The purpose of this study was to inform early intervention practice by exploring the various adaptations families make to promote their child's learning, the supports they perceive as helpful in creating adaptations, and the supports they perceive as still needed. Holistic case studies were developed for 5 families of infants and toddlers with disabilities or developmental delays. Resulting conclusions were that families (a) created adaptations according to their goals, their child's developmental characteristics, and environmental factors; (b) relied primarily on their own knowledge of their child; (c) most frequently used responsive caregiving strategies and adaptations of the requirements of, or instruction for, participation; and (d) applied intervention guidance in various ways. Resulting recommendations for early intervention practices are described.
Get full access to this article
View all access options for this article.
References
1.
Bernheimer, L., & Keogh, B. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education, 15, 415—433.
2.
Bornstein, M. (2002). Parenting infants. In M. Bornstein (Ed.), Handbook of parenting: Vol. 1. Children and parenting (pp. 3—44). Mahwah, NJ: Erlbaum.
3.
Campbell, P. (2004). Participation-based services: Promoting children's participation in natural settings. YoungExceptional Children , 8, 20—29.
4.
Campbell, P., Milbourne, S., & Silverman, C. (2002). Philadelphia Inclusion Network: Participant materials (rev.). Philadelphia: Child and Family Studies Program.
5.
Diamond, K., & Kontos, S. (2004). Families' resources and accommodations: Toddlers with Down syndrome, cerebral palsy, and developmental delay. Journal of Early Intervention, 26, 253—265.
6.
Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. EarlyChildhood Education Journal, 29, 105—109.
7.
Dodici, B., Draper, D., & Peterson, C. (2003). Early parent—child interactions and early literacy development. Topics in Early Childhood Special Education , 23, 124—136.
8.
Dunst, C. (2000). Revisiting “Rethinking early intervention .” Topics in Early Childhood Special Education, 20, 95—104.
9.
Dunst, C. (2003). Social—emotional consequences of response-contingent learning opportunities. Bridges: Practice-based research syntheses. Research and Training Center on EarlyChildhood Development, 1(1), 1—17.
10.
Dunst, C., Hamby, D., Trivette, C., Raab, M., & Bruder, M. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early Intervention, 23, 151— 164.
11.
Dunst, C., Trivette, C., Humphries, T., Raab, M., & Roper, N. (2001). Contrasting approaches to natural learning environment interventions. Infants and Young Children, 14, 48—63.
12.
Gallimore, R., Weisner, T., Bernheimer, L., Guthrie, D., & Nihira, K. (1993). Family responses to young children with developmental delays: Accommodation activity in ecological and cultural context. American Journal of Mental Retardation, 98, 185—206.
13.
Gallimore, R., Weisner, T., Kaufman, S., & Bernheimer, L. (1989). The social construction of ecocultural niches: Family accommodation of developmentally delayed children . American Journal of Mental Deficiency, 94, 216—230.
14.
Gilkerson, L., & Stott, F. (2000). Parent—child relationships in early intervention with infants and toddlers with disabilities and their families. In C. Zeanah (Ed.), Handbook of infant mental health (2nd ed., pp.457—471). New York: Guilford Press.
15.
Jackson, C., & Turnbull, A. (2004). Impact of deafness on family life: A review of the literature. Topics in Early Childhood Special Education , 24, 15—29.
16.
Kellegrew, D. (2000). Constructing daily routines: A qualitative examination of mothers with young children with disabilities. The American Journal of Occupational Therapy., 54, 252—259.
17.
Kelly, J., & Barnard, K. (2000). Assessment of parent—child interaction: Implications for early intervention. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 258—289). Cambridge, UK: Cambridge University Press.
18.
Kim, J., & Mahoney, G. (2004). The effects of mother's style of interaction on children's engagement: Implications for using responsive interventions with parents. Topics in Early Childhood Special Education, 24, 31—38.
19.
Mahoney, G., Kaiser, A., & Girolametto, L. (1999). Parent education in early intervention: A call for a renewed focus. Topics in Early Childhood Special Education, 19, 131—140.
20.
Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social—emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23, 77—89.
21.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
22.
Mulhearn Blasco, P. (2001). Early intervention services for infants, toddlers, and their families. Boston: Allyn & Bacon.
23.
National Research Council, Committee on Integrating the Science of Early Childhood Development. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
24.
Pierce, D. (2000). Maternal management of the home as a developmental play space for infants and toddlers. The American Journal of Occupational Therapy., 54, 290—299.
25.
Stake, R. (2003). Case studies. In N. K. Denzin and Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed., pp. 134—164). Thousand Oaks, CA: Sage.
26.
Trivette, C. (2003, June). Influence of caregiver responsiveness on the development of young children with or at risk for developmental disabilities. Bridges: Practice based research syntheses. Research and Training Center on EarlyChildhood Development, 1(3), 1—13.
27.
Turnbull, A., Blue-Banning, M., Turbiville, V., & Park, J. (1999). From parent education to partnership education: A call for a transformed focus. Topics in Early Childhood Special Education, 19, 164—172.
28.
Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children's communication outcomes. Journal of Early Intervention, 26, 175—193.
