ASSIGNMENT D

PLEASE SEE ATTACHED POWERPOINT 

 Please prepare a needs assessment plan for your proposed program, including approaches to measurement and methods of data collection and analysis. Your needs assessment should be able to answer the following questions:

1. Who is the priority population?
2. What are the needs of the priority population?
3. Which subgroups within the priority population have the greatest need?
4. Where are these subgroups located geographically?
5. What is currently being done to resolve identified needs?
6. How well have the identified needs been addressed in the past?

The questions outlined above can be answered by incorporating the following steps: determining the purpose and scope of the needs assessment, gathering data, analyzing the data, identifying the factors linked to the problem, identifying the program focus, and validating the prioritized needs. Please be sure to outline your needs assessment in this manner in order to fully answer the questions listed above.Students are expected to produce a minimum of 5 pages, cite references, and use APA style throughout. 

Zoom Session #2

Welcome

Hi…
Describe your proposed project.
What is your vision of how it would look..
How would services be provided? By whom? To whom? Where? How often?

Assignment D: Need Assignment PLAN
Assignment E: Mission, Goals, Objectives
Assignment F: Logic Model
Assignment G: Marketing Plan
Assignment H: Budget
Assignment I: Personnel / Physical Environment

Assignment D –
Needs Assessment Plan
How WOULD you determine if there is a need for the proposed program?

A needs assessment plan could include..
How you WOULD you gather community/demographic data
How you WOULD you conduct a problem analysis
How you WOULD you conduct a market analysis

(Calley, 2011):

4

4 WAYS TO MEASURE NEED (KETTNER ET AL, 2017)

I. Normative need -the standard
standards or norms of a community
current data to identify those standards
2. Perceived need
what people think or feel they need

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3. Expressed need
if people are actually trying to receive services (i.e., if there is a demand for services)
4. Relative need
If there is a gap between available services in community/geographic area.
can be compared to a similar community/ geographic area.

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Mission, Goals and Objectives: Assignment E

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Use the following format, headings, and subheadings:

Introduction

Mission Statement/Narrative.

Goals and Objectives.

Goal 1
Objective 1.
Objective 2.
Objective 3.

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Goal 2
Objective 1.
Objective 2.
Objective 3.

Goal 3
Objective 1.
Objective 2.
Objective 3.

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_headings_and_seriation.html

Objectives should be quantifiable.
What’s the difference between objectives and activities?

Goal: Recruit and retain a diverse workforce to meet the needs of the organization.

Sample HR Goals and Objectives

Objectives
Base-line
1st Year
3rd Year

1. Increase the percentage of open positions filled by a targeted deadline.
43%
55%
70%

2. Maintain the employee retention rate (less company-initiated transitions) above 75%.
42%
75%
75%

3. Increase the percentage of managers who indicate satisfaction with the hiring support provided, as measured by survey.
N/A
80%
90%

Goal: Ensure our compensation and performance management processes are designed and executed to align and maximize our people’s performance with the goals of the organization.

Objectives
Base-line
1st Year
3rd Year

1. Increase the percentage of employees for whom performance reviews have been completed and documented by the target date.
51%
60%
85%

2. Increase the percentage of employees who achieve at least 80% of their annual performance targets.
69%
72%
80%

What might the activities be?

Logic Model: Assignment F

The logic model need not have “bells and whistles,” need not be in color, have fancy symbols, or be interactive.

Benefits and Purpose
A way of telling the story of a program plan in terms of if-then.
Tells you where program is headed, what it needs to get there, and how one would know if it arrived.
Shows gaps in flow
Visually presents program components:
conception and logic of program design
intent, purpose, structure, activities, and outcomes
helps identify data that can/should be collected

The logic model..
Is used to build common understanding among diverse stakeholders, as well as educate and clarify the pieces, functions, purpose and consequences of each piece of program design.
Serves as a periodic reminder of the program components and purpose
So we don’t lose sight of overall design and purpose.
It’s easy to get lost in the daily minutia and busy-ness of program operations.
Is popular with funding sources because it forces you to clarify program plans/ design.

Three Basic Parts of Program Structure

Resources
Activities
Short, Intermediate and Long–Term Outcomes

Serves as a map to outcomes

Where are you going?
What are the outcomes? [Should be measureable!]
What are you trying to achieve?
How will you get there?
How will you know when you got there ?
How will you know if you achieved what you wanted?
How will you measure each outcome?
Sometimes we work backwards
Determine what outcomes we want and then consider how we will get there.

