Using Action Research to Develop a Research Partnership Between Virginia Commonwealth University's Head Start Program and the Department of Occupational Therapy

Abstract

This article describes the development of a collaborative partnership between Virginia Commonwealth University's (VCU) Head Start program and the Department of Occupational Therapy (OT). In the service-learning component, the OT students conducted developmental screenings in Head Start centers. In the research component, focus groups were held to identify and define the need(s) that could be addressed by a collaborative research partnership. Eight focus groups were conducted with the Head Start management team, a group of family members, and the classroom staff from two child care centers (two groups were conducted with each group of stakeholders). Twenty-nine managers, family members, and classroom staff were in attendance, During the first series of focus groups, participants were asked to describe how the program identified, enrolled, and worked with children with disabilities. Participants were asked to highlight what worked and what was needed to successfully include children with disabilities in the Head Start program. This information was transcribed, coded, and separated into the 14 categories: (a) background information, (b) intake, (c) referrals, (d) screening/eligibility, (e) IEP, (f) service delivery, (g) related services, (h) mental health/behavior, (i) health concerns, (j) transition, (k) training, (l) empowering parents, (m) stories/other children, and (n) wish list. In addition, participants generated a list of recommendations. These recommendations were presented, discussed, and modified by the second series of focus groups. Four themes emerged from a reflection of all information collected: (a) training, (b) supports, (c) communication, and (d) accountability. Direct quotations from focus group participants are used to illustrate each theme.