Sentences with phrase «intervention program in your area»

They may be able to refer you to a therapy or intervention program in your area that could help to screen for and correct language problems.

If there is no medical cause identified, contact your state's local «Child Find» office and get information on the early intervention program in your area.

If you do decide that speech therapy is the best option for you and your child, you'll want to talk to your pediatrician, who can help you find the early intervention program in your area.

Not exact matches

«The most vulnerable children and women in hard - to - reach areas are often missed by existing interventions that can improve vitamin A status, including vitamin A supplementation, food fortification, dietary diversification, and promotion of optimal breast - feeding,» said Ms. Nancy Haselow, HKI vice president and regional director for Asia - Pacific, who has been designing, implementing, and testing vitamin A delivery programs for more than 20 years.

Tell your child's doctor or nurse if you notice any of these signs of possible developmental delay for this age, and talk with someone in your community who is familiar with services for young children in your area, such as your state's public early intervention program.

Locate an Early Intervention Program in the USA NICHCY 1-800-695-0285 (Voice / TT) or ask your local elementary school about who does early intervention Intervention Program in the USA NICHCY 1-800-695-0285 (Voice / TT) or ask your local elementary school about who does early intervention intervention in your area

Despite these interventions 20 more introduced cases were reported in 2012 and, due to fears that the malaria parasite may be re-establishing in the area, a program of mass drug administration of one course of chloroquine and primaquine, which are the first line recommended antimalarials for P. vivax.

«This novel assay has the potential to become an effective, simple and low - cost solution for Zika surveillance programs, prevalence studies and clinical intervention trials in flavivirus - endemic areas.»

To pinpoint which areas to target with disease intervention programs, researchers and policymakers have traditionally turned to entomological monitoring surveys that offer snapshots of mosquito abundance in communities.

Program: Ed.M., Human Development Research Areas: Life courses from pregnancy through childhood, adolescence, early adulthood, and mid-life; the influence of reproductive transitions on life course trajectories; class, race, and ethnic disparities in education and health and designing interventions to reduce these disparities; prevention efforts targeting parenting, schooling, community, housing, and work - family balance.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

While having merit, the danger of programs like R.T.I., which provide various levels of interventions for students, is that gifted LD students are mainly serviced in areas of disability and lack opportunities to explore and develop strengths and talents.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

NDPC ‐ SD's framework provides a structured process by which SEA or LEA teams can gain sufficient knowledge to develop, sustain, and expand efforts in data analysis to (1) identify risk and protective factors; (2) identify priority areas for intervention; (3) identify and select evidence ‐ based practices to address needs; and (4) develop and implement effective programs in dropout prevention.

Establish procedures to process and place eligible students: develop screening programs in areas of academics and behavior; use data to determine eligibility for special education services; and provide research - based instruction and interventions of increasing intensity of supports to benefit all students

Students in the intervention group were enrolled in programs of study / career pathways, many offered as wall - to - wall career academies in subject areas ranging from the health sciences, engineering technology, and alternative fuels to automotive technology, business and marketing, and culinary and hospitality.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

He has focused and written extensively in the areas of public policy, program evaluation research, social intervention, and field research methodology.

Inside, the reader will find participants» thoughts on how education reformers might address challenges in four distinct areas: 1) allocation and alignment of resources to support standards - based reform and higher expectations for all students, 2) generating resources for the interventions and specialized programs necessary to support the learning of students with special needs, 3) allocating resources to support learning in alternative education settings, and 4) developing funding strategies for dual enrollment programs.

Before Unity, Coach Le worked as the Project Director of the Higher Opportunity Program for Education at UCLA, where he created college outreach and intervention programs for at - risk youth in the OC and greater LA area.

We expect that the application of the results of this study will impact the development of intervention programs for a wide range of children with difficulties in these areas.

The programs highlighted in the report across three action areas — precollege interventions to help students speed up and catch up, streamlined postsecondary placement practices to smooth student transitions, and redesigned freshman - year experiences to meet student needs — show what is possible when community colleges take action and collaborate deeply with K — 12 schools to align expectations and promote college readiness for all students.

Gary had been employed in a variety of capacities for over 24 years with the New Jersey Department of Education, in the areas of student support services, intervention and referral services, school climate and culture improvement, health education and comprehensive prevention and intervention programs and services for student at - risk issues and concerns.

To facilitate the achievement of our program goals, we have limited class size to 20 students, and provide our teachers opportunities for weekly planning and collaboration, in addition to classes in the following areas during designated professional development sessions: International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC); Student assessments and interventions based on Dr. Stanley Greenspan's developmental model of education; Arts integration; and Common Core English Language Arts and Mathematics standards - based instruction.

Focus areas range from academic disciplines (K — 12 math, science, world languages, and so on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).

In my experience with reading intervention in the Houston area, I have found that almost none of the teacher preparation programs are properly preparing their teachers to teach at - risk children how to reaIn my experience with reading intervention in the Houston area, I have found that almost none of the teacher preparation programs are properly preparing their teachers to teach at - risk children how to reain the Houston area, I have found that almost none of the teacher preparation programs are properly preparing their teachers to teach at - risk children how to read.

