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Anne Lillvist - One of the best experts on this subject based on the ideXlab platform.
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the international classification of functioning disability and health and the version for children and youth as a tool in child habilitation Early Childhood Intervention feasibility and usefulness as a common language and frame of reference for pract
Disability and Rehabilitation, 2010Co-Authors: Eva Bjorckakesson, Margareta Adolfsson, Mia Pless, Jenny Wilder, Rune J Simeonsson, Lena Almqvist, Lilly Augustine, Nina Klang, Mats Granlund, Anne LillvistAbstract:Early Childhood Intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framew ...
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the international classification of functioning disability and health and the version for children and youth as a tool in child habilitation Early Childhood Intervention feasibility and usefulness as a common language and frame of reference for practice
Disability and Rehabilitation, 2010Co-Authors: Eva Bjorckakesson, Margareta Adolfsson, Mia Pless, Jenny Wilder, Rune J Simeonsson, Lena Almqvist, Lilly Augustine, Nina Klang, Mats Granlund, Anne LillvistAbstract:Early Childhood Intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for Intervention goals and Intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for Intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
Eva Bjorckakesson - One of the best experts on this subject based on the ideXlab platform.
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the international classification of functioning disability and health and the version for children and youth as a tool in child habilitation Early Childhood Intervention feasibility and usefulness as a common language and frame of reference for pract
Disability and Rehabilitation, 2010Co-Authors: Eva Bjorckakesson, Margareta Adolfsson, Mia Pless, Jenny Wilder, Rune J Simeonsson, Lena Almqvist, Lilly Augustine, Nina Klang, Mats Granlund, Anne LillvistAbstract:Early Childhood Intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framew ...
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the international classification of functioning disability and health and the version for children and youth as a tool in child habilitation Early Childhood Intervention feasibility and usefulness as a common language and frame of reference for practice
Disability and Rehabilitation, 2010Co-Authors: Eva Bjorckakesson, Margareta Adolfsson, Mia Pless, Jenny Wilder, Rune J Simeonsson, Lena Almqvist, Lilly Augustine, Nina Klang, Mats Granlund, Anne LillvistAbstract:Early Childhood Intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for Intervention goals and Intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for Intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
Deborah W Hamby - One of the best experts on this subject based on the ideXlab platform.
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multilevel linear modelling of the response contingent learning of young children with significant developmental delays
Research in Developmental Disabilities, 2018Co-Authors: Melinda Raab, Carl J Dunst, Deborah W HambyAbstract:Abstract Aim The purpose of the study was to isolate the sources of variations in the rates of response-contingent learning among young children with multiple disabilities and significant developmental delays randomly assigned to contrasting types of Early Childhood Intervention. Method Multilevel, hierarchical linear growth curve modelling was used to analyze four different measures of child response-contingent learning where repeated child learning measures were nested within individual children (Level-1), children were nested within practitioners (Level-2), and practitioners were nested within the contrasting types of Intervention (Level-3). Results Findings showed that sources of variations in rates of child response-contingent learning were associated almost entirely with type of Intervention after the variance associated with differences in practitioners nested within groups were accounted for. Rates of child learning were greater among children whose existing behaviour were used as the building blocks for promoting child competence (asset-based practices) compared to children for whom the focus of Intervention was promoting child acquisition of missing skills (needs-based practices). Implications The methods of analysis illustrate a practical approach to clustered data analysis and the presentation of results in ways that highlight sources of variations in the rates of response-contingent learning among young children with multiple developmental disabilities and significant developmental delays.
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meta analysis of family centered helpgiving practices research
Mental Retardation and Developmental Disabilities Research Reviews, 2007Co-Authors: Carl J Dunst, Carol M Trivette, Deborah W HambyAbstract:A meta-analysis of 47 studies investigating the relationship between family-centered helpgiving practices and parent, family, and child behavior and functioning is reported. The studies included more than 11,000 participants from seven different countries. Data analysis was guided by a practice-based theory of family-centered helpgiving that hypothesized direct effects of relational and participatory helpgiving practices on self-efficacy beliefs and parent, family, and child outcomes. Results showed that the largest majority of outcomes were related to helpgiving practices with the strongest influences on outcomes most proximal and contextual to help giver/help receiver exchanges. Findings are placed in the context of a broader-based social systems framework of Early Childhood Intervention and family support.
