Early intervention: Implications of Public Law 99-457 for professional child psychology.

Abstract

We review components of Public Law (P.L.) 99-457 and discuss several concerns related to the practice of psychology and early intervention. P.L. 99-457 establishes a new national blueprint for expanding the opportunities and benefits of early intervention and preschool services to children and families. We examined implications of the new law in terms of the following broad categories: assessment and diagnosis, intervention, planning and case management, program evaluation, and interagency collaboration. On the basis of practice needs in these areas, we propose several areas of needed training for child practitioners.In October of 1986, Congress passed Public Law (P.L.) 99-457, an amendment to the Education of the Handicapped Act (EHA), P.L. 94-142. P.L. 99-457 introduces several new directions in service provision for special children. The law re-authorizes EHA and sets a national agenda for additional and broader services for young special-needs children and their families. It extends all rights and privileges of P.L. 94-142, by the school year 1990-1991, to handicapped children aged 3-5 years. In addition, the mandate establishes a new state grant program for handicapped infants and toddlers (birth through age 36 months) for the purpose of providing early intervention services for all eligible children. Perhaps of most significance, P.L. 99-457 recognizes and emphasizes the singular role of families in the development of their children. The comprehensive scope of this new legislation will have several important repercussions for professional psychology. The purpose of this article is (a) to RICK JAY SHORT received his PhD in school psychology from the University of North Carolina at Chapel Hill in 1984. He is currently an assistant professor in the Department of Counseling and Counseling Psychology at Auburn University. He provides training to students in school psychology, school counseling, and counseling psychology. RUNE J. SIMEONSSON received his PhD in psychology from George Peabody College in 1971. He is currently professor of education and chair of the Department of Special Education and Literary Studies at the University of North Carolina at Chapel Hill.

Enierging Issues in the Assessment of Young Children With Disabilities: The Expanding Role of School Psychologists

“…This shift may come about primarily as a result of the development of Individualized Family Service Plans (IFSP), inherent in PL 99-457, where the family is viewed as a change agent and often the recipient of intervention services (e.g., parent workshops, support ' groups, referral to other care facilities). This new focus on parent-based activities, although a natural extension of the present role of child practitioners (Edmiaston & Mowder, 1985), necessitates preservice and inservice training in family assessment, intervention, counseling, developing IFSPs, and evaluating and monitoring the progress of child and family program plans (Bailey et al, 1986;Short et al, 1990).…”

“…A related responsibility of school psychologists involves program evaluation. With the implementation of comprehensive intervention services, there is a need for systems to collect and analyze data in order to determine program effectiveness (Bagnato et al, 1987;McDonnell & Hardman, 1988;Short et al, 1990). The focus of many school psychology training programs places the school psychologist in a position to assume the role of program evaluator.…”

“…However, as school psychologists become increasingly involved with the preschool population, interventions will likely change from a school-based, child-centered setting to include a diversity of contexts such as home, center-based programs, and school linkages (Meisels & Shonkoff, 1990;Short et al,1990). Although there is little doubt that intervention will be effective in facilitating the ability of young handicapped children to profit from interactions within their environment, the majority of school psychologists have received little training or supervised experience in early intervention service delivery (Bagnato et al, 1987).…”

“…Prior to the enactment of United States federal guidelines for early intervention, parent involvement was minimal and typically focused on the development of an Individualized Education Plan (IEP) (Short et al, 1990). Families that did participate in their child's program plan typically engaged in activities designed to teach new skills or enhance weak skill areas.…”

“…Consequently, the school psychologist's involvement as a member of interdisciplinary early intervention teams (Bagnato et al, 1987; Paget & Barnett, 1990;Short, Simeonsson, & Huntington, 1990) serving young children and their families is becoming more common. Although the school psychologist's expertise in areas such as child development, psychoeducational assessment, consultation, and intervention is considered a valuable contribution to interdisciplinary early intervention teams (Bagnato et al, 1987), many school psychologists have received minimal or no training in the provision of early intervention services (Bagnato & Neisworth,1981; Bailey, Simeonsson, Yoder, & Huntington, 1990).…”