This SIG 1 activity addresses how framing early intervention practices to include partnering with and training caregivers and pediatricians can improve access to the language and communication opportunities in early childhood. The first article applies the benefits of the Language Environmental Analysis (LENA) system with children with cerebral palsy to determine the feasibility of monitoring naturalistic language patterns during longitudinal mobility intervention. The second article highlights the importance of monitoring caregiver progress in early intervention therapy and proposes how to set goals, teach the caregiver language facilitation strategies using the See and Say Sequence, and measure progress using various types of caregiver data. The third article explores the emerging role of speech-language pathologists (SLPs) providing training to improve the use of developmental screening in pediatric primary care to increase early identification rates of infants and toddlers.

Learning Outcomes  
You will be able to:

• describe how power mobility devices can increase naturalistic language opportunities for children with limited mobility
• provide one way that speech-language pathologists can improve the training of caregivers during early intervention therapies
• explain why it is important for speech-language pathologists to collaborate with and train pediatricians on ways to more effectively use developmental screeners

Articles in This Course

1. Preliminary Data: Powered Mobility Intervention With Language Monitoring for Children With Cerebral Palsy by Claire Cramer Nesbitt, Amy Pace and Heather A. Feldner, published in SIG 1, Volume 8, Issue 5, October 12 2023, https://doi.org/10.1044/2023_PERSP-23-00017 
2. Caregiver Progress in Early Intervention: A Collaborative Approach to Goal Writing and Data Collection by Emily K. Harrington, published in SIG 1, Volume 9, Issue 4, August 1 2024, https://doi.org/10.1044/2024_PERSP-23-00300 
3. Integrating Speech-Language Pathologists Into Primary Care to Improve Early Identification of Developmental Concerns: A Brief Report by Leslie C. Lopez, published in SIG 1, Volume 9, Issue 4, August 1 2024, https://doi.org/10.1044/2024_PERSP-23-00287 

Author Information

Disclosures:

• Claire Cramer Nesbitt, Amy Pace and Heather A. Feldner have no relevant financial or nonfinancial interests to disclose. 
•  Emily K. Harrington has no relevant financial or nonfinancial interests to disclose. 
• Leslie C. Lopez has no relevant financial or nonfinancial interests to disclose. 

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by 11:59 p.m. ET on the end date below.

Program History and CE Information

Start date: November 19, 2024
End date: November 19, 2029

This course is offered for 0.25 ASHA CEUs (Intermediate level, Professional area). 
Subject code 3015 Early Intervention