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Early Intervention and Family Involvement
(updated April 2000)
How can early childhood professionals work more effectively with families of children
with disabilities?
"Family-centered service is a philosophical tenet that must be internalized in early intervention.
The practical application of this philosophy, once embraced, requires thought, ingenuity,
experimentation, and continuing re-evaluation. Making early intervention family-centered will
not only enhance the likelihood of success, it will promote the importance of the family in all
spheres of our society." (From Working with Families in Early Intervention by James A. Blackman. Aspen Publisher, Inc.)
Following are links to related ERIC Digests, frequently asked questions (FAQs), and Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
early childhood education OR preschool education OR early
intervention
AND
disabilities
AND
family involvement OR family programs OR
parent participation
EC305518
Section 619 Profile. Seventh Edition.
deFosset, Shelley; And Others
National Early Childhood Technical Assistance System, Chapel
Hill, NC.
Nov
1996 49p.; For previous edition, see ED 347 772.
Sponsoring Agency: Special Education Programs (ED/OSERS),
Washington, DC.
Contract No: HS91-01-1001
Available From: NEC*TAS, 500 NationsBank Plaza, 137 East
Franklin St., Chapel Hill,
NC 27514; telephone: 919/962-2001; TDD: 919/966-4041; fax:
919/966-7643; e-mail:
nectasta.nectas@mhs.unc.edu.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: RESEARCH REPORT (143)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIESEP97
Information on the implementation of services for preschool
children with special
needs and their families is presented, acquired from a survey of
all 50 states, the
District of Columbia, and 8 outlying jurisdictions. The
information is organized into nine
sections reflecting major state activities related to the Part B,
Section 619 portion of the
Individuals with Disabilities Education Act. These sections
include: (1) administration,
education reform, and funding; (2) interagency coordination; (3)
personnel, including
certification/licensure requirements for preschool special
education staff and use of
paraprofessionals; (4) transition from early intervention
services to preschool programs
and from preschool programs to kindergarten and first grade; (5)
inclusion and
programming; (6) public awareness initiatives; (7) individual
family service plans and
family-centered services; (8) eligibility; (9) special education
mandates and legislation;
and (10) preschool program data. Contains a contact list of
program coordinators and
related personnel.
Descriptors: Agency Cooperation; Delivery Systems;
*Disabilities; *Early Intervention;
Educational Legislation; *Educational Policy; Eligibility; Family
Programs; Financial
Support; Inclusive Schools; Kindergarten; Mainstreaming; National
Surveys;
Paraprofessional Personnel; Preschool Education; Program
Administration; Program
Implementation; Staff Development; *State Programs; Transitional
Programs
Identifiers: *Individuals with Disabilities Education Act Part B
EJ532374
EC614657
A Qualitative Analysis of Parents' and Service Coordinators'
Descriptions of Variables
That Influence Collaborative Relationships.
Dinnebeil, Laurie A.; And Others
Topics in Early Childhood Special Education, v16 n3 p322-47
Fall 1996
Special
section: Teaming and Service Coordination.
ISSN: 0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal
Announcement: CIJMAR97
A survey of 397 parents of infants and toddlers with
disabilities and 226 early
intervention service coordinators (SCs) was conducted to identify
necessary factors for
successful SC-parent collaboration. Surveys indicated that
interpersonal skills were
critical for successful collaboration. A microcounseling model
involving behavioral
consultation training is presented for use in staff development.
Descriptors:
Administrator Attitudes; *Cooperative Planning; Coordination;
Delivery Systems;
*Disabilities; *Early Intervention; *Family Programs; Infants;
*Interpersonal
Relationship; Parent Attitudes; Parent Participation;
Postsecondary Education;
Program Effectiveness; Staff Development; Surveys; Teaching
Models; Toddlers
Identifiers: Behavioral Consultation; *Parent Provider
Relationship EJ532383
EC614666
Collaboration between Families and Early
Intervention Service
Providers.
Filer, Janet D.; Mahoney, Gerald J.
Infants and Young Children, v9 n2 p22-30 Oct 1996
ISSN: 0896-3746
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
(143)
Journal Announcement: CIJMAR97
A survey of 73 early intervention service providers and 193
parents of infants/toddlers
with disabilities was conducted to determine differences in
perceptions of the level of
service provided, the importance of the service, and ideal
program components.
