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Journal articles on the topic 'Early intervention strategies'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Corwin, Maria DeOca. "Early Intervention Strategies with Borderline Clients." Families in Society: The Journal of Contemporary Social Services 77, no. 1 (January 1996): 40–49. http://dx.doi.org/10.1606/1044-3894.837.

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The author discusses the treatment needs of the young, self-destructive, unstable borderline client. A practice approach reformulated on the basis of recent research findings on borderline developmental history and course of illness is presented. This approach employs strategies derived from trauma recovery and brief treatment to address self-destructveness and high rates of attrition in this clinic population as well as the demands of managed mental health care for briefer, more effective treatment. Pragmatic goals and structured, focused interventions for initial contacts or the early stage of treatment are outlined and illustrated.

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2

Karp, Joan M. "Strategies for Successful Early Intervention Coordinating Councils." Remedial and Special Education 11, no. 6 (November 1990): 54–59. http://dx.doi.org/10.1177/074193259001100611.

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3

Friedman, Mollie, Juliann Woods, and Christine Salisbury. "Caregiver Coaching Strategies for Early Intervention Providers." Infants & Young Children 25, no. 1 (2012): 62–82. http://dx.doi.org/10.1097/iyc.0b013e31823d8f12.

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4

Eggimann, Philippe, and Luis Ostrosky-Zeichner. "Early antifungal intervention strategies in ICU patients." Current Opinion in Critical Care 16, no. 5 (October 2010): 465–69. http://dx.doi.org/10.1097/mcc.0b013e32833e0487.

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Genemaras, Amaris, Chun-Yuh Charles Huang, and Lee D. Kaplan. "Early Intervention Strategies For Acute Cartilage Injury." Orthopaedic Journal of Sports Medicine 3, no. 7_suppl2 (July 2015): 2325967115S0011. http://dx.doi.org/10.1177/2325967115s00118.

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6

Wagner, Henry, and John C. Ruckdeschel. "Screening, Early Detection, and Early Intervention Strategies for Lung Cancer." Cancer Control 2, no. 6 (November 1995): 493–502. http://dx.doi.org/10.1177/107327489500200602.

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Screening for lung cancer has been utilized for several decades without demonstrating overall survival benefit. However, recent advances in treatment of lung cancer, improvements in our biologic understanding of lung cancer development, and an increasing population of healthy ex-smokers provide cause for optimism. Several chemoprevention trials suggest that it may be possible to intervene in the oncologic process prior to the development of invasive malignancy, resulting in a delay or reversal of these changes.

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7

Singh, Swaran P., and Helen L. Fisher. "Early intervention in psychosis: obstacles and opportunities." Advances in Psychiatric Treatment 11, no. 1 (January 2005): 71–78. http://dx.doi.org/10.1192/apt.11.1.71.

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By focusing therapeutic effort on the early stages of psychotic disorders, effective early intervention should improve short- and long-term outcomes. Strategies include pre-psychotic and prodromal interventions to prevent emergence of psychosis, detecting untreated cases in the community and facilitating recovery in established cases of psychosis. The evidence base for each of these strategies is currently limited, although several international trials are under way. The Department of Health in the UK has announced the intention of setting up 50 early intervention services nationally, several of which are already operational. In this article, we briefly discuss the differing ways in which early intervention is conceptualised, summarise the evidence supporting it in established cases of psychosis, suggest appropriate service models and describe two early intervention services in south-west London.

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Falloon, Ian R. H., John H. Coverdale, Tannis M. Laidlaw, Sally Merry, Robert R. Kydd, and Pierluigi Morosini. "Early intervention for schizophrenic disorders." British Journal of Psychiatry 172, S33 (June 1998): 33–38. http://dx.doi.org/10.1192/s0007125000297638.

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Background Early detection and intervention in schizophrenic disorders is an important challenge for psychiatry.Method Review of literature on effective biomedical and psychosocial intervention strategies.Results Comprehensive programmes of drug and psychosocial interventions with adults who show early signs and symptoms of schizophrenic disorders may contribute to a lower incidence and prevalence of major episodes of schizophrenia. These programmes combine early detection of psychotic features by primary care services, with close liaison with mental health professionals. Long-term monitoring of signs of recurrence, with further intervention, appears essential to maintain these benefits.Conclusions Field trials demonstrate that effective early treatment strategies can be routinely applied in clinical practice.

