Familiar Perception: Opportunities for Typical and Ideal Experiences in Early Intervention
Main Article Content
Abstract
The present study delves into the crucial domain of early childhood intervention services, with a specific focus on the familiar perspective and its impact on intervention outcomes. Family-centered practices approach emphasizes the importance of a collaborative relationship between professionals and families, to empower family strengths and their utilization in promoting optimal child development. Thus, the study aims to validate the Families in Natural Environments Scale of Service Evaluation (Family FINESSE), which assess the fidelity of intervention practices (identified as typical practices) and identify areas for improvement (identified as ideal practices) based on 432 Spanish families´ perceptions, with children aged 0 to 6 years old experiencing neurodevelopmental challenges or risks, engaged in early intervention services for a minimum of six months. We conducted Structural Equation Modeling (SEM) as the primary analytical technique for scale validation and found the Exploratory Factor Analysis and Confirmatory Factor Analysis showed optimal adjustment indices and good internal consistency in both ideal-practices (α=.84).and typical-practices (α=.93) scales. The findings validate the relevance and applicability of the Family Finesse Scale in evaluating and enhancing early childhood intervention services, particularly in aligning practices with family needs and aspirations.
Keywords:
Early Intervention, Family-Centered Practices, Neurodevelopmental Support, Family Strengths, Family Finesse Scale, Collaborative Relationships
Article Details
How to Cite
FERNANDEZ-VALERO, Rosa; SUSANA, Avivar Caceres; PEREZ-PALAO, Lucia.
Familiar Perception: Opportunities for Typical and Ideal Experiences in Early Intervention.
Medical Research Archives, [S.l.], v. 12, n. 4, apr. 2024.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/5341>. Date accessed: 27 july 2024.
doi: https://doi.org/10.18103/mra.v12i4.5341.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
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28. Baum AC, McMurray-Schwarz P. Preservice teachers’ beliefs about family involvement: Implications for teacher education. Early Child Educ J. 2004;32(1):57–61. doi:10.1 023/b:ecej.0000039645.97144.02
29. Flynn GV, Nolan B. The rise and fall of a successful mentor program: What lessons can be learned? Clearing House. 2008;81(4):173–179. doi:10.3200/tchs.81.4.173-179
30. García-Grau P, Martínez-Rico G, McWilliam RA, Cañadas Pérez M. Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. J Early Interv. 2020;42(1):3–19. doi: 10.1177/1053815119859046
31. Jung LA. More Better: Maximizing Natural Learning Opportunities. Young Except Child 2003;6:21–26. doi:10.1177/109625060 300600303
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34. Guralnick, MJ. The science of implementing developmental systems approaches and family-centered practices. In CT Escorcia-Mora and L. Rodríguez-García (eds). Early care practices focused on the family and in Natural Environments. Madrid: National University of Distance Education 2019;51-72.
35. Fernández Valero, R, Serrano, AM, McWilliam, RA, Cañadas, M. Relationship between family empowerment and quality of early care services. J Stud Research Psycho Educ. Published online 2017:317–321. https://doi.org/10.17979/reipe.2017.0.11.3054
36. García-Grau P, Martínez-Rico G, McWilliam RA, Cañadas Pérez M. Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. J Early Interv. 2020;42(1):3–19. doi: 10.1177/1053815119859046
37. Fernández Valero, R., Serrano, AM, McWilliam, RA, and Cañadas, M. Predictor variables of family empowerment in family-centered early care practices. J Speech Therapy Phoniat Audio. 2020;40(3):128–137. https://doi.org/10.1016/j.rlfa.2020.05.003
38. Dunst, CJ. Future directions and considerations in the continuous evolution of early childhood care. In CT Escorcia-Mora and L. Rodríguez-García (eds). Early care practices focused on the family and Natural Environments. Madrid: National University of Distance Education. 2019; 433-458.
39. McWiliam, R.A., and Younggren, N. Measure of engagement, independence, and social relationships. Paul H. Brookes 2019.
