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The purpose of this investigation was to determine parental and early intervention professionals' perceptions of the benefits and drawbacks to home-based and center-based early intervention programs. This study was concerned with how parents and professionals thought that the Individual Family Service Plan (IFSP) process, parent/professional partnership, and communication process all had an impact on the type of service delivery they were receiving or providing. The goal was to elicit aspects or characteristics of early intervention programs that were more effective in either a home-based or center-based program model. Data for this study were collected through interviews with parents of children receiving either home-based or center-based early intervention services and early interventionists providing either home-based or center-based services. Administrators of several early intervention programs in the Cincinnati area were also interviewed to provide insight into the responses given by both the parents and professionals, and to provide a framework for each program's philosophy on family-centered early intervention. The early intervention programs involved in this study were from seven different counties in the Cincinnati and Northern Kentucky area. The results of this study indicated that the majority of families interviewed were generally pleased with the overall services they were receiving. However, the location that the family receives services or the professional provides services seems to be a significant factor in how these perceptions and attitudes are different. The role of the participants did not seem to have as much of an impact on the results of the interview data collected and analyzed. In other words, the setting (home-based or center-based) made more of a significant difference in how participants responded than the role (parent or early interventionist). In the future, the challenge for early intervention professionals is to give the decision-making process back to families and to guide them into the early intervention system rather than push them along. The challenge for families is to take on the role of decision-makers and become advocates to seek out programs that best meet their child and family's needs. Hopefully the results of this study will encourage early intervention professionals and families to step back and consider whether or not early intervention programs are serving families in the environment that benefits both children and families.
Aligned with DEC recommended practices and CEC standards! A must for future early interventionists.
"Providing services to families of children with special needs who are at risk for or demonstrating developmental delays is at the core of effective early intervention. Practical Strategies for Family-centered Early Intervention provides a basic philosophical grounding that addresses a family-centered approach to service delivery; a view of the family as the unit of service delivery, recognizing its strengths, values, and lifestyle, responding to its priorities, and individualizing services; and a detailed exploration into the principles and rationale of the family-centered approach to early intervention and application of these principles to service delivery." "A valuable and useful guide for exploration and transition in this important area, this book reflects, in a down-to-earth format, the need for embracing the family in the directed development of the disabled child."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
This guidebook on family–professional partnerships has been used as a go-to early intervention resource in university coursework, for inservice professional development, and as a support to families in (or considering) early intervention. This new edition has been completely revised to reflect recent research and respond to feedback that the author accumulated from users of the book, including practicing professionals and university instructors. With a focus on how families and professionals can collaborate effectively so that infants and toddlers (0–3) learn, grow, and thrive, chapters address: child learning and development, family functioning and priorities, early intervention as a support and not a substitute, and planning “what’s next” after early intervention. Specific components of early intervention—evaluation and assessment, program planning, intervention implementation, service coordination, and transition—are also discussed. This hands-on resource uses stories of families in early intervention to illustrate key concepts and provides checklists that readers can use to assess their experiences in early intervention. “This guidebook is my go-to source with families, professionals, and students. The newest edition expands upon an already exceptional book with the most recent policy and evidence-based practice recommendations. I can’t keep enough copies in my library.” —Susan Fowler, director, Illinois Early Intervention Clearinghouse “Supporting and empowering parents to help their infants and toddlers with delays and/or disabilities to learn and grow is key to future successes. Bonnie’s Keilty’s comprehensive work on the new edition of The Early Intervention Guidebook for Families and Professionals will help to insure that Part C Early Intervention around the country will stay focused on its work with and for families.” —Roxane Romanick, Founding Board Member Early Intervention Family Alliance
The purpose of the present research study was to gain a better understanding of the framework of Family Centered Practice (FCP) in Early Intervention (EI). FCP is considered best practice in EI service delivery. Due to the lack of empirical research regarding FCP in EI, the current research study surveyed participants' perception of FCP in EI. Participants (N=53) were employees throughout sixteen Children's Developmental Services Agencies (CDSA) in the state of North Carolina. Participants completed a modified version of the Family-Centered Care Self-Assessment Tool (FCC-SAT). Consistent with former research, results highlight that EI professionals perceive that their own work is family-centered. Since EI is mandated by federal law, findings underscore the importance of FCP in this field, not only in North Carolina, but throughout the United States.