The family practices of service providers for young handicapped children

Mahoney, Gerald; O’Sullivan, Patricia; Fors, Sarah

doi:10.1002/1097-0355(198922)10:2<75::aid-imhj2280100202>3.0.co;2-l

Cited by 16 publications

(7 citation statements)

References 3 publications

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“…The importance of the kind of studies described next derives from the fact that although family-centered policies and practices are desirable, they have been found difficult to achieve (e.g., Able-Boone, 1993;Bailey, Buysse, Edmondson, & Smith, 1992;Dunst et al, 1991;Johnson, 1990;Mahoney, O'Sullivan, & Fors, 1989;Shelton & Stepanek, 1994). Knowledge of the factors that promote and impede adoption of family-centered practices will, therefore, help inform policy makers, practitioners, and families as to what changes need to occur if family-centered early intervention is to become a reality.…”

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confidence: 99%

Factors Associated With Perceived Control Appraisals in a Family-Centered Early Intervention Program

Trivette¹,

Dunst²,

Hamby

1996

Journal of Early Intervention

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Findings from 2 studies investigating sources of variations in perceived control appraisals of parents involved in a family-centered early intervention/family support program are described. Results indicated that parent, family, and child characteristics were not related to differences in control appraisals. Practitioner help-giving styles and, to a lesser extent, staff disciplines were the only factors associated with the degree to which participants indicated they had control over needed services, resources, and supports. Implications for improving family-centered practices are described.Parent decision making, choice, and selfdetermination are now recognized as important features of family-centered early intervention programs and practices (Able-

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confidence: 99%

Factors Associated With Perceived Control Appraisals in a Family-Centered Early Intervention Program

Trivette¹,

Dunst²,

Hamby

1996

Journal of Early Intervention

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“…The theme of family resources accounted for families' personal capabilities and supports in caring for their child with additional needs and promoting positive outcomes. This included factors such as family levels of support (Mahoney et al, 1989), parent education (Fyffe et al, 1995) and financial resources (Marshall et al, 2015). In contrast, four papers reported observing no effects on FCC for child and family demographic characteristics (Bruder & Dunst, 2008; Fordham et al, 2012; Hwang et al, 2013; Tew & Ahmad Fauzi, 2020).…”

Section: Resultsmentioning

confidence: 99%

Family‐centred care in early intervention: A systematic review of the processes and outcomes of family‐centred care and impacting factors

McCarthy

Guérin

2021

Child

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Family-centred care (FCC) has been established as a best practice model for child disability services internationally. However, further empirical support is required to explore the operationalization and efficacy of FCC, in the absence of a universal practice model. This review aimed to identify the key processes and outcomes of FCC in early intervention (EI) settings and the factors that impact FCC. A systemic review was conducted exploring the processes and outcomes of FCC delivered to children predominantly aged 0-6 years with disabilities/suspected disabilities and families as part of EI or early services. The search procedure was informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al., 2009). Narrative analysis of data was guided by Clarke (2006, 2014). Data were presented as per the standards for reporting qualitative research (SRQR; O' Brien et al., 2014). Forty-two studies were included. The majority (90.5%) outlined the processes of FCC, with 59.5% of studies detailing outcomes.Processes were largely reported as qualitative data and/or subscales of the Measure of Processes of Care (MPOC; King et al., 1995), which were subsequently collated.Findings indicated eight key operational processes and corresponding outcomes. Variables that hinder or facilitate FCC included family/professional characteristics, family/service resources, and parent attitudes, engagement and agency. FCC was largely conceptualized as the application of services to children and their families. Critical perspectives on FCC are discussed. It is hoped this research will contribute to the development of a framework of FCC in EI to inform services provided to young children with complex needs and their families and future research.

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“…Neither are the efforts of the child's educators assisted or supported. Family-focused and systemic practices are receiving increased attention in the early childhood and special needs fields and contextualized assessment practices fall within their purview (Andrews and Andrews, in press;Bailey, et al, 1986Bailey, et al, , 1990Bailey, et al, , 1992Donahue-Kilburg, 1992;Fish and Jain, 1985;Mahoney and O'Sullivan, 1990;Mahoney, O'Sullivan and Fors, 1989;Seligman and Darling, 1989;Szanton, 1990;Turnbull and Turnbull, 1986;Winton, 1990).…”

Section: Discussionmentioning

confidence: 99%

Contextual assessment of young children: moving from the strange to the familiar and from theory to praxis

Stacey

1994

Child Language Teaching and Therapy

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This case example is drawn from my experience of working in the Southern Metropolitan Region of the Children's Services Office (CSO) in South Australia. The CSO is a state government organization which coordinates all early childhood programs in the state, and as part of its services has regionally based special needs teams which comprise speech-language pathologists, psychologists, special educators, and social workers. AbstractThis paper advocates an approach to the assessment of young children which accounts for identified concerns WITHIN the context of the child's life. It is suggested that this approach differs from the common practice of many educational support professionals, such as psychologists, speech-language pathologists, or occupational therapists, which tends to be more decontextualized and clinic-based for a range of historical and pragmatic reasons. This is despite an increase of articles in the literature on ecological assessment approaches. Both traditional clinical practices and contextual assessment practices are discussed, and a case example will illustrate the saliency of the adoption of contextual assessment practices.The nature of assessment practices Assessment, in this paper, refers to the application of one's knowledge of human development, skills in testing and observing people, and clinical experience in order to determine a person's learning ability, achievement, interpersonal development, and current skills. This is achieved through the use of formal and informal tests, measures, interviews, and observations which usually occur in a one-to-one relationship between assessor and assessee. Assessment is distinguished from testing, which is the impersonal administration of a formal test instrument, frequently on a group basis and with limited at Kungl Tekniska Hogskolan / Royal Institute of Technology on July 1, 2015 clt.sagepub.com Downloaded from

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The family practices of service providers for young handicapped children

Cited by 16 publications

References 3 publications

Factors Associated With Perceived Control Appraisals in a Family-Centered Early Intervention Program

Factors Associated With Perceived Control Appraisals in a Family-Centered Early Intervention Program

Family‐centred care in early intervention: A systematic review of the processes and outcomes of family‐centred care and impacting factors

Contextual assessment of young children: moving from the strange to the familiar and from theory to praxis

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