Developmental Behavioral Clinicians' Perspectives on Education Transitions for Young Children with Developmental Disorders.

IF 1.8 3区 医学 Q3 BEHAVIORAL SCIENCES
Sally S Cohen, Jennie Olson, Timothy C Guetterman
{"title":"Developmental Behavioral Clinicians' Perspectives on Education Transitions for Young Children with Developmental Disorders.","authors":"Sally S Cohen, Jennie Olson, Timothy C Guetterman","doi":"10.1097/DBP.0000000000001381","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to explore developmental behavioral clinicians' (DBP) perspectives on transitions between education programs for children age 8 and younger with developmental disabilities.</p><p><strong>Method: </strong>We used a qualitative descriptive design to systematically gather and analyze DBP clinicians' perspectives. Most of the 25 participants were members of the Society for Developmental and Behavioral Pediatrics (SDBP). Interviews were conducted between June and October, 2022. Audio recordings of the interviews were transcribed. We used MAXQDA software for thematic analysis.</p><p><strong>Results: </strong>We organized categories regarding barriers and facilitators of educational transitions according to the child and family and broader community levels and identified four major themes: (1) acknowledging that families play critical roles in education transitions; (2) communicating effectively at the intersections of the families and education and health care systems; (3) helping families navigate health and education systems and make education transitions; and (4) overcoming systems-level issue.</p><p><strong>Conclusion: </strong>Organizational and systemic barriers often impede DBP clinicians' ability to be involved with education transition activities. Education transitions often exacerbate underlying inequities in access to assessment, care, and outcomes among children with developmental disabilities from historically minoritized populations. Our data prompted us to propose a new framework that features the intersections among child and family, health care, and education teams. We found innovative ways for coordinating education transitions by cultivating relationships among children and families and professionals in health care and education systems.</p>","PeriodicalId":50215,"journal":{"name":"Journal of Developmental and Behavioral Pediatrics","volume":" ","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Developmental and Behavioral Pediatrics","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/DBP.0000000000001381","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0

Abstract

Objective: The purpose of this study was to explore developmental behavioral clinicians' (DBP) perspectives on transitions between education programs for children age 8 and younger with developmental disabilities.

Method: We used a qualitative descriptive design to systematically gather and analyze DBP clinicians' perspectives. Most of the 25 participants were members of the Society for Developmental and Behavioral Pediatrics (SDBP). Interviews were conducted between June and October, 2022. Audio recordings of the interviews were transcribed. We used MAXQDA software for thematic analysis.

Results: We organized categories regarding barriers and facilitators of educational transitions according to the child and family and broader community levels and identified four major themes: (1) acknowledging that families play critical roles in education transitions; (2) communicating effectively at the intersections of the families and education and health care systems; (3) helping families navigate health and education systems and make education transitions; and (4) overcoming systems-level issue.

Conclusion: Organizational and systemic barriers often impede DBP clinicians' ability to be involved with education transition activities. Education transitions often exacerbate underlying inequities in access to assessment, care, and outcomes among children with developmental disabilities from historically minoritized populations. Our data prompted us to propose a new framework that features the intersections among child and family, health care, and education teams. We found innovative ways for coordinating education transitions by cultivating relationships among children and families and professionals in health care and education systems.

发展行为临床医生对幼儿发育障碍教育转变的看法。
目的:探讨发展行为临床医生(DBP)对8岁及以下发育性残疾儿童教育方案转换的看法。方法:采用定性描述设计,系统收集和分析DBP临床医生的观点。25名参与者中的大多数是发育和行为儿科学会(SDBP)的成员。采访于2022年6月至10月进行。采访的录音被转录。我们使用MAXQDA软件进行主题分析。结果:我们根据儿童、家庭和更广泛的社区层面对教育过渡的障碍和促进因素进行了分类,并确定了四个主要主题:(1)承认家庭在教育过渡中起着关键作用;(2)在家庭与教育卫生系统的交叉点进行有效沟通;(3)帮助家庭驾驭卫生和教育系统,实现教育转型;(4)克服系统层面的问题。结论:组织和系统障碍经常阻碍DBP临床医生参与教育转换活动的能力。教育转型往往加剧了历史上少数群体的发育障碍儿童在获得评估、护理和结果方面的潜在不平等。我们的数据促使我们提出了一个新的框架,以儿童和家庭、卫生保健和教育团队之间的交叉点为特征。我们通过培养儿童、家庭和卫生保健和教育系统专业人员之间的关系,找到了协调教育转型的创新方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.10
自引率
8.30%
发文量
155
审稿时长
6-12 weeks
期刊介绍: Journal of Developmental & Behavioral Pediatrics (JDBP) is a leading resource for clinicians, teachers, and researchers involved in pediatric healthcare and child development. This important journal covers some of the most challenging issues affecting child development and behavior.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信