiliation: Zagreb Center for Independent Living Co-Authors: Martina Biškup Stepinac, Sanja Morić, Vlatka Tucelj Omeragić
Our Center’s primary goal is to ensure the accessibility of early intervention for children and their families through multiple locations spread across the city, offering timely, professional support to enable the best possible development and social integration. Access to the Center's services is obtained by submitting a request to the Social Welfare Institute. The Center’s social worker forwards the received request to the assessment team. The assessment team conducts an assessment and decides on appropriate therapy. The Center offers a range of therapeutic services, including speech therapy, psychological support, physiotherapy, educational rehabilitation specialist support and occupational therapy, all tailored to the specific needs of each child through a transdisciplinary approach. To ensure continuous assistance for children and their families throughout the entire developmental process, the Center provides group support for parents, ensures a mobile team as transitional support and collaborates with educational institutions, healthcare facilities, and other relevant organizations.
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