Introductory description

This module will provide an overview of early intervention as a means of improving the life chances of children, with particular reference to addressing the adverse effect of social disadvantage and special educational needs and disabilities, especially autism or intellectual disability.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module introduction will consider the background issues related to early intervention (e.g., risk and protective factors, delivery of early intervention). The next three topics will provide further information about early intervention in general, centring on: 1) theories and models, 2) principles and importance of early intervention, 3) developing an evidence base. The remaining six topics will each cover a different area of early intervention: 1) parenting, 2) youth criminality, 3) mental health, 4) intellectual disability, 5) autism, 6) learning/teaching. Each topic will have preparatory reading, a formal one-hour lecture followed by a 2-hour interactive seminar.

Learning outcomes

By the end of the module, students should be able to:

• Understand the origin and rationale for early intervention; the technical issues regarding early intervention of children and parents that might benefit; the range of foci for early intervention.
• Provide an account of the emergence and development of the early intervention model of public policy implementation.
• Have an increased understanding of how government policy and arm’s length national organisations influence local early intervention practice.
• Understand the nature of, and factors influencing early psycho-social development in children with intellectual and developmental disabilities including autism.
• Have an increased understanding of local and other constraints that also shape practice on the ground.
• Critically engage with recent research methods and findings related to early intervention.
• Describe general principles and example approaches to early intervention with children with intellectual and developmental disabilities including autism.
• Critically evaluate the evidence base for early intervention approaches for children with intellectual and developmental disabilities including autism.
• Provide an account of current policy and practice relating to early intervention and the implications for the development of local and national services and policy.

Indicative reading list

Grindle, C., Hastings R.P. et al (2012) Outcomes of a behavioural education model for children with autism in a mainstream school setting. Behavior Modification, DOI: 10.1177/0145445512441199
Marmot M (2010). Fair Society, Healthy Lives. Strategic Review of Health Inequalities in England post 2010. London: The Marmot Review.
Meyers, D.C, Durlak, J.A, Wandersman, A. (2012). The quality implementation framework: a synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50(3-4), 462-80.
Reichow, B. (2012) Overview of Meta-Analyses on Early Intensive Behavioral Intervention for Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42, 512-520. doi: 10.1007/s10803-011-1218-9.
Tickell, C., (2011), The Early Years: Foundations for life, health and learning; an independent report on the Early Years Foundation Stage to Her Majesty’s Government, Department for Education, London.
United Nations Office on Drugs and Crime (UNODC) (2010) Compilation of Evidence-Based Family Skills Training Programmes. New York: United Nations.

View reading list on Talis Aspire

Interdisciplinary

Psychology, education, public administration, and policy in practice.

International

Each of the final six topics will consider early intervention internationally, and the module assessment asks students to apply an early intervention to an international context.

Subject specific skills

• the diversity of learners and the complexities of the education process.
• the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process.
• the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.
• constructively critique theories, practice and research in the area of education.
• constructively critique theories, practice and research in the area of child development.
• critically explore, examine and evaluate the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to babies, young children and childhood.
• plan for, and where appropriate implement, play and the curriculum, assessment, evaluation and improvement of creative learning opportunities, taking account of young children's health and emotional well-being.
• lead, support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents, carers and other professionals.
• generate and explore hypotheses and research questions relating to early childhood in an ecological context.
• carry out empirical studies ethically involving a variety of methods of data collection, including observation relating to early childhood in an ecological context.
• analyse data relating to early childhood.
• present and evaluate research findings in early childhood.
• demonstrate a critical understanding of the interrelationships between political, economic, cultural and ideological contexts in the lives of children and their families and communities .

Transferable skills

• Active listening.
• Analysis and decision making.
• Application of numeracy.
• Attitudes and aptitudes for work.
• Basic numeracy skills.
• Character/personality.
• Cognitive flexibility.
• Communication skills.
• Complex problem solving.
• Confidence.
• Coordinating with others.
• Critical thinking.
• Data handling.
• Initiative and also follow instructions.
• Intellectual ability.
• International cultural awareness.
• Interpersonal and communication.
• Judgement and decision making.
• Literacy.
• Management of learning.
• Planning and organisational skills.
• Positive attitudes to work.
• Problem solving.
• Quality Control.
• Reasoning.
• Self-management/resilience.
• Team working.