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Rajib, Dutta. "Multimodal treatment strategies in Huntington’s disease." Journal of Neuroscience and Neurological Disorders 5, no. 2 (July 15, 2021): 072–82. http://dx.doi.org/10.29328/journal.jnnd.1001054.

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Huntington’s disease (HD) is an incurable neurodegenerative disease that causes involuntary movements, emotional lability, and cognitive dysfunction. HD symptoms usually develop between ages 30 and 50, but can appear as early as 2 or as late as 80 years. Currently no neuroprotective and neurorestorative interventions are available. Early multimodal intervention in HD is only possible if the genetic diagnosis is made early. Early intervention in HD is only possible if genetic diagnosis is made at the disease onset or when mild symptoms manifest. Growing evidence and understanding of HD pathomechanism has led researchers to new therapeutic targets. Here, in this article we will talk about the multimodal treatment strategies and recent advances made in this field which can be used to target the HD pathogenesis at its most proximal level.

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Olempska-Wysocka, Magdalena. "Early intervention strategies for children with hearing impairments." Special School LXXVIII, no. 2 (April 25, 2017): 96–103. http://dx.doi.org/10.5604/01.3001.0009.9143.

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The purpose of the article is to present important strategies used in early intervention for children with hearing impairments. With reference to the paradigm of family-focused intervention, the role of specialists is discussed - with emphasis on its autonomy - as well as their cooperation with the family. The most important recent scientific research on early intervention for children with hearing impairments is pointed to. The impact of technological changes on child language, social and cognitive development is taken into consideration.

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11

Roth, Janet H., and Mark R. Dadds. "Prevention and early intervention strategies for anxiety disorders." Current Opinion in Psychiatry 12, no. 2 (March 1999): 169–74. http://dx.doi.org/10.1097/00001504-199903000-00005.

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12

Cannon, Chad M., Christopher V. Holthaus, Marc T. Zubrow, Pat Posa, Satheesh Gunaga, Vipul Kella, Ron Elkin, et al. "The GENESIS Project (GENeralized Early Sepsis Intervention Strategies)." Journal of Intensive Care Medicine 28, no. 6 (August 17, 2012): 355–68. http://dx.doi.org/10.1177/0885066612453025.

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13

Rios, Adiel C., Mariane N. Noto, Lucas B. Rizzo, Rodrigo Mansur, Flávio E. Martins Jr., Rodrigo Grassi-Oliveira, Christoph U. Correll, and Elisa Brietzke. "Early stages of bipolar disorder: characterization and strategies for early intervention." Revista Brasileira de Psiquiatria 37, no. 4 (December 2015): 343–49. http://dx.doi.org/10.1590/1516-4446-2014-1620.

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14

Birchwood, Max. "Early intervention in schizophrenia: Theoretical background and clinical strategies." British Journal of Clinical Psychology 31, no. 3 (September 1992): 257–78. http://dx.doi.org/10.1111/j.2044-8260.1992.tb00994.x.

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15

Aiyamperumal, Somasundaram. "AB019. Early intervention strategies in developmental and behavioral disorders." Pediatric Medicine 3 (February 2020): AB019. http://dx.doi.org/10.21037/pm.2020.ab019.

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Campbell, Philippa H., and Catherine Ehret Coletti. "Early Intervention Provider Use of Child Caregiver–Teaching Strategies." Infants & Young Children 26, no. 3 (2013): 235–48. http://dx.doi.org/10.1097/iyc.0b013e318299918f.

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17

Law, Mary. "Strategies for Implementing Evidence-Based Practice in Early Intervention." Infants & Young Children 13, no. 2 (October 2000): 32–40. http://dx.doi.org/10.1097/00001163-200013020-00008.

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18

Kandasamy, Preeti, and Harshini Manohar. "Early intervention of Autism Spectrum Disorder: translating research into practice." INDIAN JOURNAL OF MENTAL HEALTH AND NEUROSCIENCES 1, no. 01 (July 14, 2018): 1–7. http://dx.doi.org/10.32746/10.32746/ijmhns.2018.v1.i1.3.

