An exploratory study of family‐centred help‐giving practices in early intervention: families of young children with autism spectrum disorder

Abstract

A B S T R AC TThe purpose of this exploratory qualitative study was to investigate the early intervention (EI) experiences of mothers who have a young child at risk for autism spectrum disorder. Data were collected through observations, interviews and document analyses. Results of the study suggest (i) interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences for mothers; (ii) asset-based attitudes lead to family progress and competence; (iii) effective partnerships are developed through supportive provider communication techniques; and (iv) satisfaction with EI services results from practitioner responsiveness to help families access resources and facilitate child development.

The meaning of early intervention: A parent's experience and reflection on interactions with professionals using a phenomenological ethnographic approach

“…The meeting process was documenting rather than discussing parental needs and concerns. The interaction between the two parties did not present the qualities the family had expected, therefore, a lack of the qualities mentioned in previous studies, such as trust (Vohs, 1998 ), respect (Zhang, Bennett, & Dahl, 1999 ; Ziviani et al, 2013 ), open communication (Coogle & Hanline, 2014 ; James & Chard, 2010 ; Wehman & Gilkerson, 1999 ), equality (Gallagher et al, 2004 ; Ziviani et al, 2013 ), etc., persisted. Then again, Lily added other qualities, such as emotional and psychological support from the officials, to the existing qualities listed in previous studies.…”

“…The parent–professional partnership is a well-established ontological framework in early intervention 1 in the United States, Australia, China, Germany, Ireland, and many other nations (James & Chard, 2010 ; Odom & Kaul, 2003 ). The field of early intervention has focused on close, quality interactions between families and professionals in the service planning and delivery process (Brotherson, Cook, Erwin, & Weigel, 2008 ; Bruder & Dunst, 2015 ; Coogle & Hanline, 2014 ; Johnston, 2003 ; Summers, Hoffman, Marquis, Turnbull, & Poston, 2005 ; Turnbull et al, 2007 ; Wehman & Gilkerson, 1999 ; Ziviani, Darlington, Feeney, Rodger, & Watter, 2013 ; Ziviani, Feeney, & Khan, 2011 ). Assisted by professionals, families are encouraged to make decisions and choices about services for their children in light of their resources and priorities in their everyday lives.…”

Family-centred practices of healthcare professionals in three emergency departments in KwaZulu-Natal, South Africa

“…[9] Such a situation would be of concern, as relational and participatory practices are associated with greater family empowerment. Practitioners' adherence to relational and participatory practices is essential in building effective partnerships through increased family involvement [25] and positive interactions of this kind lead to effective implementation of family interventions. Although a mean score of 1.5 per PI in the study could be regarded as satisfactory, it indicates that family-centred practices are not consistently adhered to and do not feature in every family interaction.…”

Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study

“…In addition, poor communication may place strain on the relationship between clinicians and caregivers and may lead to negative caregiver perceptions and conflict (e.g. Coggle and Hanline, 2016; Tucker and Schwartz, 2013). Common sources of disagreement are in the areas of goal selection and instructional techniques, which highlight caregivers’ need and desire to play an active role in the therapy process.…”

“…Common sources of disagreement are in the areas of goal selection and instructional techniques, which highlight caregivers’ need and desire to play an active role in the therapy process. Caregivers want enhanced communication (Tucker and Schwartz, 2013) that is individualized to their family’s needs (Coggle and Hanline, 2016). Alternatively, when communication is timely and responsive, caregivers feel supported and valued, which facilitates trust and enhances the clinician–caregiver relationship and reduces conflict (Tucker and Schwartz, 2013; Lake and Billingsley, 2000).…”