Activating Parents in Early Intervention: Preliminary Findings from an Empirical Case Study

Autor/inn/en	Callanan, John; Ronan, Kevin; Signal, Tania
Titel	Activating Parents in Early Intervention: Preliminary Findings from an Empirical Case Study
Quelle	In: International Journal of Disability, Development and Education, 67 (2020) 1, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1628186
Schlagwörter	Early Intervention; Developmental Delays; Young Children; Parent Child Relationship; Outcomes of Treatment; Well Being; Therapy; Autism; Pervasive Developmental Disorders; Cerebral Palsy; Down Syndrome; Child Rearing; Stress Variables; Cues; Attachment Behavior; Competence; Parenting Stress Index + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Well-being; Wellness; Wohlbefinden; Therapie; Autismus; Hirnlähmung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Kindererziehung; Stichwort; Attachment; Bindungsverhalten; Kompetenz
Abstract	The Parent-Child Relationally Informed Early Intervention was developed from the clinical application of attachment theory. The premise is to expand the responsiveness of parents and clinicians working with children who have developmental delays. It was evaluated via four single case studies (children aged 18-months to 6 years) using an AB(A) design including baseline assessment and evaluation across 12-week therapy blocks. Parents provided session-by-session feedback. A battery of measures was used pre- and post-treatment. An independent evaluator assessed fidelity. Functional gains were reported. Parental stress, parent/child relational stress and difficult child rating decreased. Parental sense of competence increased; there were slight gains in well-being measures. Results suggest PCRI-EI is a promising intervention for engaging parents in therapy and achieving positive outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01