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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, with increasing prevalence globally. Early intervention has been shown to improve the core deficits and result in a favorable outcome in children with ASD. Various interventional methods, novel mechanisms, and approaches are being widely researched. Though accelerating interventional research in ASD is observed globally, evidence from Indian setting is sparse. Given the uniqueness of cultural, socio-economic conditions, population statistics, existing health care and referral system, it is pivotal to develop and test interventional methods that are applicable and acceptable to the indigenous population. This paper reviews the currently available evidence-based treatment modalities in the Indian settings, with a specific focus on the behavioral interventions. Early diagnosis is seldom seen to translate into early intervention. In the background of the existing challenges, strategies to translate research into practice in terms of developing sustainable methods of service delivery, capacity building, training of trainers, need for liaison between experts and role of health care policy makers are discussed. Improving awareness among parents, medical professionals and stakeholders is the first step forward, towards translating research into practice.

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Kandasamy, Preeti, and Harshini Manohar. "Early intervention of Autism Spectrum Disorder: translating research into practice." INDIAN JOURNAL OF MENTAL HEALTH AND NEUROSCIENCES 1, no. 01 (July 14, 2018): 1–7. http://dx.doi.org/10.32746/ijmhns.2018.v1.i1.3.

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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, with increasing prevalence globally. Early intervention has been shown to improve the core deficits and result in a favorable outcome in children with ASD. Various interventional methods, novel mechanisms, and approaches are being widely researched. Though accelerating interventional research in ASD is observed globally, evidence from Indian setting is sparse. Given the uniqueness of cultural, socio-economic conditions, population statistics, existing health care and referral system, it is pivotal to develop and test interventional methods that are applicable and acceptable to the indigenous population. This paper reviews the currently available evidence-based treatment modalities in the Indian settings, with a specific focus on the behavioral interventions. Early diagnosis is seldom seen to translate into early intervention. In the background of the existing challenges, strategies to translate research into practice in terms of developing sustainable methods of service delivery, capacity building, training of trainers, need for liaison between experts and role of health care policy makers are discussed. Improving awareness among parents, medical professionals and stakeholders is the first step forward, towards translating research into practice.

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20

Seron, D., W. Arns, and J. R. Chapman. "Chronic allograft nephropathy--clinical guidance for early detection and early intervention strategies." Nephrology Dialysis Transplantation 23, no. 8 (April 2, 2008): 2467–73. http://dx.doi.org/10.1093/ndt/gfn130.

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21

Voyzey, George A. "Intervention Strategies for Individuals With Early Alzheimer's Disease and COPD." Perspectives on Gerontology 18, no. 1 (January 2013): 27–33. http://dx.doi.org/10.1044/gero18.1.27.

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An elderly individual's ability to generate a functional cough is compromised by the loss of expiratory muscle strength (sarcopenia) and reduced elastic recoil of the lungs, resulting in reduced expiratory flow rates and velocity and a decreased intrathoracic airway pressure increasing the risk for aspiration and pneumonia. The addition of COPD and Alzheimer's disease to the individual's comorbidities limit a successful respiratory therapy program and the speech-language pathologist's interventions. The following activities promote expiratory muscle strength building and endurance for individuals diagnosed on the Global Deterioration Scale Stage 3 through early Stage 6. The respiratory therapist and attending physician should provide baselines and benchmarks for the speech-language pathologist throughout the individual's treatment. The activities listed here need to be a component of a multidisciplinary intervention that includes upper extremity exercise and walking for strength building and endurance.

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22

Subramaniam, Hema, Haslinda Sutan Ahmad Nawi, and Rajeswary Muthu Kathan. "Assessing the Virtual Early Intervention for Children with Learning Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1161–68. http://dx.doi.org/10.9756/int-jecse/v14i1.221132.

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Learning strategies are undergoing a revolution in producing successful learners. However, some children academically demonstrate inability from an early stage. The current solution to increase the academic performance of those groups of students while learning the national language at vernacular schools in Malaysia remains ineffective. Most vernacular school learners with learning disabilities have difficulty mastering the national language, containing various vocabulary and language styles. The study discusses the effectiveness of using computer-assisted early intervention in sharpening the language skill of those students. The study was conducted in three phases; identifying the current teaching method applied to learning disabilities students, experimental assessment for the technology-mediated early intervention, and analysis of those results. The experiment reveals a significant relationship between intervention implementation and national language mastering skills. Indeed, it also indicated that the computer-assisted learning styles could give positive exam results among learners with learning disabilities. The evidence from the study suggests that learning disabilities need early exposure to specific computer-based intervention as alternative learning material. Moreover, the study supports that virtual intervention would positively enhance the adaptive function for learning disabilities.

