Towards Implementation of an Early Intervention Model by a Paraguayan Organization

Authors

DOI:

https://doi.org/10.15448/1981-2582.2020.1.35700

Keywords:

Family-centered, implementation science, routines-based, functioning

Abstract

Implementation science has been developed to help understand why evidence-based practices are not adopted as rapidly as they might. We describe here the process a rehabilitation center in Paraguay is undergoing to transform itself into a state-of-the-art early intervention program. We describe the organization and its contextual strengths and barriers, the model it chose to implement, and the implementation procedures it has attempted. The implications for model fidelity are highlighted, as this organization needed to make adaptations to the model as designed, to fit the particular context of its mission and the Paraguayan culture. Features of the Routines-Based Model are described. 

Downloads

Author Biographies

R. A. McWilliam, The University of Alabama (UA), Tuscaloosa, AL, USA

R. A. (“Robin”) McWilliam is a professor of early childhood special education at The University of Alabama, where he founded and directs the Evidence-based International Early Intervention Office (EIEIO), in the Department of Special Education and Multiple Abilities. With colleagues, he created the Routines-Based Model for Early Intervention (Birth to Five; RBM), a comprehensive system for supporting caregivers of young children with disabilities. This model is implemented in 10 countries. It includes practices for assessing needs and developing functional and family goals, using a primary service provider, consulting collaboratively with caregivers to build their capacity, and measuring progress on goals, child functioning, and family quality of life. Dr. McWilliam has written over 80 peer-reviewed articles and 8 books and has presented in over 20 countries. He is a visiting professor at the University of Silesia in Poland, where he has an implementation site.

Pau García-Grau, Catholic University of Valencia “San Vicente Mártir” (UCV), Valencia, Valencia

Pau García-Grau is an assistant professor in the College of Educatiopn at the Catholic University of Valencia, Spain. He has worked at The University of Alabama as a posdoctoral fellow, where he conducted different studies and collaborated with the implementation of the Routines-Based Model in different countries through the Evidence-based International Early Intervention Office (EIEIO), in the Department of Special Education and Multiple Abilities. Dr. García-Grau has focused his research on the analysis of the quality of early intervetion services in different countries, and the impact of quality services on family quality of life (FQoL). He now serves as a leader of the RBM and has been involved in its implementation in Alabama, USA; Australia; Portland, Oregon, USA; and Spain.

References

Casey, A. M.; Mcwilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of applied behavior analysis, 44(2), 397-401. https://doi.org/10.1901/

jaba.2011.44-397.

Figley, C. R. (Ed.). (2002). Treating compassion fatigue. London: Routledge.

Fixsen, D. L., Naoom, S. F., Blasé, K. A, Friedman, R. M., & Wallace, F. (2005). Implementation research: a synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice, 19(5). 531-540. https://doi.org/10.1177/1049731509335549.

García-Grau, P., Mcwilliam, R. A., Martínez-Rico, G., & Grau-Sevilla, M. (2018). Factor structure and internal consistency of a Spanish version of the family quality of life (FaQoL). Applied Research in Quality of Life, 13(2), 385-398. https://doi.org/10.1007/s11482-017-9530-y.

García-Grau, P., Mcwilliam, R. A., Martínez-Rico, G., & Morales-Murillo, C. P. (2019). Rasch Analysis of the Families in Early Intervention Quality of Life (FEIQoL) Scale. Applied Research in Quality of Life,1-17. https://doi.org/10.1007/s11482-019-09761-w.

Halle, T., Metz, A., & Martinez-Beck, I. (2013). Applying Implementation Science in Early Childhood Programs and Systems. Baltimore, MD: Paul H. Brookes Publishing Company.

Ishida, K.,Stupp, P., Melian, M., Serbanescu, F., & Goodwin, M. (2010). Exploring the associations between intimate partner violence and women’s mental health: evidence from a population-based study in Paraguay. Social Science & Medicine, 71(9), 1653-1661. https://doi.org/10.1016/j.socscimed.2010.08.007.

Kiresuk, T. J., Smith, A., & Cardillo, J. E. (2014). Goal attainment scaling: Applications, theory, and measurement. London: Psychology Press.

Mcwilliam, R. A. (2003). The primary-service-provider model for home-and-community-based services. Psicologia, 17(1), 115-135.

