Book contents
- Frontmatter
- Contents
- Foreword
- Preface
- Contributors
- PART ONE INTRODUCTION
- PART TWO CONCEPTS OF DEVELOPMENTAL VULNERABILITY AND RESILIENCE
- PART THREE THEORETICAL FRAMEWORKS FOR INTERVENTION
- 7 Transactional Regulation: The Developmental Ecology of Early Intervention
- 8 Guiding Principles for a Theory of Early Intervention: A Developmental–Psychoanalytic Perspective
- 9 Behavioral and Educational Approaches to Early Intervention
- 10 The Neurobiological Bases of Early Intervention
- PART FOUR APPROACHES TO ASSESSMENT
- PART FIVE SERVICE DELIVERY MODELS AND SYSTEMS
- PART SIX MEASURING THE IMPACT OF SERVICE DELIVERY
- PART SEVEN NEW DIRECTIONS FOR THE TWENTY-FIRST CENTURY
- Name Index
- Subject Index
9 - Behavioral and Educational Approaches to Early Intervention
Published online by Cambridge University Press: 05 November 2011
- Frontmatter
- Contents
- Foreword
- Preface
- Contributors
- PART ONE INTRODUCTION
- PART TWO CONCEPTS OF DEVELOPMENTAL VULNERABILITY AND RESILIENCE
- PART THREE THEORETICAL FRAMEWORKS FOR INTERVENTION
- 7 Transactional Regulation: The Developmental Ecology of Early Intervention
- 8 Guiding Principles for a Theory of Early Intervention: A Developmental–Psychoanalytic Perspective
- 9 Behavioral and Educational Approaches to Early Intervention
- 10 The Neurobiological Bases of Early Intervention
- PART FOUR APPROACHES TO ASSESSMENT
- PART FIVE SERVICE DELIVERY MODELS AND SYSTEMS
- PART SIX MEASURING THE IMPACT OF SERVICE DELIVERY
- PART SEVEN NEW DIRECTIONS FOR THE TWENTY-FIRST CENTURY
- Name Index
- Subject Index
Summary
A wide range of factors can have powerful, enduring adverse impacts on children's developmental and educational achievement. Among others, these include genetic disorders, physiological and metabolic disorders, ill health, infections, central nervous system insults, and disordered environments with a number of counterproductive influences. These factors, separately and in combination, can produce disabilities and substantial risks for developmental difficulties. Those disabilities in turn often negatively affect children's adaptation and learning as well as threaten their families' functioning and wellbeing. Society's response to children with disabilities and those at severe risk for disabilities includes funding for basic and applied research to understand more completely and precisely the causes, course, and treatment of disabling conditions; actions and policies designed to prevent the occurrence of disabilities; and programs to address children's developmental problems.
This chapter presents a rationale for the use of educational programs for young children who have disabilities. In addition, the chapter describes the behavioral perspective that is used as a foundation for many educationally oriented intervention programs, discusses the contributions derived from that orientation, and identifies the challenges faced by those programs. The chapter then describes additional models for conceptualizing intervention efforts and draws implications from those perspectives. The chapter concludes by discussing how such programs are likely to be structured in the future. This chapter focuses primarily on infants and young children who have identifiable disabilities rather than on children who are solely at environmental risk for developmental problems.
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- Handbook of Early Childhood Intervention , pp. 179 - 203Publisher: Cambridge University PressPrint publication year: 2000
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