Parent-Professional Relationships in Early Intervention

Abstract

Many early intervention programs are attempting to shift from traditional models in which decisions are made primarily by professional staff to family-centered models that emphasize collaboration with parents. This article presents data on parent-professional relationships that emerged from a naturalistic study of Individualized Family Service Plan (IFSP) development in three early intervention programs. Parents and staff emphasized the importance and benefits of personal relationships. However, staff also reported significant concerns, especially doubts about whether all parents have the necessary skills for full participation. These concerns appeared to make it difficult for staff to support parental decision making fully. Relationship quality and control issues emerged as significant factors in parent-staff interactions. A model is presented that outlines the interplay between these factors; it can be used to monitor program progress in implementing family-centered approaches.Early intervention services are in transition. Many programs are moving from traditional, child-oriented models of intervention to family-centered models that stress supporting and strengthening families. The Education of the Handicapped Act (1986) requires Individualized Family Service Plans (IFSPs) as part of birth-to-3 services, and staff are expected to work closely with parents in developing these plans. Dunst and Trivette (1989) have called the IFSP "the most significant requirement of the Part H discretionary program" (p.

Striving for Therapeutic Relationships: Parent-Provider Communication in the Developmental Treatment Setting

“…This aspect of the relationships corresponds to the idea of empowering families described by Dunst, Trivette, and Deal (1988), in which families come to identify providers among their informal support network rather than, or as well as, their formal support network. These findings confirm previous studies indicating the importance of relationships that are personal and informal rather than distant and professional (Minke & Scott, 1995).…”

“…Flexible program policies contributed to staff's being able to offer individualized options to parents. Examination of parent and provider preferences regarding the IFSP process through focus groups and interviews (Minke & Scott, 1995;Summers et al, 1990) indicate that interpersonal relationships and provider sensitivity to families are very important to both parents and providers. Investigations to identify those personal characteristics parents and service coordinators see as supporting or interfering with collaboration (Dinnebeil et al, 1996;McWilliam, Tocci, & Harbin, 1998) indicate the importance of a philosophy of family rather than only a child orientation, a positive attitude toward the family, sensitivity and responsiveness to family needs and concerns, and skills and knowledge regarding child development and interventions.…”

The paradox of early intervention: families’ participation driven by professionals throughout service process

“…In the literature, it is a common principle that the early intervention system is built on the notion of interdependence and collaboration among professionals and families (Dinnebeil and Rule, 1994;Gallagher et al 1994;James and Chard, 2010;Minke and Scott, 1995;Vohs, 1998;Ziviani et al 2011). For example, Minke and Scott (1995) investigated 12 different early intervention programs to examine how parents and professionals work together using family-centered models.…”

“…For example, Minke and Scott (1995) investigated 12 different early intervention programs to examine how parents and professionals work together using family-centered models. The results showed that some professionals were doubtful about parents' skills in making decisions.…”

Preparing Teachers for Family Centered Services: A Survey of Preservice Curriculum Content

“…In order to provide familycentered services, teachers working with young children with disabilities must have competence in several domains in addition to the skills needed for working with children. These domains include (a) understanding families (Iglesias & Quinn, 1997;Whitechurch & Constantine, 1993), (b) developing and implementing Individualized Education and Family Service Plans (IEPs/IFSPs) (Sileo, Sileo, & Prater, 1996), (c) respecting intercultural/familial diversity (Garland & Frank, 1997), (d) communication skills (Minke & Scott, 1995;Turnbull & Turnbull, 1997), and (e) teamwork (Buysse & Wesley, 1993). This shift in focus from ''child'' to ''child and family'' means that personnel preparation programs must provide content and experiences that allow future early childhood special education teachers to learn the philosophy and principles of familycentered services.…”