This paper describes 2 approaches used to evaluate Parent to Parent mentoring programs in 5 states. Parents were assigned to either a treatment group or a waiting list comparison group. The treatment group participated in Parent to Parent for 2 months. Groups were compared on measures of coping, attitude, and progress on addressing problems. Analyses showed statistically significant positive gains for the parents in the treatment group. Changes on a measure of empowerment were not statistically significant. A qualitative study based on consumer satisfaction interviews with parents provided insight into what makes the Parent to Parent program work. The findings support the value of Parent to Parent self-help programs as one component of a family support system.

This article utilizes four knowledge sources to characterize a current gap in policy and practice related to serving families in early intervention (birth to 5) programs. It argues that the field of early intervention has focused primarily on implementing family-centered practices by focusing on how families and professionals should interact. The field has not sufficiently addressed what supports and services should be offered to families to enhance the likelihood of positive outcomes for families themselves and for their children with disabilities. The paper concludes with recommendations for enhancing policy, research, and professional development related to family services and supports.

This article describes a participatory action research (PAR) project designed to evaluateThe purpose of this essay is to present a case study of a participatory action research (PAR) project. It brought leaders of regional self-help programs for parents of children with disabilities together with a team of university-based researchers for the purpose of evaluating the efficacy of Parent to Parent programs in five states. We have adopted a framework presented by Bruyere (1993) to provide a functional definition of participatory action research. According to this view, PAR is an approach to applied social research that seeks to (a) define relevant issues for individuals with special needs and their families, (b) find solutions to the identified problems, and (c) ensure that the research-based solutions are meaningful, useful, and actually

One strategy that is increasingly being used for helping early intervention professionals become more family centered is to involve family members in personnel preparation efforts. The purpose of this article is twofold: (a) to describe the types of and rationale for some of the roles family members have begun to play in personnel preparation efforts and (b) to offer guidelines and strategies for facilitating family participation in ways that model collaborative family-professional partnerships. The strategies provided have application across a variety of personnel preparation contexts (e.g., inservice, preservice, policymaking).Dramatic changes in the nature of the parent-professional relationship are being recommended as the field of early intervention moves from a child-centered to a family-centered model of service delivery. Central to the changes is the shift in power differentials. In the past, professionals tended to operate primarily in an expert role, defining the nature and type of services for children, with families assuming a subordinate role (Shelton & Stepanek, 1994;Winton, 1986). Current recommendations related to effective models of service delivery suggest that professionals must relinquish some of their power and move toward a family empowerment and

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