Promoting Family Outcomes in Early Intervention

Bailey, Don; Raspa, Melissa; Sam, Andrew M; Humphreys, Betsy L.

doi:10.4324/9780203837306.ch50

Cited by 7 publications

(7 citation statements)

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“…In fact, families are seen not as clients receiving services but as partners in making decisions about goals and activities. Core principles of a family-centered approach include focusing on family strengths, respecting family diversity and values, encouraging family decision making and empowerment, communicating with families in an open and collaborative fashion, adopting a flexible approach to service provision, and recognizing the value of informal support systems (Bailey, Raspa, Humphreys, & Sam, 2011; Brewer, McPherson, Magrab, & Hutchins, 1989; Dunst, 2000; McWilliam, Tocci, & Harbin, 1995; Perrin et al, 2007).…”

Section: Family-centered Practicesmentioning

confidence: 99%

What Is the Future of Family Outcomes and Family-Centered Services?

Bailey

Raspa

Fox

2011

Topics in Early Childhood Special Education

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The central role of family support in programs serving young children with disabilities was emphasized in Public Law 99-457. In the ensuing 25 years, much work has been done to describe the principles and practices that characterize effective family support. Less clear is whether and how programs serving infants, toddlers, and preschoolers promote family outcomes. This article describes the components of family-centered practice and summarizes the data in support of the use of such practices. The authors show that early intervention and preschool programs are not held accountable for family outcomes; instead, they are limited only to showing that families are satisfied with services. The authors predict that family outcomes will not be part of any national accountability effort in the near future until research clearly shows that such outcomes ultimately will benefit children, and they suggest several lines of work needed to advance the field toward making an informed policy decision about documenting family benefit.

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Section: Family-centered Practicesmentioning

confidence: 99%

What Is the Future of Family Outcomes and Family-Centered Services?

Bailey

Raspa

Fox

2011

Topics in Early Childhood Special Education

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“…The early years of a child's living are recognized as very essential for the development of skills such as motoric, cognitive, adaptive, communication and social. Early intervention is very important to help develop children abilities or to minimize factors or risks of disability [3,11,12]. Early intervention that focuses on the family emphasizes the provision of support to the family to be able to optimize the growth of children who experience developmental barriers.…”

Section: B Early Interventionmentioning

confidence: 99%

“…The traditional approach (childcentered) figures out children and families based on lack of children and families. Interventions are directed and determined by professionals, both regarding crucial matters that must be addressed, when, and how parents should specifically intervene the children [3]. Whereas the family centered approach (bio ecology) considers that in helping children development, efforts must pay emerging attention to the interactions between the characteristics of children and their environment in natural situations.…”

Section: Introductionmentioning

confidence: 99%

Ecological Model in Empowering Families of Children with Special Needs

Aprilia¹,

Soendari²

2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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Barrier to early intervention remains that lack of clarity over learning children with disabilities means that parents often fall between the gaps in services. In this obvious issue, conducted through descriptive qualitative research method, the current study draws attention to design a model based on an ecological approach as an early intervention guide for families of children with disabilities. The data were collected from three families who possess mentally retarded children, deaf children, and children with autism through interviewing, observation, and document analysis. The results showed that the different parenting patterns among parents tend to lead to authoritarian and over protective behaviour. Parents generally meet great difficulty intervening their children with disabilities. The formulated model encompasses an early intervention scheme that refers to the concept of Family Quality of Life (FQOL). The five associated stages are as follows: (1) setting goals, objectives, and results, (2) setting materials, (3) implementation of strategies (4) practice or simulation (4) evaluation, (5) follow-up. Through early intervention training based on the principles of andragogy and the principles of intervention, it gives the family the opportunity to be the main environment for children to frequently engage their appropriate roles. Early intervention training program is a noteworthy part of attempts to empower families of children with special needs. Openness early on, support and family commitment to their respective roles and responsibilities in implementing an ecological model have delivered valuably positive effects, and it is therefore argued that an ecological model can be utilized as a guide for teachers and therapists in applying appropriate interventions.

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“…La prétention explicative, généralement admise pour ce modèle, présente le développement de l'élève comme étant irrémédiablement rattaché à la richesse du contexte, à l'infl uence des relations familiales et multigénérationnelles, à la complexité des situations sociales et culturelles, à la pression de la transition entre différents cycles de vie ainsi qu'à l'exigence d'ajustements multiples, toujours commandés par des caractéristiques de l'environnement. Beaucoup de chercheurs dont Bailey et Simeonsson (1988), Bouchard, Pelchat et Boudreault (1996), Miron (2004), Dunst (1999Dunst ( , 2001Dunst et Trivette, 2001) ont attiré l'attention, en partant de travaux d'envergure, sur des enseignements à retenir en cette matière. Ils parlent ainsi : (a) de l'élaboration des schémas opérationnels illustrant les dimensions du modèle écosystémique applicables au milieu scolaire ; (b) du rapport entre la théorie humaniste et celles expliquant les besoins de soutien social pour les élèves comme pour leurs enseignants ; (c) de l'analyse et de l'exploration des capacités d'adaptation des familles d'enfant présentant des incapacités comme facteur de protection et de réussite à long terme, tant pour l'élève que pour l'école en entier ; et (d) de la contribution au changement de paradigme sous l'éclairage des théories écologiques.…”

Section: Participation à La Bientraitanceunclassified