Substantial family/provider discrepancies were found in
perceptions of services being
received, essential services, and the "ideal" early intervention
program.
Descriptors: *Administrator Attitudes; Cooperation; Delivery
Systems; *Disabilities;
*Early Intervention; Infants; *Parent Attitudes; Participant
Satisfaction; Preschool
Education; *Program Attitudes; *Program Effectiveness; Surveys;
Toddlers Identifiers:
*Parent Provider Relationship ED405723 EC305447
Achieving,
Behaving, Caring: The ABC's of Early Intervention.
Fitzgerald, Martha; And Others
Feb 1997 10p.
Paper presented at the Annual Conference of
the Research and
Training Center for Children's Mental Health (10th, Tampa, FL,
February 23-26, 1997).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER
(150)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEAUG97
This report describes first year activities and results of a
project comparing two early
interventions with 102 children (grades 1 and 2) at risk for
emotional or behavior
disorders. Fifty-nine children received an intervention
involving social skills lessons
given on a whole-class basis at least twice a week with
information sent home regularly
regarding the lessons. The parents and teachers of the remaining
43 children met
regularly to do action research focused on the individual child.
The parent teacher
action research approach involved parent-teacher equality, use of
the action research
cycle, parent liaison, planning mutual parent-teacher goals for
the child, consistency
between home and school, and planned transitions. This
intervention also utilized the
Making Action Plans process to set individual goals for each
child. The action research
cycle (plan of action, action, reflection, and practical theory)
becomes the structure that
guides each team's meetings. Preliminary results indicated by
the teacher reports
show that children in both groups decreased in total problems,
with the action research
group showing greater decreases. Parent reports suggested both
groups decreased in
total problems and externalizing behavior. Direct observational
findings found the
action research group decreased in problems and increased in
on-task behavior,
whereas the social skills training group increased in problems
and decreased in on-task
behavior.
Descriptors: At Risk Persons; Behavior Change;
*Behavior Disorders;
*Early Intervention; *Emotional Disturbances; Individualized
Instruction; *Interpersonal
Competence; Parent Participation; *Parent Teacher Cooperation;
Primary Education;
Program Effectiveness; Student Educational Objectives; Time on
Task ED404806
EC305324
The Million Dollar Question: Unmet Service Needs
for Young Children
with Disabilities.
Gallagher, James
North Carolina
Univ., Chapel Hill.;
Rhode Island Coll., Providence.
Jan 1997 27p.
Sponsoring Agency: Special
Education Programs (ED/OSERS), Washington, DC. Contract No:
H024T0002
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: EVALUATIVE REPORT (142)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEJUL97
Parents (N=58) of young children with disabilities and their
service providers attended
18 focus group sessions where they discussed what services they
would choose if
given a million dollars to spend on their own service programs.
The focus groups were
held in nine geographically and demographically diverse
communities in Colorado,
North Carolina, and Pennsylvania. Comments were grouped into the
areas of family
support, expansion of services, increased personnel,
communications/networking,
equipment, professional training, and other. Parents and service
providers
substantially agreed on how the money might be usefully spent,
with high priority given
to helping families with crisis conditions, respite care,
increased use of special
therapists and therapies, and increased intensity and breadth of
treatment. Service
providers also wanted improved billing practices, training for
daycare personnel, and
referral systems. Results suggest a need for a different service
model, one which
employs special therapists as consultants and supervisors over
teams of early
interventionists who will carry out many of the special
therapist's current duties.
Descriptors: Consultation Programs; *Delivery Systems;
*Disabilities; *Early
Intervention; *Family Programs; Focus Groups; Human Services;
Models; *Needs
Assessment; *Parent Attitudes; Preschool Children; Preschool
Education; Services;
Therapists; Therapy
Identifiers: *Service Providers
ED409104 PS025563
Parent Involvement Begins at Birth: Collaboration between
Parents and Teachers of
Children in the Early Years.
Goldberg, Sally
1997
208p.
ISBN: 0-205-17415-9
Available From: Allyn and Bacon/Simon and Schuster Education
Group, 160 Gould
Street, Needham Heights, MA 02194-2315; phone: 800-852-8024;
world wide web:
http://www.abacon.com (Order No. H74156, $25.95, plus shipping).
Document Not
Available from EDRS.