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23

Mirrett, Penny L., Joanne E. Roberts, and Johanna Price. "Early Intervention Practices and Communication Intervention Strategies for Young Males With Fragile X Syndrome." Language, Speech, and Hearing Services in Schools 34, no. 4 (October 2003): 320–31. http://dx.doi.org/10.1044/0161-1461(2003/026).

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Purpose: This study describes speech-language pathologists’ impressions of the communication difficulties of young males with fragile X syndrome (FXS) and the need for both syndrome-specific and individualized interventions. The findings of a regional study that identified speech-language pathologists’ impressions of the speech, language, and behavioral difficulties experienced by males with FXS and an array of interventions used by speech-language pathologists to improve communication skills for these children are reported. Methods: Fifty-one speech-language pathologists providing intervention for males with FXS ranging in age from 2 to 9 years (mean age=6;3 [years;months]) were interviewed. Results: The majority of the speech-language pathologists reported that boys with FXS exhibit a visually based, experiential or wholistic learning preference. They emphasized the necessity of making environmental accommodations for limited attention span, difficulties with topic and activity transitions, sensory deficits, and low threshold for anxiety. They reported that speech goals focused on slowing rate and increasing precision for verbal children and both low and high levels of assistive technology for nonverbal or minimally verbal children. Language goals focused on listening, auditory comprehension, and narrative/conversation skills. Pragmatic goals emphasized social dialogue, role playing, and topic maintenance. Clinical Implications: This study suggests that young males with FXS present the clinician with a constellation of behaviors and communication impairments that are both syndrome specific and symptom familiar. The specific communication strengths and deficits described by clinicians working with these children are common to many children with speech and language impairments compounded by cognitive deficits. Intervention programs for young boys with FXS should also attend closely to the specific behavioral (e.g., increased anxiety, attention deficits) and sensory "overload" problems they often exhibit before designing a tailored intervention program.

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24

Bhalla, A. "Strategies and Intervention for Cancer Screening at Village Level." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 232s. http://dx.doi.org/10.1200/jgo.18.93500.

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Background: Cancer is a leading cause of death globally. The World Health Organization estimates that 7.6 million people died of cancer in 2005 and 84 million people will die in the next 10 years if action is not taken. More than 70% of all cancer deaths occur in low- and middle-income countries, where resources available for prevention, diagnosis and treatment of cancer are limited or nonexistent. There are 3 common cancers found in wide range in India (oral, breast and cervical). In India the maximum people die due to oral cancer in men and breast cancer in female. Method: The current cancer screening and intervention approaches for the early prevention and detection of cancer, and to outline strategies for future interventions and research at village level. Results and Conclusion: The cancer screening plan is agreed upon by the stakeholders, it should be given the widest possible distribution within the country In resource constrained countries, a plan is more likely to be implemented if it includes fewer, yet sustainable interventions in line with evidence-based priorities, ranging from prevention to end-of-life care, with measurable process and outcome objectives that can be monitored and evaluated if basic information systems are in place. For example, prevention strategies (such as tobacco control and hepatitis B immunization), and treatment interventions linked to early diagnosis (awareness of early signs and symptoms) of a few cancer types (such as cervical and breast cancers) would be key feasible interventions.

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Sorrentino, Matthew J. "Early Intervention Strategies to Lower Cardiovascular Risk in Early Nephropathy: Focus on Dyslipidemia." Cardiology Clinics 28, no. 3 (August 2010): 529–39. http://dx.doi.org/10.1016/j.ccl.2010.04.009.

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Ramaekers, Vincent Th, and Edward V. Quadros. "Cerebral Folate Deficiency Syndrome: Early Diagnosis, Intervention and Treatment Strategies." Nutrients 14, no. 15 (July 28, 2022): 3096. http://dx.doi.org/10.3390/nu14153096.

