Parents’ Experiences Navigating Intervention Systems for Young Children With Mild Language Delays.
The purpose of this study was to explore the experiences of parents of children with mild language delays who were referred to an Individuals With Disabilities Education Act (IDEA) birth-to-3 or preschool program, were determined not eligible for services, and were referred on to a community-based p...
| Published in: | Journal of Early Intervention Vol. 39; no. 3; pp. 180 - 199 |
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| Main Authors: | , , , , |
| Format: | pictorial research tables/charts Journal Article |
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Sage Publications Inc.
Sep2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=124476358&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 124476358 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538151 0VW jtl: Journal of Early Intervention issn: 10538151 maglogo: N pubinfo: dt: Sep2017 vid: 39 iid: 3 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 124476358 124476358 124476358 10.1177/1053815117704958 124476358 ppf: 180 ppct: 19 formats: tig: atl: Parents’ Experiences Navigating Intervention Systems for Young Children With Mild Language Delays. aug: au: Marshall, Jennifer Adelman, Andrea Kesten, Stacey M. Natale, Ruby A. Elbaum, Batya affil: University of South Florida, Tampa, USA sug: subj: Language Development Early Childhood Intervention Speech Therapy Parents Psychosocial Factors Help Seeking Behavior Motivation Professional-Family Relations Human Child, Preschool Individuals with Disabilities Education Act Grounded Theory Semi-Structured Interview Qualitative Studies Infant Female Audiorecording Data Analysis Software Conceptual Framework Thematic Analysis Child, Preschool: 2-5 years Infant: 1-23 months Female ab: The purpose of this study was to explore the experiences of parents of children with mild language delays who were referred to an Individuals With Disabilities Education Act (IDEA) birth-to-3 or preschool program, were determined not eligible for services, and were referred on to a community-based program for short-term speech-language therapy. Interviews were conducted in the parents’ preferred language (10 Spanish, 10 English). A grounded theory approach was applied to identify emergent themes. Results indicated that the process of recognizing a developmental delay, receiving assessment results, and enrolling in services presents challenges that require parents to demonstrate engagement and advocacy throughout. This study highlights parents’ motivations for seeking out early intervention services and underscores the importance of understanding parents’ experiences navigating developmental service systems. Program planners can partner with parents to address barriers and also capitalize on successes to facilitate timely response to developmental concerns, appropriate referrals, and effective interventions. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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