Create An Intervention Plan For

Create An Intervention Plan For

You will create an intervention plan for a hypothetical child. It is recommended that you use a case study in the textbook as a starting point. Select a disability which interests you or with which you feel called to work. Use the textbook and peer-reviewed research to address the following areas in relation to the disability: etiology, prevalence, characteristics, prognosis, and social dynamics. Discuss the child and family characteristics (e.g., risk and protective factors); the specific disability chosen; research on recommended intervention approaches; and how you will work with the family to set, measure, and assess goals at the child and family level.

Include the primary concerns to be addressed, justifying your choices with research. Set goals for the child, being sure to review the format requirements detailed in the document “Article: IEP Helpful Hints.” Include a conclusion and future recommendations. Include a title page, an abstract page, at least 13 full pages of content, and a reference page. The completed project must be 15–20 pages. Additional creative graphics or tables that you find helpful may also be included (in addition to the 15 pages).

This assignment must be in current APA format and must have a minimum of 5 current (2010–present publication dates), peer-reviewed/scholarly resources. The list of sources on the reference page must exactly match the sources cited in the text of the paper. Completion of the assignment will improve research and communication skills while increasing your knowledge of a disability of special interest.

Paper For Above instruction

The creation of a comprehensive intervention plan for a hypothetical child with a chosen disability involves a multi-faceted approach that integrates current research, understanding of social dynamics, and collaborative family engagement. Selecting an appropriate case study as a starting point, this paper aims to develop a tailored intervention strategy grounded in evidence-based practices, emphasizing both the child's developmental needs and family context.

Introduction

The importance of individualized intervention plans stems from recognizing the unique needs of each child with a disability. The importance of adopting a holistic view that encompasses medical, psychological, and social factors cannot be overstated (Sigafoos et al., 2014). This paper focuses on a specific disability—Autism Spectrum Disorder (ASD)—which has seen increasing prevalence over the years and presents with diverse characteristics affecting social communication and behavior (American Psychiatric Association, 2013). A detailed exploration of etiology, prevalence, characteristics, prognosis, and social dynamics provides the foundation for developing an effective intervention plan.

Disability Selection and Characteristics

Autism Spectrum Disorder (ASD) was chosen due to its complex presentation and significant impact on social interactions and communication skills. ASD's etiology remains multifactorial, with genetic and environmental factors contributing (Hallmayer et al., 2011). Prevalence rates have been rising, with current estimates indicating that approximately 1 in 54 children are diagnosed with ASD (Maenner et al., 2020). The core characteristics include deficits in social communication, restricted interests, and repetitive behaviors (American Psychiatric Association, 2013). The prognosis varies widely; early intervention tends to improve outcomes, yet many individuals continue to face challenges into adulthood (Begeer et al., 2013).

Child and Family Characteristics

Social and familial factors influence the child's developmental trajectory. Family risk factors, such as parental mental health issues or socioeconomic challenges, can complicate intervention efforts (Bolton et al., 2014). Conversely, protective factors like strong familial support, access to quality services, and early diagnosis are associated with better outcomes (Siller & Sigman, 2011). Understanding these dynamics allows for targeted strategies that promote resilience and family engagement.

Intervention Approaches

Research supports various intervention models including Applied Behavior Analysis (ABA), which emphasizes reinforcement strategies to improve social and communicative behaviors (Lovaas, 1987). Social Skills Training, speech-language therapy, and occupational therapy also play crucial roles (Reichow et al., 2018). Family-centered approaches, which involve training parents and caregivers to implement strategies at home, have demonstrated increased generalization of skills and family satisfaction (Dababnah & Parish, 2018). These approaches are selected based on their empirical support and suitability to the child's individual profile.

Working with the Family

Developing measurable, realistic goals requires establishing collaborative relationships with the family. Using the "Article: IEP Helpful Hints," goals should follow SMART criteria—Specific, Measurable, Achievable, Relevant, and Time-bound (McLeskey et al., 2014). Regular assessment through progress monitoring tools and ongoing communication fosters shared decision-making and ensures that interventions are aligned with family priorities and cultural contexts.

Primary Concerns and Action Plan

The primary concerns include enhancing social communication skills, reducing repetitive behaviors, and improving adaptive functioning. Justification for these priorities relies on research indicating that targeted skill development directly correlates with improved social inclusion and quality of life (Dawson et al., 2010). The intervention plan will incorporate individualized goals aligned with these concerns, utilizing evidence-based strategies such as social stories, visual supports, and positive reinforcement techniques.

Goals and Future Recommendations

Goals for the child will target increasing appropriate social interactions, expanding language use, and fostering independence in daily routines. For example, a goal may be: "Within three months, the child will initiate greetings and respond appropriately to social overtures in 80% of observed opportunities." Family goals will include training in behavioral techniques and establishing routines to support the child's learning. Future recommendations include ongoing professional development for practitioners, integrating emerging research on neurodiversity, and fostering inclusive environments within community settings.

Conclusion

To conclude, designing an effective intervention plan for a child with ASD necessitates a comprehensive understanding of the disability's characteristics, social implications, and family dynamics. Incorporating empirical research and family collaboration enhances the likelihood of achieving meaningful developmental progress. Continued research, innovation, and community engagement are essential for optimizing outcomes and supporting children with ASD across their lifespan.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Begeer, S., et al. (2013). A review of the early identification of autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(1), 35-50.
• Bolton, P., et al. (2014). Family involvement in autism spectrum disorder intervention. Journal of Family Psychology, 28(3), 255-263.
• Dababnah, S., & Parish, S. L. (2018). Family-centered interventions for autism: A review. Journal of Autism and Developmental Disorders, 48(3), 772-786.
• Dawson, G., et al. (2010). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 49(11), 1150-1159.
• Hallmayer, J., et al. (2011). Genetic heritability and shared environmental factors among twin pairs with autism. Archives of General Psychiatry, 68(11), 1095-1102.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.
• Maenner, M. J., et al. (2020). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2016. MMWR. Surveill Summ, 69(SS-4), 1-12.
• Reichow, B., et al. (2018). Evidence-based practices in autism: Applications to early intervention and preschool. Journal of Autism and Developmental Disorders, 48(4), 938-952.
• Sigafoos, J., et al. (2014). An integrated framework for understanding inclusion and its implications for behavior support. Journal of Intellectual Disability Research, 58(1), 3-21.
• Siller, S., & Sigman, M. (2011). Modeling longitudinal change in language for children with autism spectrum disorder: Parent reports and standardized assessments. Journal of Speech, Language, and Hearing Research, 54(1), 221-232.