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Journal of Pediatric Psychology 15(4) pp. 557-569, 1990
© 1990 Society of Pediatric Psychology

other

Depends on Who You Ask: What Maximizes Participation of Families in Early Intervention Programs

Conway F. Saylor1, Nick Elksnin, Brian Andrew Farah and Judith A. Pope

Medical University of South Carolina, Minneapolis, Minnesota

1All correspondence should be sent to Conway F. Saylor, Medical University of South Carolina, Department of Psychiatry and Behavioral Sciences, 171 Ashley Avenue, Charleston, South Carolina 29425

This two-part study was a preliminary investigation of the types of procedures that could be useful in maximizing the participation of families in early intervention programs for their special-needs infants, toddlers, and preschoolers. In Study 1, 64 professionals in the early intervention field completed a survey that described 29 potential techniques for maximizing participation of families. For each technique, the respondents endorsed whether they employed the procedure, or would if they could. In addition, they rated the expected effectiveness of each procedure. Verbal praise and encouragement were highly rated and almost universally in use, as were various types of written and resource materials. Tangible reinforcement was seldom employed and professional respondents tended to indicate that they did not expect that such techniques would be useful. In Study 2, 29 mothers of high-risk infants and toddlers currently in early intervention rated the same 29 procedures, but were significantly more likely to endorse the use of tangible reinforcers and logistical support. Comparisons among respondents from professional and parent samples were discussed, along with implications of the findings and necessary directions for future research in this area.

Key words: compliance; maximizing participation; early intervention.


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