Early childhood intervention practitioners’ competence and confidence appraisals using recommended practices and relationship with parent involvement / Competencia y confianza profesional en atención temprana en el uso de prácticas recomendadas y su relación con la involucración parental

La involucración parental es un componente importante de las prácticas recomendadas en atención temprana (AT). Sin embargo, la forma en que los padres son involucradosen la intervención temprana de sus hi-jos difiere considerablemente entre los profesionales. En este sentido, la investigación actual muestra que el juicio de los profesionales en relación a su competencia y confianza influye el uso de prácticas de AT. Los objetivos de este estudio fueron (1) adaptar y validar la Early Childhood Intervention Practitioner Competence and Confidence Scale para su uso en España, (2) examinar las propiedades psicométricas de esta escala, (3) comparar las creencias de los profesionales en relación a su competencia y confianza en el uso de prácticas recomendadas, y (4) analizar la relación entre estas creencias y el juicio de los profesionales sobre la involucración parental en AT. A este fin, se contó con una muestra española de 130 profesionales de AT. Los resultados indicaron que la escala es un instrumento válido y fiable para medir la competencia y confianza profesional en el uso de seis prácti-cas recomendadas de AT en el contexto español. El juicio de los profesio-nales respecto a su competencia y confianza difirió entre las diversas prác-ticas recomendadas. Se encontraron correlaciones positivas y significativas entre las valoraciones de competencia y confianza de los profesionales y sus juicios sobre la involucración parental. Estos resultados muestran que una elevada competencia y confianza en el uso de diferentes tipos de prác-ticas recomendadas en AT está relacionada con una mayor involucración parental en la participación activa del niño en su aprendizaje y desarrollo en actividades cotidianas. Se discuten las implicaciones prácticas y de investigación.(AU)

Parent involvement in early childhood intervention (ECI) is considered an important component of recommended ECI practices. However, how parents are involved in their child’s early intervention dif-fers considerably between ECI practitioners. Current research indicates that practitioners’ competence and confidence appraisals influence the use of ECI practices. The purposes of this study were to (1) adapt and validate the Early Childhood Intervention Practitioner Competence and Confi-dence Scale for use in Spain, (2) examine the psychometric properties of the scale, (3) compare practitioners’ beliefs about their competence and confidence in using recommended ECI practices, and (4) evaluate the rela-tionship between belief appraisals and practitioners’ judgmentsof parent involvement in ECI. The sample included 130 Spanish ECI practitioners. The results indicated that the scale is a valid and reliable instrument for measuring practitioners’ competence and confidence in using six ECI-recommended practices in Spain. Practitioners’ appraisals of competence and confidence, however, differed across the recommended practices. Sig-nificant positive correlations were found between the practitioners’ ap-praisals of competence and confidence and their judgments of parent in-volvement. These results show that a strong sense of competence and con-fidence in using different kinds of ECI-recommended practices is related to increased parent involvement in active child participation in learning and development in everyday activities. Research and practical implications are discussed.(AU)

Telepractice in Early Childhood Intervention: A Parent-Reported Social Validity Scale.

ANTECEDENTS: In recent years, telepractice has become widespread as an intervention strategy in Early Childhood Intervention (ECI) services. However, studies supporting its use in this field remain scarce. Because reliable instruments are needed to evaluate the perceived quality, satisfaction and the acceptability of telepractice from the families' perspective, the present study aims to report the psychometric properties of an ECI-specific instrument that includes a variety of social validity indicators that are also important and consistent with a family-centered approach. METHOD: This study, with a sample of 738 families, introduces an instrument aimed at evaluating the social validity of telepractice. The scale includes the main indicators of social validity: Usability, Effectiveness; Feasibility, Utility, intervention with natural caregivers, and Future Intentions. The study aims to report its psychometric properties through a split-sample method, conducting both exploratory and confirmatory factor analysis with randomly assigned sub-samples. RESULTS: We found that all seven items fit into one factor measuring social validity of telepractice, with acceptable internal consistency and sensitive enough to capture differences between the type of service delivery families received. CONCLUSIONS: In addition, the proposed instrument provides relevant information for professionals to improve the quality of service-delivery in ECI.

Bibliometric Analysis on the Implementation of Evidence-Based Practices through Building Effective Systems.

Implementing evidence-based practices in early intervention has generated new research interest in the need for effective early childhood systems. This study used a bibliometric analysis to discern the importance and relevance of the field. The analysis highlights that the main goals of the future direction of the research field need to be better defined. First, articles published in the Web of Science database between 2012 and 2022 were reviewed, and then word and author combinations were analyzed. Finally, articles were collected in different groups for bibliographic linking. Five key points were identified as the most important practices recommended by the Department of Early Childhood or Professional Development. It should be noted that the main difficulty encountered in this field arises from the novelty of our research topic, i.e., there is no research on constructing systems for early intervention. However, it is worth highlighting the articles that are relevant to the field of study and our success with integrating them in order to demonstrate the importance of serving children with disabilities and their families. In conclusion, the establishment of a system built on evidence-based practices is underdeveloped but shows promise for the future of early intervention systems.