IF a program is well conceived
…. THEN it should attain outcomes.
If resources and activities are in place and used efficiently and effectively, and if plan for their use is realistic and feasible, it should attain outcomes.

Are activities sufficient and well planned? Is there a research basis for the use of these activities to obtain sought-after results?

Resources = Inputs
I.e., human, financial and physical space resources including partners; in-kind such as volunteers, and contributions

Consider if resources are sufficient, well planned, and can be obtained and used as planned.

Activities = Action

Activities are:
Processes
# of sessions
Techniques
Use of tools
Events/ actions
# of clients served, # participants
Use of technology

Outputs (optional)
Products, goods, services provided to direct customers/participants/clients
Products include promotional materials, curriculum guide, TX manual
Services include education, training, therapy, medication management, health screening

Outcomes
Short-term outcomes (teachers learn new skills)
Intermediate outcomes (change teaching approach and techniques)
Long-term outcomes (students do better on standardized tests, more go to college, more become good teachers)

Might Add Context

antecedent factors
Factors that you start out with (e.g., geographical factors, demographic factors)

mediating factors
Factors that emerge after program starts or after program plan is in place (e.g., crisis, staff change)
 

Reminder!!

Textbooks might be written in future tense. You need to discuss your logic model in the present tense.

Resources
Activites
Outputs
Outcomes

Facility
Pool Modifications
Program Coordinators & supervising staff
Teaching equipment
Pool equipment
Funding

Training for instructors
Swim lesson/curriculum plan
Meetings/discussions w/ staff about progress
Meeting w/ parents about swim progress or concerns
Water safety lesson plan curriculum
Promotion of water safety

5X3 hour training sessions for swim instructors
Group lessons 4x 3 weeks at a time
Private lessons meet min. 2x & max 5x a week- up to an hour
Special Olympics team meets 4-5x for 60 mins.
Water safety training classes meet 1x a month on Wednesdays.
CRP courses meet 2x a month every other Saturday.
Short Term:
Teach proper technical and efficient strokes
Develop social group pods
Staff and swim instructors teach are trained on different swimming water prevention and lesson techniques for children with DD
Teach children and parents basic in water safety skills
Intermediate:
Practice the strokes/swimming 4-5x a week for 60 mins.
Foster friendships that may not be made other wise that push them to become well rounded socially
Parents appreciate role swimming and the skills learned and can apply skills IOE
Allow opportunities for children to practice in water safety skills independently during lessons. Allow parents to practice these life saving in water safety skills
Long Term:
Develop muscular endurance strength
Build long term postive lasting friendships that these children can trust and communicate with
Gain more knowledge of water safety and prevention methods- parents are more comfortable around water
Eliminate drownings in the DD community at APA through the water safety lesson program.

Logic Model: Benefits Of Swimming for Children with DD

Marketing Plan
Assignment G

Budget
Assignment H

Assignment I
Detailed narrative (3 page minimum) describing the personnel that will be needed to run your proposed program.
job titles and explanation of their role within the program including administrators, support staff, and direct service personnel.
Describe the physical environment in which the program will take place.

Getting ready for the final report
Headings and subheadings
Chapter numbers
Everything cited must be in reference list
APA format

ttps://owl.english.purdue.edu/owl/resource/560/16/

10

Literature Review

Gaby L. Johnson

Nova Southeastern University

HSDD 6000

Assignment C

Adela Beckerman-Fontana

February 5, 2023

Literature Review

To gain a comprehensive understanding of the program and its significance, this paper is going to evaluate and review scholarly articles including books, journals, and theses related to developmental disabilities. Development disabilities entail certain conditions that result from an impairment in the physical, learning, language or behavioral aspects of a child which affects a child’s day-to-day functioning. The conditions are identified during the developmental period but mostly last for as long as the person is alive. However, these developmental disabilities can be identified early enough, and the necessary intervention measures are taken to prevent lifetime disability (Gapurova, 2022). This constitutes the primary objective of this program. Hence this program is critical in providing a chance for appropriate interventions to be taken early enough.

Developmental disorders result from various causes. A significant fraction of developmental disorders results from hereditary or incidental genetic abnormalities, or the interaction of genetic features and ecological factors (Esposito, Azhari & Borelli, 2018). The period of the human nervous system’s development, which starts during pregnancy and lasts into early life can make the nervous system susceptible to vulnerabilities that lead to developmental disorders. Dietary deficits and other external shocks or exposure during crucial stages of neurodevelopment are other factors (John, Black & Nelson III, 2017). The effects of these encounters frequently rely on how quickly the growing brain or intellectual capacity is affected. Intellectual impairment and particular learning problems in children with average intelligence are examples of mental disorders in children that also impair development.

