A Computer-Based System to Prepare Personnel for Family-Centered Interactions in the Individualized Family Service Plan (IFSP) Process

Johnson, Happy; Brady, Sharon J.; Shenkle, Ann Melby; Amidon, Edmund

doi:10.1177/016264349701300302

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…The Creating a Supportive Environment (CASE) interaction analysis system (previously called VIAS, or Verbal Interaction Analysis System; Johnson et al, 1997) Amidon, 1962). In a given situation, professionals have a choice of using &dquo;direct&dquo; verbal behaviors (e.g., giving information) that minimize the freedom of listeners to respond, or &dquo;indirect&dquo; verbal behaviors (e.g., accepting feelings) that maximize the freedom of listeners to respond (Flanders & Amidon, 1962).…”

Section: Measurementioning

confidence: 99%

“…CASE software performs a number of functions (Johnson et al, 1997), three of which were employed in this study: (a) a reliability file which allows inter-and intraobserver agreement scores to be calculated immediately, (b) summarization of the frequencies and percents of all types and categories of verbal behaviors, and (c) running scripts which identify specific categories of verbal behaviors in sequential order.…”

Section: Measurementioning

confidence: 99%

“…In the second pilot study by Brady, Davis, and Gamel-McCormick (1998), the system was used to identify different interaction patterns in videotaped vignettes defined by experts in early intervention as family-centered or non-family-centered. Characteristics of this interaction analysis system were described further in a published methodological report (Johnson et al, 1997).…”

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confidence: 99%

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Types and Patterns of Professional-Family Talk in Home-Based Early Intervention

Brady

Peters

Gamel-McCormick

et al. 2004

Journal of Early Intervention

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This study examined the process of communication within the professional-family relationship by identifying and describing the types and patterns of talk during interactions between 15 families of young children with developmental delays and their respective early interventionists. Videotaped interactions of routine home visits were coded using a computerized coding system designed to record and analyze professional-family talk related to direct and indirect communication approaches. The tapes yielded 13,145 verbal behaviors and 2,155 sequential patterns. Correlational and sequential analyses revealed that when professionals used more indirect verbal behavior there was more active verbal involvement by family members. In addition, specific professional behaviors tended to be followed by particular sequences of interaction. Implications for practice and future research are discussed.

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Section: Measurementioning

confidence: 99%

Section: Measurementioning

confidence: 99%

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confidence: 99%

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Types and Patterns of Professional-Family Talk in Home-Based Early Intervention

Brady

Peters

Gamel-McCormick

et al. 2004

Journal of Early Intervention

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“…No further statistical report to substantiate this finding or to consider the reliability of the individual categories has been published to date. Additionally, when addressing the validity of the VIAS, Johnson et al (1997) report "the pilot test showed that those videotapes illustrative of family-centered practice and interactions exhibited certain patterns of interaction that were significantly different from the patterns of interactions displayed by those tapes representing nonfamily-centered practice" (p. 23). Again, statistical evidence to support this conclusion has not to date been published.…”

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Measuring Parent/Professional Interaction in Early Intervention: Validity and Reliability

Goetz¹,

Gavin²,

Lane³

2000

The Occupational Therapy Journal of Research

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Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments

Jones

Kehle

Bray

2004

Psychology in the Schools

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s Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes, written with Maureen Hoskyn and Carole Lee, is a comprehensive meta-analytic study of over 30 years of intervention research encompassing 272 studies on students with learning disabilities (LD). Because "we have no clear understanding of the intervention approaches that work with a particular type of children with LD as a consequence of gender, age, intelligence, and/or level of achievement" (p. 7), this is a clearly needed addition to the literature base.Although there does exist a body of meta-analytical research in the field of learning disabilities (see Forness, Kavale, Blum, & Lloyd, 1997), it pales in comparison to the comprehensiveness of this text. The text is intended for academics and graduate students who are knowledgeable in research methodology, and have an interest in LD. More important, however, is the reader's ability to interpret these findings to teachers and parents who work directly with students with LD, thus translating research into practice. However, this meta-analysis is not without its shortcomings, as it was pointed out the "findings are only as good as the primary studies" (p. 2). This is partially addressed, however, by insuring that the included studies employed appropriate methodologies, focused on subjects with average intelligence who were exposed to an intervention on at least three sessions, and finally, that the outcomes were quantitatively measured.The text is organized into six chapters including a justification for the analysis and general research questions, methodology, group-and single-subject design outcomes, and a discussion of the findings and implications. A comprehensive list of the studies and coding forms included for analysis along with a description of each study that addressed sample size, selection criteria, treatment, measures, target domains (e.g., reading, writing, math), results, and effect sizes is provided in the Appendix. The studies that did not meet the selection criteria for the analysis are also listed in the Appendix.The implications derived from this meta-analytical study are discussed in detail particularly in regard to formulating school policies. Specific questions are posed and addressed on the basis of the study's results. For example, is there merit in pull-out programs, or is full-inclusion superior? According to the results, pull-out programs are superior. Is whole language or phonics superior in the remediation of reading problems? Results support both as producing positive outcomes. The authors also present specific evidenced-based instructional strategies that result in positive outcomes. In addition, general principles are presented which are based upon existing research, but may warrant further study. For example, do interventions for students with LD also benefit general education students?Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes written by H. Lee Swanson with Maureen Hoskyn and Carole Lee...

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A Computer-Based System to Prepare Personnel for Family-Centered Interactions in the Individualized Family Service Plan (IFSP) Process

Cited by 3 publications

References 18 publications

Types and Patterns of Professional-Family Talk in Home-Based Early Intervention

Types and Patterns of Professional-Family Talk in Home-Based Early Intervention

Measuring Parent/Professional Interaction in Early Intervention: Validity and Reliability

Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments

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