The diverse services needed by young children with disabilities, chronic illness, and developmental delays can challenge both their families and the support systems they rely on. This book provides a pragmatic approach to helping these children that empowers families, builds on competencies and resilience, and has a strong empirical basis. The cornerstone of this program is its focus on the larger systems that support the child. This book describes how to meet the needs of children and their families while enhancing collaboration among service providers.
Psychologists and program administrators, and other service providers reading this volume will learn a systems-based approach to early intervention with infants and young children that draws on a specific understanding of community, agency, and family context. This program is based on a solid knowledge of normal and delayed development, illness, and disability and builds on professionals' natural desire to deliver services that enhance the functioning not only of the child, but of his or her family. This model of early childhood intervention creates allies among agencies in a win-win approach to helping our youngest citizens.
I. Setting the Stage for Early Intervention
- Early Childhood Programs: Models and Practices
- Eligibility Pathways to Early Childhood Services: Classification Systems and a Framework of Risk
- Specific Risk Conditions: Contextual Variables that Influence Risk and Resilience
- Organizing Integrated Service Delivery Systems
II. Building Blocks of Early Intervention
- Creating a System that Works: Components of a Collaborative Program Design
- Interventions to Support Caregiver–Child Interaction and Developing Relationships
- Emerging Ethical Perspectives in Early Childhood
III. Structural Supports for Early Intervention
- Professional Development in Early Childhood: Quality Indicators in Training
- Effecting Change: Challenges to Building Integrated and Collaborative Systems
- Strategies for Effective Program Evaluation: A Critical Factor in Quality Services
About the Authors
Susan Epps, PhD, MPA, received her Doctor of Philosophy degree from the University of Minnesota and her Master of Public Administration degree from the University of Nebraska at Omaha. She has experience as a classroom teacher, pediatric psychologist, and coordinator of an interdisciplinary early intervention team. She has taught graduate students for many years and mentored interdisciplinary practicum students, doctoral interns, postdoctoral Fellows, and pediatrics and family practice residents and neonatology Fellows. She has consulted with school systems and departments of health and education, provided numerous inservice workshops and grand rounds, and presented at national and international conferences. She also has served on editorial boards of professional journals. As a licensed psychologist, she provides therapeutic supports to young children and their families. Her research publications have focused on developmental disabilities, family experiences in neonatal intensive care, and perceptions of preterm infant behavior.
Barbara J. Jackson, PhD, has her doctorate in psychology and cultural studies, with an emphasis in developmental psychology. During the past 25 years she has worked in the field of early intervention, specializing in work with infants with chronic illness and disabilities and their families. As an assistant professor at the University of Nebraska Medical Center and director of the Department of Education at Munroe Meyer Institute, she supervises interdisciplinary practicum students and teaches classes in early childhood education. Her research has examined the influence of chronic illness on children's coping and has evaluated the impact of early intervention programs on child and family outcomes, specifically Early Intervention, Early Head Start, and Even Start programs. As a member of numerous state task forces, she has contributed to policy development in early childhood.