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Cerebral folate deficiency syndrome (CFDS) is defined as any neuropsychiatric or developmental disorder characterized by decreased CSF folate levels in the presence of normal folate status outside the nervous system. The specific clinical profile appears to be largely determined by the presence or absence of intrauterine folate deficiency as well as postnatal age at which cerebral folate deficiency occurs. The primary cause of CFDS is identified as the presence of serum folate receptor-alpha (FRα) autoantibodies impairing folate transport across the choroid plexus to the brain whereas, in a minority of cases, mitochondrial disorders, inborn errors of metabolism and loss of function mutations of the FRα (FOLR1) gene are identified. Early recognition and diagnosis of CFDS and prompt intervention is important to improve prognosis with successful outcomes. In this article we focus on FRα autoimmunity and its different age-dependent clinical syndromes, the diagnostic criteria, and treatments to be considered, including prevention strategies in this at-risk population.

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Colyvas, J. L., L. B. Sawyer, and P. H. Campbell. "Identifying Strategies Early Intervention Occupational Therapists Use to Teach Caregivers." American Journal of Occupational Therapy 64, no. 5 (September 1, 2010): 776–85. http://dx.doi.org/10.5014/ajot.2010.09044.

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TELCEAN, Mihaela Maria, Anamaria-Rada BENE, and Cristina SANDU. "Early intervention strategies for developing communication abilities in Down syndrome." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 2, no. 1 (March 15, 2016): 36–46. http://dx.doi.org/10.26744/rrttlc.2016.2.1.06.

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Wasik, Barbara Hanna, Craig T. Ramey, Donna M. Bryant, and Joseph J. Sparling. "A Longitudinal Study of Two Early Intervention Strategies: Project CARE." Child Development 61, no. 6 (December 1990): 1682. http://dx.doi.org/10.2307/1130831.

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30

Grant, Roy. "State Strategies to Contain Costs in the Early Intervention Program." Topics in Early Childhood Special Education 25, no. 4 (October 2005): 243–50. http://dx.doi.org/10.1177/02711214050250040501.

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Paynter, Jessica, Sarah Luskin-Saxby, Deb Keen, Kathryn Fordyce, Grace Frost, Christine Imms, Scott Miller, et al. "Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers." Journal of Autism and Developmental Disorders 50, no. 3 (December 10, 2019): 1088–94. http://dx.doi.org/10.1007/s10803-019-04332-2.

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Rooks-Ellis, Deborah, Sarah K. Howorth, Megan Kunze, Susane Boulette, and Ella Sulinski. "Effects of a parent training using telehealth: Equity and access to early intervention for rural families." Journal of Childhood, Education & Society 1, no. 2 (July 28, 2020): 141–66. http://dx.doi.org/10.37291/2717638x.20201242.

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Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers. Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program. Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains. Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors. Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

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Fortea, María del Sol, María Olga Escandell, and José Juan Castro. "Assessment of the efficacy of a program to improve the social communication and behavior of young children with autism spectrum disorders." Revista de Investigación en Logopedia 5, no. 2 (October 5, 2015): 167–85. http://dx.doi.org/10.5209/rlog.58624.

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Numerous studies reveal the benefits of early intervention for the adequate development of children with autism spectrum disorders (ASD). Most of the interventions designed for people with ASD focus exclusively on a sole methodology. This study proposes a Combined Early Intervention Program (hereafter CEIP) using different methodologies with scientific evidence: Early Intensive Behavioral Interventions (EIBI), Early Start Denver Model (DENVER), spatial-temporal organization (TEACCH), augmentative communication systems (the Picture Exchange Communication System—PECS—, Total Communication Program, Picture Communication Symbols—PCS), behavioral strategies, and training of the parents. This CEIP contemplates intervention in areas that are typically affected in ASD: socialization, communication, symbolization, and behavioral flexibility, producing considerable improvement in the children's behavior, decreasing problem behaviors and improving social communication.

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Sanbrook, Mark, and Anthony Harris. "Origins of Early Intervention in First-Episode Psychosis." Australasian Psychiatry 11, no. 2 (June 2003): 215–19. http://dx.doi.org/10.1046/j.1039-8562.2003.00556.x.

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Objective: To outline reasons contributing to the delayed introduction of early intervention strategies for first-episode psychosis, followed by a discussion of recent factors that have supported the increased use of these strategies. Conclusions: The reasons for this delay include pessimistic beliefs carried over from early in the 20th century about the prognosis of schizophrenia, the central role of the institution in psychiatric history, and the need for a working neurobiological model for psychosis. The discovery of the antipsychotic drugs, the process of deinstitutionalization, and new conceptualizations of schizophrenia have been necessary precursors to current best practice treatments. In recent years these factors have been complemented by the increasing influence of consumer and family advocacy groups, and government policy initiatives.

