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Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
Numerous programs have been created in order to help children at risk reach their full potential. Among the American programs of compensary education are Head Start, the Chicago Child-Parent Center Program, High/Scope, Abecedarian Early Intervention Project, SMART (Start Making a Reader Today), the Milwaukee Project and the 21st Century Community Learning Center.
In education, Response to Intervention (RTI or RtI) is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are at risk of or currently performing below grade or age level standards.
For example, teachers and parents need strategies they are able and willing to use and that affect the child's ability to participate in community and school activities. By changing stimulus and reinforcement in the environment and teaching the person to strengthen deficit skill areas, their behavior changes.
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
The student or students chosen as peers must be properly coached before the peer relationship begins, both to understand the importance of the intervention and the methods which should be used. Instructors may model behaviors to the peer tutors and may role play with the peer tutors, allowing the peer tutors to experience both parts in the PMI ...
Based on a population and its socioeconomic, geographic, ethnicity and other factors, policies and interventions may vary. Policies implemented for one population may be less effective and more costly than it would be for another similar population. For example, US policies tend to be more costly than European and have less impact.
Educational interventions attempt to help children not only to learn academic subjects and gain traditional readiness skills, but also to improve functional communication and spontaneity, enhance social skills such as joint attention, develop cognitive skills such as symbolic play, reduce disruptive behavior, and generalize learned skills by applying them to new situations.