A Study of Family Centered Help Giving Practices in Early Intervention

Autor/in	Coogle, Christan Grygas
Titel	A Study of Family Centered Help Giving Practices in Early Intervention
Quelle	(2012), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-2099-9
Schlagwörter	Hochschulschrift; Dissertation; Early Intervention; Mothers; Qualitative Research; At Risk Persons; Young Children; Autism; Pervasive Developmental Disorders; Helping Relationship; Observation; Interviews; Content Analysis; Documentation; Teacher Attitudes; Interpersonal Competence; Family Programs; Family Involvement; Partnerships in Education; Satisfaction; Child Development; Early Childhood Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mother; Mutter; Qualitative Forschung; Risikogruppe; Frühe Kindheit; Autismus; Helfende Beziehung; Beobachtung; Interviewing; Interviewtechnik; Inhaltsanalyse; Dokumentation; Lehrerverhalten; Interpersonale Kompetenz; Family program; Familienprogramm; Hochschulpartnerschaft; Zufriedenheit; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The purpose of this qualitative study is to investigate the early intervention experiences of mothers who have a young child at risk for an autism spectrum disorder (ASD). More specifically, the goal was to explore the family centered help giving practices mothers identify and how these practices affect their early intervention experiences. Five mothers who have a child under the age of 3 years identified as being at risk for an ASD and their service providers participated. Data were collected through observations, interviews, and document analyses. Results of the qualitative analysis suggest 1) asset based attitudes and interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences of mothers who have a young child at risk for ASD; 2) asset based attitudes lead to family progress and competence; 3) effective partnerships between families and providers are developed through provider attributes and communication techniques; and 4) satisfaction with early intervention services results from practitioner responsiveness to help families access resources and facilitate child development. Implications of the results for future research, service provision, and personnel preparation are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10