Subnormal intelligence combined with deficiencies in adaptive functioning also results in developmental disorders. Children with moderate cognitive impairment, which is the most prevalent type of intellectual impairment, perform poorly in school and as a result have fewer career options (Nesayan, Amani & Gandomani, R. A. (2019). This is because cognitive abilities are necessary for learning and successfully executing tasks such as solving problems and making decisions. Children with extra severe grades of mental retardation (moderate, severe, and profound) are more likely to have multiple disabilities which are complex conditions in which intellectual disabilities are combined with somatic, motor, and health-related difficulties (Evensen, 2021). For example, foresight, ability to hear, motor, and/or seizure impairment in alongside cognitive impairment hence they have to be reliant on others for basic needs for their entire lives

Among the motor impairments identified in childhood is cerebral palsy, which is brought on by harm to the motor tracts of the developing brain; Congenital and acquired limb deformities, spinal muscular atrophies, and progressive diseases including muscular abnormalities can all result in immobility (Cacioppo
et al, 2022). Other ailments that can cause it to include polio and spinal cord injuries. A chronic, non – progressive injury or insult to the developing brain causes cerebral palsy. Therefore, depending on the exact position of the impairment, impacted children may display a range of movement challenges such as spasticity which is a condition in which there is an abnormal increase in muscle stiffness or tone (National Institute of Neurological Disorders and Stroke, n.d). Spasticity is caused by the engagement of the motor cortex, and it can interfere with speech, and movement and is associated with severe discomfort or pain. The central nervous system is involved, which causes dystonia and dyskinesia (United Nations Children’s Fund, 2022).

Due to concurrent insults to several parts of the brain, people with cerebral palsy frequently have additional problems. Disorders, learning difficulties, epilepsy, language abnormalities, and psychological issues are some examples of these problems. Similar to this, some motor illnesses that worsen over time, including muscular dystrophy, can also be accompanied by cognitive impairments. A muscular dystrophy is a group of illnesses that cause progressive loss and weakness of muscle mass. Abnormal mutations or genes interfere with the production of proteins (dystrophins) that are needed to form healthy muscle (Duan
et al., 2021). However, the impairment is typically limited to motor functions or mobility in many types of paralytics, including those brought on by poliomyelitis damage, as well as genetic or developed limb deformities (Cacioppo
et al., 2022), 2020).

Speech, Hearing, and Vision Impairments

Low vision, blindness, and hearing loss are all disorders that largely affect adults because their prevalence rises with age (Varadaraj
et al, 2022). However, several significant factors affecting vision and hearing impairment start early in life and could be classified as neurocognitive. Children with refractive errors, the most prevalent type of visual impairment, have challenges in low-income nations where many people lack access to eyewear and fundamental eye care services. Refractive errors can, however, be easily diagnosed and treated using low-cost procedures, which can be included in basic care screening services. The capacity to hear and repeat sounds is a prerequisite for speaking (Varadaraj
et al, 2022). The first two years of life are the best time for speech acquisition; if a child cannot communicate by the age of five or six, it will be difficult for them to later produce understandable speech. The hearing of a child who is suspected of having mental retardation or a delay in speech development should therefore be assessed, as well as their hearing (Gapurova, 2022).

Behavioral Disorders

Resources for mental health services are much more scarce compared to those for physical care in most poor countries. As a result, many children with behavioral or psychological issues go untreated or without a proper diagnosis (United Nations Children’s Fund, 2022). Although there is a paucity of official data, behavioral issues are likely more prevalent in low-income countries than in wealthy ones due to the overabundance of poverty, warfare, starvation, and natural disasters in the developing globe (United Nations Children’s Fund, 2022). In addition, contemporary societal changes and increasing urbanization in many low-income countries have had unfavorable repercussions, like residential evictions and the disruption of conventional family structures, which have left many children homeless and displaced (Brunsting
et al, 2022). Autism and attention-deficit and hyperactivity disorders are behavioral illnesses that are not always related to psychosocial origins. These illnesses can have a significant negative impact on both families and educational performance (Shaw
et al., 2021). Therefore, there is a need for early identification which can significantly improve outcomes for children.