These maps allow you to see where at - risk animals — cats and dogs living in areas that are sending the most animals into shelters — are coming from and target those hot spots with intervention programs.

The key findings of this research were that: GIS can be a valuable tool in selecting a target for an intake reduction intervention as well as tracking program success; outreach tools can be a successful way to increase participation in programming; some outreach tools were more successful than others in increasing participation in the program; the intervention area owned cat intake decreased by a greater number (and percentage) than the control areas; the estimated percentage of owned intact cats that were spayed or neutered was higher for the intervention area; and, as the estimated percentage of owned intact cats that were spayed or neutered approached or surpassed 20 % for a given area the intake reductions were more profound.

A three - year study of euthanasia risks in a Philadelphia - area animal shelter concluded that adult dogs are most likely to die, purebred dogs are more likely to be reclaimed by owners, and that compilation of such information is necessary for the design of community intervention programs to reduce euthanasia of dogs and cats.

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AREAS OF EXPERTISE • Strong background of encouraging patients in order to ensure that intervention plans are carried out effectively • Track record of providing counseling services in accordance to individual patient assessment • Adept at identifying and treating mental disorders • Keen knowledge of evidence - based behavioral assessments and intervention programs

Some of the areas that I am exceptionally well - versed in include behavioral intervention, using methods of applied behavior analysis, and creating and implementing appropriate and tailored programs and treatment plans.

This training has been approved by the Illinois Early Intervention Training Program for 1.25 contact hours in the area of Working with Families.

Years of practice wisdom, theory, and related areas of research (i.e., the importance of the home literacy environment, parental stimulation of children's language development, security of the parent - child attachment relationship, and parent involvement in preschool and early intervention programs) strongly suggest that parents» involvement in their children's formal schooling is vital for their academic success, even though the research evidence is less than conclusive.

However, for both child abuse and parent stress, the average effect sizes were not different from zero, suggesting a lack of evidence for effects in these areas.108 Earlier meta - analytic reviews have also noted the lack of sizable effects in preventing child maltreatment — again citing the different intensity of surveillance of families in the treatment versus control groups as an explanation (though the authors did report that home visiting was associated with an approximately 25 percent reduction in the rate of childhood injuries).109 Another review focusing on the quality of the home environment also found evidence for a significant overall effect of home - visiting programs.110 More recently, Harriet MacMillan and colleagues published a review of interventions to prevent child maltreatment, and identified the Nurse - Family Partnership and Early Start programs as the most effective with regard to preventing maltreatment and childhood injuries.

«Research plays an important role in advancing Aboriginal health through investigation of emerging areas of concern, identifying protective and risk factors, developing and trialling interventions, and evaluating the implementation of programs and policy.»

A key policy question in this area of research is whether steps to redistribute income from richer to poorer families are more cost - effective than intervention programs designed to prevent or treat psychosocial problems.

Families in the comparison group lived in an area with higher - than - state - average child abuse notifications and Family Crisis Program benefits — although not quite as high as the intervention regions.

The purpose of the program is to discover where students» strengths and weaknesses are in the area of emotional literacy, in order to provide a better understanding of these competencies and where necessary, to highlight areas for intervention.

Florida MIECHV is also undertaking a collaborative effort with Early Steps, the state's early intervention program, to integrate infant mental health consultation into home visiting programs in three demonstration project areas.

Psychological distress remains high among Aboriginal and Torres Strait Islander peoples, with limited mental health support services in rural and regional areas and a lack of culturally relevant early intervention programs both contributing to higher rates of depression, anxiety and suicide.

Combined Parent - Child Cognitive - Behavioral Therapy (CPC - CBT) has been rated by the CEBC in the areas of: Prevention of Child Abuse and Neglect (Secondary) Programs, Parent Training Programs that Address Child Abuse and Neglect, Interventions for Abusive Behavior and Trauma Treatment - Client - Level Interventions (Child & Adolescent).

Parents Anonymous ® has been rated by the CEBC in the areas of: Parent Partner Programs for Families Involved in the Child Welfare System and Interventions for Abusive Behavior.

Claire has 30 years of experience in the areas of child abuse intervention & prevention, home visiting program design, adolescent parenting, program consultation structures, and early childhood education.

Trust - Based Relational Intervention (TBRI)- Online Caregiver Training has been rated by the CEBC in the area of: Parent Training Programs that Address Behavior Problems in Children and Adolescents.

Supporting Father Involvement (SFI) has been rated by the CEBC in the areas of: Motivation and Engagement Programs and Father Involvement Interventions.

She provides training, technical assistance, and consultation to school districts, hospitals, and community, state, national and international organizations in the areas of infant mental health, early intervention, early childhood development, reflective supervision, evaluation, and program development.

Child - Parent Psychotherapy (CPP) has been rated by the CEBC in the areas of: Domestic / Intimate Partner Violence: Services for Victims and their Children, Infant and Toddler Mental Health Programs (Birth to 3) and Trauma Treatment - Client - Level Interventions (Child & Adolescent).

As part of her work in this area, she conducts meta - analyses using a comprehensive database housing program evaluations of early childhood education, family support, and health - based interventions conducted over the past 5 decades.

There is a clear need for additional program development and experimentation to examine the contributions of child - centered and family - centered interventions in this area.