EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/9946 |
Resumo: | http://dx.doi.org/10.5902/1984686X9946A major barrier to meeting the needs of low-income children and families with disabilities is distance from a center providing the diagnostics and treatment. In the U.S. several innovative ways of overcoming this difficulty have emerged, e.g. Call-In, Come-In Services in a Pediatric Psychology Practice, diagnostics and consultation via telemedicine, use of the Internet for webcasting conferences, library resources over the Internet, etc. These services are not yet available in many developing countries or in rural areas of the U.S., however. We report below an inexpensive and effective method of early distance intervention using workshops every two months and monthly telephone follow-up at the Centro Ann Sullivan del Peru in Lima, Peru. While many poor families may not have regular access to radio, television, or the Internet, we and others (Bigelow, Carta, & LeFever, 2008) have found that almost all have cell phones, and they can be followed regularly. In our project on early prevention of severe aggression, self-injury, and stereotyped behavior among infants and toddlers at risk for developmental disabilities, monthly telephone follow-up attendance remained high throughout the one-year follow-up period (92%), while family attendance at the six bi-monthly workshops dropped off (75% to 28%). Mean BPI frequency scores decreased significantly over the year. BPI scores were significantly higher, and they decreased more in the high-attendance group than in the low-attendance group. Family stress was reduced by 65%. Consumer satisfaction was 98%.A very similar workshop package has been given to many orphanages and to remote areas in Peru, where there is not any kind of education about disabilities and where parents have to be the best teachers. Having such tools gives them knowledge of what their children can achieve, so they would not relinquish them to government orphanages. |
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EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERUIntervenção precoce à distância e acompanhamento por familiares de crianças e bebês em situação de risco de problemas de desenvolvimento e de comportamento agressivo no PeruEarly distance interventionSerious aggressionAutoaggression and stereotyped behaviorInfants and toddlers at riskWorkshops and follow-up by phonePeru.Intervenção precoce à distânciaagressão graveautoagressão e comportamento estereotipadocrianças e bebês em situação de risco de viroficinas e acompanhamento por telefonePeru.http://dx.doi.org/10.5902/1984686X9946A major barrier to meeting the needs of low-income children and families with disabilities is distance from a center providing the diagnostics and treatment. In the U.S. several innovative ways of overcoming this difficulty have emerged, e.g. Call-In, Come-In Services in a Pediatric Psychology Practice, diagnostics and consultation via telemedicine, use of the Internet for webcasting conferences, library resources over the Internet, etc. These services are not yet available in many developing countries or in rural areas of the U.S., however. We report below an inexpensive and effective method of early distance intervention using workshops every two months and monthly telephone follow-up at the Centro Ann Sullivan del Peru in Lima, Peru. While many poor families may not have regular access to radio, television, or the Internet, we and others (Bigelow, Carta, & LeFever, 2008) have found that almost all have cell phones, and they can be followed regularly. In our project on early prevention of severe aggression, self-injury, and stereotyped behavior among infants and toddlers at risk for developmental disabilities, monthly telephone follow-up attendance remained high throughout the one-year follow-up period (92%), while family attendance at the six bi-monthly workshops dropped off (75% to 28%). Mean BPI frequency scores decreased significantly over the year. BPI scores were significantly higher, and they decreased more in the high-attendance group than in the low-attendance group. Family stress was reduced by 65%. Consumer satisfaction was 98%.A very similar workshop package has been given to many orphanages and to remote areas in Peru, where there is not any kind of education about disabilities and where parents have to be the best teachers. Having such tools gives them knowledge of what their children can achieve, so they would not relinquish them to government orphanages. http://dx.doi.org/10.5902/1984686X9946A maior barreira para atender às necessidades de crianças com deficiência de baixa renda e suas famílias é a distância suas casas e um centro que ofereça diagnóstico e tratamento. Nos EUA várias maneiras inovadoras para superar essa dificuldade surgiram. Por exemplo, o Call-In, Come-In serviços em prática de Psicologia pediátrica, diagnóstico e consulta através de telemedicina, o uso da Internet para conferências, recursos de biblioteca através da Internet, etc. No entanto, estes serviços ainda não estão disponíveis em muitos países em desenvolvimento ou em áreas rurais os EUA. Apresentamos a seguir um método barato e eficaz de intervenção precoce à distância utilizando oficinas a cada dois meses e acompanhamento mensal por telefone no Centro Ann Sullivan do Peru, em Lima. Enquanto muitas famílias pobres não têm acesso regular à rádio, televisão ou da Internet, nós e outros (Bigelow, Carta, e LeFever, 2008) evidenciamos que quase todas as famílias têm telefones celulares, e elas podem ser acompanhados regularmente através dos mesmos. Em nosso projeto para prevenção precoce de agressão grave, autoagressão e comportamento estereotipado, entre as crianças e bebês em situação de risco de vir a apresentar um desenvolvimento atípico, o atendimento por telefone para acompanhamento mensal manteve-se em nível elevado durante todo o período de seguimento de um ano (92%), enquanto atendimento às famílias nas seis oficinas bimestrais teve uma queda (de 75% para 28%). Os escores médios de freqüência BPI diminuíram significativamente ao longo do ano. Pontuações BPI foram significativamente elevadas, e diminuíram mais no grupo de alta freqüência que no grupo de baixo comparecimento. Estresse familiar foi reduzido em 65% e a satisfação dos consumidores foi de 98%. Um pacote de oficinas muito semelhante foi dado em diversos orfanatos de áreas remotas no Peru, onde não há qualquer tipo de educação sobre deficiência e onde os pais têm de ser os melhores professores. Ter essas ferramentas lhes dá conhecimento daquilo que os seus filhos podem alcançar, de modo que eles não venham a abandoná-los nos orfanatos do governo.Universidade Federal de Santa Maria2013-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/994610.5902/1984686X9946Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-556Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-556Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-5561984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/9946/pdfOyama-Ganiko, RosaMayo-Ortega, LilianaSchroeder, StephenLeBlanc, Judithinfo:eu-repo/semantics/openAccess2015-06-02T17:12:51Zoai:ojs.pkp.sfu.ca:article/9946Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:12:51Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU Intervenção precoce à distância e acompanhamento por familiares de crianças e bebês em situação de risco de problemas de desenvolvimento e de comportamento agressivo no Peru |
title |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
spellingShingle |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU Oyama-Ganiko, Rosa Early distance intervention Serious aggression Autoaggression and stereotyped behavior Infants and toddlers at risk Workshops and follow-up by phone Peru. Intervenção precoce à distância agressão grave autoagressão e comportamento estereotipado crianças e bebês em situação de risco de vir oficinas e acompanhamento por telefone Peru. |
title_short |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
title_full |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
title_fullStr |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
title_full_unstemmed |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
title_sort |
EARLY DISTANCE INTERVENTION AND FOLLOW-UP FOR FAMILIES OF INFANTS AND TODDLERS AT RISK FOR DEVELOPMENTAL DISABILITIES AND SEVERE BEHAVIOR PROBLEMS IN PERU |
author |
Oyama-Ganiko, Rosa |
author_facet |
Oyama-Ganiko, Rosa Mayo-Ortega, Liliana Schroeder, Stephen LeBlanc, Judith |
author_role |
author |
author2 |
Mayo-Ortega, Liliana Schroeder, Stephen LeBlanc, Judith |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Oyama-Ganiko, Rosa Mayo-Ortega, Liliana Schroeder, Stephen LeBlanc, Judith |
dc.subject.por.fl_str_mv |
Early distance intervention Serious aggression Autoaggression and stereotyped behavior Infants and toddlers at risk Workshops and follow-up by phone Peru. Intervenção precoce à distância agressão grave autoagressão e comportamento estereotipado crianças e bebês em situação de risco de vir oficinas e acompanhamento por telefone Peru. |
topic |
Early distance intervention Serious aggression Autoaggression and stereotyped behavior Infants and toddlers at risk Workshops and follow-up by phone Peru. Intervenção precoce à distância agressão grave autoagressão e comportamento estereotipado crianças e bebês em situação de risco de vir oficinas e acompanhamento por telefone Peru. |
description |
http://dx.doi.org/10.5902/1984686X9946A major barrier to meeting the needs of low-income children and families with disabilities is distance from a center providing the diagnostics and treatment. In the U.S. several innovative ways of overcoming this difficulty have emerged, e.g. Call-In, Come-In Services in a Pediatric Psychology Practice, diagnostics and consultation via telemedicine, use of the Internet for webcasting conferences, library resources over the Internet, etc. These services are not yet available in many developing countries or in rural areas of the U.S., however. We report below an inexpensive and effective method of early distance intervention using workshops every two months and monthly telephone follow-up at the Centro Ann Sullivan del Peru in Lima, Peru. While many poor families may not have regular access to radio, television, or the Internet, we and others (Bigelow, Carta, & LeFever, 2008) have found that almost all have cell phones, and they can be followed regularly. In our project on early prevention of severe aggression, self-injury, and stereotyped behavior among infants and toddlers at risk for developmental disabilities, monthly telephone follow-up attendance remained high throughout the one-year follow-up period (92%), while family attendance at the six bi-monthly workshops dropped off (75% to 28%). Mean BPI frequency scores decreased significantly over the year. BPI scores were significantly higher, and they decreased more in the high-attendance group than in the low-attendance group. Family stress was reduced by 65%. Consumer satisfaction was 98%.A very similar workshop package has been given to many orphanages and to remote areas in Peru, where there is not any kind of education about disabilities and where parents have to be the best teachers. Having such tools gives them knowledge of what their children can achieve, so they would not relinquish them to government orphanages. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9946 10.5902/1984686X9946 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/9946 |
identifier_str_mv |
10.5902/1984686X9946 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9946/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-556 Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-556 Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 541-556 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944199997489152 |