Research shows that the prevalence rate of developmental disabilities in children continues to rise and hence, it is an issue that can never be ignored (Kim, 2021). However, the detection of these developmental disabilities remains lower than their actual prevalence (United Nations Children’s Fund, 2022). For instance, children with specific learning difficulties are rarely not recognized until after they start school when there is a clear disparity between their skills and their performance in particular areas (Lee & Taylor, 2022). These children might learn to cope with their obstacles and succeed at levels that are average or even above average with the help of special academic accommodations. However, waiting until the child begins school to identify the abnormalities can be more dangerous as compared to identifying the problem early before the child starts schooling. This would ensure that they receive a diagnosis at the right time.

Controlling the fundamental issue or disease that leads to developmental impairment is considered basic prevention (Kim, 2021). Vaccination against congenital rubella and salt iodization against iodine deficit are two examples (Mudalige, Ranasinghe & Stojanovic, 2022). Secondary prevention aims to stop sickness or injury from turning into a permanent handicap. Examples of such interventions include infant PKU screening (Al-Bari, 2022), accompanied by nutritional adjustments (John, Black & Nelson III, 2017), and trauma emergency treatment. Through early detection of potentially debilitating illnesses and therapies targeted at avoiding or limiting incapacity, there are numerous possibilities for secondary prevention of intellectual impairments in low-income nations (United Nations Children’s Fund, 2022). The provision of vision and hearing inspection, eye, and ear care, and refract light and hearing aid services at the basic health care level; enhanced availability of urgent services are a few of these (Varadaraj, Friedman & Swenor, 2022). They involve initial recognition and adjustments of vitamin deficiency as well as other forms of malnourishment; PKU testing preceded by diet adjustment; precise and timely recognition and impactful control of bacterial infectious diseases that can cause hearing loss. Others include appropriate therapy of malaria; and Initiatives like prenatal and neonatal surveillance (Eden
et al., 2021), iodine enrichment of food production, and various immunization of mothers to avoid chronic illnesses such as measles and polio have long been beneficial to children in developing nations.

Due to their initial beginnings and the frequent lifetime dependency that results, developmental impairments cost significant personal, societal, and financial consequences. As they get older, children with impairments frequently have limited work, productivity, and quality of life possibilities (Kim, 2022). They also frequently have limited educational chances. However, in situations when pertinent data and services are unavailable, it is challenging to estimate the expenses of developmental disability. Hence, it is better to identify the abnormalities early enough, so that they can be rectified before developing into stages that would endanger the life of the victims (United Nations Children’s Fund, 2022).

According to Kim (2022), early intervention programs are designed to prevent or reduce the impact of developmental delays as well as to improve participants’ development capability. Children that are naturally or environmentally susceptible are likely to get early intervention, as do those who have known developmental delays. Depending on the strongest evidence currently available, there is growing agreement that early interventions can have a moderating favorable impact (United Nations Children’s Fund, 2022). Most of the research’ significant methodological flaws, however, severely restrict this literature. Therefore, more rigorous medical tests are required to determine which interventions best fulfill the requirements of children who have developmental disabilities or who are concerned about becoming them (Kim, 2022). When contrasting the linguistic growth of children with academically considerable hearing impairment with children with a normal ability to hear, bilateral deafness has been linked to major speech abnormalities and abnormalities (Gapurova, 2022). From early childhood to maturity, these linguistic developmental distinctions have been discussed in all age groups. For individuals with moderate to extensive hearing damage in third to fourth grade and those with moderate to deafness in sixth grade, the speech impairments are described by plateaus in proficiency on regular tests (Olusanya, Davis & Hoffman, 2019). For the early intervention to be established, the program will be crucial in identifying the disabilities at an early stage.

It is becoming more understood that a child’s first stages of life are a particularly vulnerable time in the developmental process, setting the groundwork for cognitive performance, psychological, social, and self-regulation skills, as well as physiological wellness in childhood and even beyond. However, many children experience a variety of stresses at this time that can impede their ability to develop normally (Li, 2022). Programs for early remediation are intended to lessen the risks that put children in jeopardy of failure. These initiatives aid parents, and children. These resources could include educational processes or other organized encounters with an immediate impact on a child or have an indirect impact via educating caregivers or otherwise improving the nursing environment.

