Eliciting Family Concerns and Priorities through the Routines-Based Interview

Autor/inn/en	Hughes-Scholes, Carolyn H.; Gavidia-Payne, Susana; Davis, Kate; Mahar, Nicole
Titel	Eliciting Family Concerns and Priorities through the Routines-Based Interview
Quelle	In: Journal of Intellectual & Developmental Disability, 44 (2019) 2, S.190-201 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2017.1326591
Schlagwörter	Family Relationship; Intervention; Infants; Toddlers; Preschool Children; Developmental Disabilities; Interviews; Parent Attitudes; Child Development; Child Behavior; Family Life; Social Services; Professional Personnel; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Interviewing; Interviewtechnik; Elternverhalten; Kindesentwicklung; Social service; Soziale Dienstleistung; Soziale Dienste; Personalbestand; Ausland; Australien
Abstract	Background: Research has demonstrated that having an understanding of families' everyday routines is important when planning interventions, yet the nature of the information revealed by families about their daily lives has been scarcely documented. The aim of this study was to examine the concerns and priorities of families with a child with a developmental disability elicited through the Routines-based Interview (RBI). Method: RBIs were conducted by early childhood intervention (ECI) professionals with 16 families with a child aged between 4 months and 5 years. Interviews were audiotaped and transcribed verbatim and analysed using thematic analysis. Results: Findings revealed that families were concerned about their child's development and behaviour; made accommodations to everyday routines for their child; and reported priorities for the intervention. Conclusion: Tools, such as the RBI, are important to generate information that can assist ECI professionals to design interventions that are family-centred, contextualised, and embedded in everyday family life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01