In this study, the authors use data from two states to compare how families participating in early intervention who completed a Spanish version of the Family Outcomes Survey (FOS) (n = 291) compared with Hispanic (n = 486) and non-Hispanic (n = 2,363) families who completed the English version. In general, most families reported positive outcomes,…

This article argues that the federal government will continue to shape the field of early intervention but in ways that differ from what has been seen in past years. Federal involvement in cross-state variability in eligibility, expected program outcomes, noncompliance, and directed research in perceived areas of need is discussed. (Contains…

A study compared the family needs and sources of support as perceived by 55 Puerto Rican mothers of young children with disabilities residing in Puerto Rico and 39 of their counterparts living in Florida. Mothers in Puerto Rico perceived significantly more sources of support than did mothers in Florida. (Author/CR)

A functional model of social competence for handicapped infants and preschoolers involves stimulus situations, behaviors, and outcomes. Socially competent behaviors are assumed to be affected by functional capacity, social awareness, temperament, and learning history. Four outcomes are requirements for socially competent behaviors: behavioral,…

Assessment of the expectations of families with handicapped (N=9) and nonhandicapped (N=50) young children before and after the introduction of handicapped children into a day care center revealed both groups felt that greatest benefits were derived from exposing children to the "real" world and promoting acceptance of handicapped children.…

Parents and educators often differ in the values and priorities they assign services for the young handicapped child. Methods for resolving these differences include collaborative goal setting, viewing families from a systems perspective, using effective listening and interviewing techniques, negotiating values and priorities, and acting as case…

The effects of disability, age grouping, and adult involvement on interactions of preschool children with disabilities (n=16) and children without disabilities (n=32) were studied in sessions of free play or adult involvement. Children with disabilities spent more time passively nonengaged. Even when controlling for developmental age, intergroup…

This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (1) the physical environment, (2) teaching and therapeutic strategies, and (3) family-focused services. Examples of normalized practices within each dimension are offered, and issues related to normalization are…

This article provides a rationale for developing communication/interviewing skills of early childhood interventionists, presents information on training in family interviewing and communication skills, describes perspectives of interventionists who have attended a workshop on the family-focused interview, and suggests strategies to help…