In research, investigators generated what was recognized from the valid scientific survey of literary works regarding the short- and long-term advantages of initial intervention initiatives, the characteristics of more impactful initiatives, and the financial rewards of investing more money in early childhood (Watts
et al., 2018). According to the researchers, early childhood intervention programs increase a variety of outcomes, including academic performance, conduct, educational advancement and attainment, a decrease in crime and misbehavior, and enhanced job market effectiveness (Watts et al., 2018). Better-trained caretakers and therapies with lower child-to-staff ratios seem to produce good outcomes. The initial stage in effectively implementing any preventive measures is a precise and timely acknowledgment of the handicap. During a clinical evaluation, some disability signs are physically present and visible (Kim, 2022). Although a diagnosis may be made before the disability or its implications manifest, many other illnesses do not become apparent until later in life. This has been made possible using biochemical testing (Kårhus
et al., 2022) and, more recently, with the identification of the molecular cause of hereditary impairment using revolutionary DNA innovation.

The specific mother and the family both contribute significantly to the early identification of impairment (Hazmi, 1997). The attentive mother may spot developmental anomalies, both physically and non-physical, as well as learning disabilities much sooner than a definitive diagnosis may be established. Timely identification and treatment can lessen the effect an impairment could have on the families and prevent the onset of various impairments (Kim, 2022). Premarital counseling and genetics screening can help avoid the conception of a baby with a genetic-related illness if the respective parents have received a confirmation (Al-Bar
et al., 2015). Prenatal screening can be utilized if conception has already occurred; if the fetus is determined to be defective, necessary action can be done, and the parents can get ready to care for a child with a disability. If the child is found to have a disease that could result in a handicap, early diagnosis measures can be implemented to lessen the effects of the potentially severe disability (Al-Bar
et al., 2015). To improve the ability of impaired children and their families to adapt, medicinal or surgical techniques to preventive intervention give anything that is required to treat or rectify impairments and build the family unit. Omissions can negatively affect a child’s impairment condition and long-term progress, but early detection and remediation of abnormalities in young children can have positive outcomes (Kim, 2022). Early detection, for instance, can encourage the creation of exciting situations where parents, physicians, and educators are better equipped to foster the growth, inclusion, and active engagement of children with disabilities. Additionally, it can facilitate quick, sufficient accessibility to skilled care as necessary.

The proposed program will lead to the realization of many benefits. First getting an early diagnosis of autism helps families find the solutions to their concerns regarding the unusual growth of their children. This enables them to start studying developmental disabilities, comprehending how it affects their child, and starting the effort of changing how they view the future (Kårhus
et al, 2022). It enables families to substitute concern and dreaming with factual knowledge regarding the basis of their child’s difficulties. Obtaining a diagnosis frequently frees families from the tension that comes with the treatment procedure by enabling them to shift from aimless concerns to motivated attempts to learn about the disease, locate support for the kid, and proceed into some sort of implementation strategy.

The choice of relevant treatment modalities is the second potential advantage of early diagnosis. Compared to children with other developmental disorders, autism victims exhibit a distinctive learning characteristic structure of comparative capabilities and deficits (Shaw
et al., 2022). Therefore, it is not strange that children with autism perform best when they receive special instruction and a program designed to fit their learning profile. Early intervention strategies for young children with other types of disorders do not include the components found in these methods for teaching young children with developmental disabilities (Shaw
et al., 2022). More explicit guidance, more organization, and more assistance hours per week are specifically prioritized, and smaller student-to-teacher ratio than those normally found in early intervention programs in most regions for children with various developmental issues (Mudalige
et al., 2022). Numerous studies have shown that young children with disabilities who receive intense and customized intervention as soon as appropriate have excellent results. Some of these investigations show that children who receive intense and customized therapy at age 3 significantly improve in terms of their IQ, speech, and performance in elementary school. As a result, earlier learn and achieve the selection and administration of the best medication.

In conclusion, early childhood intervention can tremendously aid children in having excellent results throughout their lives by allowing for the early diagnosis of developmental abnormalities and disorders in youngsters. Given that proper testing is necessary to begin early therapies, there are several tools available and in use around the globe for identifying developmental issues and disorders that are aimed at different experts operating in institutions and society as well as for clinicians and guardians to confirm that children have the crucial support they require to advance and prosper.

