Building family-centered practices in early intervention: A team-based model for change

Bailey, Donald B.; McWilliam, P. J.; Winton, Pamela J.

doi:10.1097/00001163-199207000-00010

Cited by 45 publications

(27 citation statements)

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“…Historically, the speech and language therapy profession was based on a medical model of professional autonomy (Bailey et al, 1992). Assessment, diagnosis and intervention planning were tasks undertaken by SLTs based on their professional knowledge, expertise, training and research evidence.…”

Section: Collaboration With Familiesmentioning

confidence: 99%

Shared knowledge and mutual respect: Enhancing culturally competent practice through collaboration with families and communities

Verdon

Wong

McLeod

2015

Child Language Teaching and Therapy

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Collaboration with families and communities has been identified as one of six overarching principles to speech and language therapists' (SLTs') engagement in culturally competent practice . The aim of this study was to describe SLTs' collaboration with families and communities when engaging in practice to support the speech, language and communication of children from culturally and linguistically diverse backgrounds. The study also aimed to identify the benefits and tensions related to such collaborations and to describe opportunities for SLTs to enhance their cultural competence through collaborative practice. The current study drew upon three data sources collected during the 'Embracing Diversity -Creating Equality' study: field notes, narrative reflections by the researcher, and semi-structured interviews with SLTs. This study was conducted in 14 international sites across five countries (Brazil, Canada, Hong Kong, Italy and the USA), representing a diverse range of cultural and practice contexts. Cultural-Historical Activity Theory (CHAT, Engeström, 1987) was used as both an heuristic framework through which the study was conceptualized and as a tool for analysis to describe the varied nature of collaboration in different cultural contexts, the benefits of collaborating with families and communities, and the tensions that can arise when engaging in collaborative practice. The results illuminate the importance of SLTs' collaboration with families in order to gain an understanding of different cultural expectations and approaches to family involvement, and to build partnerships with families to work towards common goals. Collaboration with communities was highlighted for its ability to both facilitate understanding of children's cultural context and build respectful, reciprocal relationships that can act as a bridge to overcome often unspoken or invisible tensions arising in cross-cultural practice. The findings of this study highlight opportunities for professionals to enhance the cultural competence of their practice through engagement with families and communities.

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Section: Collaboration With Familiesmentioning

confidence: 99%

Shared knowledge and mutual respect: Enhancing culturally competent practice through collaboration with families and communities

Verdon

Wong

McLeod

2015

Child Language Teaching and Therapy

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“…In recent years, it has been argued that a primary pursuit for early intervention service systems is to provide family support (Zigler & Black, 1989; Winton, & Simeonsson, 1992;Dunst, Trivette, & Deal, 1988;Shelton, Jeppson, & Johnson, 1987;Bailey, Simeonsson, Winton, Huntington, Comfort, Isbell, O'Donnell, & Helm, 1986). Service coordination is a critical component of service delivery that can simplify service systems and provide support to the family.…”

Section: Dedicationmentioning

confidence: 99%

The Effects of Family-Centered Service Coordination

Romer¹,

Umbreit

1998

Journal of Early Intervention

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This study examined if a family's level of satisfaction improves when the service coordination they receive adheres to a family-centered model. The participants included three service coordinators and nine families participating in Part H of IDEA. For 1 year, families reported what services they had received and their level of satisfaction with the services. A multiple-baseline design across subjects was used and an individual assistance condition was added when, following training, none of the service coordinators adequately implemented the model. Results indicate a high degree of family satisfaction and a low degree of dissatisfaction when the model was adequately implemented. In contrast, when the model was not adequately implemented, families reported very little satisfaction and a high degree of dissatisfaction.

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“…These changes have created challenges for early intervention professionals who have limited training in working with families and accustomed to interacting only with a child whose parents passively participate. Bailey, Mcwilliam, and Winton (1992) summarized three major challenges in implementing family-centered practice: (1) difficulty transitioning from traditional child-focused practice to a practice of servicing the whole family as well as the child; (2) professionals' lack of training and skills working with families; and (3) lack of clearly defined guidance in implementing family-centered practice.…”

Section: Family-centered Service Deliverymentioning

confidence: 99%

A Paradıgm Shıft In Early Interventıon Servıces: From Chıldcenteredness To Famıly Centeredness

Özdemir¹

2007

Ankara Üniversitesi Dil Ve Tarih-Coğrafya Fakültesi Dergisi

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Building family-centered practices in early intervention: A team-based model for change

Cited by 45 publications

References 0 publications

Shared knowledge and mutual respect: Enhancing culturally competent practice through collaboration with families and communities

Shared knowledge and mutual respect: Enhancing culturally competent practice through collaboration with families and communities

The Effects of Family-Centered Service Coordination

A Paradıgm Shıft In Early Interventıon Servıces: From Chıldcenteredness To Famıly Centeredness

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