Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

Broadening participation in early, informal STEM is important for families experiencing poverty. We explored the feasibility of the Teaching Together STEM preschool program for increasing home-based parent involvement and reducing barriers to informal STEM learning with 181 families at schools where 92% of students received free/reduced lunch. The core treatment included family engagement events and text messages; STEM events were delivered at school sites by museum-based informal science educators. We randomly assigned schools to business-as-usual or one of three additive treatment groups to evaluate adult behavior change techniques of adding materials and parent rewards to the core treatment. The primary outcome was parent involvement in STEM. There were no significant impacts of any treatment on home-based parent involvement in STEM; however, the groups that included take-home activity kits along with family education events/resources were the most promising way to get focal parents involved in doing science and math with their young child. Interestingly, the most intensive treatment group that added parent monetary rewards produced short-term improvements in parent involvement that faded at a later follow-up timepoint. We discuss the relative effects of different behavior change techniques and uptake of components, as this has implications for family engagement programs that aim to ensure equity when many parents have competing demands on their time.

Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement

Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.

Using Family-Centered Practices to Increase Language Access for Multilingual Deaf or Hard of Hearing Children

Children who are deaf or hard of hearing may experience language deprivation in the early years that impacts long-term communication and educational outcomes. Fortunately, family engagement in the early childhood years has been shown to increase outcomes for young learners, and the standards for early childhood family engagement align with best practices for teaching children who are deaf or hard of hearing from multilingual families. Best practices for early childhood education, deaf or hard of hearing education, and multilingual education all place the family at the forefront with a strong belief that family is the first and best teacher for their child. The purpose of the chapter is to present the alignment of family centered practices across early childhood, deaf or hard of hearing, and multilingual education literature and present family centered collaboration strategies to increase early childhood language access for young multilingual children who are deaf or hard of hearing.

Effects of a National Quality Improvement Collaborative on ABCDEF Bundle Implementation

Background The ABCDEF bundle (Assess, prevent, and manage pain and Delirium; Both spontaneous awakening and breathing trials; Choice of analgesia/sedation; Early mobility; and Family engagement) improves intensive care unit outcomes, but adoption into practice is poor. Objective To assess the effect of quality improvement collaborative participation on ABCDEF bundle performance. Methods This interrupted time series analysis included 20 months of bundle performance data from 15 226 adults admitted to 68 US intensive care units. Segmented regression models were used to quantify complete and individual bundle element performance changes over time and compare performance patterns before (6 months) and after (14 months) collaborative initiation. Results Complete bundle performance rates were very low at baseline (<4%) but increased to 12% by the end. Complete bundle performance increased by 2 percentage points (SE, 0.9; P = .06) immediately after collaborative initiation. Each subsequent month was associated with an increase of 0.6 percentage points (SE, 0.2; P = .04). Performance rates increased significantly immediately after initiation for pain assessment (7.6% [SE, 2.0%], P = .002), sedation assessment (9.1% [SE, 3.7%], P = .02), and family engagement (7.8% [SE, 3%], P = .02) and then increased monthly at the same speed as the trend in the baseline period. Performance rates were lowest for spontaneous awakening/breathing trials and early mobility. Conclusions Quality improvement collaborative participation resulted in clinically meaningful, but small and variable, improvements in bundle performance. Opportunities remain to improve adoption of sedation, mechanical ventilation, and early mobility practices.

“We, as Parents, Do Have a Voice”: Learning from Community-Based Programs Effectively Engaging Parents in Urban Communities

Utilizing Yosso’s community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members’ thoughts and actions about engagement with their children's schools. The study drew primarily from the interviews, observations, and document analysis of two nontraditional family engagement programs in urban communities. Findings indicate that program approaches built upon and extended families’ social and navigational capitals. Educational leaders can more meaningfully engage urban families by learning from and incorporating practices implemented by the programs we examine and discuss in this article.

Family Caregiver Preferences and Contributions Related to Patient Care in the ICU

Guided by Individual and Family Self-Management Theory, the purpose of this cross-sectional study was to describe patient care activities that family caregivers endorsed and performed while visiting their family member in the ICU. We found that caregivers wanted to be involved in ICU patient care and had preferences for the care they wanted to perform with their critically ill family member. More than 80% preferred to perform tasks related to daily grooming, communication, and education. Of note, many caregivers expressed interest in holistic healing activities (i.e., music and art), and yet, less than 50% of caregivers reported participating in these activities. The discrepancy between the number of care activities that respondents desired to perform compared to the number of care activities they reported performing represents an important opportunity to shift research and practice improvement efforts toward more tailored family engagement interventions and recognition of family caregivers as essential partners in care.