References

Al-Bar, M. A., Chamsi-Pasha, H., Al-Bar, M. A., & Chamsi-Pasha, H. (2015). Ethical issues in genetics (premarital counseling, genetic testing, genetic engineering, cloning, and stem cell therapy, DNA fingerprinting).
Contemporary Bioethics: Islamic Perspective, 187-207. https://www.ncbi.nlm.nih.gov/books/NBK500187/

Al-Bari, A. A. (2022). Current Scenario and Future Direction of Newborn Screening and Management Program for Phenylketonuria in Bangladesh.
Journal of Inborn Errors of Metabolism and Screening,
10. https://doi.org/10.1590/2326-4594-JIEMS-2021-0024

Brunsting, N. C., Bettini, E., Rock, M. L., Royer, D. J., Common, E. A., Lane, K. L., & Zeng, F. (2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study.
Remedial and Special Education,
43(3), 160-171.

https://doi.org/10.1177/07419325211030562

Cacioppo, M., Lempereur, M., Marin, A., Rauscent, H., Crétual, A., Brochard, S., & Bonan, I. (2022). Motor patterns of the impaired upper limb in children with unilateral cerebral palsy performing bimanual tasks.
Clinical Biomechanics,
97, 105710.

https://doi.org/10.1016/j.clinbiomech.2022.105710

Duan, D., Goemans, N., Takeda, S. I., Mercuri, E., & Aartsma-Rus, A. (2021). Duchenne muscular dystrophy.
Nature Reviews Disease Primers,
7(1), 13.

https://doi.org/10.1038/s41572-021-00248-3

Eden, R. D., Evans, M. I., Britt, D. W., Evans, S. M., Gallagher, P., & Schifrin, B. S. (2021). Combined prenatal and postnatal prediction of early neonatal compromise risk.
The Journal of Maternal-Fetal & Neonatal Medicine,
34(18), 2996-3007. https://klscanada.ca/wp-content/uploads/2021/10/Evans-Combined-Prenatal-and-Postnatal-Prediction-of-Early-Neonatal-Compromise-Risk-2019

El Hazmi, U. A. (1997). Early recognition and intervention for prevention of disability and its complications.
EMHJ-Eastern Mediterranean Health Journal, 3 (1), 154-161, 1997. https://www.emro.who.int/emhj-volume-3-1997/volume-3-issue-1/article22.html

Esposito, G., Azhari, A., & Borelli, J. L. (2018). Gene× environment interaction in developmental disorders: where do we stand and what’s next?
Frontiers in Psychology,
9, 2036.

https://doi.org/10.3389%2Ffpsyg.2018.02036

Evensen, K. V. (2021). Children with severe, multiple disabilities: Interplaying beings, communicative becomings.
Childhood Cultures in Transformation, 54. https://doi.org/10.1163/9789004445666_004

Gapurova, D. (2022). CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES (CHILDREN WITH SENSORY AND MENTAL DISABILITIES).
The American Journal of Social Science and Education Innovations,
4(11), 06-11.

John, C. C., Black, M. M., & Nelson III, C. A. (2017). Neurodevelopment: the impact of nutrition and inflammation during early to middle childhood in low-resource settings.
Pediatrics,
139(Supplement_1), S59-S71. https://doi.org/10.1542%2Fpeds.2016-2828H

Kårhus, L. L., Kriegbaum, M., Grand, M. K., Lind, B. S., Møllehave, L. T., Rumessen, J. J., … & Linneberg, A. (2022). Biochemical abnormalities among patients referred for celiac disease antibody blood testing in a primary health care setting.
Scientific Reports,
12(1), 1-10. https://doi.org/10.1038/s41598-022-10492-6

Kim, S. (2022). The worldwide national intervention of developmental screening programs in infant and early childhood.
Clinical and Experimental Pediatrics,
65(1), 10.

https://doi.org/10.3345%2Fcep.2021.00248

LaPelusa, A., & Kentris, M. (2020). Muscular dystrophy. https://www.ncbi.nlm.nih.gov/books/NBK560582/

Lee, C. E., & Taylor, J. L. (2022). A review of the benefits and barriers to postsecondary education for students with intellectual and developmental disabilities.
The Journal of Special Education,
55(4), 234-245.

https://doi.org/10.1177/00224669211013354

Li, P. (2022, October 27). Effects of Stress on Child Development.
Parenting for Brain. https://www.parentingforbrain.com/types-of-stress/

Mudalige, N. L., Ranasinghe, C., & Stojanovic, J. (2022). The clinical and radiological cerebrovascular abnormalities associated with renovascular hypertension in children: a systematic review.
Pediatric Nephrology, 1-11.

