Matching Families and Services

Karnes, Merle B.; Zehrbach, R. Reid

doi:10.1177/001440297504100807

Cited by 11 publications

(3 citation statements)

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“…The idea of an "individualized family plan" is not new (Karnes & Zehrbach, 1975;Turnbull & Turnbull, 1982); but a number of unresolved and vexing issues related to family assessment, evaluation, and implementation have contributed to the difficulties of translating theory into practice (see Winton, 1986, for more thorough treatment of these issues).…”

Section: A Model For Working With Familiesmentioning

confidence: 99%

Effective Strategies For Involving Families in Intervention Efforts

Winton¹

1986

focusXchild

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A focus on parents in the last two decades, and on families most recently, has been a notable and consistent trend within the field of special education. Although continuity is apparent in the sense of the overall emphasis, the treatment of and attitudes toward families have undergone a series of shifts over time. These changes and how they have affected parent involvement policy and practice have been described in some detail elsewhere (see . Nevertheless, an examination of the most recent shift in thinking on parent involvement--0ne in which all of us in the field are a part-can provide the framework for applying effective strategies in working with families. PARENT INVOLVEMENT IN EARLY INTERVENTIONThe importance of involving parents of handicapped children in early intervention efforts was a recurrent and undisputed theme of the 1970s. Research clearly demonstrated parents' significant contribution to child development. The major assumption underlying efforts to involve parents was that this contribution could be enhanced by teaching parents (parents as learners) how to better manage and teach (parents as teachers) their own children. Professionals' efforts to improve services for parents primarily focused on ways to increase parent participation in activities of this type and on development of various parent training curricula and materials. The search for a model parent involvement program that could be disseminated on a nationwide basis was an elusive goal that some sought.The reason for involving parents was to enhance child outcome. This was so in spite of ample evidence demonstrating that parents of handicapped children had needs of their own. They were shown to suffer from depression, marital discord, and chronic sorrow, among other things. Within special education the predominant approach to dealing with this issue was to provide parent support groups. But the parent involvement trend of the 1970s did not incorporate an understanding of how parent needs might interact with child needs or interfere or be at cross purposes with the professional desire to enlist parent support for the educational process.

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Section: A Model For Working With Familiesmentioning

confidence: 99%

Effective Strategies For Involving Families in Intervention Efforts

Winton¹

1986

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“…Acceptance of the principles described in this article, and their applicability to working with families of handicapped children, clearly calls for an individualized approach. The idea of an "individualized family plan" is not new (Karnes & Zehrbach, 1975;Turnbull & Turnbull, 1982); but a number of unresolved and vexing issues related to family assessment, evaluation, and implementation have contributed to the difficulties of translating theory into practice (see Winton, 1986, for more thorough treatment of these issues).…”

Section: A Model For Working With Familiesmentioning

confidence: 99%

Effective Strategies For Involving Families in Intervention Efforts

Winton¹

1986

Exceptional

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As pointed out in a previous review article (Winton , 1986), this approach to parents was in keeping with special education traditions. The role of special educators within the service delivery system has been to promote child progress; involving parents as a means for reaching this end was not unreasonable. The development of programs and materials for training teachers has been another traditional domain for special educators; extending these efforts in the direction of parents was a logical step. Research documented the success of many of these efforts in terms of particular child behaviors and skills (Baker, 1984). But rarely, if ever, did researchers evaluate programs in terms of their success at improving parent outcomes or meeting parents' individual needs. Additionally, in spite of professionals ' efforts to devise exemplary parent involvement programs and to increase parent participation in those programs, evidence showed participation to be low (Rosenberg, Reppucci, & Linney, 1983) and attrition high (Kopper-Roland, 1986). This suggested that the needs of parents were not universally being met. FOCUS On Exceptional cflildren FOCUS ON EXCEPTIONAL CHILDREN (ISSN00l5-5JJX)

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“…The support component of this process involves identifying services to help families through emotional, social, or economic crisis, and other problems that fall outside the educational realm. These concepts were further refined by Karnes and Zehrbach (1975) into a system for matching families to essential services. The critical stages of this latter design involve identifying a variety of community resources, developing a list of alternative programs to meet established goals, and selecting with the family those alternatives that can best meet identified needs.…”

Section: Client-centered Approachesmentioning

confidence: 99%