Early Intervention Training Related to Family Interviewing

Winton, Pamela J.; Bailey, Donald B.

doi:10.1177/027112149001000105

Cited by 15 publications

(5 citation statements)

References 18 publications

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“…The result was a philosophy statement guided by six premises specific to program content and process. This philosophy statement emphasized that students must be prepared to (a) provide services in integrated settings (Miller, 1992;Odom & McEvoy, 1990;(b) work as intersdisciplinary team members (Nash, 1990); and (c) provide family-centered services (Winton & Bailey, 1990). The philosophy statement also served as a guide to develop a program that (a) recognizes the unique training needs of nontraditional students, (b) incorporates competencies into the curriculum (McCollum et al, 1989;Smith & Powers, 1987); and (c) actively involves students in making decisions about their learning experiences (Knowles, 1984).…”

Section: Process For Program Developmentmentioning

confidence: 99%

Combining General and Special Early Childhood Education Standards in Personnel Preparation Programs

Stayton

Miller

1993

Topics in Early Childhood Special Education

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The rapid increase in state efforts to provide services for children from birth through 5 years of age has the potential to foster growth in programs that serve children who have diverse needs and abilities. Early childhood professionals are beginning to recognize, however, that full inclusion of infants, toddlers, and preschoolers with disabilities in a range of early childhood service settings is more likely to occur if personnel preparation programs are also integrated. This article describes the development and implementation of two interdisciplinary preservice programs that have combined standards from early childhood and early childhood special education to prepare personnel for integrated settings. Implications of professional unification in higher education are discussed.Early childhood professionals are beginning to recognize that full inclusion of infants, toddlers, and preschoolers with disabilities in a range of early childhood service settings will be more likely to happen if personnel preparation programs are also integrated (Bredekamp, 1992;Burton, Hains, Hanline, McLean, & McCormick, 1992;Miller, 1992). Genuine professional unification can produce the attitudes and the knowledge/skills base required for delivery of services representing the desired expectation for integration and inclusion of professionals, children, and families. Integrating early childhood and early childhood special education personnel preparation programs can be

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Section: Process For Program Developmentmentioning

confidence: 99%

Combining General and Special Early Childhood Education Standards in Personnel Preparation Programs

Stayton

Miller

1993

Topics in Early Childhood Special Education

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“…However, research indicates that families faced with birth and developmental crises may be poorly prepared to understand or direct available EI services. (Haring & Lovett, 1995;Winton & Bailey, 1990). Many complex issues surround the implementation of legislation which require services be family directed.…”

Section: Introductionmentioning

confidence: 99%

Early Intervention and Early Childhood Services for Families in Rural Settings

Haring

Lovett

2010

Rural Special Education Quarterly

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This paper presents findings from an eight-year longitudinal qualitative research project involving 23 families. In-depth interviews were designed to gather information on the perceptions and experiences of parents (and other family members) of infants identified neonatally in birth crisis, or shortly thereafter, as having developmental disabilities. Case studies describing families residing in rural and small town settings are presented. Due to the isolated nature of these settings, 74% (17 out of 23) of these babies were medically evacuated by helicopter to one of the two urban public hospitals in the state. Four additional infants underwent transport by ambulance from the birth hospital to an urban hospital. This experience dramatically impacted the parents who were not transported with their babies. The unique difficulties faced by rural families, including limited availability of specialized medical and developmental services, are identified as important factors to consider when providing special services. Recommendations for improving rural service delivery are presented based on the perceptions and experiences of these families.

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“…Establishing collaborative relationships with families is not a means to an end, but a crucial beginning in the quest to be valuable resources to families. In a family-centered approach, professionals recognize the primary role of the family and share decision-making with the caregivers (Crais, 1993;Dunst, Trivette, & Deal, 1988;Hanft, 1989;Humphry & Geissinger, 1993;Stewart, 1990;Winton & Bailey, 1990). Several authors (Bailey, 1987;Dunst et al, 1988) have August 1998 stressed that the family-centered professional respects and honors family-identified priorities and intervention preferences, though they may differ from the professional's values and priorities.…”

Section: Parent To Parent Of Vermont Winooskimentioning

confidence: 99%

“…Although several authors have stressed the need to shift service delivery from client-centered to family-centered (Bailey, 1987;Crais, 1991;Crais & Leonard, 1990;Donahue-Kilburg, 1992;Winton, 1988;Winton & Bailey, 1990), only limited information is available on the steps being taken to accomplish this change and even less on the success with which this shift is being accomplished at the pre-service level. It is instructive to examine the research of Eichinger, Rizzo, and Sirotnik (1991), who investigated changes in students' attitudes toward persons with disabilities.…”

Section: Parent To Parent Of Vermont Winooskimentioning

confidence: 99%

Preparing Students to Understand and Honor Families as Partners

Bruce

DiVenere²,

Bergeron³

1998

Am J Speech Lang Pathol

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Parent to Parent of Vermont, WinooskiAs service providers, speech-language pathologists are in the midst of a transition from the "expert" model of intervention to forming partnerships with families and serving as resources. Although the shift from client-centered to family-centered service delivery is underway, little information has been made available on steps being taken at the pre-service training level to accomplish this change and the success of such efforts. This paper describes an innovative approach to preparing speech-language pathology students to be family centered in their professional interactions and service delivery. Over a 4-year period, 41 students embarking on their first semester of clinical training were paired with families of children with special needs for a family visit of 2 to 4 hours in length. The components of the training included previsit classroom exercises focused on personal values clarification and language sensitivity, visit orientation for the students and families, a family visit, journal writing by students about the visit experience, and post-visit class discussion of the visit experiences and learning outcomes. Pre-and post-measurement of students' attitudes regarding a family's role in intervention reflected a statistically significant change in students' responses to questionnaire items. The students' responses indicated an increase in family-centered attitudes and demonstrated the effectiveness of this approach in shaping those attitudes.

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Early Intervention Training Related to Family Interviewing

Cited by 15 publications

References 18 publications

Combining General and Special Early Childhood Education Standards in Personnel Preparation Programs

Combining General and Special Early Childhood Education Standards in Personnel Preparation Programs

Early Intervention and Early Childhood Services for Families in Rural Settings

Preparing Students to Understand and Honor Families as Partners

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