The transition process from center-based programmes to family-centered practices in Spain: a multiple case study

ABSTRACT

One of the most important challenges that early intervention (EI) has faced in recent years is the transition process from child-based practices to family-centered programmes. This study’s main objectives were: (a) To understand the changes identified by the staff in their professional knowledge and practices with families during the transition from a center-based programmes to family-centered practices; (b) To explore the parents’ satisfaction with the family-centered practices; (c) To know how professionals perceive the transition from center-based to family-centered practices in EI. Participants were 11 families of children with intellectual disability and 11 professionals from six early intervention centres in Spain. Results showed that professionals valued family-centered services because it allowed them to gather relevant information about the families’ strengths and resources. Families perceived their participation as a real empowerment for all family members and positive for their children. Implications for professional practice in EI are discussed.

KEYWORDS:

• Early intervention
• family-centered practices
• professional’s perception
• family’s satisfaction

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Marta Gràcia is Associate Professor at the Department of Cognition, Development and Educational Psychology and Researcher of the Institute of Research in Education (IRE-UB), University of Barcelona, Spain. Her research interests include quality of family life for people with intellectual disabilities, early intervention, teaching and learning of L1, naturalistic intervention and conversational methodology.

Cecilia Simón is Associate Professor at the Developmental and Educational Psychology Department at the Autonomous University of Madrid, Spain. Her research interests include equity and inclusive education, early intervention, family and school partnerships and quality of family life for people with intellectual and developmental disabilities.

Francesc Salvador-Beltran is Professor at University of Barcelona and Researcher of the Institute of Neurosciences (NeuroUB), Barcelona, Spain. His research focuses on mathematical modelling and agent-based simulation of social systems in human and non-human primates from a phylogenetic point of view.

Ana Luisa Adam Alcocer is Assistant Professor at the Department of Cognition, Development and Educational Psychology at the University of Barcelona, Spain. Her research areas include services and supports for people with intellectual and developmental disabilities, equity and inclusive education, family quality of life, behavioural disorders.

Joana Maria Mas is Assistant Professor at the Department of Psychology at the Ramon Llull University, Spain. Her research interests include early childhood intervention, family-centered practices, family adaptation, and quality of family life for people with intellectual and developmental disabilities.

Climent Giné is Professor Emeritus at the Department of Psychology at the Ramon Llull University, Spain. His research areas included services and quality of life of people with intellectual and developmental disabilities and their families, especially in early intervention and family quality of life.

Mariona Dalmau is Associate Professor at the Department of Psychology at the Ramon Llull University, Spain. Her research areas included services and quality of life of people with intellectual and developmental disabilities and their families, especially in early intervention and family quality of life.

Additional information

Funding

This work was supported by the Spanish Ministry of Economy and Competitiveness (MEC) under Grant National R+D+I Plan 2011 [grant number EDU2011-27353].