NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1048940
Record Type: Journal
Publication Date: 2015-Feb
Pages: 11
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-0271-1214
Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective
Bruder, Mary Beth; Dunst, Carl J.
Topics in Early Childhood Special Education, v34 n4 p200-210 Feb 2015
Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make judgments of the confidence and competence of the practitioners in six practice areas (family-centered practices, teaming and collaboration, child assessments and evaluations, instructional practices, Individualized Family Service Plans [IFSPs] or Individualized Education Programs [IEPs], and natural environments and inclusion practices). Results indicated that the parents rated the practitioners as more confident than competent when using practices, and that the degree of parent involvement in early intervention or preschool special education was related to variations in parents' perceived judgments. Implications for evaluating early childhood intervention service quality from a consumer science perspective are described.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part B; Individuals with Disabilities Education Act Part C
IES Grant or Contract Numbers: H324J020002