Beyond “Involvement”: Are Elementary Schools Ready to Be Family-Centered?

McWilliam, R. A.; Maxwell, Kelly; Sloper, Kimberly M.

doi:10.1080/02796015.1999.12085972

Cited by 35 publications

(23 citation statements)

References 30 publications

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“…Analyzing the discrepancy between typical and ideal practices can show how difficult it is for professionals to meet their own expectations. Researchers working with Don Bailey in the 1990s have used these discrepancy tools in the exploration and evaluation of practices (Bailey, Buysse, Edmondson, & Smith, 1992; Björck-Åkesson & Granlund, 1995; Granlund & Björck-Åkesson, 1996; McWilliam, Maxwell, & Sloper, 1999; McWilliam, Snyder, Harbin, Porter, & Munn, 2000).…”

Section: Introductionmentioning

confidence: 99%

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

García-Grau

Rico

McWilliam

et al. 2019

Journal of Early Intervention

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Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a change to family-centered practices by the Spanish Confederation of organizations for people with intellectual disabilities, Plena Inclusión. We conducted variance analysis on the Families in Natural Environments Scale of Service Evaluation–II (FINESSE-II), and found ideal-practices scores to be higher than typical practice in all factors of the scale. Location of the intervention and city size had an impact on the total FINESSE-II score, whereas professional demographic variables did not. Ideal practices of family-centered professionals were higher than those of non-family-centered professionals in the total score and in all factors, especially in the Functional Intervention factor.

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Section: Introductionmentioning

confidence: 99%

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

García-Grau

Rico

McWilliam

et al. 2019

Journal of Early Intervention

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“…Given the pervasive nature of autism and its effects on individuals’ functioning at home and school (Iovannone et al, 2003), having parents participate in educational planning and service delivery is crucial (Cavkaytar and Pollard, 2009). We use the term “family–school partnerships” to encompass the variety of concepts and names that include parents in service delivery, including family–school collaboration (Blair et al, 2011), parent–professional partnerships (Bernheimer et al, 1990; Renty and Roeyers, 2006), family-centered care (Gabovitch and Curtin, 2009; McPherson, 2005), family-centeredness (Dunst, 2002), and family/parent involvement (Epstein, 2001; McWilliam et al, 1999). Family–school partnerships lead to more effective intervention implementation (Iovannone et al, 2003), improved relationships and greater satisfaction with care (Renty and Roeyers, 2006), superior outcomes for children including the acquisition, generalization, and maintenance of skills (e.g.…”

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confidence: 99%

“…The literature in this area suggests that teachers and parents of children with autism may not collaborate to the extent warranted (Blair et al, 2011). Parents of children with autism often are dissatisfied with their communication with teachers (Zablotsky et al, 2012) and communication worsens as children age (Gabovitch and Curtin, 2009; McWilliam et al, 1999). Parental and professional views do not always concur (Gabovitch and Curtin, 2009; Nissenbaum et al, 2002).…”

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confidence: 99%

Concerns of parents and teachers of children with autism in elementary school

Azad

Mandell

2015

Autism

107

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Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration.

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“…Regarding early childhood intervention services, investigators have identified barriers to the use of familycentered practices in service delivery programs (e.g., Minke & Scott, 1995;Murray & Mandell, 2006;Turnbull et al, 2006). Identified factors contributing to the structural divide between families and professionals have included professionals' (a) lack of understanding and valuing family-centered practices (e.g., Baum & McMurray-Schwarz, 2004;Garshalis & McConnell, 1993;McBride, Brotherson, Joanning, Whiddon, & Demmitt, 1993;McWilliam, Maxwell, & Sloper, 1999), (b) need for collaboration, teaming, and help-giving skills for developing and sustaining partnerships with families (e.g., Buysse, Wesley, Keyes, & Bailey, 1996;Dinnebeil & Rule, 1994;Hedges & Gibbs, 2005;Judge, 1997;Dunst & Trivette, 2005;Krauss, 1997), and (c) unwillingness to reconcile with families' views that differ from their own (Minke & Scott, 1995).…”

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confidence: 99%

Administrators’ Understanding and Use of Family-Centered Practices

Mandell

Murray

2009

Journal of Early Intervention

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Employing qualitative methods, administrators’ understanding and use of family-centered practices were examined. Results indicate differences in role perceptions and service delivery based on their level of understanding. Administrators with a comprehensive understanding of family-centered practices, in comparison to administrators with limited or no understanding of such practices, were more likely to involve families in organizational governance and provide staff members and families with training opportunities designed to build collaborative partnerships. Regardless of the level of understanding of family-centered practices, administrators viewed on-the-job experiences occurring early in their careers as an influential factor in shaping their beliefs about working with families. Recommendations for practice and future research are discussed.

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Beyond “Involvement”: Are Elementary Schools Ready to Be Family-Centered?

Cited by 35 publications

References 30 publications

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices

Concerns of parents and teachers of children with autism in elementary school

Administrators’ Understanding and Use of Family-Centered Practices

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