Comparison of Caregiver Engagement in Telepractice and In-person Family-Centered Early Intervention

2019 ◽  
Vol 25 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Melissa McCarthy ◽  
Greg Leigh ◽  
Michael Arthur-Kelly
Keyword(s):  
Early Intervention ◽  
Parental Involvement ◽  
Self Efficacy ◽  
High Speed ◽  
Mode Of Delivery ◽  
Video Communications ◽  
The Family ◽  
Alternative Means ◽  
Videoconferencing Technology ◽  
Family Centered

Abstract Telepractice—specifically, the use of high-speed internet and interactive videoconferencing technology to deliver real-time audio and video communications between the family and the practitioner—is gaining acceptance as an alternative means of providing family-centered early intervention to families of children who are deaf and hard of hearing. This study examined whether caregivers’ reported perceptions of self-efficacy and involvement differed when early intervention was delivered in-person and through telepractice. The Scale of Parental Involvement and Self-Efficacy (SPISE) was used to evaluate perceptions of two groups of caregivers: one that received early intervention in-person (n = 100) and a group who received services through telepractice (n = 41). Results indicated that mode of delivery of services was not related to caregivers’ perceptions of their self-efficacy or involvement. Further analysis revealed that although certain caregiver or child characteristics did influence some aspects of caregivers’ beliefs about their self-efficacy or involvement, the effect of those variables was similar across both modes of delivery.

Evaluating the efficacy of the Family Check-Up Online: A school-based, eHealth model for the prevention of problem behavior during the middle school years

2019 ◽  
Vol 31 (5) ◽  
pp. 1873-1886 ◽  
Author(s):  
Elizabeth A. Stormshak ◽  
John R. Seeley ◽  
Allison S. Caruthers ◽  
Lucia Cardenas ◽  
Kevin J. Moore ◽  
...  
Keyword(s):  
Middle School ◽  
Self Efficacy ◽  
Preventive Intervention ◽  
Self Regulation ◽  
High Rate ◽  
At Risk Youth ◽  
Minimal Risk ◽  
The Family ◽  
Online Format ◽  
Family Centered

AbstractThis study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month posttest assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = .003, d = −0.32) and improved parental confidence and self-efficacy (p = .018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools.

Measuring Family Outcomes in Early Intervention: Findings from a Large-Scale Assessment

2010 ◽  
Vol 76 (4) ◽  
pp. 496-510 ◽  
Author(s):  
Melissa Raspa ◽  
Donald B. Bailey ◽  
Murrey G. Olmsted ◽  
Robin Nelson ◽  
Nyle Robinson ◽  
...  
Keyword(s):  
Early Intervention ◽  
Large Scale ◽  
Linear Models ◽  
Community Services ◽  
Family Outcomes ◽  
Large Scale Assessment ◽  
Scale Assessment ◽  
The Family ◽  
Race Ethnicity ◽  
Family Centered

This article reports data from a large-scale assessment using the Family Outcomes Survey with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to which outcomes are interrelated, and the extent to which child, family, and program factors are associated with outcomes. Families reported positive outcomes, but there was variability in their responses. Factor analysis revealed that outcomes clustered in two areas: (a) family knowledge and ability, and (b) family support and community services. Hierarchical linear models indicated race/ethnicity, income, time in early intervention, perception of early intervention, and family-centered services were related to family outcomes. Recommendations for how to best use survey data are discussed.

scholarly journals Cómo implementar el modelo centrado en la familia en atención temprana.

2017 ◽  
Vol 33 (3) ◽  
pp. 641 ◽  
Author(s):  
Mariona Dalmau-Montala ◽  
Anna Balcells-Balcells ◽  
Climent Giné Giné ◽  
Margarita Cañadas Pérez ◽  
Olga Casas Masjoan ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Early Intervention ◽  
Early Childhood Intervention ◽  
Font Size ◽  
Black Line ◽  
The Family ◽  
Childhood Intervention ◽  
Family Centered ◽  
Qualitative Analyses

<p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: 150%; -ms-text-justify: inter-ideograph;"><span style="color: black; line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-US;" lang="EN-US">From the results of a research aimed at improving the quality of life of families with a child with intellectual disability, the purpose of this paper is to provide a methodology for the implementation of the family-centered model in early childhood intervention centers in our country. Quantitative and qualitative analyses of the collected data allow us to systematize the steps or stages that would be necessary to provide professionals and families in early intervention centers with useful tools to empower the families and to enhance the children’s development. This article represents another step further from the proposals made by other researchers in other countries with different traditions and culture in the field of early intervention, and intends to reflect the characteristics of our country in terms of the history and the path of early intervention in recent decades.</span></p>