Language: English
Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIENOV97
This book presents a parent involvement model built on a
foundation of public
school-based parent education seminars and home-based
infant-toddler play-and-learn
activities. The goal is to ensure that children begin their
school experience ready to
learn and become competent, confident learners. The book begins
with a historical
overview of parental involvement. Next, the parent involvement
process is described,
including parent education classes, a curriculum of
developmentally appropriate
learning activities for parents to use at home, and a
developmental review at age 3 to
identify areas that need strengthening and a follow-up review at
age 5 to assess the
progress made. In addition to presenting this model, the book
offers a discussion of
the guidance approach to discipline and managing child behavior,
including the "fifteen
pillars of parenting." It also provides a practical look at
early literacy and a chapter on
special needs, including Attention Deficit Disorders, the
gifted, and the differently abled.
The final section of the book contains the complete
child-centered, activity-based
program, which is a curriculum of activities designed to promote
the development of
cognitive, motor, socialization, language, and self-esteem
skills; it includes key
developmental milestones and 185 play activities with
step-by-step instructions.
Descriptors: Attention Deficit Disorders; *Child Development;
Child Rearing; Home
Instruction; Infants; Parent Child Relationship; *Parent
Education; Parent Influence;
Parent Materials; *Parent Participation; Parent Role; *Parent
School Relationship;
Parenting Skills; Parents; *Parents as Teachers; Partnerships in
Education; Preschool
Children; *Preschool Curriculum; Preschool Education; Student
Centered Curriculum;
Toddlers
Identifiers: Child Centered Education; *Parent
Child Education Program
EJ540921 EC615474
How Responsive Is Early
Intervention to the
Priorities and Needs of Families?
Mahoney, Gerald; Filer,
Janet
Topics in
Early Childhood Special Education, v16 n4 p437-57 Win 1996
Theme Issue:
Research and Practice in Early Intervention.
ISSN:
0271-1214
Language:
English
Document Type: JOURNAL ARTICLE (080); EVALUATIVE
REPORT
(142)
Journal Announcement: CIJAUG97
This study, involving 357 mothers, assessed the type and scope
of services provided
to families participating in 63 early intervention programs.
Analysis found that services
were more related to child information and family instructional
activities than to
personal/family and resource assistance, and that home-based
programs and
center-based programs with home components were preferred over
center-based only
programs.
Descriptors: Delivery Systems; *Disabilities; *Early
Intervention; Family
Characteristics; *Family Needs; Home Programs; Human Services;
Information
Services; Mothers; Needs Assessment; Parent Education;
*Participant Satisfaction;
Preschool Education; *Program Effectiveness
Identifiers: Center Based Programs
EJ519939 EC613323
Family Participation in Assistive Technology Assessment for
Young Children with
Mental Retardation and Developmental Disabilities.
Parette, Howard P., Jr.; Brotherson, Mary Jane
Education and Training in Mental Retardation and Developmental
Disabilities, v31 n1
p29-43 Mar 1996
ISSN: 1079-3917
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
Journal Announcement: CIJJUL96
Target Audience: Practitioners
This article discusses a family-centered approach to assistive
technology assessment
for young children with mental retardation or developmental
disabilities and their
families. After a literature review, legal definitions of
assistive technology are
examined, and a model is presented for supporting and involving
families in technology
assessment and use for children with disabilities.
Descriptors: *Assistive Devices (for Disabled); Definitions;
*Developmental
Disabilities; Early Childhood Education; Evaluation; *Family
Involvement; Family
Programs; *Mental Retardation; *Models; *Needs Assessment; Young
Children
EJ541067 EC615930
CHILD-PACs Make for Happy Families.
Patton,
Mary Martin; Jones, Elizabeth
TEACHING Exceptional Children, v29 n4 p62-64 Mar-Apr 1997
ISSN:
0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
(141)
Journal Announcement: CIJAUG97
Describes CHILD-PAC (Children's Hand-on Integrated Learning
Discoveries--Parents
as Co-Partners), a take-home learning center developed for
infants and toddlers with
disabilities and their parents to promote positive, interactive
parent-child learning and
playing. Three different CHILD-PACs designed to turn potentially
difficult interaction
times into positive learning experiences are described: Bath
Surprise, Sleepytime, and
Happy Traveler.
