ERIC Number: EJ1457024
Record Type: Journal
Publication Date: 2025-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: EISSN-1538-4845
Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions
Miriam Kuhn; Johanna Higgins
Topics in Early Childhood Special Education, v44 n4 p249-262 2025
Early intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities that oversee such programs continually seek to strengthen the quality of program practices. The "Getting Ready" approach is a professional development (PD) framework for partnering with families and delivering high quality routines-based home visits. Interviews were conducted with family members (n = 22), EI service providers (n = 12), and independent, dedicated EI service coordinators (n = 7) in a midwestern U.S. state, and written home visit action plans from professionals' home visits (n = 11) were reviewed. Findings from qualitative analyses of these two data sources deepen understanding of effective family-professional partnerships, data-driven decision-making processes, and collaborative development of routines-based interventions focused on family-child interactions and the achievement of child/family IFSP outcomes.
Descriptors: Early Intervention, Home Visits, Infants, Toddlers, Developmental Delays, Developmental Disabilities, Partnerships in Education, Family Involvement, Professional Development, Data Use, Cooperative Planning, Parent Child Relationship, Training, Interpersonal Relationship, Accountability
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A