How early interventionists support families experiencing vulnerable circumstances: A closer look at family-centered practice

Spence, Christine; Rooks-Ellis, Deborah L.; Ruiz, Amber Brown; Fish, Leigh Ann; Jones-Banahan, Brooklin; O’Grady, Courtney; Sulinski, Ella

doi:10.1016/j.childyouth.2022.106752

Cited by 5 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, they started to question their practice, they became aware of personal and institutional obstacles and struggles, and they experimented with new approaches (Jacobs, 2008). Moreover, awareness and understanding -and thus reflection -concerning one's own beliefs provides a foundation for building stronger partnerships when working with families experiencing vulnerability (Kalyanpur & Harry, 2012;Spence et al, 2023).…”

Section: Mechanismsmentioning

confidence: 99%

Embracing complexity : Unravelling mechanisms in health promotion in the Healthy Futures Nearby programme

Hogeling

View full text Add to dashboard Cite

show abstract

Section: Mechanismsmentioning

confidence: 99%

Embracing complexity : Unravelling mechanisms in health promotion in the Healthy Futures Nearby programme

Hogeling

View full text Add to dashboard Cite

show abstract

What Do Teachers Do When Preschoolers “Misbehave”? Family Matters

Zulauf-McCurdy,

Woodward,

Nazaire

et al. 2024

Early Childhood Educ J

View full text Add to dashboard Cite

There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers’ decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing a child’s challenging behavior. Teachers were randomly assigned to receive a vignette with the name and picture of a Black or White boy. Teachers listed the actions they would take in addressing the behavior and whether they would include families. Qualitative answers were coded using the validated Teaching Pyramid Observation Tool for Preschool Classrooms. Although the child’s behavior was identical, teachers’ responses greatly varied—some appropriate and others maladaptive according to published multi-tiered systems of support. Involving families in the process was often referenced as a separate step with teachers frequently placing the blame on families for the child’s behavior. Variations in results by child race are also reported and discussed. Findings indicate that supporting preschool teachers in successfully implementing full tiered systems of support and finding meaningful ways to engage families in the process is critical.

show abstract

Mapping the parent experience of echolalia in autism spectrum disorder onto a conceptual taxonomy

Cohn,

Mcvilly,

Harrison

2023

International Journal of Speech-Language Pathology

View full text Add to dashboard Cite

How early interventionists support families experiencing vulnerable circumstances: A closer look at family-centered practice

Cited by 5 publications

References 27 publications

Embracing complexity : Unravelling mechanisms in health promotion in the Healthy Futures Nearby programme

Embracing complexity : Unravelling mechanisms in health promotion in the Healthy Futures Nearby programme

What Do Teachers Do When Preschoolers “Misbehave”? Family Matters

Mapping the parent experience of echolalia in autism spectrum disorder onto a conceptual taxonomy

Contact Info

Product

Resources

About