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Titolo:
Using a model of transactional developmental regulation to evaluate the effectiveness of an early intervention programme for pre-school children withmotor impairments
Autore:
Woolfson, LH;
Indirizzi:
Univ Strathclyde, Dept Educ Studies, Glasgow G13 1PP, Lanark, Scotland Univ Strathclyde Glasgow Lanark Scotland G13 1PP 13 1PP, Lanark, Scotland Capabil Scotland, Glasgow, Lanark, Scotland Capabil Scotland Glasgow Lanark Scotland land, Glasgow, Lanark, Scotland
Titolo Testata:
CHILD CARE HEALTH AND DEVELOPMENT
fascicolo: 1, volume: 25, anno: 1999,
pagine: 55 - 79
SICI:
0305-1862(199901)25:1<55:UAMOTD>2.0.ZU;2-3
Fonte:
ISI
Lingua:
ENG
Soggetto:
FAMILIES;
Keywords:
programme evaluation; disabilities; early intervention; transactional developmental regulation;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Clinical Medicine
Citazioni:
10
Recensione:
Indirizzi per estratti:
Indirizzo: Woolfson, LH UnivwStrathclyde, Dept Educ Studies, Jordanhill Campus,Southbrae Dr, Glasgo Univ Strathclyde Jordanhill Campus,Southbrae Dr Glasgow Lanark Scotland G13 1PP
Citazione:
L.H. Woolfson, "Using a model of transactional developmental regulation to evaluate the effectiveness of an early intervention programme for pre-school children withmotor impairments", CHILD CAR H, 25(1), 1999, pp. 55-79

Abstract

This study investigates how early intervention programme benefits may operate beyond the traditional parameters of child developmental progress by exploring family outcomes too. Sameroff and Fiese's (1990) model of transactional developmental regulation is applied to provide a conceptual framework for the evaluation of an interdisciplinary intervention programme for pre-school children with motor impairments. Qualitative and quantitative methodswere combined by using standardized assessment of child progress and interviews. Fifteen children, 11 mothers and five staff participated in the study. Triangulation of data was carried out to obtain evidence of remediation (child progress), reeducation (parent learning) and redefinition (changes in parental perceptions and expectations of their child's difficulties that allowed parents to apply usual, rather than special, caregiving practices) as described in Sameroff and Fiese's model. Findings point to the effectiveness of the programme as indicated by evidence of child developmental progress, parental re-education and redefinition. The study suggests that redefinition may be at least as important a programme outcome as remediation or re-education, challenging established notions of the goals of pre-school programmes for disabled children. Implications of a broader-based, family-focused approach are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 24/09/20 alle ore 10:51:02