Journal of Early Intervention RSS feed -- OnlineFirst Articles

Administrators' Understanding and Use of Family-Centered Practices

Mandell, C. J., Murray, M. M. — Thu, 19 Nov 2009 13:13:01 PST

Employing qualitative methods, administrators’ understanding and use of family-centered practices were examined. Results indicate differences in role perceptions and service delivery based on their level of understanding. Administrators with a comprehensive understanding of family-centered practices, in comparison to administrators with limited or no understanding of such practices, were more likely to involve families in organizational governance and provide staff members and families with training opportunities designed to build collaborative partnerships. Regardless of the level of understanding of family-centered practices, administrators viewed on-the-job experiences occurring early in their careers as an influential factor in shaping their beliefs about working with families. Recommendations for practice and future research are discussed.

Establishing Friendships in Early Childhood Inclusive Settings: What Roles Do Parents and Teachers Play?

Hollingsworth, H. L., Buysse, V. — Fri, 06 Nov 2009 12:50:38 PST

Adult support of 12 specific friendship dyads involving 3- to 5-year-old children with and without developmental delays was investigated through semi-structured interviews with the children’s parents and teachers. Most respondents described these friendships as harmonious and important for the emotional benefits that these relationships provided children. Parents and teachers reported supporting the friendships through a variety of strategies, ranging from setting up the social environment to helping friends interact with each other and engaging in home-school communication on the topic of friendship. Findings also indicated that some of these strategies may have been implemented incidentally, rather than being intentionally focused on friendship support. Teachers reported giving information and being asked about or provided with information but did not report asking parents for information relating to specific friendships.

Early Predictors of Behavior Problems: Two Years After Early Intervention

Mitchell, D. B., Hauser-Cram, P. — Fri, 06 Nov 2009 12:50:38 PST

Positive outcomes for children with developmental disabilities (DD) can be affected by children’s behavior problems. This study examined the family environment of 125 children with DD at age 3, and the extent to which that environment, as well as children’s cognitive and adaptive functioning, predicted the problematic behaviors that children with DD exhibited at age 5. The family environment included marital status, poverty status, stressful life events, and family climate, consisting of the extent of cohesiveness, expressiveness, and conflict in the family. Analyses indicated that children’s behavior problems at 5 were predicted by the numbers of stressful events experienced by their families when the children were 3 years old. Consistent with developmental systems models, family climate added significant unique variance in predicting both externalizing and internalizing behavior problems. The findings support the need for practices in early intervention programs that promote the positive climate of families of children with DD.