Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective

Autor/inn/en	Bruder, Mary Beth; Dunst, Carl J.
Titel	Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective
Quelle	In: Topics in Early Childhood Special Education, 34 (2015) 4, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414522527
Schlagwörter	Parent Attitudes; Early Childhood Education; Intervention; Special Education; Special Programs; Parent Surveys; Preschool Children; Preschool Evaluation; Program Evaluation; Program Effectiveness; Self Efficacy; Competence; Teamwork; Individualized Family Service Plans; Individualized Education Programs; Parent Participation; Early Intervention; Educational Quality; Infants; Toddlers + Suchen Sie Ihr Suchwort? Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogische Förderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Kompetenz; Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Quality of education; Bildungsqualität; Infant; Toddler; Toddlers; Kleinkind; Infants
Abstract	Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make judgments of the confidence and competence of the practitioners in six practice areas (family-centered practices, teaming and collaboration, child assessments and evaluations, instructional practices, Individualized Family Service Plans [IFSPs] or Individualized Education Programs [IEPs], and natural environments and inclusion practices). Results indicated that the parents rated the practitioners as more confident than competent when using practices, and that the degree of parent involvement in early intervention or preschool special education was related to variations in parents' perceived judgments. Implications for evaluating early childhood intervention service quality from a consumer science perspective are described. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01