PSYC FPX 2700 Assessment 2 The Importance of Early Intervention and Early Childhood Education for Children with Autism

Student Name

Capella University

PSYC FPX 2700 Child Development

Prof. Name:

Date

Introduction

Early intervention and access to early childhood education are crucial for the development of preschool-aged children with developmental delays. While attending preschool offers numerous benefits for all children, those with special needs can derive even greater advantages from targeted interventions combined with learning and school readiness lessons in a preschool-like environment. Although any preschool or daycare center provides benefits such as positive peer interactions and the development of social skills, to fully realize the advantages of early intervention and early childhood education, it is essential to offer high-quality preschool settings for all children, regardless of their economic background or developmental stage. This paper will explore the characteristics that define a “high-quality” preschool or development center, as well as the various benefits that children with autism and their families can gain from participating in such programs.

High-Quality Preschool

There are numerous preschool programs available across the country. For instance, in Missouri alone, there are 1,892 preschools and development programs (https://childcarecenter.us/state/missouri). What defines a high-quality preschool, and how can parents select the right program for their child? Enrolling in a high-quality preschool can significantly influence a child’s future, serving as a vital stepping stone that provides a strong foundation for their educational and career paths. High-quality preschools are evaluated based on multiple criteria and cater to various developmental stages in early childhood. To meet high-quality standards, preschool programs must address physical, social/emotional, and cognitive/academic development stages (Wechster et al., 2016). When selecting the most suitable preschool or development center for your child, it is important to consider all aspects of their development and current needs. For example, if a child excels academically but shows delays in social skills, a program that emphasizes group learning may be beneficial. While all areas of development are important, children may exhibit different deficits in various domains. Learning should not only be age-appropriate but also developmentally appropriate for each individual child.

Benefits of Early Childhood Education and Early Intervention

Attending a high-quality preschool offers significant benefits that can be observed in various aspects of a child’s later development in school. Research indicates that children who attend high-quality preschools tend to perform better academically and socially compared to their peers who do not, and they generally exhibit a more positive attitude toward school. The percentage of children from high-quality preschools who are placed in and remain in special education classes significantly decreases as they progress to higher grades (Bakken et al., 2017). While all children benefit from early childhood education, those with developmental disabilities can experience even greater advantages than their neurotypical counterparts.

Early diagnosis and intervention therapies have been shown to greatly enhance the quality of life for children with autism, leading to positive, long-lasting improvements in symptoms and acquired skills (Early intervention for autism, 2021). “Early intervention” typically refers to services provided during preschool years, or as early as 2-3 years of age. The first five years of life are critical for brain development, as the brain is still forming and is more adaptable during this period. When children receive early intervention services during these formative years, there is a significantly higher likelihood that the interventions and treatments will yield effective long-term results.

Early Intervention Programs

Numerous programs offer early intervention for children with developmental disabilities. Depending on the state, the severity of the child’s disability, and the family’s insurance coverage, many children can access early intervention services at little to no cost. The Bill and Virginia Leffen Center in Joplin, MO, provides invaluable services to children with autism and their families. While services are not free, many insurance companies cover a substantial portion, if not all, of the costs, and for families whose insurance does not provide coverage, scholarships and grants are available. Early intervention programs offered through the Leffen Center include, but are not limited to, First Steps, a Day Treatment program, a Feeding Clinic, and Parent Support Groups.

The Day Treatment program operates from 8:30 AM to 3:30 PM Monday through Thursday and from 8:30 AM to 11:45 AM on Fridays for preschool-aged children. During Day Treatment, each child receives one-on-one Applied Behavior Analysis (ABA) therapy with a Registered Behavior Technician (RBT). Each child is provided with a treatment plan specifically designed to meet their individual needs, helping them reach their full potential through data-driven research that informs the most effective teaching methods for each child.

PSYC FPX 2700 Assessment 2 The Importance of Early Intervention and Early Childhood Education for Children with Autism

The primary objective of Leffen’s Day Treatment program is to prepare children for their transition into the public school system. We have received numerous testimonials from parents expressing that the services their child received were invaluable and transformed not only their child’s life but also the lives of their entire family. While I could share countless stories from parents and discuss the progress I have witnessed while working with these remarkable children, I will highlight just one example. A young boy began our program at the age of three, essentially non-verbal. He had a few words but exhibited very limited functional communication and had to wear a helmet at all times due to severe self-injurious behaviors, such as hitting his head when upset.

When I assisted in transitioning this particular client to kindergarten at the age of six, I was able to place him in a general education classroom, where he required minimal pull-out time for speech therapy. I still keep in touch with his family, and he is now in the fourth grade. If you were to visit his classroom, you would not be able to identify him as a child with autism. Early intervention can and does significantly aid children with disabilities in their overall development. Children with physical disabilities benefit greatly from services like physical and occupational therapy, while those with speech deficits can make remarkable progress through early intervention speech therapy. Additionally, early intervention can enhance children’s social skills, emotional and coping abilities, as well as cognitive skills.

Conclusion

Early childhood education and early intervention can profoundly impact not only the child but also their family. Research indicates a significant improvement in academic and social skills among children who attended high-quality preschools compared to those who did not. Early intervention therapies for children with developmental disabilities have been shown to dramatically alter the projected trajectory of their lives, making a substantial difference in their future academic endeavors. A simple online search reveals countless success stories from parents of children who have benefited from early intervention therapies. Hearing these success stories or witnessing the joy in a child’s eyes when they achieve a goal they have been striving for serves as compelling evidence of the importance of early intervention.

References

Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term impact. International Journal of Early Years Education. https://www.tandfonline.com/doi/pdf/10.1080/02568543.2016.1273285

U.S. Department of Health and Human Services. (2021). Early intervention for autism. Eunice Kennedy Shriver National Institute of Child Health and Human Development. Retrieved from https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments/early-intervention