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

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

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Capella university

PSYC FPX 2700 Child Development

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Date

Introduction

Early intervention and access to early childhood education are crucial for the development of preschool-aged children with developmental delays. While preschool attendance offers numerous benefits for all children, those with special needs can derive even greater advantages from targeted interventions and school readiness programs in a preschool-like environment. Despite the general benefits of attending any preschool or daycare center, maximizing the advantages of early intervention and early childhood education requires the provision of high-quality preschool settings accessible to all children, regardless of economic status or developmental stage. This paper examines the characteristics of high-quality preschools and the myriad benefits that children with autism and their families can derive from such programs.

High-Quality Preschool

With a multitude of preschool programs nationwide, selecting the right program for a child is pivotal. High-quality preschools play a significant role in shaping a child’s future by laying a strong foundation for academic and career success. These programs must meet various criteria and cater to different developmental stages encompassing physical, social/emotional, and cognitive/academic domains (Wechster et al., 2016). When choosing a preschool or development center, it is essential to consider all aspects of a child’s development and individual needs. Tailored approaches, such as group learning for children with academic strengths but social skill delays, are crucial for optimal development.

Benefits of Early Childhood Education and Early Intervention

Attending a high-quality preschool yields substantial benefits, spanning academic, social, and attitudinal domains. Research indicates that children who attend high-quality preschools outperform their peers academically and socially, with a more positive attitude toward school (Bakken et al., 2017). Moreover, early childhood education holds even greater promise for children with developmental disabilities, such as autism. Early diagnosis and intervention significantly enhance the quality of life for these children, yielding enduring improvements in symptoms and skill acquisition (U.S. Department of Health and Human Services, 2021). The critical period for intervention typically begins in the preschool years, capitalizing on the brain’s heightened plasticity during early childhood.

Early Intervention Programs

Numerous programs offer early intervention for children with developmental disabilities, often at minimal cost. For instance, the Bill and Virginia Leffen Center in Joplin, MO, provides invaluable services for children with autism and their families. These services, including First Steps and Day Treatment programs, aim to enhance children’s skills and prepare them for transition into public schools. Individualized approaches, such as Applied Behavior Analysis (ABA) therapy, are central to these programs, fostering remarkable progress in children’s development. Testimonials attest to the transformative impact of early intervention, with countless success stories underscoring its efficacy.

Conclusion

Early childhood education and intervention hold immense promise for children and their families. High-quality preschool experiences correlate with enhanced academic and social skills, while early intervention programs can alter the trajectory of children’s lives, particularly for those with developmental disabilities. Testimonials and empirical evidence alike underscore the profound significance of early intervention in unlocking children’s potential and fostering positive outcomes.

References

Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term impact on academic and social development. Journal of Early Childhood Research, 15(3), 245–258. https://doi.org/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

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

Wechster, M., Melnick, H., Maier, A., & Bishop, J. (2016). The building blocks of high-quality early childhood education programs. Center for Inclusive Childcare. https://www.inclusivechildcare.org/resourcelibrary/document/building-blocks-high-quality-early-childhood-education-programs

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

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The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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