The complementarity of parents and professionals in early intervention assessment
DOI:
https://doi.org/10.15448/1981-2582.2020.1.35318Keywords:
early intervention, assessment, parents, professionals, autism spectrum disorder, social interaction.Abstract
The aim of the study was to analyze the convergence between parents and professionals regarding the assessment of the social interaction dimension in children with Autism Spectrum Disorder (ASD), between the ages of 3 and 6 years, supported by the early intervention system in Portugal. The methodology applied was quantitative and the sample consisted of 128 children with ASD. The results show that: parents assess the social interaction dimension more positively compared to professionals; the variable ages influenced the assessment of parents and professionals, with a positive relationship between skills and the advancement of the children’s age; the variables training, years of experience of professionals in supporting children with ASD, educational and occupation parents levels did not influence the results in social interaction dimension. Therefore, research suggests the importance of early intervention, and the collaborative relationships between parents and professionals in the assessment process.
Downloads
References
Ameida, L., & Freire, T. (2008). Metodologia da Investigação em Psicologia da Educação. Braga: Psiquilíbrios Edições.
Bagnato, S. (2007) Authentic assessment for early childhood intervention: Best practices. New York: The Guilford Press.
Bagnato, S., & Levan, R. (2007). Can professionals “Test without Tests” for authentic assessment?. In S. Bagnato (Ed.), Authentic Assessment for Early Childhood Intervention (pp. 98-116). New York: The Guildford Press.
Braz, F., & Salomão, N. (2002). A fala dirigida a meninos e meninas: Um estudo sobre o input materno e suas variações. Psicologia: Reflexão e Crítica, 15(2), 333-344. https://doi.org/10.1590/S0102-79722002000200011.
Butt, L., & Caplan, B. (2010). The Rehabilitation Team. In R. Frank, M. Rosenthal & B. Caplan (Eds.), Handbook of Rehabilitation Psychology (pp. 451-457). Washington: American Psychological Association. https://doi.org/10.1037/15972-032.
Cartmill, C., Soklaridis, S., & Cassidy, D. (2011). Transdisciplinary teamwork: The experience of clinicians at a functional restoration program. Journal of Occupational Rehabilitation, 21(1), 1-8. https://doi.org/10.1007/s10926-010-9247-3.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices.
Dunst, C. (2000). Revisiting “rethinking early intervention. Topics in Early Childhood Special Education. 20(2), 95-104. https://doi.org/10.1177/027112140002000205.
Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In Odom, S. L., Homer, R. H., Snell, M., & Blacher J. (Eds.), Handbook of developmental disabilities (pp. 161-180).
New York: Guilford Press.
Dunst, C., & Bruder, M.B. (2002). Valued outcomes of service coordination, early intervention and natural environments. Exceptional Children, 68(3), 361-375. https://doi.org/10.1177/001440290206800305.
Dunst, C., Raab, M., Trivette, C., & Swanson, J. (2012). Oportunidades de aprendizagem para a criança no quotidiano da comunidade. In R. Macwilliam (Ed.), Trabalhar com as famílias de crianças com necessidades especiais (pp. 73-96). Porto: Porto Editora.
Dunst, C., Trivette, C., & Deal, A. (1988). Enabling and Empowering Families: principles and guidelines for practice. Cambridge, MA: Brookline Books.
Dunst, C., Bruder, M.B., & Espe-Sherwindt, M. (2014). Family Capacity-Building in Early Childhood Intervention: Do Context and Setting Matter?. School Community Journal. 24(1), 37-48.
Filipe, C. (2012). Autismo – conceitos, mitos e preconceitos. Lisboa: Verbo.
Grisham-Brown, J., & Pretti-Frontckzak (2011). Assessing Young Children in Inclusive Settings: the blended practices approach. Baltimore: Paul Brooks.
Hortal, C., Bravo, A., Mitja, S., & Soler, J. (2011). Alumnado com transtorno del espectro autista.. Barcelona: Editorial GRAÓ.
King, M., & Bearmen, P. (2011). Socioeconomic status and the increased prevalence of autism in California. Americam Sociological Review, 76(2), 320-346. https://doi.org/10.1177/0003122411399389.
Lima, C., & Levy, P. (2012). A causa do autismo: Investigação etiopatogénica. In C.B. Lima (Ed.), Perturbações do Espectro do Autismo- manual prático de intervenção (pp. 13-22). Lisboa: LIDEL.
