Supporting Parent-Child Interaction: A Guide for Early Intervention Program Personnel [Handbook]
Marci J. Hanson, Mary S. Krentz
This guide for early intervention program personnel outlines and describes methods for assisting parents and infants to better communicate with one another. The focus is on helping parents to read their children's cues, to engage in reciprocal interactions, to time interactions according to their babies' cues, and to enjoy interacting with their babies. The methods discussed are designed for early intervention programs serving parents and caregivers of children with disabilities or children who are at risk for developmental delay. The first section of the manual, "Rationale for Intervention Approach", presents both the theoretical rationale and the clinical evidence for taking this particular approach in working with families. It also provides a description of major paradigms currently utilized in the field to observe and evaluate parent-child interactions. The second and major section, "Intervention Framework and Strategies", describes the intervention approach and provides a variety of specific strategies that can be utilized by infant development specialists, working in an early intervention program with infants at risk and their families. The final section of the manual presents several detailed case studies which demonstrate how the intervention approach was implemented with different families. (Contains 35 references.)
Marci J. Hanson, Mary S. Krentz. Supporting Parent-Child Interaction: A Guide for Early Intervention Program Personnel [Handbook] (1986). San Francisco State University [Project ISIS]: San Francisco, CA.
Sponsoring Agency: Handicapped Children's Early Education Program (HC
Reading Level: Difficult
Formats Available: Printed Material
(No longer available from producer, available on the CLAS web site. )
San Francisco State University [Project ISIS]
4 Tapia Drive
San Francisco, CA
Phone: (415) 338-1630
Languages Available: English
Intended User Audience:
This module was written primarily for faculty trainers, pre- and inservice students, administrators, and service delivery personnel. The authors indicated that this manual may be useful to all disciplines working in the early intervention profession. The information provided falls between introductory and advanced level.
The module was written for a universal population for whom English is the first language or who are proficient in English.
This module was initially developed for individuals residing throughout the United States.
This material was developed by Hanson and Krentz, under the funding of a US Department of Education grant. Family members, early intervention service delivery personnel (e.g., special education teachers, occupational therapist, speech pathologist, and psychologists) participated in the development of this material. Participants represented Latino, African American, Chinese, and Euro-American groups.
None --- but are interested in field testing this material at a future date.
As of 1998, over 1,000 copies had been distributed and sold. Major orders came from California. In addition, this material was also distributed in state, national, and international (e.g., Australia, New Zealand, Spain) conferences.
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