Strengthening families of children with developmental concerns: parent perceptions of developmental screening and services in Head Start.
Strengthening families of children with developmental concerns: parent perceptions of developmental screening and services in Head Start.
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DOI：
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发表时间：
2011
影响因子：
3.2
通讯作者：
Bergen B. Nelson;P. Chung;H. DuPlessis;Lilian Flores;G. Ryan;Sheryl Kataoka
中科院分区：
文献类型：
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作者：
Bergen B. Nelson;P. Chung;H. DuPlessis;Lilian Flores;G. Ryan;Sheryl Kataoka
目的：调查家长对“先声夺人”计划中儿童发展问题的检测和干预过程的看法。设计描述性、定性研究。设置一个大型的，城市的开端机构，经营14个中心，每年为1200多名主要是拉丁美洲儿童。在2008-2009年期间，与加州大学洛杉矶分校的学者建立了合作伙伴关系，以评估他们的发展筛选和转诊模式。参与者和程序：我们进行了5个焦点小组，共有30名家长的头开始儿童的发展问题。家长被问及他们在哪里去获取信息时，他们有顾虑，他们如何看待发展筛选过程和服务，以及如何儿童和家庭已经改变后，在头开始计划。焦点小组被记录、转录并翻译成英语，然后使用上述领域在ATLAS.ti中编码，并按主题分类进行分析。结果家长认为筛查过程在诊断和治疗上都很重要，有多种好处，从更密切的家长-教师关系到改善养育和对发展干预措施的理解。家庭的讨论集中在社会情感和行为发展的重要性上，入学准备和语言表达能力的提高是重要但次要的结果。结论：对于有发展和行为风险或担忧的儿童的家庭，学前教育环境中的结构化发展筛查过程，例如由Head Start提供的，可以作为识别和解决问题并促进社会情感学习，家长参与，语言发展和入学准备的重要途径。
OBJECTIVE The authors investigated perceptions of parents with children in the Head Start program about the processes of detection and intervention for developmental concerns. DESIGN Descriptive, qualitative study. SETTING A large, urban Head Start agency, operating 14 centers and annually serving more than 1200 predominantly Latino children. During 2008-2009, a collaborative partnership with academicians from UCLA was created to evaluate their model of developmental screening and referrals. PARTICIPANTS AND PROCEDURES: We conducted 5 focus groups with a total of 30 parents of Head Start children with developmental concerns. Parents were asked about where they go for information when they have concerns, how they perceived the developmental screening process and services, and how children and families have changed after being in the Head Start program. Focus groups were recorded, transcribed and translated into English, then coded in ATLAS.ti using the domains above and sorted into themes for analysis. RESULTS Parents perceived the screening process as both diagnostically and therapeutically important, with multiple benefits ranging from closer parent-teacher relationships to improved parenting and understanding of developmental interventions. Families focused their discussion on the importance of social-emotional and behavioral development, with school readiness and improved expressive language as important but secondary outcomes. CONCLUSIONS For families of children with developmental and behavioral risks or concerns, a structured developmental screening process in a preschool setting, such as that provided by Head Start, may serve as a vital gateway for identifying and addressing concerns and promoting social-emotional learning, parent engagement, language development and school readiness.