National Institute of Neurological Disorders and Stroke. Spasticity. https://www.ninds.nih.gov/health-information/disorders/spasticity

Nesayan, A., Amani, M., & Gandomani, R. A. (2019). Cognitive profile of children and its relationship with academic performance.
Basic and clinical neuroscience,
10(2), 165.

https://doi.org/10.32598%2Fbcn.9.10.230

Olusanya, B. O., Davis, A. C., & Hoffman, H. J. (2019). Hearing loss grades and the International classification of functioning, disability, and health.
Bulletin of the World Health Organization,
97(10), 725. https://doi.org/10.2471%2FBLT.19.230367

Shaw, K. A., McArthur, D., Hughes, M. M., Bakian, A. V., Lee, L. C., Pettygrove, S., & Maenner, M. J. (2022). Progress and disparities in early identification of autism spectrum disorder: autism and developmental disabilities monitoring network, 2002-2016.
Journal of the American Academy of Child & Adolescent Psychiatry,
61(7), 905-914. https://doi.org/10.1016/j.jaac.2021.11.019

United Nations Children’s Fund (2022). Early detection tools for children with developmental delays and disabilities In the Middle East and North Africa.
UNICEF. Accessed from:

https://www.unicef.org/mena/media/17716/file/Early%20Detection%20Tools%20For%20Children%20With%20Developmental%20Delays%20And%20Disabilities

Varadaraj, V., Friedman, D. S., & Swenor, B. K. (2022). Low Vision, Vision Disability, and Blindness. In
Albert and Jakobiec’s Principles and Practice of Ophthalmology (pp. 4945-4957). Cham: Springer International Publishing.

https://doi.org/10.1007/978-3-030-42634-7_241

Watts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018). The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention.
PloS one,
13(7), e0200144. https://doi.org/10.1371/journal.pone.0200144

Running head: DISABILITY AWARENESS PROGRAM 1

Early Childhood Developmental Disability Awareness Program

Gaby L. Johnson

Nova Southeastern University

HSDD 6000

Assignment B

Adela Beckerman-Fontana

January 21, 202

3

Significance and Relevance for Individuals with Developmental Disabilities

The “Early Signs” program is significant in the field of developmental disabilities as it offers California’s child population with a chance to access the required interventions early enough by appropriately identifying any potential developmental disabilities and addressing them as required. This is important in the field of developmental disabilities as it helps to fill the gap where many children go undiagnosed until it is too late to implement workable interventions. The program is also significant in this field as it will provide a chance of awareness creation and education of parents, teachers, and other caregivers with regards to developmental disabilities. This is important because these individuals interact with children daily and thus, they are in a better position to quickly point out developmental disabilities. Equally, they are also in a better position to implement possible interventions to kids with diagnosed developmental disabilities.

The program will have a great positive impact on the target population as it incorporates all relevant stakeholders in the field of developmental disabilities. By mainly targeting children, the program will allow for the early detection of any signs of potential disabilities that can be addressed early enough, thereby allowing the child to achieve normal growth and meet their developmental milestones. By incorporating education providers, parents, family advocates, caregivers, and guardians of kids, the program allows all the relevant stakeholders to participate in addressing and handling developmental disabilities. This is important because, with proper training and guidance (offered by the program), early detection of developmental disabilities is made possible, and children get to benefit maximumly from the implemented interventions. The program also saves the target population from suffering from future financial, emotional, and social issues that may arise from developmental disabilities. This is because some developmental disabilities become permanent when left untreated. However, early detection of such disabilities will promote early interventions to avoid future complications (The Children’s League, 2023).

References

The Children’s League (2023).
Benefits of Early Intervention. Accessed from

https://www.tclny.org/benefits-of-early-intervention

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Running head: DISABILITY AWARENESS PROGRAM 1

Disability Awareness Program

Gaby L. Johnson

Nova Southeastern University

HSDD 6000

Adela Beckerman-Fontana

January 21, 202

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[footnoteRef:1]
Early Childhood Developmental Disability Awareness Program [1: ]

Introduction

Identification/Support Needed for Program

Early childhood spans the time from prenatal development to age eight. Early infancy is a period of growth and development because the experiences that occur during this time can have lifelong effects. For every child, early childhood is crucial for laying the groundwork for lifelong learning and participation. There are between 93 and 150 million children with disabilities worldwide and 34% have learning challenges, 20% have speech or language impairments, 9% have autism, 6% have developmental delays, 14% have health issues and other physical disabilities. (Bethell, 2011)

An important first step in ensuring that all children could achieve their optimum level of physical, mental, and socioemotional health and well-being is the identification of children who have or are at risk for developmental and behavioral delays. Finding young children who already have these delays or who are at risk of developing them can help achieve this goal. The term “early identification” refers to a process that incorporates both routine observation and screening at various points in a child’s development.