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family oriented program models and professional helpgiving practices
Family Relations, 2002Co-Authors: Carl J Dunst, Kimberly Boyd, Carol M Trivette, Deborah W HambyAbstract:Family-Oriented Program Models and Professional Helpgiving Practices* The relationship between different models of family level Interventions and two components of practitioner helpgiving (relational practices and participatory practices) was examined in two studies of parents of young children involved in different kinds of family oriented helpgiving programs. Relational and participatory aspects of helpgiving were found to be practiced less often it? professionally centered programs compared to other kinds of family oriented programs. Participatory helpgiving practices that provided parents with (a) choices and options and (b) opportunities to be involved in both solutions to problems and acquisition of knowledge and skills that strengthen functioning were more likely to be found in programs that were family centered. Findings are discussed in terms of the importance of the models used to structure social and human services program practices. Family-oriented approaches in social work, human services, and related fields are grounded in different conceptual and theoretical models that guide the ways in which Interventions are conceptualized and implemented (e.g., Adams & Nelson, 1995; Boss, Doherty, LaRossa, Schumm, & Steinmetz, 1993; Griffin & Greene, 1999; Pare, 1995). In the time since Hartman and Laird (1983) called for adoption of family centered social work practice, there has been burgeoning interest in operationalizing different family oriented models (e.g., Desai, 1997; Jung, 1996; Keith, 1995; McCroskey & Meezan, 1998; Nelson, Landsman, & Deutelbaum, 1990), and in developing measurement procedures that distinguish between similar but different Intervention paradigms (Booth & Cottone, 2000; Doherty, 1995; Dunst, in press). Program models in social and human services Interventions guide not only how practitioners view the locus of and solutions to family problems, but also the roles that practitioners play in helping families improve their lives. For example, Laird (1995) described the kinds of practitioner behavior most associated with a family centered paradigm and articulated methods for discerning adherence to this approach to working with families (see also Adams & Nelson, 1995; Briar-Lawson, 1998). Similarly, Powell (1996) delineated six stages (roles) that practitioners play in implementing family centered practice, beginning with partnering with families and ending with joint reflection on achievements. The assertion that particular family oriented models engender different practitioner roles and behavior would lead one to expect that adoption of different models would be associated with different kinds of helpgiving practices. The purpose of the studies described here was to ascertain whether two components of helpgiving were differentially related to the type of family oriented program model used by different social or human services programs and agencies. Corroborating evidence from various studies on the relationships between contrasting Intervention approaches and helping styles provides support for the hypothesis that adoption of particular kinds of family oriented models would predict differences in the help giver behavior of staff in these programs (e.g., Brickman et al., 1983; Karuza, Rabinowitz, & Zevon, 1986; van Ryn & Heaney, 1997). As part of research and practice in Early Childhood Intervention and family support, Dunst, Johanson, Trivette, and Hamby (1991) developed a framework for differentiating between four family oriented models to Interventions that are based on assumptions about family member capabilities and the roles that helpgiving professionals and help receivers play in promoting changes in family development and functioning. Within this framework, different ways of working with families are aligned along a continuum of four family oriented program models (professionally centered, family allied, family focused, and family centered), where each model is characterized by different assumptions and beliefs about families. …
David J Deming - One of the best experts on this subject based on the ideXlab platform.
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Early Childhood Intervention and life cycle skill development evidence from head start
American Economic Journal: Applied Economics, 2009Co-Authors: David J DemingAbstract:This paper provides new evidence on the long-term benefits of Head Start using the National Longitudinal Survey of Youth. I compare siblings who differ in their participation in the program, controlling for a variety of pre-treatment covariates. I estimate that Head Start participants gain 0.23 standard deviations on a summary index of young adult outcomes. This closes one-third of the gap between children with median and bottom quartile family income, and is about 80 percent as large as model programs such as Perry Preschool. The long-term impact for disadvantaged children is large despite "fadeout" of test score gains. (JEL H52, J13, I28, I38)
David Deming - One of the best experts on this subject based on the ideXlab platform.
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Early Childhood Intervention and life-cycle skill development: Evidence from head start
American Economic Journal: Applied Economics, 2009Co-Authors: David DemingAbstract:This paper provides new evidence on the long-term benefits of Head Start using the National Longitudinal Survey of Youth. I compare siblings who differ in their participation in the program, controlling for a variety of pre-treatment covariates. I estimate that Head Start participants gain 0.23 standard deviations on a summary index of young adult outcomes. This closes one-third of the gap between chil- dren with median and bottom quartile family income, and is about 80 percent as large as model programs such as Perry Preschool. The long-term impact for disadvantaged children is large despite “fade- out” of test score gains.