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Early Assessment and Intervention for Developmental Disabilities

Learn about developmental delays, early warning signs, importance of early intervention, diagnosis process, classroom strategies, and more from Becca Keller, M.Ed, BCBA. Discover resources and tips for parents and educators. Contact Becca Keller at beccakellerbehaviour@gmail.com or 250-216-2326.

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Early Assessment and Intervention for Developmental Disabilities

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  1. Developmental Disabilities: Early Assessment and Intervention Becca Keller, M.Ed, bcba Email:beccakellerbehaviour@gmail.com Phone: 250-216-2326

  2. Topics: • What are developmental delays? • Early warning signs • Why is early intervention important? • How to talk to other parents? • What is the diagnosis process? • What happens next? • Strategies for the classroom

  3. Who am I? What do I do? • Becca Keller, M.Ed, BCBA • A BCBA is a Board Certified Behaviour Analyst • A BCBA must have: • Master’s degree in Education, Psychology, or Applied Behaviour Analysis • Approved coursework from a qualifying accredited university • Experience hours under the supervision of a BCBA • Pass the board exam

  4. What does a BCBA do? • Conduct behavioral assessments (not diagnosis) • Write Behaviour Plan of Intervention • Train parents • Train Behaviour Interventionists • Consistently monitor and update programs as needed • Supervise implementation of ABA programs

  5. What are Developmental Disabilities? • Can be cognitivie, phsycial, or social impairment • First presents in infancy or early childhood and laststhroughout lifetime • Autism is a common type of developmental disability Autism: • Developmental disability • Wide spectrum • Characterized by: difficulties in social interaction, and repetitive (stereotypic) behaviours • Often accompanied by challenging behaviour

  6. Early Warning Signs • Communication: • Uses fewer words than peers • Does not follow directions • Few or no gestures (head nodding/shaking, pointing, etc.) • Social Skills • Avoids eye contact • Does not share objects • Rarely engages in joint attention • Does not respond to name

  7. Warning Signs, Cont’d • Behaviour Concerns: • Difficulty with changes in routine • Repetitive movements (self-stimulatory behaviour/stereotypical behaviour) • Repetitive movements with objects (lining up cars, etc.) • Self Care Delays: • Problems with feeding (picky eater) • Difficulty with toileting • Erratic sleeping patterns

  8. Warning Signs Cont’d • Motor Problems: • Avoid playground equipment • “Clumsy” • Lack of core strength • Difficulty “crossing the midline” MCHAT-R: • https://www.autismspeaks.org/what-autism/diagnosis/mchat

  9. Why catch things early? Research: • Research shows that early intervention leads to better clinical outcomes Funding: • Under the age of 6, children receive $22,000/year • Over the age of 6, children receive $6,000/year • Wait Times • Catch it early, still have to wait

  10. Barriers to Assessment: • Denial • Cultural differences • Time/energy/money • Family doctor

  11. Talking about Concerns with Parents • 1. Discuss child’s strengths • 2. Give specific examples of areas of concern • 3. Ask if parent has seen the same behaviours at home • 4. Talk about early warning signs (if noticed) • 5. Provide parents with early warning signs handout

  12. Now What? Recognize Early Warning Signs Meet with Family Doctor Referral to Pediatrician Private Diagnosis Public Diagnosis

  13. Public vs. Private Diagnosis

  14. What Does Treatment Look Like? • 1. Applied Behaviour Analysis • As of now, ABA is the only scientifically based treatment for autism • http://www.asatonline.org/research-treatment/clinical-corner/ethics-and-evidence-based-practice/ • 2. Speech Language Pathology • Not necessary for every child with autism • Helpful for children that are non-verbal or language delayed • 3. Occupational Therapy • Useful for children with gross or fine motor delays • *NOTE: Sensory Integration Therapy is NOT evidence based

  15. Tips for In the Preschool • Prevent, Teach, Reinforce • 1. Prevent • Prevent challenging behaviours by setting up supports • Have visuals/use visual schedules • Keep learning areas distraction free • Use warnings/timers for transitions • Embed preferred activities into unpreferred lessons • Give choices

  16. Tips for Preschools (Cont’d) • 2. Teach: • Teach skills that can prevent challenging behaviours • Example: Student cries during long group activities. Teach how to use a break card/ask for a break • 3. Reinforce • Catch the child being good • Reinforce the behaviours you want to see

  17. Resources: • Becca Keller, M.Ed, BCBA: beccaakellerbehaviour.com • Autism Community Training (ACT): actcommunity.net • Autism BC: https://www.autismbc.ca/ • Science in Autism Treatment: asatonline.org • Parent’s Handbook on Autism Treatment: www.mcf.gov.bc.ca/autism/pdf/autism_handbook_web.pdf

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