Mcwilliam, R. A. (2005). Therapy Goals Information Form. Chapel Hill, NC: University of North Carolina.

Mcwilliam, R. A. (2012). Implementing and preparing for home visits. Topics in Early Childhood Special Education, 31(4), 224-231. https://doi. org/10.1177/0271121411426488.

Mcwilliam, R. A. (2016a). The routines-based model for supporting speech and language. Revista de Logopedia, Foniatría y Audiología, 36(4), 178-184. https://doi.org/10.1016/j.rlfa.2016.07.005.

Mcwilliam, R. A. (2016b). Routines-Based Visit in the Clinic Checklist. Evidence-based International Early Intervention Office (EIEIO). Tuscaloosa, AL: The University of Alabama.

Mcwilliam, R. A., Casey, A. M., & Sims, J. L. (2009). The routines-based interview: A method for assessing needs and developing IFSPs. Infants & Young Children, 22, 224-233. https://doi.org/10.1097/iyc.0b013e3181abe1dd.

Mcwilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, v. 13, (4), 55-62. https://doi.org/10.1097/00001163-200113040-00011.

Mcwilliam, R. A., Trivette, C. M., Dunst, C. J. (1985). Behavior engagement as a measure of the efficacy of early intervention. Analysis and Intervention in Developmental Disabilities, 5(1-2), 59-71. https://doi.org/10.1016/s0270-4684(85)80006-9.

Mcwilliam, R. A., & Younggren, N. (in press). Measure of Engagement, Independence, and Social Relationships. Baltimore, MD: Paul H. Brookes.

Rakap, S. (2017). Impact of coaching on preservice teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. https://doi.org/10.1177/0022487116685753.

Shelden, M. ‘L. L., & Rush, D. D. (2013). The Early Intervention Teaming Handbook: The Primary Service Provider Approach. Baltimore, MD: Brookes Publishing Company.

Downloads

Published

2020-05-25

How to Cite

McWilliam, R. A., & García-Grau, P. (2020). Towards Implementation of an Early Intervention Model by a Paraguayan Organization. Educação, 43(1), e35700. https://doi.org/10.15448/1981-2582.2020.1.35700

Issue

Vol. 43 No. 1 (2020)

Section

Dossiê - Intervenção Precoce na Infância centrada na Família:

License

Copyright (c) 2020 Educação

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

DERECHOS DE AUTOR
 
La sumisión de originales para la Educação implica la transferencia, por los autores, de los derechos de publicación. El copyright de los artículos de esta revista es el autor, junto con los derechos de la revista a la primera publicación. Los autores sólo podrán utilizar los mismos resultados en otras publicaciones indicando claramente a
Educação como el medio de la publicación original.
 
CREATIVE COMMONS LICENSE
 
Debido a que es una revista de acceso abierto, permite el libre uso de artículos en aplicaciones científicas y educativas, siempre y cuando la fuente. De acuerdo con la Licencia Creative Commons CC-BY 4.0, adoptada por la
Educação el usuario debe respetar los requisitos abajo.
 
Usted tiene el derecho de:
 
Compartir - copiar y redistribuir el material en cualquier medio o formato.
Adaptar - remezcla, transformar y crear a partir del material para cualquier propósito, incluso con fines comerciales.
 
Sin embargo, sólo de acuerdo con los siguientes términos:
 
Asignación - Usted debe dar el crédito apropiado, proveer un enlace a la licencia e indicar si los cambios se han hecho. Debe hacerlo en condiciones razonables, pero de ninguna manera que sugiera que
Educação usted o su uso es compatible.
No hay restricciones adicionales - No se pueden aplicar términos legales o naturaleza tecnológica de las medidas que restringen legalmente hacer algo distinto de los permisos de licencia.
 
Avisos:
Usted no tiene que cumplir con los términos de licencia con respecto a los elementos materiales que son de dominio público o cuyo uso está permitido por una excepción o limitación que se aplica.
Garantías no se les da. La licencia no le puede dar todos los permisos necesarios para el uso previsto. Por ejemplo, otros derechos, como derechos de imagen, privacidad o derechos morales, pueden limitar el uso del material.
Para obtener más información acerca de la licencia Creative Commons, siga el enlace en la parte inferior de esta página web.