Early Intervention Providers' Perspectives about Working with Families of Toddlers with Suspected ASD: A Qualitative Study

Autor/inn/en	Stone, Wendy L.; Ibanez, Lisa V.; Carpentier, Pascale; Posner, Elyanah; Bravo, Alice; Frederick, Lindsay; Locke, Jill
Titel	Early Intervention Providers' Perspectives about Working with Families of Toddlers with Suspected ASD: A Qualitative Study
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 3, S.814-826 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stone, Wendy L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04337-x
Schlagwörter	Disabilities; Equal Education; Federal Legislation; Educational Legislation; Identification; Autism; Pervasive Developmental Disorders; Preschool Children; Family Involvement; Cultural Influences + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Identifikation; Identifizierung; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cultural influence; Kultureinfluss
Abstract	Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01