The Importance Of Early Interventions In The Education Of Children

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Early interventions are an exceedingly crucial component to the education of students who have been identified as having a developmental delay. Three developmental areas are significant to know the characteristics and strategies to implement when working with students with cognitive, social-emotional, and adaptive behavior delays.
These three areas can be can be harder to identify compared to a child who has delays in speech or gross motor. Cognition is difficult to describe. Hooper and Umansky (2014) define cognitive development as an individual’s ability to translate objects and events into a symbolic form that can be stored in the brain. Cognition can be measured with perceptual and conceptual skills. Perceptual skills are the connection
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Children with communication disabilities can cause struggles with developing relationships with others (Hooper and Umansky, 2014). If a child has difficulties expressing him/herself others will have difficulties understanding him/her. This can lead to frustration of both parties involved. Children with social-emotional delays can benefit from different strategies used by interventionists. Interventionists can provide children with opportunities to interact with their peers. Interventionist can model the interaction before having the child try (Hooper and Umansky, 2014). Social stories are a great way to teach social skills that children are struggling with. Social stories explicitly state the expected behavior for a situation. For example, child who yells when he/she is mad would read a social story. The social story would give the child a replacement behavior. For instance, the child will count to ten when he/she starts to feel him/herself getting mad. The social story would be read every day as often as needed. Adaptive behavior, are skills the child needs to function in his/her environments. The components of adaptive behavior are communication, self-help, social and psychomotor skills (Hooper and Umansky, 2014). Adaptive behaviors are typical assessed using rating scales provided to service providers and

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