Parent-Implemented Interventions and Family-Centered Service Delivery Approaches in Early Intervention and Early Childhood Special Education

Autor/in	Movahedazarhouligh, Sara
Titel	Parent-Implemented Interventions and Family-Centered Service Delivery Approaches in Early Intervention and Early Childhood Special Education
Quelle	In: Early Child Development and Care, 191 (2021) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Movahedazarhouligh, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1603148
Schlagwörter	Intervention; Parent Participation; Early Intervention; Early Childhood Education; Special Education; Family Programs; Program Effectiveness; Literature Reviews; Parent Education; Coaching (Performance); Individualized Education Programs + Suchen Sie Ihr Suchwort? Elternmitwirkung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Family program; Familienprogramm; Parents education; Elternbildung; Elternschule; Individualized education program; Individualisierendes Lernen
Abstract	The research synthesis presented here reviewed the currently available evidence on the effectiveness of parent-implemented interventions and family-centered service delivery approaches in early intervention, early childhood special education, and kindergarten through grade three (EI/ECSE [early childhood special education]/K-3). The search for appropriate research literature spanned from 2005 to 2018 and resulted in a total of fifteen studies that met the inclusion criteria. Taken together, the outcomes of this research synthesis provide support for the effectiveness of parent-implemented interventions for children with or at risk for developmental delays/disabilities. Also, there is evidence to support the efforts that have been made to train EI/ECSE professionals in adopting these practices in their profession. However, no evidence was gained to clarify if the implemented interventions were aimed to help the child and the family with Individualized Family Service Plan (IFSP) or Individualized Educational Plan's (IEP) goals' attainment. Discussion of the findings along with implications for future research and practice are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01