Attitudes Toward Inclusion and Benefits Perceived by Families in Schools with Students with Autism Spectrum Disorders.

The aim of this study was to find out about attitudes toward inclusion and benefits perceived by families with children enrolled in schools attended by students with ASD at different educational stages (from kindergarten to high school). 323 families of classmates of students with ASD from different educational stages of 16 mainstream schools participated. The analysis of the attitudes, perceived benefits, relationship with the teacher, and relationship with the school was carried out through questionnaires. The results show positive attitudes toward the inclusive education of students with ASD in all families, but especially among families of children with SEN. All the families identified the benefit of inclusion. Attitudes are related to collaboration with the school and satisfaction with teachers.

Telepractice in Early Childhood Intervention: A Parent-Reported Social Validity Scale / Telepráctica en Atención Temprana: una Escala de Validez Social Informada por Padres

Antecedents: In recent years, telepractice has become widespread as an intervention strategy in Early Childhood Intervention (ECI) services. However, studies supporting its use in this field remain scarce. Because reliable instruments are needed to evaluate the perceived quality, satisfaction and the acceptability of telepractice from the families’ perspective, the present study aims to report the psychometric properties of an ECI-specific instrument that includes a variety of social validity indicators that are also important and consistent with a family-centered approach. Method: This study, with a sample of 738 families, introduces an instrument aimed at evaluating the social validity of telepractice. The scale includes the main indicators of social validity: Usability, Effectiveness; Feasibility, Utility, intervention with natural caregivers, and Future Intentions. The study aims to report its psychometric properties through a split-sample method, conducting both exploratory and confirmatory factor analysis with randomly assigned sub-samples. Results: We found that all seven items fit into one factor measuring social validity of telepractice, with acceptable internal consistency and sensitive enough to capture differences between the type of service delivery families received. Conclusions: In addition, the proposed instrument provides relevant information for professionals to improve the quality of service-delivery in ECI.(AU)

Antecedentes: En los últimos años, la telepráctica se ha generalizado como estrategia de intervención en los servicios de Atención Temprana. Sin embargo, los estudios que avalan su uso en este ámbito siguen siendo escasos. Además, las investigaciones muestran que es necesario disponer de instrumentos fiables para evaluar la calidad percibida, la satisfacción y la aceptabilidad de la telepráctica, tanto desde la perspectiva de los profesionales como de las familias. Método: Este estudio, realizado con una muestra de 738 familias, introduce un instrumento destinado a evaluar la validez social de la telepráctica y analiza sus propiedades psicométricas. La escala integra los principales indicadores de validez social: Usabilidad, Eficacia; Viabilidad, Utilidad, intervención con cuidadores naturales e Intenciones de futuro. Resultados: Los resultados de este estudio mostraron la fortaleza de este instrumento reportado por los padres para medir la validez social de la telepráctica en la Intervención Temprana. Conclusiones: Además, el instrumento propuesto proporciona información relevante para los profesionales que mejoran la calidad de la prestación de servicios en Atención Temprana.(AU)

Support Networks and Family Empowerment in Early Intervention.

Despite the importance of empowerment and the support network of families who receive early intervention (EI) with a family-centered approach, there is little evidence of a relationship between these two variables and family characteristics that might influence this relationship. This study analyzes the correlations between the perception of empowerment of the families, the family supports used, and the socio-demographic factors of both the child and the family. The study consisted of 44 families who received family-centered EI services. Our results show that families mainly used formal supports, followed by informal supports, and, to a lesser extent, intermediate supports. This indicates that families with children who receive EI preferably use the support network based on EI programs, schools, and professionals. Along with this formal support network, primary caregivers rely on their partners, parents, or friends-that is, the informal support network. Family empowerment was not correlated with age, diagnosis, or the reason for referral to EI; on the other hand, it was related to the supports where the families with the lowest empowerment scores were those who made greater use of formal support over informal support. Early intervention professionals must know, from the first encounter, the type and level of support of each family to enhance the development of the child and promote empowerment in families.

The Routines-Based Model Internationally Implemented.

Professionals from 10 countries are implementing practices from the Routines-Based Model, which has three main components: needs assessment and intervention planning, a consultative approach, and a method for running classrooms. Its hallmark practices are the Routines-Based Interview, support-based visits with families, and a focus on child engagement. Implementers were interested in actual practices for putting philosophy and theory into action in their systems and cultures. We describe implementation challenges and successes and conclude that (a) models have to be adaptable, (b) some principles and practices are indeed universal, (c) we can shape excellent practices for international use, and (d) leadership is vital.

