What are Early Intervention Services?
Early intervention services is a combination of therapy and support services to children in their early years ( birth to 4 years of age) that promotes early identification, growth and development of those children, who may be at risk of developing any developmental delay.
Therefore at CCAW, we provide an early intervention programme (1- 4years) which aims at eliminating or reducing the core difficulties of the child, in order to reduce the vulnerability of secondary issues to surface at a later stage. Some of the key focus areas include early identification, remediation and family engagement.
The programme offers a stimulating program that looks at the child as a whole and focuses on enhancing the strengths of the child and to learn a range of basic and novel skills that can help them during the first few years of their life.
The strategies used for early intervention are based on the concept of neuroplasticity which suggests that the “brain has the capacity to rewire and modify itself for enhancing its learning outcomes”.
These structural and functional changes in the brain can be brought about by repeated training and practice. Therefore through early therapy and intervention we try and capitalize on this potential of learning that an infant brain has in order to limit deleterious effects, which maybe caused a result of the risk of a developmental delay in order to help children lead better lives.
It is a center-based programme wherein children are exposed to an enriched curriculum with comprehensive and coordinated activities.
To recognize individual child’s learning needs and to provide intervention for their developmental growth in an naturalistic & interactive learning environment
To promote individual child’s readiness to access mainstream education
To collaborate and empower each child’s parent through parental hands on trainings, and observations, for a comprehensive support for the child’s development.
Working on Name response and eye contact
Back and forth vocal imitation during natural, social interactions for future language outcomes
Working on motor imitations for development of joint attention, cross modal coordination and control, hand movements involving fine and gross movements.
Identification of objects in daily life
Labeling of objects, colors, alphabets
Instruction following on request/ Command (both individual and in group).
Pre writing skills involving Hand and finger strength, pencil grip, eye hand coordination and object manipulation.
Social competence involving child engagement, peer interaction, Joint attention, turn taking and waiting
Play skill development
Enhancing community awareness and generalization of learnt skills in daily life.
Prepare children for future integration into the mainstream school setting.
The specific goals for intervention are formulated, based on the child’s chronological age, developmental level, specific strengths and weaknesses, and the needs or priorities of their family.
Our programme is an amalgamation of dynamic teaching methodologies that is primarily based on principles of ABA and TEACH program and focuses on the child’s strengths, adopting a work culture that provides the child with predictable routines, makes use of visual aids, and organizes the environment in a meaningful manner that reduce the stress, anxiety and frustration which may be experienced by children with ASD.
It also highlights the importance of providing appropriate reinforcements for motivating the child to perform adequately and lays emphasis on child's independent functioning.
Use of Multisensory Approach and Sensory play- that involves coherent representation of teaching goals combining different modalities that stimulates young child’s senses: touch, smell, taste, sight and hearing. It enables child to have meaningful perceptual experience to develop cognitively, linguistically, socially and emotionally, physically and creatively.
Finally by using a multidisciplinary approach to teaching that focuses on - Working on a single target ( e.g. name response, waiting or social interaction) in all three disciplines involving special education , groups and occupation therapy for an overall holistic development of the child.
Making Individualized education plan (IEP)
Functional skills; non-academic skills and behavior skills needed for everyday living
Academic skills- using special instructional methodology (Remedial Instruction), instructional materials, visual and learning-teaching aids and equipment to meet educational needs of children.
Communication; both receptive (understanding) and expressive
Promote effective integration of the senses in order to develop a child’s ability to register process and respond to sensory information in his/her environment, thereby improving learning, behaviour and activity participation.
Providing a sensory diet for meeting mild, moderate or severe sensory deficits manifesting in either increased (hypersensitivity) or decreased (hyposensitivity) to touch, sound, movement.
Addressing difficulties with fine motor skills for e.g. for preparing child for pre writing skill, gross motor skills and body balance ,and movement for difficulties with e.g.- Toe walking, running, getting up or down, starting or stopping, imitating actions, getting “stuck” in a repetitive movements, coordination and impulse control.
Provide a stimulating environment for the child where she or she can freely explore the social milieu around him and kindle normative developmental processes
Initiating peer interactions, responding to the initiations of others, maintaining eye contact, Joint attention like sharing enjoyment, turn taking, play skills and learning to understand nonverbal cues.