Descriptors: *Disabilities; *Home
Programs; Infants; *Learning
Activities; *Parent Child Relationship; Parent Participation;
*Parents as Teachers;
*Play; Preschool Education; Toddlers
EJ547370 EC616403
A Strength-Based Approach in Support of Multi-Risk Families:
Principles and Issues.
Powell, Diane S.; And Others
Topics in Early Childhood Special Education, v17 n1 p1-26 Spr
1997
ISSN:
0271-1214
Language: English
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal
Announcement: CIJDEC97
Discusses principles associated with strength-based approaches
to support families of
children with disabilities: a philosophy based on family
strength; a partnership approach
to service; a family-centered agenda; an individualized response
to family needs; a
comprehensive view of family development; and an assessment of
outcomes based on
family functioning.
Descriptors: *Disabilities; Early
Childhood Education; *Family
Involvement; Family Life; *Family Needs; Family Problems;
*Family Programs;
*Intervention; *Quality of Life EJ533057 PS525692
Inclusive
Infant-Toddler Groups--Strategies for Success.
Richey,
David Dean; And Others
Dimensions of Early Childhood, v24 n4 p10-16 Fall 1996
ISSN: 1068-6177
Language: English
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Journal
Announcement: CIJMAR97
Offers practical advice for staff and families associated with
integrated programs.
Identifies potential sources of stress and discusses eight
strategies toward successful
inclusion involving systemic planning, suggested resources, and
family participation.
Suggests embedding intervention of individual goals and
objectives in an activity-based
approach. Encourages demystification of disabilities and
correction of mismatched
placements. Includes a sidebar of legal considerations.
Descriptors:
Compliance (Legal); *Disabilities; Early Childhood Education;
*Early Experience; *Early
Intervention; *Inclusive Schools; *Mainstreaming; Parent
Participation
Identifiers:
Americans with Disabilities Act; *Child Care Needs; Child Care
Services Entitlement;
Parent Caregiver Relationship
EJ540967 EC615639
Community Forums: Finding Common Ground for Change.
Wesley, Patricia W.
Journal of Early Intervention, v20 n1 p79-89 Win 1996
ISSN: 1053-8151
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
(141)
Journal Announcement: CIJAUG97
Presents a model that was used for 36 community forums designed
to bring together
diverse community members to learn about and collaborate on early
childhood
inclusion. The history and critical features of community
forums are described, along
with basic principles of community change supporting the model.
Descriptors:
*Community Change; *Community Support; *Disabilities; Early
Childhood Education;
*Early Intervention; Educational Strategies; *Inclusive Schools;
*Models; Parent
Participation
ED407816 EC305576
Inclusion: A Right, Not a Privilege.
Connecticut Univ. Health Center, Farmington. [1996
91p.
Sponsoring
Agency: Special Education Programs (ED/OSERS), Washington, DC.
Contract No:
H024D30001
EDRS Price - MF01/PC04 Plus Postage.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEOCT97
Target Audience: Parents
This resource guide contains information to help parents find
community early
childhood programs that meet the needs of children with
disabilities. The guide reviews
parents' legal rights, legal entitlements that support parents'
efforts to have children
with disabilities included in community programs, and resources
available to make
community early childhood programs inclusive. The guide also
provides information on
the various opportunities children with disabilities have to
receive quality services and
supports. An introduction describes various relevant terms and
lists the values
reflected by the Early Childhood Community Inclusion Project's
resource guide for
children with disabilities and their families. Chapters address
the following topics: (1)
the definition of inclusion; (2) federal legislation provisions
relating to including young
children with disabilities (reviews provisions of the
Individuals with Disabilities
Education Act, Section 504 of the Rehabilitation Act, and the
Americans with
Disabilities Act) and judicial decisions that support inclusion;
(3) the characteristics of
effective inclusive programs; and (4) steps that parents can
take to bring about
inclusion. Appendices include a list of disability/advocacy
organizations, an early
childhood community program inventory for families to evaluate
programs, and
inclusion resources.
Descriptors: Court Litigation; *Day
Care Centers;
*Disabilities; *Early Childhood Education; *Federal Legislation;
*Inclusive Schools;
Information Sources; *Parent Participation; Parent School
Relationship; Preschool
Education; Program Effectiveness Identifiers: Americans with
Disabilities Act 1990;
Individuals with Disabilities Education Act; Rehabilitation Act
1973 (Section 504)
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