Early Intervention

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Early Intervention by Mind Map: Early Intervention

1. Current

1.1. Model focused on family, social support, interaction...

1.2. Different way to understand an check

1.3. future: more coordination, colaboration between society, family...

2. Ptincipies

2.1. Integration, dialogue and participation

2.2. Coordination, sectorization

3. can provide support to a child and her family.

4. That is the first step, or help the child

5. Aims

5.1. Avoid or reduce

5.2. Optimize, introduce

5.3. consiar

6. Prenatal and postnatal intervention

6.1. Risk

6.1.1. there are variablesthat promote or hinder theprocess

6.2. Protective factors

6.2.1. Biiological, psychological, family, community, higher likelihood of problem

6.3. Apgar Score: Method to summarize the health of newborn: Apperance, pulse, grimace, activity...

6.4. Resilence: The ability to recover readly from illness, depression, adversity, ductibility, elasticity...

6.5. Levels

6.5.1. Primary

6.5.1.1. avoid conditions, adressed to entire population, sanitary assistence, family planning

6.5.2. Secundary

6.5.2.1. Detection and earlines diagnosis, protocol fo assesment

6.5.3. Tertiary

6.5.3.1. improve the conditions of development, adressed population with development disorders

6.6. Centres: Health services, Social services, educationel services...

6.7. Therapises with premature

6.7.1. Physical therapy

6.7.2. speech therapy

6.7.3. ocupational therapy

6.7.4. parents play

6.8. degrees of premature

6.8.1. late premature

6.8.2. premature

6.8.2.1. some long term disabilities

6.8.2.1.1. Behaviour problems, neurological disorders, autism

6.8.3. great premature

7. Doing intervention

7.1. Sensory Motor:

7.1.1. focused on visual auditory and tactile simulation

7.2. Motor intervention

7.2.1. Alterations, development, milestone and signs

7.2.1.1. Cerebral origin, spiral origin, muscular origin, osseous origin...

7.2.2. Early with motor disabilities

7.2.2.1. Group principle

7.2.2.2. integral principle

7.2.2.3. facilitation principle

7.2.2.4. daily rutine

7.3. cognitive intervention

7.3.1. Intelectual disabilities in class

7.3.1.1. Material

7.3.1.2. Methodological resources

7.3.1.3. Flexibilisation

7.3.2. Piaget theory

7.3.3. Programmes intervention cognitive

7.3.3.1. Key role of family

7.3.3.2. improving parents attitude

7.3.3.3. using home as natural learning environment

7.3.3.4. teaching parents how to promote

7.4. Social affective

7.4.1. Factor

7.4.1.1. Nature of the presenting

7.4.1.2. frecuency

7.4.1.3. persistence

7.4.1.4. severity

7.4.2. Kind of behaviour

7.4.2.1. Victim

7.4.2.2. Withdraw

7.4.2.3. Confident

7.4.2.4. Shy

7.4.2.5. Anxious

7.4.2.6. Very active

7.4.2.7. controlling

7.4.2.8. agressive

7.4.3. key concept

7.4.3.1. Self.concept

7.4.3.2. Self-estreem

7.4.3.3. locus of control

7.4.4. Importance of observation

7.4.4.1. Encourage positive behaviour

7.4.4.2. labelling

7.4.4.3. positive reinforcement

8. Intervention with family

8.1. take in consideration

8.1.1. affetive reaction when discovering diagnosis

8.1.2. process of family

8.1.3. attitudes toward parents

8.1.3.1. be understandig

8.1.3.2. be patient

8.1.3.3. be parcial

8.1.3.4. respect

8.1.3.5. amphatic and worrk together

8.2. Interactive models

8.2.1. Ecological

8.2.2. systemic

8.2.3. developmental educational

8.3. Communication between family and arents

8.3.1. Reciprocal process

8.3.2. Not lineal, not ever same way

8.3.3. identicicaction of routines, items, and points differents,