The concept of family engagement in education: What are the implications for school‐based rehabilitation service providers?

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Jennifer N. Kennedy ◽  
Sarah Terreberry ◽  
Sandra Moll ◽  
Cheryl Missiuna ◽  
Jennifer Yost ◽  
...  
Keyword(s):  
Service Providers ◽  
Family Engagement ◽  
Rehabilitation Service ◽  
School Based

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Keith M. Davis ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescence ◽  
School Counselor ◽  
Systemic Change ◽  
Family Engagement ◽  
Systemic Approach ◽  
Developmental Needs ◽  
Middle School Counselors ◽  
School Based

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

scholarly journals Perceptions of the Parents of Children With Autism Spectrum Disorders and Healthcare Providers on the Challenges of Using Rehabilitation Services in Iran

2021 ◽  
Vol 19 (1) ◽  
pp. 13-22
Author(s):  
Mahta Alsadat Aarabi ◽  
◽  
Kianoush Abdi ◽  
Mohammad Saeed Khanjani ◽  
◽  
...  
Keyword(s):  
Service Providers ◽  
Healthcare Providers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Rehabilitation Service ◽  
Rehabilitation Services ◽  
Children With Asd ◽  
Data Saturation ◽  
Knowledge And Attitude ◽  
Lack Of Commitment

Objectives: One of the most essential needs of children with Autism Spectrum Disorder (ASD) is using rehabilitation services. However, these services are associated with numerous challenges. The present study aimed to identify the perceptions of the parents of children with ASD and rehabilitation service providers about the challenges of using rehabilitation services in Iran. Methods: This was a qualitative study. In total, 27 participants were selected from the parents of children with ASD and rehabilitation service providers to these children, based on purposive sampling method; we considered maximum variation and sampling continued until data saturation. The necessary data were collected by semi-structured and in-depth interviews. The interviews lasted from July to December 2020 and MAXQDA was used for data analysis. Results: The challenges of children with ASD in accessing and using rehabilitation services were identified and categorized into 6 main classes, as follows: the lack of a systematic support system; the lack of commitment to observing professional ethics; neglecting the structure and policy of rehabilitation; the lack of comprehensive ASD diagnostic and rehabilitation protocols; inadequate knowledge and attitude, and the lack of feasible access to services. Discussion: Policymakers, service providers, and managers must be aware of the challenges of rehabilitation services for ASD; subsequently, they are expected to pay special attention to this issue. This study provided evidence for the above-mentioned groups for accessing and using rehabilitation services among ASD. Besides, the obtained data could help to improve the services they receive and their living conditions; ultimately, they help improve their quality of life.

The Dance of Family Engagement in School-Based Occupational Therapy: An Interpretive Description

2021 ◽  
pp. 1-24
Author(s):  
Jennifer N. Kennedy ◽  
Sandra Moll ◽  
Cheryl Missiuna ◽  
Jennifer Yost ◽  
Sarah Terreberry ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Family Engagement ◽  
Interpretive Description ◽  
School Based

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2015 ◽  
pp. 114-127 ◽  
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2016 ◽  
pp. 1034-1047
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

Assessing Cross-Sector Stakeholder Perspectives on Oakland (CA)’s Juvenile Reentry System

2017 ◽  
Vol 18 (2) ◽  
pp. 98-124
Author(s):  
Sonia Jain-Aghi ◽  
Alison K. Cohen ◽  
Priya Jagannathan ◽  
Henrissa Bassey ◽  
Yvette Leung ◽  
...  
Keyword(s):  
Service Providers ◽  
Family Engagement ◽  
System Level ◽  
Limited Resources ◽  
Community Based ◽  
Stakeholder Perspectives ◽  
Community Perspectives ◽  
Education Community ◽  
Using Data ◽  
Second Chance

We surveyed 75 staff and administrators involved in Oakland (CA)’s Second Chance Initiative from diverse agencies (e.g., probation, behavioral health, public health/medical, education, community-based service providers) to assess the local juvenile reentry system. Sharing and using data across partner agencies, mutual trust, opportunities for interagency collaboration, system-level youth and family engagement, shared governance, and limited resources repeatedly arose as areas for improvement. Many defined reentry success using positive youth developmental outcomes. Government and community perspectives around barriers and effectiveness often differed with some similarities.

