Relationship of early intervention service coordination model to quality of transition and family empowerment

Candace Adams, University of Rhode Island

Abstract

The purpose of this study is to examine the relationship that variability in early intervention service coordination model has with the quality of transition from early intervention to preschool special education services and with the degree to which families feel empowered to advocate for their child and families' needs. Eighty-five service coordinator and family pairs in the state of New York were recruited for the study based on their adherence to one of two service coordination models: (1) dedicated service coordination or (2) service coordination plus provision of other developmental services (dual role model). Both service coordinators and families rated the quality of the families' transition from early intervention to preschool special education and families rated their sense of empowerment measured in attitudes, knowledge and behaviors across three dimensions (family system, service system, and community/political system). ^ Results suggested that both service coordinators and families associated higher quality transitions and a higher sense of empowerment across dimensions when the service coordinator adhered to a dual model. Significantly higher quality transitions were reported by families with a dual model, even after influences of family sense of empowerment were removed. Implications of the study findings for education and system development as well as recommendations for future research are discussed. ^

Subject Area

Education, Early Childhood|Psychology, Developmental

Recommended Citation

Candace Adams, "Relationship of early intervention service coordination model to quality of transition and family empowerment" (2003). Dissertations and Master's Theses (Campus Access). Paper AAI3103705.
http://digitalcommons.uri.edu/dissertations/AAI3103705

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