This book provides a guide for planning, providing, and documenting effective early interventions for infants and toddlers and their families. It discusses best practices for engaging the family, team problem-solving, developing individual treatment plans, incorporating evidence-based interventions, tracking progress, and identifying and solving challenges and obstacles presenting during treatment. The book focuses on the approximately 13% of U.S. children under age 3 who have developmental delays/disabilities, many of which may impair their ability to talk, move, learn, socialize, and become independent. When delivered effectively, early intervention can improve daily function and outcomes for these children, many of whom present with multiple and unique challenges. Each chapter in this book is written to guide practitioners, clinicians, therapists, and related professionals in their daily work with young children and their families. It addresses everyday challenges, including creating routines for parents of infants and toddlers, teaching parents how to play with their children and respond to problem behaviors, and managing caregiver stress. Promoting Positive Behavioral Outcomes for Infants and Toddlers is an essential resource for scientist-practitioners/professionals and clinicians as well as researchers and graduate students in child and school psychology; educational psychology; behavioral therapy; infancy and early childhood development; speech pathology, and occupational therapy.
Author(s): Heather Agazzi, Emily J. Shaffer-Hudkins, Kathleen Hague Armstrong, Holland Hayford
Publisher: Springer
Year: 2020
Language: English
Pages: 154
City: Cham
Foreword
Acknowledgment
Contents
About the Authors
Chapter 1: Social-Emotional Development in Young Children and the Purpose of Early Intervention
Early Childhood Development
Motor Development
Cognitive Development
Communication and Language Development
Social-Emotional Development
Context for Development: Environment and the Caregiver-Child Dyad
Impact of Early Childhood Social-Emotional Development on Long-Term Outcomes
Need for Early Intervention
Connecting Children with Early Intervention Programs
Federal Early Intervention Program: Individuals with Disabilities Act, Part C
Basic Tenants of IDEA, Part C
Eligibility for Part C Programs Across the USA
Individualized Family Support Plans
Transition from Part C to Part B
Impact of Part C and Other Early Intervention Programs
Chapter Summary
References
Chapter 2: Best Practices in Assessment and Intervention with Infants and Toddlers
Early Childhood Assessment
Common Assessment Tools
Requirements for Determination of Eligibility to Part C Programs
Best Practices for Early Intervention
Chapter Summary
References
Chapter 3: A Routines-Based Approach to Early Intervention
A Routines-Based Approach to Early Intervention
What Are Routines and Rituals?
Importance of Routines for Development
How Does a Routines-Based Approach Fit with Early Intervention?
Evaluating Routines and Rituals
Establishing Healthy Routines
Helping Children Follow a Routine
Using Routines As a Basis for Early Intervention Strategies
Chapter Summary
Supplemental Materials
Strategies for Healthy Eating Behaviors
Creating a Mealtime Routine
Do’s and Don’t’s for Parents
Specific Mealtime Interventions
Functions of Behavior
Incentives
Expect Extinction Bursts
Complete Ignoring
Tips for Weight Gain
Treatment Strategies for Sleep Problems
Creating a Bedtime Routine
Do’s and Don’t’s for Parents
Specific Sleep Interventions
Functions of Behavior
Cautions
Incentives
Expect Extinction Bursts
Complete Ignoring
Gradual Ignoring
Bedtime Pass
Brief Checks
Gradual Withdrawal of Caregiver
Separation Games that Help Support Sleep
References
Chapter 4: Problem-Solving Behavior: The ABC’s of Behavior
Overview of Behavior
Operant Conditioning
Function of Behavior
Problem-Solving Behavior: Helping Our Toddlers, Developing Our Children’s Skills
Case Examples Problem-Solving the Function of Behavior
Summary
Supplemental Materials
Problem-Solving Chart: Practice Identifying the Function
References
Chapter 5: Strategies to Prevent Problem Behavior
Understanding the Child’s Behavior
Prevention Strategies
Preventions Reduce Triggers
Preventions Clearly Prompt Desired Behavior
Preventions Improve Transitions Between Activities
Preventions Promote Independence and Practice Positive Exposures
Chapter Summary
References
Chapter 6: Techniques to Teach Children New Skills
Development of Children with Developmental Disabilities
Challenging Behavior Among Young Children
Teaching New Skills
Identifying New Skills
Teaching New Skills
Functional Communication Skills
Teaching Gestures
Teaching American Sign Language
Teaching Words and Phrases
Social-Emotional Skills
Preventions Pave the Way for Teaching Children New Skills
Chapter Summary
Supplemental Materials
Problem-Solving Chart: Practice Planning New Responses
References
Chapter 7: Positive Discipline Skills
Basics of Behavior Review
Planning New Responses
Increasing Appropriate Child Behaviors: Positive Reinforcement
Social Reinforcers
Tangible Reinforcers
Activity Reinforcer
Token Reinforcers
Selecting Reinforcers
Decreasing Child Behavior Problems
Extinction
Planned Ignoring
Validate and Redirect
Follow-Through
Time Out from Positive Reinforcement
Chapter Summary
Supplemental Materials
Teaching Compliance with Follow-Through
Time Out for Noncompliance
References
Chapter 8: Family-Centered Practices in Early Intervention
Family-Centered Practices
Respect and Dignity
Communication
Strengths-Based Practice
Teamwork and Collaborative Practice
Chapter Summary
References
Chapter 9: Helping Caregivers Manage Stress
Caregiver Stress
Case Example of Caregiver Stress
Problem-Solving Caregiver Stress
Warning Signs of Stress
Preventions for Stress Management
Developing Healthy Routines
Simplify Life and Manage Finances
New Skills
Communication Skills
New Responses
Chapter Summary
References
Glossary of Terms
Index