Variables predictoras del empoderamiento familiar en prácticas de atención temprana centradas en la familia / Predictor variables of family empowerment in family-centred early intervention

OBJETIVO: Determinar algunas de las variables predictoras de empoderamiento familiar en los servicios de atención temprana que implementan prácticas centradas en la familia. MÉTODO: Se plantea en una muestra de 431 familias que reciben servicios de atención temprana en España, un análisis de regresión lineal múltiple, para definir la relación entre las siguientes variables: tipo de prácticas en atención temprana, nivel de apoyos, estatus socioeconómico y diagnóstico de su hijo/a, como predictoras de empoderamiento familiar. RESULTADOS: Los resultados evidencian diferencias significativas entre el empoderamiento de las familias y los apoyos con los que cuentan, también se observan niveles de empoderamiento diferentes en relación al diagnóstico del hijo o la hija con trastornos del neurodesarrollo. CONCLUSIONES: A partir de los resultados, se sugiere reflexionar sobre las prácticas de atención temprana de profesionales en general y logopedas en particular, para potenciar el impacto sobre el empoderamiento de las familias, mejorando la fidelidad en la implementación de prácticas centradas en la familia, y favoreciendo la movilización de recursos y apoyos por parte de la familia, en ese mismo proceso de intervención

OBJECTIVE: To determine some of the predictive variables of family empowerment in early intervention services that implement family-centred practices. METHOD: A multiple linear regression analysis is proposed in a sample of 431 families receiving early care services in Spain, to define the relationship between the following variables: type of early intervention practices, supports, socioeconomic status and diagnosis of their child as predictors of family empowerment. RESULTS: The results show significant differences between the empowerment of the families and the supports they have, and different levels of empowerment are observed in relation to the diagnosis of the son or daughter with neurodevelopmental disorders. CONCLUSIONS: Based on the results, we suggest reflecting on professionals early intervention practices and those of speech therapists in particular, to enhance the impact on empowering families, improving fidelity in the implementation of family-centred practices, and favouring the mobilisation of resources and supports by the family, in that same intervention process

Family-centered practices and the parental well-being of young children with disabilities and developmental delay.

BACKGROUND: Research evidence from studies in North America on the relationships between family-centered practices, parents' self-efficacy beliefs, parenting confidence and competence beliefs, and parents' psychological well-being was used to confirm or disconfirm the same relationships in two studies in Spain. AIMS: The aim of Study 1 was to determine if results from studies in North America could be replicated in Spain and the aim of Study 2 was to determine if results from Study 1 could be replicated with a second sample of families in Spain. METHODS AND PROCEDURES: A survey including the study measures was used to obtain data needed to evaluate the relationships among the variables of interest. The participants were 105 family members in Study 1 and 310 family members in Study 2 recruited from nine early childhood intervention programs. Structural equation modeling was used to test the direct and indirect effects of the study variables on parents' well-being. OUTCOMES AND RESULTS: Results showed that family-centered practices were directly related to both self-efficacy beliefs and parenting beliefs, and indirectly related to parents' psychological well-being mediated by belief appraisals. CONCLUSION AND IMPLICATIONS: The pattern of results was similar to those reported in other studies of family-centered practices. Results indicated that the use of family-centered practices can have positive effects on parent well-being beyond that associated with different types of belief appraisals.

How to implement the family-centered model in early intervention / Cómo implementar el modelo centrado en la familia en la intervención temprana

From the results of a research aimed at improving the quality of life of families with a child with intellectual disability, the purpose of this paper is to provide a methodology for the implementation of the family centered model in early childhood intervention centers in our country. Quantitative and qualitative analyses of the collected data allow us to systematize the steps or stages that would be necessary to provide professionals and families in early intervention centers with useful tools to empower the families and to enhance the children's development. This article represents another step further from the proposals made by other researchers in other countries with different traditions and culture in the field of early intervention, and intends to reflect the characteristics of our country in terms of the history and the path of early intervention in recent decades (AU)

A partir de los resultados de una investigación encaminada a la mejora de la calidad de vida de las familias con un hijo o hija con discapacidad intelectual, el objetivo del presente trabajo es ofrecer una propuesta metodológica para la implementación del modelo centrado en la familia en los centros de atención temprana de nuestro país. Los análisis cuantitativos y cualitativos de los datos recogidos nos permiten sistematizar los pasos o fases que sería necesario seguir con el fin de proporcionar herramientas útiles a los profesionales y a las familias de los centros de atención temprana para promover el desarrollo de los niños y el empoderamiento de las familias. El artículo supone un paso adelante respecto a las propuestas realizadas por otros investigadores de otros países con tradiciones y cultura diferentes en el ámbito de la atención temprana y trata de recoger las características y la idiosincrasia de nuestro país en cuanto a la historia y la trayectoria de la atención temprana en las últimas décadas (AU)