Parents' satisfaction and compliance with recommendations following psychoeducational assessment of children

Human, Margaret T.; Teglasi, Hedwig

doi:10.1016/0022-4405(93)90031-d

Cited by 20 publications

(15 citation statements)

References 31 publications

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“…Possibly many parents are not ready to accept the full extent of their child's problems immediately after a developmental assessment. As Human and Teglasi (1993) state, the process of evaluation and feedback may act as a ‘catalyst’ for alterations in perceptions, attitudes and behaviours within the family. The findings of the current study suggest that the process of change in parental perceptions may be gradual.…”

Section: Discussionmentioning

confidence: 99%

“…Poor parent–professional agreement about the diagnosis and extent of the developmental delay may be a factor associated with low levels of compliance with recommendations for treatment programmes (Rogers et al . 1992; Human & Teglasi 1993; Glaun, Reddihough & Cole 1996). Unrecognized disagreements may result in barriers to communication and under‐use of services.…”

Section: Introductionmentioning

confidence: 99%

“…Human and Teglasi (1993) reported that parents' perceptions of their child's disability and treatment recommendations are key variables that may determine use of services. Parental understanding of recommendations, acceptance of their relevance, judgement of developmental delay, and level of concern about the child's disability, were identified as possible predictors of compliance with recommendations.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Six month follow‐up: the crucial test of multidisciplinary developmental assessment

Glaun

Cole

Reddihough

1998

Child

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Participation of parents in the developmental assessment process is thought to be beneficial in promoting understanding of their child's disability, and improving consensus between parents and professionals about appropriate intervention programmes. If costly multidisciplinary assessments are to be justified, it is necessary to establish long-term benefits for the child. This highlights a need for research identifying how families use services after diagnostic assessment and what they understand to be important for their child. Poor parent-professional agreement about diagnosis may be a factor contributing to low compliance with recommendations. The major purpose of the current study was to follow-up families 6 months after developmental assessment, in order to investigate use of recommended intervention services. In addition, mothers' opinions about diagnostic findings, recommendations and early intervention services were examined. Subjects were 40 pre-school children who presented for developmental assessment, and their mothers. The majority were diagnosed with developmental problems in multiple domains. Results indicated that most mothers recalled and agreed with their child's diagnosis, but underestimated the severity of developmental delay. Families had not accessed the range of multidisciplinary intervention programmes recommended, given the complexity of their children's disabilities. Speech therapy was considered the service of highest priority by mothers, and was the treatment most frequently received. Mothers recognized a need for more therapeutic interventions for their child. An unexpected finding was the high prevalence of families who organized nonprescribed therapies. Possible explanations of the findings and implications for service delivery are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Six month follow‐up: the crucial test of multidisciplinary developmental assessment

Glaun

Cole

Reddihough

1998

Child

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“…It could also indicate that mothers are often not ready to accept the full extent of their child's problems immediately following assessment. Human and Teglasi (1993) suggest that assessment may act as the catalyst that triggers a process of changing perceptions.…”

Section: Discussionmentioning

confidence: 99%

Mother‐Professional Agreement about Developmental Delay in Preschool Children: A Preliminary Report

Glaun

Cole

Reddihough

1999

Research Intellect Disabil

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Current practice prescribes that parents play an integral part in the assessment and management of their preschool child with suspected developmental delay. Multidisciplinary assessment aims to enhance parents' understanding of the nature and extent of the delay with a view to promoting parent-professional agreement about interventions. Serious mismatches between parents and therapists in their judgements of developmental status are potentially important markers of families at risk of sub-optimal use of intervention services. This study compared mothers' perceptions of their child's development with the results of standardised tests in key domains. A 14 item questionnaire, constructed to measure mothers' perceptions of current and future development, was administered pre-and post-developmental assessment. Preliminary results suggest that mothers recognised the existence of delayed development, but underestimated its severity. Levels of congruence varied with domain. Predictions about future development revealed that most mothers interpreted the delay as temporary. Implications for clinical practice are discussed.

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“…This means that the professional must identify the values inherent in professional interpretations and recommendations, determine if these values are congruent with the value system of the family, and explain to families the assumptions underlying these recommendations. Professionals must explicitly respect the cultural differences identified and, together with the child's family, find the most effective means of adapting professional recommendations to meet the needs of the child in a manner that is culturally relevant [51,52]. Parents are most apt to follow through on recommendations when parents and professionals hold similar perceptions of the child's needs and strengths, the professional is perceived by the family as a caring individual, and information is presented clearly and precisely [53].…”

Section: Collaborative Processmentioning

confidence: 99%

Assessing Intellectual and Affective Development before Age Three: A Perspective on Changing Practices

Meisels

Atkins‐Burnett

1999

Food Nutr Bull

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Developmental assessment is an ongoing process of systematic observation and analysis, the purpose of which is to understand the child's competencies and resources and the caregiving and learning environments most likely to assist the child in making the best use of his or her developmental potential. For many years young children have been assessed with normative instruments that focus primarily on evaluating their intellectual development. Many myths surround the use of these instruments with very young children, including the following: intelligence can be defined and measured with confidence; intelligence test data have diagnostic relevance; early intelligence tests have predictive value; such tests are useful for assessing young children with special needs; practitioners value and use these tests in their clinical practice; and IQ tests fulfill the legal purposes and intent of public laws. Each of these statements represents a misstatement of fact, and none of them has a strong evidentiary basis.In place of the narrow classificatory function served by such tests, a variety of other approaches to assessing intellectual and affective development in the first three years of life are described. These instruments are consistent with a group of principles of responsive, developmentally oriented assessment that include recognizing the interdependence of development, understanding the importance of using multiple sources and multiple components in assessment, providing a meaningful sequence for assessment, respecting and evaluating child-caregiver relationships, basing assessments on a framework of typical development, emphasizing the organizational and functional capabilities of the child, focusing on the child's

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Parents' satisfaction and compliance with recommendations following psychoeducational assessment of children

Cited by 20 publications

References 31 publications

Six month follow‐up: the crucial test of multidisciplinary developmental assessment

Six month follow‐up: the crucial test of multidisciplinary developmental assessment

Mother‐Professional Agreement about Developmental Delay in Preschool Children: A Preliminary Report

Assessing Intellectual and Affective Development before Age Three: A Perspective on Changing Practices

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