Family-Centered Early Intervention Visual Impairment Services through Matrix Session Planning

2017 ◽  
Vol 111 (2) ◽  
pp. 169-174 ◽  
Author(s):  
Mindy S. Ely ◽  
Kateri Gullifor ◽  
Tara Hollinshead
Keyword(s):  
Early Intervention ◽  
Visual Impairment ◽  
Family Centered

Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review

2018 ◽  
Vol 112 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Mindy S. Ely ◽  
Michaelene M. Ostrosky
Keyword(s):  
Early Intervention ◽  
Adult Learning ◽  
Literature Review ◽  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Early Intervention Services ◽  
Family Centered

Introduction The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of 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.

Becoming Family Centered: Child Welfare's Challenge

1995 ◽  
Vol 76 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Elizabeth S. Cole
Keyword(s):  
Early Intervention ◽  
Child Welfare ◽  
Family Support ◽  
Support Services ◽  
Family Preservation ◽  
Family Preservation Services ◽  
Child Welfare Agencies ◽  
Welfare Agencies ◽  
Family Centered ◽  
Family Support Services

The author discusses current challenges to increasing family-centered practice within child welfare agencies. The article focuses on two issues: (1) child welfare's collaboration with early-intervention and family-support services and (2) maintaining family-preservation services despite growing criticism of such services.

Family-Centered Practices in Early Intervention

2020 ◽  
pp. 123-130
Author(s):  
Heather Agazzi ◽  
Emily J. Shaffer-Hudkins ◽  
Kathleen Hague Armstrong ◽  
Holland Hayford
Keyword(s):  
Early Intervention ◽  
Family Centered

Child, Family, and Early Intervention Characteristics Related to Family Quality of Life in Spain

2018 ◽  
Vol 41 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Pau García-Grau ◽  
R. A. McWilliam ◽  
Gabriel Martínez-Rico ◽  
Catalina P. Morales-Murillo
Keyword(s):  
Quality Of Life ◽  
Early Intervention ◽  
Implementation Process ◽  
Family Quality Of Life ◽  
Child Functioning ◽  
Individual Family ◽  
Family Centeredness ◽  
Families With Children ◽  
Family Centered

Family quality of life (FQoL) is considered one of the aims of early intervention (EI) services and a good indicator of service quality. Families were recruited from EI centers in 12 of 17 communities (states) in Spain. This study describes the FQoL of 250 Spanish families with children aged 0 to 6 years in EI services during a family-centered implementation process. We used an EI-specific FQoL scale that includes families’ perception of their child’s functioning as one factor. We also describe the relationships among individual, family, and service variables as well as FQoL. Type of disability, socioeconomic status, and family-centered practices impacted Child Functioning, Overall Life Situation, and Access to Information and Services factors, respectively. Fewer number of professionals involved was related with greater perception of child’s functionality. Family-centeredness, type of family, and type of disability were the most influencing variables for the Total score. Implications for practice are discussed.

Family-Oriented Early Intervention Policies and Practices: Family-Centered or Not?

1991 ◽  
Vol 58 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Carl J. Dunst ◽  
Charlie Johanson ◽  
Carol M. Trivette ◽  
Debbie Hamby
Keyword(s):  
Early Intervention ◽  
Family Centered ◽  
Policies And Practices

Early Intervention Increased Food Acceptance in Children With Visual Impairment

2021 ◽  
Vol 34 (2) ◽  
pp. 109-121
Author(s):  
Alena M. Clark ◽  
Kay A. Ferrell ◽  
Catherine Smyth ◽  
Carol L. Spicer ◽  
Zoe L. Morgese ◽  
...  
Keyword(s):  
Early Intervention ◽  
Visual Impairment ◽  
Food Acceptance

scholarly journals Community engagement to pilot electronic patient-reported outcomes (e-PROs) in early intervention: Lessons learned

2018 ◽  
Vol 2 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Briana L. Rigau ◽  
Elizabeth A. Scully ◽  
Jodi K. Dooling-Litfin ◽  
Natalie J. Murphy ◽  
Beth M. McManus ◽  
...  
Keyword(s):  
Early Intervention ◽  
Scale Up ◽  
Academic Community ◽  
Lessons Learned ◽  
Care Plan ◽  
Quality Improvement Initiative ◽  
Community Partnership ◽  
Coordinated Care ◽  
Patient Reported ◽  
Family Centered

BackgroundElectronic data capture is essential to advancing family-centered coordinated care in early intervention (EI). The purpose of this paper is to report on EI service coordinator response to piloting an electronic parent-reported outcome (e-PRO) assessment as part of their routine workflow, including lessons learned that may inform future phases of e-PRO implementation.MethodsThis second pilot study involved families enrolled in a large EI program (n=1040 families) in concert with their implementation of a statewide quality improvement initiative for care plan development and outcomes reporting. A total of 22 EI service coordinators and supervisors were engaged in 3 phases: initial e-PRO intervention, peer-mentor enhancement, and standard recruitment protocol.ResultsImplementation of the e-PRO intervention and peer-mentoring enhancement yielded low enrollment rates over the first 6 months (n=17). A standard recruitment protocol has resulted in enrollment growth (n=83) towards the targeted enrollment rate (n=832).ConclusionsThis study reports on early insights for building and sustaining a productive academic-community partnership for e-PRO implementation to support family-centered coordinated care. Lessons learned from this academic-community partnership with respect to strategies for enhancing community significance, collaboration, return, and control are discussed as they inform further development of this intervention before scale-up.

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