The goal of this “Early Signs” program proposal is to create an early childhood developmental disability awareness program in Sacramento, California for kids who aren’t being screened or evaluated and miss out on opportunities to address behavioral and developmental problems and receive early intervention therapies. Approximately 1 in 4 kids between the ages of 0 and 6 are at risk for behavioral and developmental impairments. As a result, the AAP does not advise routinely evaluating kids in California with a validated screening tool. (Bethell, Christina D. et al., 2011; Macrides, Paula & Susan Ryherd., 2011). This proposed program will provide children with periodic developmental screenings and intervention referral services before entering kindergarten. Education providers, parents, and family advocates will be provided training on child development, screening, and referral. In addition, providers, family advocates and parents will understand and become knowledgeable how to properly monitor a child’s development and identify concerns. The program will serve children from infancy to10 years and will be implemented city wide.

Current Local Programs Available

Before they turn three, the American Academy of Pediatrics advises that all children undergo three different types of testing. Before they turn three, the American Academy of Pediatrics advises that all children undergo three different types of testing. (Bethell,2011) , but only 26% of children in California get these tests. (Bethell, 2011). Parents, educators, and members of the community all benefit from the timely diagnosis of children with developmental delays and other special needs. Developmental screening can be used to identify areas of concern as well as to engage parents. The Ages and Stages Questionnaire (ASQ) is the city’s key screening tool. It is designed to successfully involve parents by enhancing their awareness about the types of activities, they may undertake at home to encourage healthy child development. (Bethell, 2011). Providers are taught to determine ASQ scores as well as to use the screening process to improve parent observation abilities. This is a vital component that allows parents to continuously support their children’s development while also knowing when to seek outside assistance (ww.harderco.com, 2018).

California has a chance to capitalize on existing HMG (Help Me Grow) infrastructure to meet the city’s early childhood system reform goals. Help Me Grow’s role in California’s Early Identification and Intervention System provide examples of creative local implementation initiatives, along with suggestions for creating fair and long-term developmental assistance for all California children (https://first5center.org).

California’s local early identification and intervention (EII) systems currently include the HMG (Help Me Grow) program, and the city should think about utilizing or expanding it while also learning from it. About half of the California counties have adopted and used the HMG model since 2005. The lessons learned from the city’s HMG implementation can assist the city improve the EII system so that every child in California receives timely developmental screening and kids who need help get it are given the right interventions. (https://first5center.org).

Feasibility of the Program

The proposed “Early Signs” program is being designed to improve early identification and intervention awareness amongst education providers, parents, and family advocates. Consistency is essential for effective communication, planning, and tracking ensuring children are being screened in a timely manner. The Early Childhood Developmental Disability Awareness Program would be a comprehensive, multi-faceted program that aims to educate and raise awareness about developmental disabilities in early childhood. The program would be offered in a variety of different settings, including schools, community centers, and healthcare facilities. This would allow for easy accessibility and reach a diverse audience.

The program would be tailored to different audiences, such as parents, educators, healthcare professionals, and community leaders. For example, the program offered to parents would focus on identifying and understanding developmental disabilities in early childhood, while the program offered to educators would focus on creating inclusive and supportive learning environments for children with developmental disabilities.

The program would likely be offered in a series of sessions, with each session lasting around 2 hours. This would allow for a comprehensive understanding of the material while also being manageable for busy schedules. The program would consist of a variety of different components, such as lectures, interactive activities, and group discussions. The lectures would provide an overview of developmental disabilities and their impact on early childhood, while the interactive activities and group discussions would allow for a more hands-on approach to learning and understanding the material.

The program would also include guest speakers, such as parents of children with developmental disabilities, and healthcare professionals, who would share their experiences and provide valuable insights. Overall, the Early Childhood Developmental Disability Awareness Program would be a comprehensive and inclusive program that aims to educate and raise awareness about developmental disabilities in early childhood, while also providing valuable resources and support for those affected by these disabilities. (Hayes & Bulat, 2017)

References

1.

Bethell, Christina D. et al. (2011). A National and City Profile of Leading Health Problems and Health Care Quality for US Children: Key Insurance Disparities and Across-City Variations. The Journal of Pediatrics.

2. (https://first5center.org)

3. (www.harderco.com., 2018)

4.

Macrides, Paula & Susan Ryherd. (2011). Screening for Developmental Delay. American Academy of Family Physicians

5. Hayes, A. M., & Bulat, J. (2017). Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. In 
PubMed. RTI Press. https://www.ncbi.nlm.nih.gov/books/NBK554622/

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