40. Hair, JF, Black, WC, Babin, BJ, Anderson, RE, Tatham, R. Multivariate data analysis. New Jersey: Prentice Hall 2006.
41. Lloret-Segura S, Ferreres-Traver A, Hernández-Baeza A, Tomás-Marco I. Exploratory factor analysis of items: a practical guide, revised and updated. Annals Psycho J. 2014;30(3):1151–1169. doi:http://dx.doi.org/10.6018/analesps.30.3.199361
42. Meyers, LS, Gamst, G,Guarino, AJ. Applied multivariate research, design, and interpretation. London: Sage Publications 2006.
43. Kline, RB. Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press 2005.
44. Bentler, PM. EQS 6 structural equations modeling software. Encino, CA: Multivariate Software. 2004.
45. Byrne, BM. Structural equation modeling with ammos: Basic concepts, applications, and programming. (2nd ed.). New York, NY: Routledge 2009.
46. Hu, L,Bentler, PM. Evaluating model fit. In R.H. Hoyle (Eds.), Structural equation modeling: Concept, issues, and applications. Thousand Oaks, CA: Sage Publications, Inc. 1995; 76-99
47. Browne, MW, Cudeck, R. Alternative ways of assessing model fit. In KA Bollen and JS Long (Eds.), Testing structural equation models. Newbury Park, CA: Sage. 1993;136-62.
48. Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39. doi:10.2307/3151312
49. Kline, RB. Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press 2005.
50. Schumacker, R,Lomax, R. A beginner's guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates 2004.
51. Strain PS. Personal thoughts on early childhood special education research: An historical perspective, threats to relevance, and call to action. J Early Int. 2018;40(2):107–116. doi:10.1177//1053815117750411
52. Escorcia-Mora CT, García-Sánchez FA, Sanchez-López MC, Orcajada N, Hernández-Perez E. Early Care Practices in the Southeast of Spain: Perspective of Professionals and Families. Annals Psycho J. 2018;34(3):500–509.
53. García-Grau, P, Morales-Murillo, CP, Martínez-Rico, G, Cañadas Pérez, M, Escorcia Mora, CT. Approaches, recommended practices, models and procedures in family-centered early care. Century Zero J. 2022;53(4 ):131–148. doi:10.14201/scero2022534131148.
2. Samenoff AJ. Reproductive risk and the continuum of caretaking casualty. In: Horowitz FD, Heterington EM, Scarr-Salapatek S, Siegel G, eds. Research. Vol 4. University of Chicago Press; 1975:187–244.
3. Division for Early Childhood. DEC recommended practices in early intervention / early childhood special education 2014. Retrieved from: http://www.dec-sped.org/recomendedpractices
4. Díaz-Sánchez, C. Basic guide to Early Care and transformation. Madrid. Full Inclusion. 2019.
5. Law, M, Rosenbaum, P, King, G, King, S, Burke-Gaffney, J, Moning, J, Szkut, T, Kertoy, M, Pollock, N, Viscardis, L, Teplicky, R. What is family-centered service? CanChild FCS Sheet #01. Hamilton, Ontario, Canada: CanChild Center for Childhood Disability Research, McMaster University; 2003. Retrieved from: https://canchild.ca/system/tenon/assets/attachments/000/001/266/original/FCS1.pdf
6. Dunst, CJ, Trivette, CM. Capacity-Building Family-Systems Intervention Practices. J Fami Soc Work, 2009; 12 (2): 119-143. doi:10.1080/10522150802713322
7. Bronfenbrenner, U. The ecology of human development: Experiments by nature and design. Cambridge, MA. Harvard University Press 1979.
8. Rappaport, J. In Praise of Paradox: A Social Policy of Empowerment Over Prevention, Am J Commune Psychol. 1981;9(1):1–25. doi:10.1 007/bf00896357
9. Stinnett N, Chesser B, Defrain JD. Building Family Strengths: training blueprints. University of Nebraska Press; 1979.
10. Gottlieb BH. Social Network and Social Support. SAGE Publications; 1981
11. Cronenwett L, Brickman P. Models of helping and coping in childbirth. Nursing Research. 1983;32(2):84–98.
12. Bailey DB, McWilliam RA, Darkes LA, Hebbeler, K, Simeonsson, RJ, Spiker, D, Wagner, M. Family outcomes in early intervention: A framework for program evaluation and efficacy research. Except Child. 1998;64(3):313–328. doi:10.1177/0014 40299806400302
13. Díez-Martinez A. Evolution of the Early Care process based on the professional-family-child triad. Down Syndrome J. 2008; 25:46–55.
