加强早期干预家访质量:注重伙伴关系和互动

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2023-04-08 DOI:10.1177/02711214231162828

{"title":"加强早期干预家访质量:注重伙伴关系和互动","authors":"","doi":"10.1177/02711214231162828","DOIUrl":null,"url":null,"abstract":"Early Intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities that oversee such programs continually seek to strengthen the quality of program practices. The Getting Ready approach is a professional development (PD) framework for partnering with families and delivering high quality routines-based home visits. Interviews were conducted with family members ( n = 22), EI service providers ( n = 12), and independent, dedicated EI service coordinators ( n = 7) and written home visit action plans from professionals’ home visits ( n = 11) were reviewed. Findings from qualitative analyses of these two data sources deepen understanding of effective family-professional partnerships, data-driven decision-making processes, and collaborative development of routines-based interventions focused on family-child interactions and the achievement of child/family IFSP outcomes.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions\",\"authors\":\"\",\"doi\":\"10.1177/02711214231162828\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Early Intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities that oversee such programs continually seek to strengthen the quality of program practices. The Getting Ready approach is a professional development (PD) framework for partnering with families and delivering high quality routines-based home visits. Interviews were conducted with family members ( n = 22), EI service providers ( n = 12), and independent, dedicated EI service coordinators ( n = 7) and written home visit action plans from professionals’ home visits ( n = 11) were reviewed. Findings from qualitative analyses of these two data sources deepen understanding of effective family-professional partnerships, data-driven decision-making processes, and collaborative development of routines-based interventions focused on family-child interactions and the achievement of child/family IFSP outcomes.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-04-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214231162828\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214231162828","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

早期干预(EI)家访项目是为表现出发育迟缓或残疾的婴幼儿及其家庭提供支持服务的核心。监督这些项目的实体不断地寻求加强项目实践的质量。准备方法是一个与家庭合作的专业发展(PD)框架，并提供高质量的日常家访。对家庭成员(n = 22)、EI服务提供者(n = 12)和独立的、专门的EI服务协调员(n = 7)进行了访谈，并回顾了专业人员家访的书面行动计划(n = 11)。对这两个数据来源进行定性分析的结果加深了对有效的家庭-专业伙伴关系、数据驱动的决策过程以及协作开发以家庭-儿童互动为重点的基于常规的干预措施和实现儿童/家庭IFSP结果的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions

Early Intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities that oversee such programs continually seek to strengthen the quality of program practices. The Getting Ready approach is a professional development (PD) framework for partnering with families and delivering high quality routines-based home visits. Interviews were conducted with family members ( n = 22), EI service providers ( n = 12), and independent, dedicated EI service coordinators ( n = 7) and written home visit action plans from professionals’ home visits ( n = 11) were reviewed. Findings from qualitative analyses of these two data sources deepen understanding of effective family-professional partnerships, data-driven decision-making processes, and collaborative development of routines-based interventions focused on family-child interactions and the achievement of child/family IFSP outcomes.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.