Strengthening Efforts for a Family Systems Approach in Early Intervention with Disabled Infants and Toddlers

1994 ◽  
Vol 16 (4) ◽  
pp. 241-250
Author(s):  
Lonnie R. Helton
Keyword(s):  
Early Intervention ◽  
Family Systems ◽  
Systems Approach ◽  
Infants And Toddlers

Parent Satisfaction with Professionals Having a Family Systems Orientation to Early Intervention

1994 ◽  
Vol 13 (2) ◽  
pp. 12-18 ◽  
Author(s):  
Jane P. Callahan ◽  
Jennifer Olson
Keyword(s):  
Early Intervention ◽  
Family Systems ◽  
Systems Approach ◽  
Rural Families ◽  
Parent Satisfaction ◽  
Family Service ◽  
Early Intervention Services ◽  
Systems Model ◽  
Young Children With Disabilities ◽  
Degree Of Orientation

This article describes a pilot study conducted to examine parent satisfaction with professionals who provided early intervention services to rural families. Professionals working with infants and young children with disabilities were surveyed to determine their orientation towards a family systems approach to working with families. Interventionists provided information about the degree to which they perceived themselves involving parents in the Individualized Family Service Plan (IFSP) process. Parents were also questioned about their satisfaction with the services which both they and their child received. Results showed that parents appeared to be equally satisfied with interventionists regardless of the degree of orientation towards a family systems model of intervention. Implications for service delivery and further research are discussed.

Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach

2020 ◽  
pp. 361-377
Author(s):  
Manfred Hintermair
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Systems Approach ◽  
Infants And Toddlers ◽  
Developmental Systems ◽  
Family Patterns ◽  
Structural Framework ◽  
The Family ◽  
Working Together ◽  
Cognition And Learning

The developmental systems approach (DSA) is a conceptual and structural framework to identify the challenges for infants and toddlers who are at risk regarding their development. It describes the fundamental dimensions to be considered when working together with families in early intervention. How children can learn at their best and how cognition and learning can be supported by caregivers are key factors in the DSA. The data presented in this chapter indicate that the DSA also provides a useful tool for deaf education. It illustrates how specific characteristics and behaviors of deaf and hard-of-hearing (DHH) infants and toddlers may have an impact on the family resources and on the family patterns of interaction (particularly on parent–child transactions) and how this, in turn, can influence child development. An important issue regarding DHH children’s learning processes is to be aware how parents can learn to teach their infants and toddlers informally to understand themselves and the world around them. The data presented reveal that DHH infants and toddlers and their families face challenges at all levels outlined in the DSA. The DSA also provides suggestions on how early intervention works successfully in practice for the families.

Bottom Line: Who Pays the Bill for Early Intervention Services?

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 26-27
Author(s):  
Janet McCarty ◽  
Laurie Havens
Keyword(s):  
Early Intervention ◽  
Private Insurance ◽  
Infants And Toddlers ◽  
Bottom Line ◽  
Early Intervention Services ◽  
Intervention Services

Medicaid, federal education funds and private insurance all cover the costs of speech-language and hearing services for infants and toddlers. Learn who pays for what.

Considering a family systems approach to surrogate decision-making.

2017 ◽  
Vol 35 (1) ◽  
pp. 85-87
Author(s):  
Elizabeth K. Vig ◽  
Janelle S. Taylor ◽  
Ann M. O'Hare
Keyword(s):  
Decision Making ◽  
Family Systems ◽  
Systems Approach ◽  
Surrogate Decision Making ◽  
Surrogate Decision
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