14. Mas, JM, and Giné, C. The family with a child with developmental difficulties or disorders. In C. Cristóbal, A. Fornol, C. Giné, JM. Mas and Pegenaute, M. (Coord.). Early care, a commitment to children and their families. Barcelona. UOC 2010.
15. Bailey DB Jr, Winton PJ, Rouse L, Turnbull AP. Family goals in infant intervention: Analysis and issues. J Early Inter. 1990;14(1):1 5–26. doi:10.1177/105381519001400102
16. Espe-Sherwindt M. Family-Centered Practice: Collaboration, Competency and Evidence. J Supp Learn 2008; 23:136–143. doi:10.1111/j.1467-9604.2008.00384.x
17. Dunst, CJ, and Espe-Sherwindt, M. Contemporary early intervention models, research and practice for infants and toddlers with disabilities and delays. In J.M. Kauffman; DP Hallahan and PC Pullen (Eds.). Handbook of special education (2nd ed.). New York. Taylor and Francis 2017;831-849.
18. Dunst CJ, Trivette CM, Hamby DW. Meta-analysis of family-centered help giving practices research. Mental Retard Develop Disable Research Reviews. 2007; 13:370–378. doi:10.1002/mrdd20176
19. Reich S, Bickman L, Hefliger AC. Covariate of self-efficacy: caregiver characteristics related to mental health services self-efficacy. J Emote Behave Disorder. 2004;12(1):99–108.
20. Dunst CJ, Bruder MB, Espe-Sherwindt M. Family Capacity - Building in Early Childhood Intervention: Do context and Sting Matter? School Commun J. 2014;21(1):37–48.
21. Wolery M, Hemmeter ML. Classroom instruction: Background, assumptions, and challenges. J Early Intervent. 2011;33(4):371–380. doi:v1177/1053815111429119
22. Zang C, Bennett T. Multicultural views of disability: Implications for early intervention professionals. Infant Young Child 2001;11(2):1 43–154.
23. Raver SA, Childress DC. Family-centered early intervention: Supporting infants and toddlers in natural environments. Brookes Publishing; 2014.
24. Garcia-Sánchez, F.A., Escorcia-Mora, C.T., Sánchez-López, M.C., Orcajada, N., and Hernandez-Pérez, E. (2014). Early Care Centered on the Family. J Century Zero, 45 (3), 6-24.
25. Dunst CJ, Boyd K, Trivette CM, Hamby DW. Family-oriented program models and professional help giving practices. Fam Relat J. 2002;51:221–229.
26. Espe-Sherwindt, M. From research to practice: working with families in “the real world” of early care intervention. In CT Escorcia-Mora and L. Rodriguez-García (eds). Early care practices focused on the family and Natural Environments. Madrid: National University of Distance Education 2019; 73-92.
27. McWilliam, RA, Garcia-Grau, P. Twelve Critical Steps for the Professional – Family meeting. In CT Escorcia-Mora and L. Rodriguez-García (eds). Early care practices focused on the family and in Natural Environments. Madrid: National University of Distance Education 2019; 96-106
28. Baum AC, McMurray-Schwarz P. Preservice teachers’ beliefs about family involvement: Implications for teacher education. Early Child Educ J. 2004;32(1):57–61. doi:10.1 023/b:ecej.0000039645.97144.02
29. Flynn GV, Nolan B. The rise and fall of a successful mentor program: What lessons can be learned? Clearing House. 2008;81(4):173–179. doi:10.3200/tchs.81.4.173-179
30. García-Grau P, Martínez-Rico G, McWilliam RA, Cañadas Pérez M. Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. J Early Interv. 2020;42(1):3–19. doi: 10.1177/1053815119859046
31. Jung LA. More Better: Maximizing Natural Learning Opportunities. Young Except Child 2003;6:21–26. doi:10.1177/109625060 300600303
32. Metz A, Naoom SF, Halle T, Bartley L. An integrated stage-based framework for implementation of early childhood programs and systems [OPRE Research Brief OPRE 201548]. Office of Planning. Research and Evaluation, Administration for Children and Families; 2015.
