7,765 research outputs found
DEECD Early Childhood Intervention Reform Project
This literature review was commissioned by the Office for Children and Early Childhood Development, Department of Education and Early Childhood Development (DEECD), as part of its Early Childhood Intervention Services (ECIS) Reform Project (Stage 2): Developing Options and Next Steps. This Project aims to significantly enhance the efficiency, effectiveness and sustainability of Victoria’s ECIS system and improve outcomes for children with a disability or developmental delay and their families.
Early childhood intervention services (ECIS) support children with a disability or developmental delay from birth to school entry and their families. ECIS provides special education, therapy, counselling, service planning and coordination, assistance and support to access services such as kindergarten and child care. The services funded through DEECD are provided by government Specialist Children\u27s Services teams and non-government Early Childhood Intervention agencies. In addition to the services provided by ECIS teams and agencies, the state and federal governments fund a range of complementary programs to support young children with developmental disabilities and their families. These include initiatives to support families (My Time parent groups, Family Support Packages), services to support inclusion (Preschool Field Officers, Inclusion Support Facilitators), and funding to support particular disability groups (Helping Children with Autism packages). These additional services and supports, together with the ECIS teams and agencies, make up the totality of early childhood intervention provision for young children with disabilities.
The focus of the literature review is research on contemporary Australian and international evidence-based service delivery models for children with a disability, developmental delay or additional needs aged 0-8 years
Early Childhood Intervention. Rationale, Timing and Efficacy
This paper provides a brief review of the economic rationale for investing in early childhood. It discusses the optimal timing of intervention, with reference to recent work in developmental neuroscience, and asks how early is early? It motivates the need for early intervention by providing an overview of the impact of adverse factors during the antenatal and early childhood period on outcomes later in life. Early childhood interventions, even poorly designed ones, are costly to implement, therefore it is vital that interventions are well-designed if they are to yield high economic and social returns. The paper therefore presents a set of guiding principles for the effectiveness of early intervention. It concludes by presenting a case for a new study of the optimal timing of interventions.Early childhood intervention, brain development, optimal timing
Improving the Lives of Young Children: Opportunities for Care Coordination and Case Management for Children Receiving Services for Developmental Delay
Summarizes new opportunities for states to develop a coordinated system of care for children receiving early childhood intervention and services and how providers can support effective care coordination and case management policies
Developing Evidence-Informed Early Childhood Intervention E-Learning Lessons, Performance Checklists and Practice Guides
The foundations for the content, design, and preparation of early childhood intervention e-learning lessons, performance checklists, and practice guides are described. Methods and procedures described in the microlearning, professional development, early childhood intervention, expert performance, and product design literatures were used to develop an integrated framework for guiding product development. The framework includes six components based on research findings about the relationships between the integrated framework methods and procedures and how the confluence of research evidence informed the development of evidence-informed early childhood intervention products. The use of the framework is described and illustrated for two sets of e-learning lessons, performance checklists, and practice guides
Report on Children's Profile at School Entry 2008-2009: Evaluation of the 'Preparing For Life' Early Childhood Intervention Programme
The Children's Profile at School Entry (CPSE) was conducted by the UCD Geary Institute who have been commissioned by the Northside Partnership to assess the levels of school readiness in a designated disadvantaged community of Ireland, as part of an overall evaluation of the Preparing for Life (PFL) early childhood intervention programme.
Early childhood intervention: core knowledge and skills
EVOLUTION OF EARLY CHILDHOOD INTERVENTION PRACTICE
In its relatively short history, the field of early childhood intervention has evolved rapidly, and a number of well-documented trends have become evident. In response to social change and service developments, the field has continued to evolve and a number of emerging trends can also be identified
Early childhood intervention: the Portuguese pathway towards inclusion
This article describes the Early Childhood Intervention (ECI) system in Portugal and how it evolved since the 80’s until our days, based on a set of principles recommended by research and empirical data. So it describes the characteristics, organization and legislation and implementation of the ECI Portuguese system which pertain to be an inclusive and community resource based early intervention system
Development of a Routines-Based Early Childhood Intervention model
The Early Childhood Intervention (ECI) literature recommends that intervention is embedded within everyday routines that occur in the natural environment. However, little research has examined the implementation of routines-based models of ECI. The aim of this paper was to describe the development of a Routines-Based Early Childhood Intervention (RBECI) model. The RBECI model consists of four key components: a) Routines-Based Interviews (RBIs); b) participation-based goals; c) home visits; and d) community consultations. Empirical evidence supporting each component of the model is provided, and results from a preliminary evaluation of the implementation of the model are discussed. Further research is required evaluating processes involved in the implementation of the model by ECI professionals and its impact on children and families
FACTORS RELATED TO SIBLING INVOLVEMENT IN EARLY CHILDHOOD INTERVENTION
Professionals in early intervention have little information about the levels of sibling involvement in intervention, factors that contribute to sibling involvement, or how sibling involvement is related to families’ perceptions of self-efficacy. Few studies have investigated siblings in early intervention, and none have focused on relationships between sibling involvement in early intervention and parent self-efficacy. Using quantitative survey research this study investigated factors related to sibling involvement in early intervention strategies. Respondents completing the survey consisted of 129 parents who had a child enrolled in Michigan’s early intervention program, and at least one sibling in the home. Results indicated a significant relationship between sibling use of early intervention strategies and 1) the region in which the family lives, and 2) the age difference between the siblings in each sibling dyad. Practical implications of the findings are discussed
Preparing for Life Early Childhood Intervention. Impact Evaluation Report 1: Recruitment and Baseline Characteristics
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