A Qualitative Analysis of Parents' and Service Coordinators' Descriptions of Variables That Influence Collaborative Relationships

Abstract

Parent-professional collaboration is an essential component of successful early intervention efforts. A collaborative relationship exists when both parents and professionals view each other as partners, with both providing expertise and knowledge that will help the family reach its goals. Although collaborative relationships are valued within early intervention, little is known about the variables that enhance or detract from collaboration. The purpose of this study was to examine parents' and service coordinators' (SCs) responses to two open-ended questions in a survey sent to over 1,400 parents and SCs. Survey respondents were asked to describe the variables that the other person in the partnership brings to the relationship that either enhance or interfere with collaboration. Survey results suggested that interpersonal and communication skills are critical for successful collaboration. The authors also discuss the microcounseling model, a model of behavioral consultation training that may be useful in preservice and inservice staff development efforts.

Measuring the Quality of Family—Professional Partnerships in Special Education Services

“…Dinnebeil, Hale, and Rule (1996) identified personal characteristics and beliefs considered central to successful collaboration, such as friendliness, family-centered beliefs, integrity, commitment, and communication skills. Summers et al (2001) found interpersonal factors such as sensitivity to parents, clarity, and respect were valued by parents and staff involved in collaborations between early intervention (Part C of Too often partnerships between families and professionals ftill short of recommended practice.…”

Meaning of Family—Professional Partnerships: Japanese Mothers' Perspectives

“…Participants said they desired nonhierarchical relationships where equality, reciprocity, interdependence, and collaboration were valued and appreciated by both families and professionals (Blue-Banning et al, 2004;Cunningham & Davis, 1985;DeChillo et al, 1994;DeChillo, Koren, & Mezera, 1996;Dunst & Paget, 1991;Knox et al, 2000;Turnbull et al, 2000;. They hoped professionals would become families' reliable allies, embodying qualities of empathy, commitment, and trustwor-26O thiness (Blue-Banning et al;Dinnebeil, Hale, & Rule, 1996;Dunst & Paget;Freire, 1970;Knox et al). Participants also touched upon an emerging notion of "human reciprocity" and of "a moral position collectively recognizing that we each, as human beings, possess a unique value that adds to and strengthens the cultural fabric of society" (Kliewer, 1998, p. 4) in defining the meaning of equality, human values and contributions, and human relationships.…”

Paraeducator Relationships with Parents of Students with Significant Disabilities

“…The information gathered through these information sheets is summarized in Tables 3 and 4. school psychologists) and parents (Dinnebeil, Hale, & Rule, 1996;Dunst & Paget, 1991;Turnbull & Turnbull, 1997). These discussions fail to mention paraeducator-parent relationships regarding the education of students with disabilities.…”