Joint Planning in Part C Early Intervention: Partnering around Assessment

Autor/inn/en	Mickelson, Ann M.; McCorkle, Laura S.; Hoffman, Rebecca
Titel	Joint Planning in Part C Early Intervention: Partnering around Assessment
Quelle	In: Young Exceptional Children, 25 (2022) 2, S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mickelson, Ann M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250620952061
Schlagwörter	Early Intervention; Federal Legislation; Educational Legislation; Equal Education; Students with Disabilities; Preschool Children; Toddlers; Infants; Cooperative Planning; Interpersonal Relationship; Home Visits; Data Collection; Individualized Family Service Plans + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Toddlers; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hausbesuch; Data capture; Datensammlung
Abstract	It has been well documented that children's development is enhanced within the context of supportive parent-child relationships (Mortensen & Mastergeorge, 2014). Research also indicates that any daily activity of a child holds the potential for multiple learning opportunities if parents and other caregivers are supported in their capacity to recognize and respond to those opportunities (Dunst et al., 2001; Raab & Dunst, 2006). Thus, in Part C Early Intervention (EI) the development of a triadic relationship (Brown & Woods, 2016), where providers focus not only on the relationship between provider and child but also on the relationships between caregiver and child as well as caregiver and provider, is a priority. While EI service providers use a range of coaching strategies to support families (e.g., caregiver practice with feedback, problem solving, joint interaction, conversation and information sharing, observation; Friedman et al., 2012), this article focuses on one, joint planning. Joint planning is a reciprocal process of collecting and gathering information about the child's skills as well as family routines and strategies. While research in the field has examined the nature and outcomes of coaching related to caregiver-implemented interventions, definitions and descriptions of specific coaching strategies and processes, such as joint planning, remain limited (Lorio et al., 2020). This article seeks to provide such description of joint planning in practice and highlight its particular utility for gathering ongoing assessment data. Indeed, the joint planning process can be strategically leveraged to partner with families in efforts to contribute to comprehensive assessment practices in EI. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01