33. Escorcia Mora, CT, Cañadas Pérez, M, Martínez-Rico, G, García Grau, P. Phases and steps in the implementation of recommended practices in early care. Century Zero J. 2021;52(3):37–57. https://doi.org/10.14201/scero20215233757
34. Guralnick, MJ. The science of implementing developmental systems approaches and family-centered practices. In CT Escorcia-Mora and L. Rodríguez-García (eds). Early care practices focused on the family and in Natural Environments. Madrid: National University of Distance Education 2019;51-72.
35. Fernández Valero, R, Serrano, AM, McWilliam, RA, Cañadas, M. Relationship between family empowerment and quality of early care services. J Stud Research Psycho Educ. Published online 2017:317–321. https://doi.org/10.17979/reipe.2017.0.11.3054
36. García-Grau P, Martínez-Rico G, McWilliam RA, Cañadas Pérez M. Typical and ideal practices in early intervention in Spain during a transformation process of professional practices. J Early Interv. 2020;42(1):3–19. doi: 10.1177/1053815119859046
37. Fernández Valero, R., Serrano, AM, McWilliam, RA, and Cañadas, M. Predictor variables of family empowerment in family-centered early care practices. J Speech Therapy Phoniat Audio. 2020;40(3):128–137. https://doi.org/10.1016/j.rlfa.2020.05.003
38. Dunst, CJ. Future directions and considerations in the continuous evolution of early childhood care. In CT Escorcia-Mora and L. Rodríguez-García (eds). Early care practices focused on the family and Natural Environments. Madrid: National University of Distance Education. 2019; 433-458.
39. McWiliam, R.A., and Younggren, N. Measure of engagement, independence, and social relationships. Paul H. Brookes 2019.
40. Hair, JF, Black, WC, Babin, BJ, Anderson, RE, Tatham, R. Multivariate data analysis. New Jersey: Prentice Hall 2006.
41. Lloret-Segura S, Ferreres-Traver A, Hernández-Baeza A, Tomás-Marco I. Exploratory factor analysis of items: a practical guide, revised and updated. Annals Psycho J. 2014;30(3):1151–1169. doi:http://dx.doi.org/10.6018/analesps.30.3.199361
42. Meyers, LS, Gamst, G,Guarino, AJ. Applied multivariate research, design, and interpretation. London: Sage Publications 2006.
43. Kline, RB. Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press 2005.
44. Bentler, PM. EQS 6 structural equations modeling software. Encino, CA: Multivariate Software. 2004.
45. Byrne, BM. Structural equation modeling with ammos: Basic concepts, applications, and programming. (2nd ed.). New York, NY: Routledge 2009.
46. Hu, L,Bentler, PM. Evaluating model fit. In R.H. Hoyle (Eds.), Structural equation modeling: Concept, issues, and applications. Thousand Oaks, CA: Sage Publications, Inc. 1995; 76-99
47. Browne, MW, Cudeck, R. Alternative ways of assessing model fit. In KA Bollen and JS Long (Eds.), Testing structural equation models. Newbury Park, CA: Sage. 1993;136-62.
48. Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39. doi:10.2307/3151312
49. Kline, RB. Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press 2005.
50. Schumacker, R,Lomax, R. A beginner's guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates 2004.
51. Strain PS. Personal thoughts on early childhood special education research: An historical perspective, threats to relevance, and call to action. J Early Int. 2018;40(2):107–116. doi:10.1177//1053815117750411
52. Escorcia-Mora CT, García-Sánchez FA, Sanchez-López MC, Orcajada N, Hernández-Perez E. Early Care Practices in the Southeast of Spain: Perspective of Professionals and Families. Annals Psycho J. 2018;34(3):500–509.
53. García-Grau, P, Morales-Murillo, CP, Martínez-Rico, G, Cañadas Pérez, M, Escorcia Mora, CT. Approaches, recommended practices, models and procedures in family-centered early care. Century Zero J. 2022;53(4 ):131–148. doi:10.14201/scero2022534131148.