Training Needs of Professionals and the Family-Centered Approach in Spain

2018 ◽  
Vol 41 (2) ◽  
pp. 87-104 ◽  
Author(s):  
Rosa M. Vilaseca ◽  
M. J. Galván-Bovaira ◽  
A. González-del-Yerro ◽  
N. Baqués ◽  
C. Oliveira ◽  
...  
Keyword(s):  
Early Intervention ◽  
Focus Groups ◽  
Current Literature ◽  
Role Models ◽  
Research Process ◽  
Training Needs ◽  
Training Methods ◽  
The Family ◽  
Family Centered ◽  
Practical Implications

The systemic, ecological, family-centered approach (FCA) has been shown to be the most effective approach to follow worldwide. In Spain, however, the expert-centered approach remains in force and determines the actions of professionals. The objective of this study is to present the training needs perceived by professionals in six early intervention (EI) centers in Spain in which a research process was introduced, namely, the FCA. Two focus groups were held. The needs stated by professionals were for more knowledge about the philosophy of the approach: supervision, learning in reference centers, and exchange sessions with families as the most appropriate training methods; the observation of role models; collaboration between professionals and the trainer as effective instructional designs; and organizational aspects such as training within the work day. A discussion of the results is carried out in the context of current literature and the practical implications are explored.

scholarly journals Problems and strategies of assistance to families having children with developmental impairments

2016 ◽  
Vol 5 (1) ◽  
pp. 64-71
Author(s):  
I.P. Kabenina
Keyword(s):  
Early Intervention ◽  
Coping Strategies ◽  
Special Needs ◽  
Developmental Disorders ◽  
New Approach ◽  
Early Intervention Services ◽  
Starting Point ◽  
The Family ◽  
Intervention Services ◽  
Family Centered

The article provides an overview of foreign publications, reports and studies on the issue of assistance to families, having a child with developmental disorders. The starting point of the review is to support the author's position that the family having a child with special needs is a family in need. Therefore, the present studies shift their focus from children with impairments to assistance that can be provided to their families through development of families’ coping strategies and utilization of family’s strong points. Evidence of this new approach, presented in a number of studies, are strong arguments in favor of family-centered early intervention services and programs that use the cross-sectoral and multidisciplinary approaches, in which the family plays a central role.

Validation of the Chinese Version of Family-Professional Partnership Scale in Early Intervention

2020 ◽  
Vol 42 (4) ◽  
pp. 381-395
Author(s):  
Lin-Ju Kang ◽  
Yu-Wei Hsu ◽  
Ai-Wen Hwang
Keyword(s):  
Early Intervention ◽  
Construct Validity ◽  
Internal Consistency ◽  
Intraclass Correlation ◽  
Chinese Version ◽  
Measurement Properties ◽  
Retest Reliability ◽  
The Family ◽  
Test Retest Reliability ◽  
Family Centered

The Chinese version of the Family-Professional Partnership Scale (FPPS-C) measures satisfaction with mutually established parent-professional partnerships. This study aimed to evaluate the measurement properties of the FPPS-C Family and Professional Versions. The participants comprised 167 parents who had a child enrolled in an early intervention program, and 200 early intervention professionals in Taiwan. Structural validity, internal consistency, test–retest reliability, and construct validity were examined. The Family Version denoted a single-dimensional scale with high internal consistency (α = .99) and adequate test–retest reliability (intraclass correlation coefficient [ICC] = 0.54). The Professional Version showed a three-factor structure with moderate to adequate internal consistency (α = .64–.90) and test–retest reliabilities (ICC = 0.60–0.77). Construct validity was evidenced through positive associations between parental and professional perceptions on partnerships and to family-centered service provision. The FPPS-C is a reliable and valid measure, and the study findings can influence research initiatives and practices that aim to ameliorate the provision of family-centered services by early intervention programs.

scholarly journals Deaf and Hard of Hearing Early Intervention: Perceptions of Family-Centered Practice

2020 ◽  
pp. 105381512096254
Author(s):  
Victoria Stewart ◽  
Maddy Slattery ◽  
Jen McKee
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
General Information ◽  
Evidence Based ◽  
Cross Sectional ◽  
Intervention Service ◽  
The Family ◽  
Family Centered

This cross-sectional quantitative study investigated parents’ perceptions of the quality of family-centered practice in an early intervention service for young children who are deaf or hard of hearing through the use of the Measures of Processes of Care (MPOC-56). The results indicated that the majority of families accessing the service were satisfied with the family-centered practices they were receiving. Consistent with previous studies in different disability settings, families were least satisfied with the provision of general information regarding the child’s disability, identifying further access to unbiased information and resources is needed. This highlighted a tension in the role of organizations operating within individualized funding models in regard to who is responsible for the dissemination of reliable and evidence-based general information. As the MPOC-56 has not been used in deaf or hard of hearing populations previously, this study found it was an appropriate measure for caregiver perceptions of family-centered practice within this population.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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