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Early Intervention Program

Early Intervention Program Features

The parent or primary care-giver attends the program with the child.
The needs of the child in each developmental area are determined through direct observation and consultation with the child's parent/primary care-giver.
The program staff serve as role models for the parent/primary care-giver, who is the chief inter-actor with the child.
The child's emerging skills are practiced as functional behaviors across a variety of natural settings using an assortment of materials and play environments.
Parents/primary care-givers are encouraged to practice new skills at home on a daily basis.
When appropriate, Total Communication (including sign language) and other means of communication, such as computers, are used to facilitate communication development.
Impedance hearing tests are conducted regularly to reduce the possibility of hearing loss due to middle ear infection.
Parents/primary care-givers participate in a parent support group which meets each day of the program.

Program Objectives

to maximize the child's developmental potential in the areas of cognition, communication, fine adn gross motor skills, personal social development and self-help skills.
to minimize or prevent the development of secondary disabilities such as behavior problems or inappropriate dependencies.
To provide the child's family with the appropriate support, instruction and/or information which meet the family's and the child's unique needs.

Typical Daily Schedule

The program meets two times a week for two and a half hours each day.

Children attend the program with a primary care-giver who may be a parent, grandparent, or other person closely involved with the child.

The program staff works with the parent or caregiver to meet the child's individual developmental needs in a pleasurable, play-focused environment.

Opening Group (all children and care providers)

Fosters self awareness.
Introduces vocabulary or concepts.
Models activities for parents.
Promotes socialization and turn-taking.

Speech/Language Development (individual and groups of 3-4)

Increases auditory and visual awareness.
Develops the intent to communicate.
Builds comprehension and expression of sign and/or word vocabulary and expanded language.

Motor Skills Activity

Develops fine and gross motor skills and builds balance, strength and endurance.
Feeding and Snack (all children)
Assists in the acquisition of more developmentally appropriate feeding patterns.
Builds tolerance for a variety of foods and textures.
Develops self-help and socializations skills.

Yard Activities (groups of 3-4)

Increase exploration and play through structured free-play. Activities and equipment appropriate to the child's level of development are available for exploration through play.
Cognitive Development (groups of 3-4)
Build thinking, problem solving, and fine motor skills.
Encourage exploration in a prepared environment.
Promote interactive play.

Concluding Activity (all children)

Increase social interaction and play skills through music, songs and group activities.
Parent Support Group (all care providers)
Care providers meet with a program staff member to discuss concerns share ideas information, etc.

The College

Communication Disorders & Sciences is part of the College of Health and Human Development for more information about the college, click the link.

California State University, Northridge

Site Maintained by:Carla Romero, Department of Communication Disorders and Sciences.

Early Intervention Program for Infants and Toddlers at Risk for Developmental Delays

logo for Language, Speech, Hearing Center

What is Early Intervention?

Early Intervention programs are designed to enhance the development of at-risk infants and toddlers (birth to 3 years of age) who are delayed in acquiring developmental milestones, or who are at-risk for delay due to the presence of conditions known to cause delays. These programs provide opportunities for playful interactions which promote cognitive, speech and language, motor, social and self-help skills.

The program assists parents and other primary-care providers by offering the knowledge and skills necessary to more effectively facilitate the child's language, motor, cognitive and personal-social development. Early Intervention programs also provide information, support and assistance, and ideas and activities that can be integrated into the home routine to further aid in the child's development.

What are the benefits of an Early Intervention Program?

A child learns more in the first three years of life than will be learned in the rest of her or his lifetime. Early learning forms the basis for more complex levels of performance. Simple learning skills such as sitting, holding an object, exploring and communicating are important foundations for the future acquisition of skills and competencies needed for school and adulthood.

What Early Intervention can do:

Early Intervention can provide the opportunity to maximize a child's developmental capabilities. While it isn't a cure for a disabling condition, a child's potential for development can be enhanced by an Early Intervention program that provides meaningful environmental experiences that address the child's particular needs. Children can attain critical learning strategies to positively influence future growth potential.

An Early Intervention program can provide support, instruction and information for caregivers and their families. Early intervention programs can help parents deal constructively with the grief and stress of having a child with disabilities or developmental delays.

Caregivers get practical instruction and learn ways to manage their child's life while maximizing communication and making the most of learning situations.

Early Intervention programs provide information to help families find assistance such as counseling, medical, social or other needed services.

Early Intervention programs can also prevent or minimize the development of secondary disabilities. Without proper handling and instruction, children with disabilities or who are at-risk for developmental delays may tend to develop a variety of undesirable behaviors which may be disruptive or secondarily disabling as well.

Through Early Intervention programs, parents can find support and assistance to help their child become a more social and independent person.

Who is eligible for an Early Intervention Program?

At present, early intervention efforts are directed toward three target populations:

children who are biologically impaired
children who are at-risk of impairment because of medical reasons
children who are at-risk because of environmental causes.
Local definitions of who may qualify for services under these headings very. Contact us for clarification if you think your child may be eligible for the Early Intervention program at CSUN.

Why are Early Intervention Programs Available?

A federal law was passed in 1986 mandating the provision of Early Intervention services to young children with special needs. Currently known as Part C of the Individuals with Disabilities Education Act (IDEA), the law reflects a deep national concern for what happens to infants and toddlers with special needs - and their families.

Under the law, very young children and their families are entitled to an appropriate developmental assessment and a plan for comprehensive services which meet the needs of the child and family.

shows indoor classroom area for children

What is special about the CSUN Early Intervention Center?

The academic environment at CSUN utilizes an interdisciplinary program and years of experience in the field. The Early Intervention program at CSUN opened its doors in 1983, and is administered by the department of Communication Disorders and Sciences' Language, Speech and Hearing Center.

The program's interdisciplinary team consists of a licensed speech pathologist, an early childhood educator and a motor development specialist. In addition, the program has advanced students from the departments Communication Disorders and Sciences, Child Development, Physical Therapy, Adaptive Physical Education and Family Environmental Sciences. Students participate as aides for academic credit and practical experience.