Weaving Interventions into the Fabric of Everyday Life

Bernheimer, Lucinda P.; Keogh, Barbara K.

doi:10.1177/027112149501500402

Cited by 97 publications

(67 citation statements)

References 24 publications

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“…The family member's cultural and educational background, view of professionals as partners, and current status of emotional or physical health are factors that can impact responsiveness to questions or comments from a service provider. The information gathered in an interview or a conversation will not only vary by the method employed but also be related to the variability of the family's lives (Bernheimer & Keogh, 1995;Bernheimer & Weismer, 2007).…”

Section: Moving the Interview To A Conversationmentioning

confidence: 99%

Gathering and Giving Information With Families

Woods

Lindeman

2008

Infants &Amp; Young Children

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The exchange of information between family members and service providers is a central feature of early intervention services and is integral to the development of an individual family service plan. Early intervention professionals pressured by timelines and documentation requirements either may resort to a directive style of communication that is not matched to the interaction or learning style of the family members or may ask general interview questions that do not provide sufficient information for effective intervention planning. Neither approach offers the family members a clear depiction of their role on the team. A framework and 5 strategies that support a reciprocal process for providing and receiving information while promoting family members' understanding of intervention in their everyday routines and activities are described. These strategies, developed and tested in the field within 5 federally funded research, demonstration, and outreach training projects, offer tools for service providers to gather and give information cognizant of different adult learning preferences.

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Section: Moving the Interview To A Conversationmentioning

confidence: 99%

Gathering and Giving Information With Families

Woods

Lindeman

2008

Infants &Amp; Young Children

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“…Assim, os ambientes naturais de aprendizagem do dia-a-dia, as experiências e oportunidades normalizadoras, bem como o envolvimento activo e co-responsabilização da família, constituem ingredientes fundamentais do pensamento actual sobre como conseguir tais benefícios (Dunst, Raab, Trivette, & Swanson, 2010). Nesta perspectiva, as rotinas da família passaram a ter uma relevância fundamental em IP, acompanhando as mudanças paradigmáticas de uma intervenção centrada na criança para uma intervenção centrada na família (Bernheimer & Keogh, 1995). As práticas de IP embutidas nas rotinas são congruentes com a prestação de ajuda centrada na família (Dunst, Hamby, Trivette, Raab, & Bruder, 2002).…”

Section: Bases Conceptuais Das Práticas De Ip Baseadas Nas Rotinasunclassified

Práticas de intervenção precoce baseadas nas rotinas: Um projecto de formação e investigação

Almeida

Carvalho²,

Ferreira³

et al. 2012

Análise Psicológica

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Este artigo apresenta o trabalho desenvolvido pelo Grupo Técnico de Investigação (GTI), que resultou de uma parceria da Associação Nacional de Intervenção Precoce (ANIP) com diferentes instituições do ensino superior nacionais e que contou com a orientação científica do Professor Robin McWilliam. Esta parceria teve como objectivo organizar e implementar uma formação para profissionais de Intervenção Precoce (IP) designada a promover práticas centradas na família e baseadas nas rotinas. O enquadramento conceptual subjacente a este modelo de formação baseia-se em teorias desenvolvimentais--contextualistas que fundamentam práticas de IP inseridas em oportunidades de aprendizagem em contextos naturais. De acordo com esta perspectiva McWilliam (2005) refere os conceitos de envolvimento, independência e relações sociais, bem como quatro dimensões do processo de ensinoaprendizagem em contextos de educação, nomeadamente ambiente, actividades, abordagem inicial e interacções, e especifica como estes podem ser utilizados para planificar intervenções promotoras da qualidade das interacções da criança. São descritas as componentes do modelo de formação, bem como linhas de investigação decorrentes deste projecto. Com o apoio inicial da Fundação Luso-Americana, constituiu-se o Grupo Técnico de Investigação (GTI), que resultou do estabelecimento de parcerias entre a ANIP, as Universidades Palavras-chave: 83A correspondência relativa a este artigo deverá ser enviada para:

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“…When parents correctly practiced goals with their infant/toddler, child developmental outcomes improved. When goals were aligned with family culture and parent priorities, parents were more likely to meet the intensive practice schedule required for maximum gains and promotion of generalization of new skills in infants/toddlers with disabilities (Bernheimer & Keogh, 1995). Best practices in EI research repeatedly demonstrated that with collaborative support, parent involvement increased intervention effects (Ketelaar, Vermeer, Helders, & Hart, 1998;Shonkoff & Hauser-Cram, 1987).…”

Section: Section Summarymentioning

confidence: 99%

A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services

Barrow¹

2000

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Over the past two decades reported rates of autism have steadily risen. The current incidence is 1 in 68 children. While autism can be reliably diagnosed at 18 months in most children with the condition, specialized autism treatment rarely begins before a child's third or fourth birthday. As screening and diagnosis procedures improve so does the need for effective early interventions for autism. Researchers and professionals have expressed a growing concern over the need for effective early interventions for infants and toddlers with autism. At the same time, there is a dearth of qualitative research exploring the needs and experiences of parents with a very young child with autism.Employing a phenomenological framework, the purpose of this study was to investigate the lived experiences of parents of a young child with autism receiving early special education services. Unstructured interviews and photo elicitation were used to generate rich, detailed descriptions of the phenomenon. Data analysis from photographic images and narrative dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the way for future families; (b) making the journey as a family; (c) navigating uncharted service systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f) reflecting on the first three years and looking forward. Participants expressed that they felt this study gave them a "voice" in the research literature. This study is one of the first to investigate the lived experiences of parents as they seek and secure autism services for their child under five with autism.

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Weaving Interventions into the Fabric of Everyday Life

Cited by 97 publications

References 24 publications

Gathering and Giving Information With Families

Gathering and Giving Information With Families

Práticas de intervenção precoce baseadas nas rotinas: Um projecto de formação e investigação

A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services

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