Early Intervention Providers’ Perspectives About Implementing Participation-Based Practices

Abstract

Early intervention providers submitted videotapes of home visits as part of requirements for a professional development course. Taped visits were classified into two practice groups: providers who demonstrated use of participation-based practices and those who did not (i.e., traditional practices). A sample of providers, selected from each of these groups, were interviewed to elicit perspectives about implementing participation-based practices. Findings indicate that providers, regardless of practice classification, did not fully understand participation-based practices. In particular, a provider role of promoting children’s participation in family/community activities and routines was not articulated. The caregiver’s role as facilitator of the child’s participation and learning was seldom described although the importance of involving, teaching, and supporting caregivers was acknowledged. Most providers described themselves as able to implement optimal services for only a small percentage of families and attributed both their ability and inability to family characteristics.