163
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Screening, Assessment, Identification, Referral p2.32 Early Identification of Young Children With Delays and Disabilities: Research Findings and Recommended Practices
Presenting Author: Elizabeth A. Steed (USA) Affiliation: University of Colorado Denver Co-Authors: Heidi L. Burke, Renee Charlifue-Smith, Rachel Stein
This presentation will describe four studies conducted by our U.S.-based research team on the early identification of young children with potential delays, disabilities, and early mental health issues in the U.S. We will present the purpose, methods, and findings of each study that included early childhood intervention personnel from all regions of the U.S. who conduct initial evaluations for early intervention and preschool special education. Discussion will focus on research to practice issues in the use of recommendations for identifying young children with potential delays or disabilities, including the use of authentic assessment alongside standardized tools, culturally and linguistically responsive evaluation practices, involving families in the evaluation, and utilizing the referral and evaluation process as an opportunity to capture early social-emotional difficulties. The implications and recommendations of our findings for global contexts will be explored. p2.34 Families and Early Childhood Educators' Evaluation of Local Early Childhood Intervention Team Coimbra/Penacova Program Presenting Author: Rita Laranjeira (Portugal) Affiliation: Local Early Childhood Intervention Team Coimbra/Penacova, SNIPI Co-Authors: Sandra Agra, Cristóvão Marques, Eugénia Ribeiro Local Early Intervention (LEI) Team Coimbra/Penacova decided that their program should be evaluated in 2024. The LEI Team created a questionnaire based on Recommended Practices in Early Childhood Intervention to evaluate their program, the ECI practitioners’ role and the work developed with families and other care providers. Seven families and seven Early Childhood Educators (ECE) answered the online questionnaire at the end of the intervention. All families felt supported by the ECI practitioners, giving more value to the professionals’ characteristics. Families saw changes in their children’s development and considered the ECI practitioners’ work and their personal and professional characteristics as essential for the intervention success. Most ECE considered they had an active participation in the intervention, valuing the teamwork. The ECI practitioners’ professional characteristics and their role in the intervention were the positive aspects most highlighted. One ECE had a different perspective about the ECI practitioner’ support. Early childhood intervention usually includes a diagnostic phase, which often begins before the start of early intervention, in order to initiate the early childhood intervention service. The development of the child is regularly assessed using standardized development tests. However, due to the implementation of a bio-psycho-social model of the ICF (WHO, 2001), it makes sense to (additionally) focus on participation in diagnostics. Various participation measurement instruments are now available for early childhood. However, these should be viewed critically in relation to the theoretical construct of participation. Research shows that participation includes both objective and subjective aspects. However, the objective aspect is predominantly recorded in measurement instruments. Children are often not asked about their participation themselves, but rather their families or other professionals. The results of a systematic review (Dawal et al. in prep.) are presented, and the significance of participation measurement instruments in early childhood intervention is discussed. p2.36 From Clinic to Home: Authentic Assessment and a Transdisciplinary Model in Early Childhood Intervention: A Case Study Presenting Author: Sofia Charrua (Portugal) Affiliation: Núcleo CASA – Psychology, Education, and Development Co-Authors: Francisca Silva Ferreira, Marisa Gouveia e Serra, Vânia Oliveira, Catarina Grande This study aims to demonstrate the effectiveness of authentic assessment and intervention in real-life contexts for children in early childhood, offering a comprehensive understanding of their development. The transdisciplinary team from Núcleo CASA, a private clinic, visits the child’s natural environment (home and school). These visits enable authentic observations of the child’s engagement and participation, focusing on caregivers concerns and promoting opportunities within daily routines that may impact development and functionality. The case study approach highlights the importance of assessment and intervention strategies based on real-life experiences, through collaborative capacity-building in real contexts. It emphasizes the consultancy model among professionals, empowering them to support families with an integrated perspective that addresses the child's needs. It highlights the role of a case manager, who facilitates communication with the family and ensures an integrated, child-centered approach. This methodology fosters collaboration between families and professionals, improving early childhood development and supporting systemic growth. p2.35 Focus on Participation: Considerations for Diagnostic Processes in Early Childhood Intervention Presenting Author: Britta Dawal (Germany) Affiliation: University of Applied Sciences South-Westphalia
Made with FlippingBook - professional solution for displaying marketing and sales documents online