scholarly journals Quality assurance in a rehabilitation service

2001 ◽  
Vol 57 (1) ◽  
pp. 7-11 ◽  
Author(s):  
H. Myezwa ◽  
V. R. P. M'kumbuzi ◽  
F. Mhuri
Keyword(s):  
Quality Assurance ◽  
Patient Satisfaction ◽  
Service Providers ◽  
Linear Increase ◽  
Rehabilitation Service ◽  
Clinical Documentation ◽  
Measuring Instrument ◽  
Rehabilitation Outcomes ◽  
Midlands Province ◽  
One Year

Aim: The aim of this study was to develop, implement and evaluate a Quality Assurance (QA) programme for use by nine rehabilitation departments in the Midlands province of Zimbabwe.Methodology: A participatory methodology was implemented to:1. Define and implement the parameters of quality for a rehabilitation service.2. Design standardised assessment forms for the different conditions managed.3. Develop, pilot and evaluate a QA measuring instrument to use in defining the QA profile of a rehabilitation service, and4. Determine patient satisfaction with the rehabilitation service. Administering a simple questionnaire, whose design was based on the Zimbabwe Patients Charter, accomplished this.Results: The process of developing, implementing and evaluation of the QA programme took six years. One year after implementation of the QA, all (J00%) patients coming into contact with the service had a rehabilitation record. The QA profile for the Midlands province rose from 55% in 1994 to a record high of 92.1% in 1998, and 89.4% in 1999. The patient satisfaction profile for each indicator also demonstrated a linear increase with areas such as satisfaction with service rising from 86% in 1997 to 100% in 2000, and satisfaction with benefit from the service rising from 76.6% in 1997 to 100% in 2000. Other qualitative benefits not depicted by the QA measuring instrument or the patient satisfaction instrument, but which were observed and expressed by rehabilitation staff as measures of success of the QA programme are discussed.Conclusion: This paper concludes that significant improvements in clinical documentation arising from the QA programme, translated to an overall increase in the service providers’ professional skills and knowledge base, and ultimately rehabilitation outcomes. The success of this process is attributed to its participatory and empowering nature.

The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation

2020 ◽  
Vol 57 (6) ◽  
pp. 2450-2484
Author(s):  
David E. Rangel ◽  
Megan N. Shoji ◽  
Adam Gamoran
Keyword(s):  
Elementary School ◽  
Mixed Methods ◽  
Low Income ◽  
Family Engagement ◽  
Short Term ◽  
Building Relationships ◽  
School Based ◽  
Quantitative Results ◽  
Over Time

Research suggests that school-based parent networks have significant benefits for children’s education, yet scholars know very little about how such relationships form and develop over time. This study uses interview and survey data with elementary school parents in predominantly low-income Latinx communities to examine how parents meet one another; how deeper, more trusting relationships develop; and how the size and quality of parent networks change over time in the presence and absence of a family engagement program. Interview data suggest few and infrequent opportunities for parents to meet one another, which makes building relationships characterized by trust and shared expectations more difficult. The quantitative results show positive short-term effects of the program but differential effects over time.

A Comparison of In-Vivo and Videoconference Momentary Time Sampling Observations of On-Task Behavior

2018 ◽  
Vol 45 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Aaron J. Fischer ◽  
Evan H. Dart ◽  
Erica Lehman ◽  
Ben Polakoff ◽  
Sarah J. Wright
Keyword(s):  
Service Providers ◽  
Student Response ◽  
High Stakes ◽  
Reliability Indices ◽  
Momentary Time Sampling ◽  
School Based ◽  
Task Behavior ◽  
On Task Behavior ◽  
Time Required

Systematic direct observation (SDO) is frequently used in schools to document student response to evidence-based interventions, determine eligibility for special education services, and provide objective data during high-stakes decisions. However, there are several limitations associated with this widely used data collection tool including a shortage of service providers available to implement it and the significant travel time required for itinerant personnel. Using videoconferencing (VC) software to aid in the implementation of SDO is an intuitive application of technology that stands to increase the feasibility and efficiency with which SDO can be utilized in research and practice. The purpose of this study was to evaluate the reliability and equivalence of the results generated from two modes of SDO, traditional in-vivo SDO and SDO conducted through VC software. The results suggest that VC SDO produces estimates of student on-task behavior that are practically equivalent (i.e., ±3%) to estimates generated through traditional SDO. Furthermore, two frequently used reliability indices indicate that VC SDO results are adequately reliable against traditional in-vivo SDO. Implications for school-based practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document