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Sone, Bailey J., Aaron J. Kaat, and Megan Y. Roberts. "Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types." Autism 25, no. 7 (May 24, 2021): 2101–11. http://dx.doi.org/10.1177/13623613211015003.

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Children with autism spectrum disorder benefit from early, intensive interventions to improve social communication, and parent-implemented interventions are a feasible, family-centered way to increase treatment dosage. The success of such interventions is dependent on a parent’s ability to implement the strategies with fidelity. However, measurement of parent strategy use varies across studies. Most studies use one of two types of observational coding measures (macro- and micro-codes). Macro-codes are known for being efficient while micro-codes are known for being precise. This study evaluates the reliability and validity of the NDBI-Fi, a macro-code, compared to a micro-code. Parent–child interaction videos for 177 participants were used to compare these measures. Results demonstrated that the NDBI-Fi had strong inter-rater reliability. It also had strong convergent validity with the micro-code after intervention. In addition, the NDBI-Fi was sensitive to change, and it demonstrated precision comparable to the micro-code. Furthermore, a novel scoring procedure detected differences in parents who learned different intervention strategy types. However, the NDBI-Fi did not demonstrate strong validity before intervention, particularly when measuring responsive intervention strategies. Taken together, findings support the use of the NDBI-Fi as an outcome measure, and future work should focus on continued development of valid pre-intervention macro-codes. Lay abstract Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure.

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Tabosa, Tayná A., Letícia H. M. Ferreira, Kátia V. Viana-Cardoso, and Marcela C. Ferracioli-Gama. "MINI-REVIEW: Contribution of early intervention models to child motor development." Brazilian Journal of Motor Behavior 16, no. 3 (September 1, 2022): 212–21. http://dx.doi.org/10.20338/bjmb.v16i3.271.

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BACKGROUND: Early intervention (EI) is a specific service for children in early childhood (up to two years old), in which the main objective is to promote the emergence of skills or abilities. AIM: To identify the scientific production about EI programs and their contribution to child motor development. METHOD: A mini-review of the literature in the PubMed, Scielo and Lilacs databases during November-December 2019, using the descriptors “early intervention” and “motor development”. Randomized clinical trials (RCT), quasi-experimental studies and case series were included. Descriptive analyses were applied. RESULTS: Fourteen studies were selected. Some interventions were found to be effective: “Tummy time” (adoption of the prone position for a certain time) and the use of a treadmill for children with Down syndrome. Other results’ studies reinforced the importance of parents acting in their children’s environment and those strategies considering the insertion of the family in the intervention are able to modulate the risks to children motor development, even biological risks. The insertion of the family in early interventions was verified, highlighting the models of parental intervention and home visits. CONCLUSION: Most EI models with positive effects on motor development are focused only on the execution of some determined technique, without considering the different aspects of the child development. However, family participation is undeniable even in these models. Strategies that show positive contribution to motor development seek to assist the family in the task of promoting environmental enrichment.

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Tolmie, Rhiannon S., Susan Bruck, and Rachel Kerslake. "The Early Intervention Readiness Program (EIRP)." Topics in Early Childhood Special Education 36, no. 4 (August 1, 2016): 242–50. http://dx.doi.org/10.1177/0271121416642423.

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A child’s diagnosis with autism spectrum disorder (ASD) can be an extremely stressful time for families. Researchers suggest that the period immediately following ASD diagnosis is a key time for professionals to guide families by providing appropriate information about support options. This article describes a family support program, developed by Autism Spectrum Australia (Aspect). The Early Intervention Readiness Program (EIRP) is delivered during the challenging post-diagnosis period. During program involvement, families are provided with information and management strategies related to ASD-associated behaviors, and support options are identified. The EIRP aims to strengthen family confidence and facilitate a smooth transition into appropriate early intervention services. Preliminary program evaluation outcomes indicate that following program involvement, participants perceive a significant increase in their confidence in their understanding of ASD and capacity to independently make decisions about related supports. Participant post-program evaluations also verify the EIRP to be a useful post-ASD diagnosis support.

