Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Mary Kealy
Committee Member
Maryellen Maher
Keywords
active caregiver participation, adult learning styles, caregiver awareness, caregiver participation, caregiver training, coaching strategies, contextual goals, contextual IFSP development, developmental delays, early intervention, family-centered services, home visits, IFSP goals, individualized family service plans, individualized professional development plan, individualized training, infants, Internet resource tool, natural environments, natural learning opportunities, newsletters, parent empowerment, parent participation, professional development, professional knowledge, professional training, solution strategies, therapy services, therapy sessions, toddlers
Abstract
This applied dissertation was designed to improve the implementation of early intervention therapy services in natural environments. Active caregiver participation during therapy is vital to the success of early intervention. However, the caregivers of infants and toddlers with developmental delays who were receiving early intervention therapy from an agency that served three counties in the southeastern United States were not actively participating in the implementation of the Individualized Family Service Plans (IFSPs).
In order to increase the level of active caregiver participation during therapy sessions, six solution strategies were implemented. The researcher provided information to the caregivers by creating a monthly newsletter; training to the professionals in the areas of contextual IFSP development, natural learning opportunities, and adult learning styles and coaching strategies; ongoing individualized training to professionals; and an Internet resource tool on natural learning opportunities for professionals and caregivers.
An analysis of the data revealed that caregivers of infants and toddlers with developmental delays who were receiving early intervention therapy from the host agency were actively participating in the implementation of the IFSPs at the end of the study. Seven of the eight anticipated outcomes were met. From the beginning to the end of the applied dissertation, there was no significant increase in the number of natural environment resources professionals used. However, the data revealed a significant increase in active caregiver participation, the percentage of contextual goals written by professionals, the professionals’ knowledge of natural learning opportunities and adult learning styles and coaching strategies, the professionals’ use of toys/items from their clients’ natural learning environments, and the caregivers’ ability to develop IFSP goals for their children and awareness of their active role in the early intervention process. After receiving individualized training, each of the professionals met her Individual Professional Development Plan goal. Finally, the professionals provided significantly more positive than negative responses when asked how the individual training affected the level of active participation demonstrated by their clients’ caregivers during therapy sessions at the end of the research project.