Infants and Toddlers

goals of early intervention

• enhancing development

• minimizing possibility of developmental delay

• enhancing accommodation of child’s needs

individualized family service plan

plan for education children from 0-3 years of age

• family at center of approach

• plan is for entire family with parents playing active role

• automatically qualify if child is diagnosed with HL

IFSP development

written document developed by team

• summarized child present levels of various categories

• identifies family resources, priorities and concerns

• specific major outcomes expected

• specific dates for initiation of services

• describes early-intervention programs and services

center based program

children attend weekly therapy for a set number of hours

• direct therapy model

• clinicians administer therapy and may not include the parents

home-based programs

early-intervention specialist visits the infant’s home and provides instruction to the parents and child

• coaching model

parental support

• parental instruction can create duel benefit

  • may promote the child’s development

  • may promote the parent’s sense of slef-efficacy and increase family well being

• informal instruction

• formal instruction

informal instruction

• provided as clinicians observe parent-child interactions

• clinician should be tactful, provide respect for panet, and avoid being overly negative

formal instruction

might follow specific stages of didactic instruction, guided learning, and real-world practice

learning to listen

• able to interpret and attach meaning to info they receive and formulate a response

• attaching meaning depends on their lexicon helped by their ability to visualize

• listening comprehension is a key to reading comprehension and written composition

listening comprehension

language ability + background knowledge

reading comprehension

listening comprehension x decoding

detection

ability to respond to the presence or absence of sound, essential first step in learning to listen

• helps determine of individual has access to the stimuli or not

• example: beep game, freeze game

discrimination

the ability to perceive similarities and differences between two or more speech stimuli

• helps determine that cause of an incorrect response to a different auditory task

• example activities: animal to sound, musical instruments

identification

ability to label by repeating, pointing tom ot writing the speech stimulus heard

• examples: color hop, go fish

comprehension

ability to understand the meaning of speech by answering questions, following directions, paraphrasing, or participating in a conversation

• example activities: i-spy, story map, answer wh- questions

auditory skill hierarchy

• awareness (easiest)

• discrimination

• identification

• comprehension