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Sexton, David, Patricia Snyder, Barbara Wolfe, Marcia Lobman, Sarintha Stricklin, and Priscilla Akers. "Early Intervention Inservice Training Strategies: Perceptions and Suggestions from the Field." Exceptional Children 62, no. 6 (May 1996): 485–95. http://dx.doi.org/10.1177/001440299606200601.

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This descriptive study examined the inservice training perceptions and suggestions of 242 early childhood service providers in Louisiana. These interventionists indicated that they had primarily or exclusively experienced more passive types of inservice training strategies than active kinds of strategies. Few participants reported having experienced support following training. In general, these interventionists rated passive didactic training techniques, such as lectures, handouts, and lists of resources, as much less likely to result in actual practice changes than dynamic strategies that include observations of teacher modeling, small-group discussions, and opportunities to practice targeted skills.

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Hacke, Werner. "European Strategies for Early Intervention in Stroke (Part 2 of 2)." Cerebrovascular Diseases 6, no. 5 (1996): 319–24. http://dx.doi.org/10.1159/000315478.

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Hoppe, B., and E. Leumann. "Diagnostic and therapeutic strategies in hyperoxaluria: a plea for early intervention." Nephrology Dialysis Transplantation 19, no. 1 (January 1, 2004): 39–42. http://dx.doi.org/10.1093/ndt/gfg507.

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Hoppe, B., and E. Leumann. "Diagnostic and therapeutic strategies in hyperoxaluria: a plea for early intervention." Nephrology Dialysis Transplantation 19, no. 3 (February 6, 2004): 754. http://dx.doi.org/10.1093/ndt/gfh146.

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Hacke, Werner. "European Strategies for Early Intervention in Stroke (Part 1 of 2)." Cerebrovascular Diseases 6, no. 5 (1996): 315–19. http://dx.doi.org/10.1159/000108045.

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Lynne Calhoun, Mary, and Terry L. Rose. "Strategies for Managing and Comforting Infant Crying in Early Intervention Programs." Journal of the Division for Early Childhood 12, no. 4 (October 1988): 306–10. http://dx.doi.org/10.1177/105381518801200403.

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Longnecker, Daniel S., Parviz M. Pour, Dante G. Scarpelli, Carlos Caldas, Mark S. Redston, Stephan A. Hahn, Albert B. Seymour, et al. "Investigational strategies for detection and intervention in early-stage pancreatic cancer." International Journal of Pancreatology 16, no. 2-3 (October 1994): 183–310. http://dx.doi.org/10.1007/bf02944330.

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Leslie, Moira, and Gregor McMillan. "Early intervention in the prevention of reading difficulties." Educational and Child Psychology 16, no. 1 (1999): 14–21. http://dx.doi.org/10.53841/bpsecp.1999.16.1.14.

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Since 1993 psychologists, lecturers, teachers and advisory staff in Edinburgh have been involved in researching, developing and implementing early intervention projects aimed at improving reading standards, particularly in areas of deprivation. This work has been widely publicised in Scotland and many other local authorities have initiated similar schemes. This paper will outline the basic rationale for the early intervention projects, report briefly on the ongoing evaluations and compare the effects of different funding and implementation strategies.

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Burke, David, and Sushmita Shome. "Early Intervention in Schizophrenia in the Elderly." Australian & New Zealand Journal of Psychiatry 32, no. 6 (December 1998): 809–14. http://dx.doi.org/10.3109/00048679809073870.

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Objective: The aim of this paper is to briefly review the literature on early intervention in schizophrenia in the elderly, and to present six cases of schizophrenia in the elderly which highlight the need for assertive management of the type encouraged widely for early onset illness in younger patients. Method: Six case histories are presented. Results: All six patients were diagnosed with DSM-IV schizophrenia, all were single and all were socially isolated. They required involuntary admission, treatment with depot antipsychotics, extensive psychosocial intervention and community treatment orders. The use of these treatment strategies led to a positive outcome in each case. Conclusion: The authors argue that assertive treatment of elderly patients with schizophrenia should be pursued with the enthusiasm often reserved for younger, early onset patients, and that therapeutic optimism is required and warranted.

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Waddington, Hannah, Larah van der Meer, Jeff Sigafoos, and Andrew Whitehouse. "Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model." Autism 24, no. 2 (September 19, 2019): 484–98. http://dx.doi.org/10.1177/1362361319876495.