Lopes, R.C., Vivian, A., Oliveira, D., Silva, C., & Piccinni, C.A. (2009). Quando eles crescem, eles voam: Percepções e sentimentos maternos frente ao desenvolvimento infantil aos 18-20 meses. Psicologia em Estudo, 14(2), 221-232. https://doi.org/10.1590/S1413-73722009000200002.
Lyra, M.C., & Moura, M.L.(2000). Desenvolvimento na interação social e no contexto histórico-cultural: adequação entre perspectiva teórica e metodologia. Psicologia: Reflexão e Crítica, 13(2), 62-71. https://doi.org/10.1590/S0102-79722000000200002.
Macy, M., Bagnato, S., Macy, R., & Salaway, J. (2015). Conventional tests and testing for early intervention eligibility. Is there an evidence base? Infants & Young Children, 28(2), 182-204. https://doi.org/10.1097/IYC.0000000000000032.
Magalhães, S., Pereira, A.P. (2013). A Avaliação do Desenvolvimento em Intervenção Precoce: perceções das famílias portuguesas. Revista Galego-Portuguesa de Psicoloxia e Educacion, 21(1), 149-164.
Mcwilliam, R. (2010). Routines-based Early Intervention. Baltimore, MD: Paul H. Brooks Publishing Co.
Mcwilliam, P. (2003). Repensar a avaliação da criança. In P. Mcwilliam, P. Winton, & E. Crais (Eds.), Estratégias Práticas para a Intervenção Precoce Centrada na Família (pp. 65-79). Porto: Porto Editora.
Oliveira, E., Frizzo, G., & Marin, A. (2000). Atitudes maternas diferenciais para meninos e meninas de quatro e cinco anos. Psicologia: Reflexão e Crítica, 13(3), 363-371. https://doi.org/10.1590/S0102-79722000000300005.
Paasche, L., Gorrill, L., & Storm, B. (2010). Crianças com Necessidades Especiais em Contextos de Educação de Infância. Porto: Porto Editora.
Pacheco, J., & Silveira, L. (2008). Estilos e práticas educativas parentais: análise da relação desses construtos sob a perspectiva dos adolescentes. Psicologia, 39(1), 66-73.
Paynter, J., Scott, J., Beamish, W., Duhig, M., & Heussler, H. (2012). A Pilot study of the effects of an australian centre-based early intervention program for children with autism. Open Pediatric Medicine Journal, 6, 7-14. https://doi.org/10.2174/1874309901206010007.
Pereira, A.P., & Serrano, A.M. (2014). Early Intervention in Portugal: Study of professionals perceptions. Journal of Family Social Work, 17(3), 263-282. https://doi.org/10.1080/10522158.2013.865426.
Pimentel, J. (2004). Avaliação de programas de intervenção precoce. Análise Psicológica, 1(XXII), 43-54.
Reis, H., Pereira, A.P., & Almeida, L. (2013). Construção e validação de um instrumento de avaliação do perfil desenvolvimental de crianças com perturbação do espectro do autismo. Revista Brasileira de Educação Especial, 19(2),183-194. https://doi.org/10.1590/S1413-65382013000200004.
Reis, H., Pereira, A.P., & Almeida, L. (2018). Intervention Effects on Communication Skills and Sensory Regulation on Children with ASD. Journal of Occupational Therapy, Schools, & Early Intervention,11(3), 346-359. https://doi.org/10.1080/19411243.2018.1455552.
Scmidt, C. (2012). O autismo: Uma análise do filme. Revista Brasileira Educação Especial, 18(2), 179-194. https://doi.org/10.1590/S1413-65382012000200002.
Serrano, A. M., & Pereira, A. P. (2011). Parâmetros Recomendados para a Qualidade da Avaliação em Intervenção Precoce. Revista Educação Especial, 24(40), 63-180.
Siegel, B. (2008). O Mundo da Criança com Autismo: Compreender e tratar perturbações do espectro do autismo. Porto: Porto Editora.
Swanson, J., Raab, & M., Dunst, C. (2011). Strengthening Family Capacity to Provide Young Children Everyday Natural Learning Opportunities. Journal of Early Childhood Research, 9(1), 66-80. https://doi.org/10.1177/1476718X10368588.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Educação implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Educação as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
