Profession Information Report: Work behind an Early Interventionist

Early Interventionists give social assistance and services that would “improve the social and psychological functioning of children and their families and… maximize the family well-being and the academic functioning of children” (Find early interventionist jobs, 2009). They usually deal with children with diseases and impairments that need special attention at a very early age. They also assist single parents, arrange adoptions, as well as, find foster homes for abandoned and/or abused children (Find early interventionist jobs, 2009).

They give special education to children with special needs, covering all developmental areas, such as cognitive, language, adaptive, motor, and social needs (L. Lindsay, personal communication, date). There are educational requirements involved in becoming an Early Interventionist, such as the following: (1) a bachelor’s degree that may require graduate school and a master’s or law’s degree; as well as (2) certification for special education in birth up to second grade, which require a semester of internship hours (L. Lindsay, personal communication, date).

There are also experiential requirements involved in becoming an Early Interventionist, including the following: (1) extensive skill in interviewing clients, counseling, plus maintaining and preparing records; as well as (2) extensive knowledge and experience in the job, such as five years of experience—surgeons should complete four years of college and five to seven years of specialized medical training (Find early interventionist jobs, 2009). This is the reason why brainstorming appears to be essential for Early Interventionists.

In order to know more about the Early Intervention profession, the writer conducted a search on peer-reviewed articles that would have to do with the said profession. The following is a summary of the three articles: 1. Neely-Barnes, S. , & Dia, D. (2008). Families of children with disabilities: a review of literature and recommendations for interventions. Journal of Early and Intensive Behavior Intervention, 5, 3, 93-107. This article focuses on parent and grandparent caregivers of special children, specifically on the literature of parenting a child with disability across many cultures.

The role of the family, especially the parents (or caregivers), is huge when it comes to caring for the special child. There are behavioral problems and care needs that come to the surface, so that the success of it would all depend on the two following issues: first are marital adjustment and family functioning; and second are the parental self-efficacy and cognitive appraisal. All these could lead the parent or caregiver to a life of stress and burden, but there are access to care that can be derived, which helps in releasing the tension through the use of techniques (e. g. , empowerment, coping) and intervention.

2. Nikopoulos, C. K. , & Nikopoulou-Smyrni, P. (2008). Teaching complex social skills to children with autism; advances of video modeling. Journal of Early and Intensive Behavior Intervention, 5, 2, 30-43. This article focuses mainly on the treatment of autism through the use of video modeling for the improvement of complex social skills in special children. This is more effective with the help of peer-mediated treatment procedures. Video modeling appears to be dependent upon the prior elimination of behaviors, which deal with the development of imitation skills during the process.

Still, there are other behavioral procedures that can be used in educating special children, including the following: (1) peer-implemented pivotal response training; (2) script-fading procedures; (3) script-fading procedure; (4) small-group peer imitation training; (5) tactile prompting device; as well as (6) social skills training involving prompting and shaping. There is corresponding explosion of literature in the treatment of autism, but the challenge remains in the development of a more complex social behavior with the help of literature and technology. 3. Bailey, D. B.

, McWilliam, R. A. , Darkes, L. A. , Hebbler, K. , Simeonsson, R. J. , Spiker, D. , & Wagner, M. (1998). Family outcomes in early intervention: a framework for program evaluation and efficacy research. Exceptional Children, 64, 3, 313-327. This article focuses more on the rationale in working with the families, as well as, the processes by which these rationales should be implemented. Certain approaches and strategies appear to be useful; therefore, the author implies a total of eight questions that can serve as a framework in determining the extent by which goals are being accomplished.

These questions are the following: (1) Did early intervention enable the family to help their child grow, learn, and develop? (2) Did early intervention enhance the family’s perceived ability to work with professionals and advocate for services? (3) Did early intervention assist the family in building a strong support system? (4) Did early intervention help enhance an optimistic view of the future? (5) Did early intervention enhance the family’s perceived quality of life? (6) Does the family see early intervention as appropriate in making a difference in their child’s life?

(7) Does the family see early intervention as appropriate in making a difference in their family’s life? (8) Does the family have a positive view of professionals and the special service system? It was written however, that “Quality of life is influenced by the full spectrum of individual and family characteristics and experiences, many of which are beyond the purview of early intervention” (Bailey et al. , 1998, p. 321). Lastly, there are certain topics in articles that could be of interest to professionals under Early Intervention, such as the following: 1. Recchia, S. L. (1997).

Play and concept development in infants and young children with severe visual impairments: a constructivist view. Journal of Visual Impairment & Blindness, 91, 4, 401-406. This article speaks of the consistent delays in concept development of infants and young children that are severely visually impaired from birth. The impact of severe visual impairment can be lessened through intervention and the implementation of techniques. 2. Dunst, C. J. , & Kassow, D. Z. (2008). Caregiver sensitivity, contingent social responsiveness, and secure infant attachment. Journal of Early and Intensive Behavior Intervention, 5, 1, 40-56.

This article speaks of the findings of two research synthesis concerning the relationship between caregiver sensitivity, as well as, secure infant attachment and the factors that are associated with it. The results show that caregiver interactional behavior was by far the best predictor of secure infant attachment. Behavioral interventions are also helpful. References Bailey, D. B. , McWilliam, R. A. , Darkes, L. A. , Hebbler, K. , Simeonsson, R. J. , Spiker, D. , & Wagner, M. (1998). Family outcomes in early intervention: a framework for program evaluation and efficacy research.

Exceptional Children, 64, 3, 313-327. Dunst, C. J. , & Kassow, D. Z. (2008). Caregiver sensitivity, contingent social responsiveness, and secure infant attachment. Journal of Early and Intensive Behavior Intervention, 5, 1, 40-56. Find early interventionist jobs. (2009). Retrieved July 20, 2009, from the AOL, LLC database: http://jobs. aol. com/jobs-by-title/early-interventionist-jobs. Neely-Barnes, S. , & Dia, D. (2008). Families of children with disabilities: a review of literature and recommendations for interventions. Journal of Early and Intensive Behavior Intervention, 5, 3, 93-107.

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