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Contemporary parent-implemented early intervention programs for children with autism spectrum disorder usually incorporate a range of techniques with different theoretical underpinnings. While research suggests that parents often learn to implement interventions with an acceptable degree of overall fidelity, there is limited research into parent use of individual intervention techniques. This study included five mothers of young children with autism spectrum disorder who participated in a 12-week parent training program based on the Early Start Denver Model. Ten-minute play samples were coded for the mothers’ use of 18 specific Early Start Denver Model techniques before, during, and 1 month after the training program. The correlation between the mothers’ use of each Early Start Denver Model technique and their child’s level of engagement and expressive language was also calculated. Results suggest that all mothers increased the number of techniques that they were using from baseline to parent training. Some Early Start Denver Model techniques were moderately or strongly correlated with both child engagement and expressive language. There was considerable variation in outcomes across all mother–child dyads. These preliminary results have implications for how parents are trained/coached to implement interventions for young children with autism spectrum disorder. Lay abstract Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children’s levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent’s needs.

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McDonald, C., and D. R. Cotter. "Special Issue: Psychosis from early intervention to treatment resistance." Irish Journal of Psychological Medicine 36, no. 4 (November 21, 2019): 239–41. http://dx.doi.org/10.1017/ipm.2019.40.

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Psychotic disorders are central to mental health service provision and a common theme of academic research programmes in Ireland, which explore the neurobiological and psychosocial risk factors underpinning the development and progression of these illnesses. While we await the discovery of novel pharmacological treatment targets for psychotic disorders, it is important to employ our existing management strategies to optimal effect. In this special issue on psychosis, a selection of clinical research studies and reviews from Irish researchers, and often of Irish populations, are brought together which span the trajectory of psychotic illness from early intervention to treatment resistance. The topics include the characteristics and course of first episode psychosis cohorts, real-world evaluation of early intervention services, management strategies for treatment resistant schizophrenia and neurobiological research into social stress. The current editorial provides an overview of these papers and highlights the initial steps of the Irish Psychosis Research Network towards developing an integrated clinical research network focusing on the treatment and research into psychotic disorders.

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Edwards, Nicole Megan. "Are We Maximizing the Role of Caregivers’ Support Networks in Early Intervention?" Journal of Early Intervention 42, no. 3 (September 18, 2019): 203–23. http://dx.doi.org/10.1177/1053815119873087.

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Part C Early Intervention is intended to build capacity among caregivers of infants and toddlers with special needs to use tailored strategies in natural environments. Satisfaction and perceived strategy use, however, remain unclear. In a Northeastern home-based program, caregivers ( n = 195; 33% response) and providers ( n = 66; 33% response) answered questions on strategy use, whether others are asked to use strategies, and perceived compliance. A subset of providers participated in a focus group. Most providers were “somewhat confident” caregivers use recommended strategies. Half of providers consistently encouraged caregivers to ask others to use strategies, with this linked to familiarity with ecological systems theory. Despite 86.2% of caregivers asking one or more person to use strategies, there was little confidence in compliance. Findings and implications are discussed, including revisiting coaching practices, exploring variability in support networks, and promoting strategy use across key partners.

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Kuhn, Miriam, Courtney Boise, Sue Bainter, and Cindy Hankey. "Statewide policies to improve early intervention services: Promising practices and preliminary results." education policy analysis archives 28 (October 12, 2020): 148. http://dx.doi.org/10.14507/epaa.28.5512.

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The State of Nebraska Co-Lead agencies, who are responsible for developing statewide early intervention policies, rolled out professional development for two evidence-based strategies across several pilot sites. Implications of these strategies for child/family assessment, Individualized Family Service Plan (IFSP) development, and Early Intervention service delivery were examined utilizing family (n=30) and professional interviews (n=50), and analyses of IFSPs (n=30). The results of this mixed method study indicate widespread strategy implementation with fidelity fosters early working relationships with families and enables teams to generate, using family members’ own words, a robust group of high-quality child and family IFSP outcomes. Family engagement in planning services such as identifying service providers and setting the frequency and length of home visits was limited. In addition, further professional development is needed to strengthen use of routines-based interventions during home visits and promote family-professional collaboration to monitor child/family progress. Implications for systematic scale-up of evidence-based practices as a function of state policy implementation are reported.

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