The Effects of Family-Centered Service Coordination

Romer, Eileen F.; Umbreit, John

doi:10.1177/105381519802100202

Cited by 34 publications

(29 citation statements)

References 17 publications

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“…Otros hacen alusión a la escasa coordinación entre los servicios externos que plantean la intervención y las familias objeto de la misma (Bayley, 2001;Romer y Umbreit, 1998). Por último, se hacen necesarios más estudios de seguimiento que garanticen los efectos positivos de la terapia familiar pasado un tiempo de la intervención, pues la mayoría de los estudios se han centrado en los efectos sobre el niño durante la intervención o muy pocas semanas después de ésta.…”

Section: Conclusionesunclassified

Intervención familiar en niños con trastornos del lenguaje: Una revisión.

Lozano

Conesa²,

Luque³

2017

EJREP

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Intervención familiar en niños con trastornos del lenguaje: Una revisión. ResumenLa perspectiva sociointeraccionista considera a la familia como el escenario fundamental donde el niño puede aprender el lenguaje, y por tanto un elemento clave en el proceso de intervención sobre las alteraciones en el desarrollo del mismo. Este trabajo tiene como objetivo la revisión teórica de los principales estudios sobre intervención familiar en niños con trastornos del lenguaje desde esta perspectiva, comparando la efectividad de distintos tipos de programas centrados en la familia y la terapia logopédica habitual en el trastorno específico del lenguaje (TEL) y en los déficits de lenguaje asociados a patologías como el autismo, la discapacidad auditiva y el retraso cognitivo. Los resultados muestran que la intervención centrada en la familia produce mejoras en el rendimiento lingüístico cuanto menos similares a los de la terapia habitual administrada por un profesional. Además, los beneficios de esta intervención no son sólo relativos al área del lenguaje, sino también al área psicológica y emocional de todos los miembros de la familia.Palabras Clave: familia, lenguaje, intervención en lenguaje, modelo sociointeraccionista, trastorno específico del lenguaje, autismo, sordera, retraso mental, niños.Recibido: 04/05/09 Aceptación inicial: 08/05/09 Aceptación final: 16/09/09Intervención familiar en niños con trastornos del lenguaje: Una revisión. AbstractFrom a social-interaccionistic perspective, family can be view as the main setting where children learn and develop language, and thus it is considered a key element in the intervention on language development impairment. This paper is aimed at providing, from this perspective, a theoretical review of the main studies on family intervention in children with language impairments. A comparison is established between different types of family-centered intervention programs and the usual speech-therapy treatments for children with specific language impairment (SLI) other pathologies such as autism, hearing impairments and cognitive delay.Results indicate that family-centered intervention produced improvements in the language of children that are closely similar to those found in therapeutic programs administered by a professional therapist. Furthermore, family-centered interventions did not only improve the language of children, but also showed to produce psychological and emotional benefits for all family members.Keywords: family, language, language intervention, social-interaccionistic model, specific language impairment, autism, hearing impairment, mental delay, children. Kaiser, 1986). Desde esta perspectiva, se plantea un creciente interés por la descripción y análisis de aquellas variables que intervienen en el proceso de adquisición del lenguaje, normal y patológico. Una de las variables que se ha mostrado más potente a la hora de explicar la génesis y desarrollo del lenguaje y sus alteraciones es la interacción social (Bruner, 1983;Grácia, 2002;Nelson, 1977 Este trabajo re...

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Section: Conclusionesunclassified

Intervención familiar en niños con trastornos del lenguaje: Una revisión.

Lozano

Conesa²,

Luque³

2017

EJREP

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“…These problems occur within the field of family-centered early intervention, as it has been documented that program administrators and practitioners are not using research findings on family-centered practices nor do they value a familycentered philosophy (Bruder & Staff, 1999;Johnson et al, 1992;Romer & Umbreit, 1998). A number of reasons have been identified as contributing to this research-topractice gap.…”

Section: Where Are We Now?mentioning

confidence: 99%

Topics in Early Childhood Special Education

Voress

Holsker

2014

Encyclopedia of Special Education

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Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way. We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older. The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and

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“…Interpersonal factors contributing to effective collaboration pertain to individuals' attitudes such as mutual respect and trust, non-judgmental support, honesty, and commitment (Dinnebeil et al, 2000); communication style and skills, flexibility, dependability (Dinnebeil et al, 1996;Romer & Umbreit, 1998); and professional competence and organizational skills (Dunst et al, 1994). Individuals' philosophy about working with families such as family-centered orientation, including empowerment of family decision-making, is also an essential factor (Romer & Umbreit, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Individuals' philosophy about working with families such as family-centered orientation, including empowerment of family decision-making, is also an essential factor (Romer & Umbreit, 1998).…”

Section: Introductionmentioning

confidence: 99%

Collaborative services for infants and toddlers with disabilities: perspectives from professionals in an urban setting

Zhang

Schwartz

Lee

2006

Early Child Development and Care

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This study describes issues and challenges faced by 10 Early Head Start (EHS) programs in collaborating with their early intervention (EI) partners serving young children with disabilities and their families in an urban setting. It examined the perspectives of direct service providers and directors from 10 EHS programs regarding the process of developing Individualized Family Service Plans. It was evident that scheduling difficulties, getting everyone together and the use of at least two sets of documents for goal-setting across programs were the major challenges in coordinating services for children and families dually enrolled in EHS and EI. EHS staff felt it critical not to overwhelm families with multiple meetings, personnel and requirements. EHS directors need to collaborate with their EI counterparts to develop consistent and family-friendly policies and practices to promote partnerships among EHS, EI and families, thereby promoting and enhancing positive child and family outcomes.

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The Effects of Family-Centered Service Coordination

Cited by 34 publications

References 17 publications

Intervención familiar en niños con trastornos del lenguaje: Una revisión.

Intervención familiar en niños con trastornos del lenguaje: Una revisión.

Topics in Early Childhood Special Education

Collaborative services for infants and toddlers with disabilities: perspectives from professionals in an urban setting

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