Early Intervention Services

Last updated Thursday, September 06, 2012   |   comments
The first few years of a child’s development sets the stage for how well he or she matures and ultimately functions through life. This is especially true for children with Autism and other disabilities. In some children, evidence of a disability is apparent from birth, With others, problems don’t manifest right away.

Either way, it’s important for parents to understand the importance of intervening as soon as any developmental problem becomes evident.

“Children with disabilities who receive early intervention services show significant developmental progress a year later, and families report increased confidence in their ability to deal with their child.” (Dept of Education, 2003)

At Butterfly Effects, we are strong believers in early intervention. Not only does every study support it, but also through our own extensive experience, we’ve found that the earlier and more intensive the intervention, the more positive the outcome. In some instances, we’ve seen children who are lagging, catch up with and even overtake the development landmarks of their peers. In more challenging cases, we’ve had the great pleasure of witnessing children far exceed earlier predictions about their ability to function at home, in school, and in social situations.

Our Early Intervention Team is composed of infant and toddler developmental specialists, speech and language pathologists, psychologists, behavior analysts, and special educators. Once we assess your child’s condition, we work with you and your child to develop and implement a plan that may include any number of the diverse services we provide:
  • Developmental Evaluations
  • Speech and Language Therapy
  • Occupational Therapy
  • Physical Therapy
  • Feeding Therapy
  • Educational Services
  • Behavioral Service
While every child’s plan is unique, each targets the improvement of major developmental areas and improved functionality in terms of physical, cognitive, academic, and social skills. A primary part of our mission is to help young children overcome challenging behaviors and reach developmental landmarks as early as possible.

At Butterfly Effects, we’ve witnessed how qualified and effective early intervention can help a child:
  • Lean how creep, crawl, and walk
  • Overcome feeding issues
  • Improve his or her ability to speak and communicate
  • Become integrated in peer play and other social activities
  • Function more independently, including dressing and eating
  • Prepare for success at school 
  • Develop impulse control and improved decision making
The focus is on functional skill development.
Early intervention services are delivered in the child's natural environment. We support him or her at home, in the classroom, and in the community. For several hours every week, we provide regularly scheduled sessions that provide each child with the kind of consistent support that gradually facilitates as much independent behavior as each is ready to handle.

We motivate them with abundant positive reinforcement, constantly praising the use of new skills and socially appropriate behaviors. Children learn best when the learning is fun and positively encouraged.  

Every child can learn… when the adults in his or her life know how to teach.
While we encourage children to learn, the ultimate responsibility lies with the adults in their lives. To this end, we work with caregivers and teachers to develop and build on methods that make learning functional and meaningful. We continuously:
  • Collaborate with family members, teachers, and outside providers to keep parameters and expectations consistent
  • Help parents understand Autism as well as other challenging behaviors
  • Teach caregivers and teachers how to break down skills into manageable steps
  • Fine tune every plan to ensure that each child continues to grow
  • Chart every session on our user-friendly online platform, allowing families the ability to monitor a child’s progress 24/7
For your child’s sake as well as your own peace of mind, don’t wait.
If you think your young child could be exhibiting evidence of autism, challenging behaviors,  or developmental delays, give us a call right away. Our trained staff will help you determine if an intervention may be needed.

What the research says about early intervention:

Applied behavior analysis programs delivered in the naturalized environment have been researched and empirically proven to garner effective outcomes in those targeted individuals. Such outcomes include:
  • Increased cognitive functioning or higher IQ levels as compared to a control group,
  • Improving language skill development,
  • Fostering skill generalization across different contexts, and
  • Lowering parental stress while increasing parental satisfaction with results of the in-home program.
(Anderson, Avery, DiPietro, Edwards, & Christian, 1987; Birnbrauer & Leach, 1993; Sheinkopf & Siegel, 1998; Smith, Groen, & Wynne, 2000; Weiss, 1999).

Research shows that parent training as an aspect of program intervention can increase family functioning as well as help to decrease parental stress by teaching parents techniques and strategies for structuring the household, managing daily routines, increasing skill acquisition, and promoting communication while decreasing problem behavior in their child with autism. This increased knowledge and ability to intervene successfully in the child‘s behavior not only directly helps the parents but also improves the child‘s understanding and processing of the world.  

(Anan et al., 2008; Birkin, Anderson, Seymour, & Moore, 2008; Gavidia-Payne & Hudson, 2002; Marcus et al., 2001; McConachie & Diggle, 2007;  Trudgeon & Carr, 2007)

References:

Anan, R. M., Warner, L. J., McGillivary, J. E., Chong, I. M., & Hines, S. J. (2008). Group intensive family training (GIFT) for preschoolers with autism spectrum disorders. Behavioral Interventions, 23, 165-180.

Anderson, S. R., Avery, D. L., DiPietro, E. K., Edwards, G. L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children. Education and Treatment of Children, 10, 352-366.

Birnbrauer, J. S., & Leach, D. J. (1993). The Murdoch Early Intervention Program after 2 years. Behaviour Change, 10 (2), 63-74.   

Birkin, C., Anderson, A., Seymour, F., & Moore, D. W. (2008). A parent-focused early intervention program for autism: Who gets access? Journal of Intellectual & Developmental Disability, 33(2), 108-116.

Department of Education (2003). Early Intervention for Children with Disabilities Works, Report Finds. Accessed at http://www2.ed.gov/news/pressreleases/2003/09/09102003.html

Gavidia-Payne, S., & Hudson, A. (2002). Behavioural supports for parents of children with an intellectual disability and problem behaviors: An overview of the literature. Journal of Intellectual & Developmental Disability, 27(1), 31-55.
 
Marcus, B. A., Swanson, V., & Vollmer, T. R. (2001). Effects of parent training on parent and child behavior using procedures based on functional analysis. Behavioral Interventions, 16, 87-104.

McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13, 120-129.

Sheinkopf, S. & Siegel, B. (1998). Home-based behavioural treatment of young children with autism. Journal of Autism and Developmental Disorders, 28, 15-23.

Smith, T., Groen, A. D., & Wynne, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105 (4), 269-285.

Trudgeon, C., & Carr, D. (2007). The impacts of home-based early behavioural intervention programmes on families of children with autism. Journal of Applied Research in Intellectual Disabilities, 20, 285-296.

Weiss, M. (1999). Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism. Behavioral Interventions, 14, 3-22.




 
 
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