Satisfaction and Quality of Life of Families Participating in Two Different Early Intervention Models in the Same Context: A Mixed Methods Study

Abstract

Early intervention is developed following different types of service organization, which in turn require different professional and family roles. The aim of this study was to compare the perceived satisfaction and family quality of life amongst families receiving early intervention developed at centers in comparison to those receiving the routines-based early intervention in families’ homes, that is a family centered intervention in ecological environments. Under a transformative paradigm, a mixed methods design was used, using the Consumer Report Effectiveness Scale (CRES-4) and the Beach Center Family Quality of Life Scale (FQOLS) and two focus groups as data collection instruments. The sample comprised 166 parents in the quantitative phase and 16 parents in the qualitative phase. Results showed that families receiving routines-based early intervention had greater satisfaction with the service although both groups showed similar scores for family quality of life in most of the analyzed domains. Three dimensions were identified throughout the qualitative phase: problem solving, professional team and service organization. Both the models analyzed have an impact on family quality of life and parents are in general satisfied. Strengths and weaknesses were found related to the problem-solving process, the role of the professional team, family empowerment and the service’s organization. The areas requiring further development are the effective training of professionals focused on family practices, the exchange of information with the family and a more participatory organization that takes parent’s perspectives into consideration. The value given to a combined model is another aspect highlighted in this study, as well as the need for a more agile assessment period to avoid unnecessary delays.

Parental Satisfaction with the Quality of Care in an Early Intervention Service for Children with Visual Impairment: A Retrospective Longitudinal Study

“…In literature, recent studies showed how early interventions in natural environments, such as families' home, favour communication with families [55]. The RHF, despite the fact that it is a specialized structure, has characteristics in itself of a natural environment such as a home, allowing the families and their children with VI to be hosted inside it, with the opportunity for the families to share daily time and life experiences with other families, becoming this extra time an additional positive factor for supporting each other.…”

Family-centered approach in Early Childhood Intervention of a vulnerable population from an Ecuadorian rural context

“…Improving family quality of life (QoF) (Giné et al, 2009;Gràcia et al, 2020;Verger et al, 2021) is defined as one of the central objectives of family-centered interventions. Family Quality of Life is a construct that recognizes the family's ability to self-perceive different subjective and objective aspects of their quality of life.…”

“…The concept of family quality of life also refers to a shared sense of family well-being and is therefore composed of subjective indicators (Balcells-Balcells et al, 2011). The improvement of family quality of life (QoF) (Giné et al, 2010;García-Grau et al, 2018;Verger et al, 2021) is defined as one of the central objectives of family-centered interventions. Family quality of life is a construct that recognizes the family's capacity for self-perception of different subjective and objective aspects of their quality of life.…”

The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it

“…Positive approaches to early intervention are built upon the understanding that infants and toddlers develop through trusting and caring relationships with adults (O'Connor et al, 2019;Stockall et al, 2012). As a result, the capabilities of adults who care for children who are at risk of developmental delays or have neurodevelopmental needs are built through the supports they are given (Beaumont et al, 2021;Verger et al, 2021) and these will be significant in supporting children's development and learning. There is ample evidence suggesting that the earlier supports are given the greater probability there is of an improved developmental trajectory for the child (Koegel et al, 2014).…”