The individual family service plan: Unresolved problems

Goodman, Joan F.; Hover, Sarah A.

doi:10.1002/1520-6807(199204)29:2<140::aid-pits2310290208>3.0.co;2-h

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…The meaningful involvement of parents in their children's educational and behavioral programs in school clearly results in enhanced academic development of the children (Comer & Haynes, 1991;Delgado-Gaitan, 1991; J. L. Epstein & Dauber, 1991;Goodman & Hover, 1992;Olmsted, 1991;Strickland, 1993). Likewise, family involvement in the planning and delivery of services is a key element in successful outcomes for the children with EBD (Baker, Heller, Blacher, & Pfeiffer, 1995;Greenley & Robitschek, 1991).…”

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confidence: 99%

Family Friendliness of Community-Based Services for Children and Adolescents with Emotional and Behavioral Disorders and Their Families

Singh

Curtis

Wechsler

et al. 1997

Journal of Emotional and Behavioral Disorders

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In systems of care, the term family friendly is used to describe services that are aligned with the needs of the families and delivered in a manner that shows professionals value and respect family involvement, empowerment, and cultural differences. The authors devised a 42-item structured observation instrument to rate the family friendliness of one component of the systems of care in Virginia for children with emotional and behavioral disorders (EBD) and their families. The instrument covers typical aspects of the meeting process, such as meeting management, case presentation, and formulation of service plans. It also allows for the collection of data on relevant characteristics of the meeting participants as well as demographic information on the children and their families. This instrument was used to rate the family friendliness of Family Assessment and Planning Team (FAPT) meetings, the purpose of which is to develop community-based service plans for children with EBD who are referred to the team. These teams meet in local communities and typically consist of representatives from the local juvenile court, education, health, mental health, and social service agencies. The authors observed 79 case presentations at 31 FAPT meetings in 7 localities. Although there were variations within, between, and among localities, the overall rating of family friendliness across all case presentations was good (63%). Improvements in the FAPT process are needed to assure increased family friendliness in the planning of services for children with EBD and their families.

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confidence: 99%

Family Friendliness of Community-Based Services for Children and Adolescents with Emotional and Behavioral Disorders and Their Families

Singh

Curtis

Wechsler

et al. 1997

Journal of Emotional and Behavioral Disorders

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“…Just as school psychologists need to know how to assess child strengths and needs they need to know how to assess family strengths and needs. This should be considered the first step in a consultative problem-solving process that leads to effective intervention and parent involvement (see Goodman & Hover, 1992, for further discussion and an alternative perspective on the IFSP).…”

Section: Assessment and Interventionmentioning

confidence: 99%

Parent involvement in early childhood special education: Opportunities for school psychologists

Shriver¹,

Kramer

Garnett

1993

Psychol. Schs.

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Increased opportunities for assessment and intervention, consultation, and program evaluation in early childhood education are suggested as roles that the school psychologist should develop to facilitate effective parent involvement in a child's education. A review of the literature on parent involvement in early childhood special eduction is provided. The current federal guidelines, rationale, definitions of parent involvement, and strategies for evaluating parent involvement are reviewed.Much has been written about the importance of parent involvement in children's lives, especially their educational development. Some researchers (e.g., Patterson, 1986) have demonstrated a relationship between parent involvement during early childhood and the quality of adolescent development. Exactly when, how, and to what extent parents should be involved in early childhood remains an issue of some concern (e.g., Turnbull & Turnbull, 1982), but few would argue with the assertion that parent involvement is important to healthy child development.Traditionally, a school psychologist has very little contact with parents, except in cases when there is a proposed change in a child's educational program and there are meetings (e.g., IEP) with parents to discuss eligibility, program, and/or placement issues for that child. With the increased emphasis on early childhood education in American education (e.g., P L 99-457), school psychologists are being provided new opportunities to involve parents in a child's education at the beginning of the child's education experience. Because of the age of children targeted by early intervention efforts, a large proportion of educational service delivery will occur in the home and with the family of the child (Oden, Yoder, & Hill, 1988). The manner in which school psychologists and other education professionals involve parents at these beginning stages of the educational process may well determine how parents interact and are involved with their child's school and education throughout the child's life. This paper suggests that there are numerous opportunities for school psychologists to be effectively involved with parents during this early stage of education. These opportunities include assessment and intervention, consultation, and program evaluation. A review of issues related to parent involvement and the role of the school psychologist is provided and specific applications are examined. FEDERAL GUIDELINESThe federal government officially recognized the importance of parent involvement in a disabled child's education with the passage of PL 94-142, the Education For All Handicapped Children Act of 1975. Indeed, increased parent involvement through informed consent is a primary feature of this statute (

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Parent involvement in an early childhood special education program: A descriptive analysis of parent demographics and level of involvement

Shriver¹,

Kramer

1993

Psychol. Schs.

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The present study was conducted to evaluate the level of parent involvement in an early childhood special education program in a large midwestern urban school district. Areas surveyed included parents' current input, participation, and desired level of participation in the initial eligibility evaluation, the Multi‐Disciplinary Team (MDT) meeting, and the initial Individual Education Plan (1EP). Additional areas assessed included parent‐teacher contact, overall satisfaction with the early childhood program, and services the parent might be interested in receiving. Generally, parents were satisfied with their involvement and input in their child's educational program. Differences between parents' level of income, education, race, gender, and marital status and their subsequent level of involvement in their child's education were noted.

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The individual family service plan: Unresolved problems

Cited by 3 publications

References 31 publications

Family Friendliness of Community-Based Services for Children and Adolescents with Emotional and Behavioral Disorders and Their Families

Family Friendliness of Community-Based Services for Children and Adolescents with Emotional and Behavioral Disorders and Their Families

Parent involvement in early childhood special education: Opportunities for school psychologists

Parent involvement in an early childhood special education program: A descriptive analysis of parent demographics and level of involvement

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