7. Describe the family-centered intervention.
The family-center intervention is about the family outcomes as a whole. Therefore, hoping the family’s well-being is helping the child as well. The parents are the child’s number one educator and knows their child. This is why we need to treat families with respect, be sensitive to family cultural and socioeconomic, make sure they have the information they need to make a decision, and information them of community resources and supports, and practices that empower parents and enhance their competency. The basic tenets guideline practices in EI are the families are the decision makers where their child are concerned and their goals and priorities they identify should be the intervention process. …show more content…
The first one is when the material is presented in different formats at different levels to address all the levels of learning in the classroom. They may learn visual, auditory, or kinesthetic. The second requirement is multiple means of engagement is being able to get and hold the child’s attention in a lesson to engage the child. Provide different types of scaffolding and repetition, and child’s interest. Finally, multiple means of engagement, which means the child has different formats to respond or demonstrate they understand the materials. They can accomplish this by using resources, toys, and other materials to address their strengths, preferences, and …show more content…
It is used when a child’s behavior is judged to impede their learning or other children. It has three tiers of interventions that build on one another. The broadest level are program-level interventions. Examples would be rules in classroom or playground and area marked for the children for play area. The second level helps with structure and more support than the first level. The third is more intense and is individualized interventions. It is based on the behavior the child is exhibiting and need intervention. In the third level, they all begin with a FBA. This would include informant assessment, observations, and experimental analysis to determine the cause of the challenging behavior. The implementation of PBS varies of the age of the child, the context of the intervention, and the behavior. The focus is on adjusting social and environment variables and improving learning environment. This is accomplished by routines, teaching social skills, play area clearly marked, and
The family-center intervention is about the family outcomes as a whole. Therefore, hoping the family’s well-being is helping the child as well. The parents are the child’s number one educator and knows their child. This is why we need to treat families with respect, be sensitive to family cultural and socioeconomic, make sure they have the information they need to make a decision, and information them of community resources and supports, and practices that empower parents and enhance their competency. The basic tenets guideline practices in EI are the families are the decision makers where their child are concerned and their goals and priorities they identify should be the intervention process. …show more content…
The first one is when the material is presented in different formats at different levels to address all the levels of learning in the classroom. They may learn visual, auditory, or kinesthetic. The second requirement is multiple means of engagement is being able to get and hold the child’s attention in a lesson to engage the child. Provide different types of scaffolding and repetition, and child’s interest. Finally, multiple means of engagement, which means the child has different formats to respond or demonstrate they understand the materials. They can accomplish this by using resources, toys, and other materials to address their strengths, preferences, and …show more content…
It is used when a child’s behavior is judged to impede their learning or other children. It has three tiers of interventions that build on one another. The broadest level are program-level interventions. Examples would be rules in classroom or playground and area marked for the children for play area. The second level helps with structure and more support than the first level. The third is more intense and is individualized interventions. It is based on the behavior the child is exhibiting and need intervention. In the third level, they all begin with a FBA. This would include informant assessment, observations, and experimental analysis to determine the cause of the challenging behavior. The implementation of PBS varies of the age of the child, the context of the intervention, and the behavior. The focus is on adjusting social and environment variables and improving learning environment. This is accomplished by routines, teaching social skills, play area clearly marked, and