There is much evidence that children’s developmental achievements are the product of nature and nurture (in other words, genetics and environment). Although it may be hard to determine the relative degree on their specific influences, it can be agreed that to some large extent, children’s development is altered by the manipulation (intentional or not) of environmental factors. Some of these examples could be: poverty, maternal income and education, family size, culture, language abilities, and race.

Take a look at the following scenario:

Theresa and Bobby

At 25 years of age, Theresa already has a lot of responsibility. In addition to caring for her two young children, Bobby (2 years old) and Laurie (6 months old), she works part time at a grocery store and is taking a class at her local college. Theresa lives in a low-income house development with her mother and the father of Laurie. Their home is sparse of furniture and toys and often times food and diapers too. About eight months ago, Bobby’s pediatrician referred him for early intervention services based on results of a developmental screening (the Ages and Stages Questionnaire). Since then Bobby has been receiving early intervention services for social emotional delays as well as behavioral issues which include tantrums, biting and hitting.

Theresa was lucky to find a part time job at a local hardware store close to home. Often times she works evenings and weekends, but her work schedule varies from time to time. Her mother and Laurie’s father help with childcare, but their work schedules sometimes conflict with Theresa’s. She has already missed a couple of work shifts as result.

When able to care for their children, Laurie’s father and Theresa’s mom have complained on Bobby’s behavior. Theresa worries on his behavior too.  What’s going to happen with Bobby when he transitions out of early intervention?

This scenario give us an idea on some of the following things:

• A diverse family unit on the basis of family members and a family in need for early intervention services.
• The strengths of this family: They try to help each other with childcare for Bobby (and Laurie). Theresa is attending school, which shows she wants to make progress to get education and a better job. They help each other when schedules don’t conflict. Child is receiving medical services.
• Their barriers (areas for family’s growth). One of the main barriers is lack of childcare. This is one of the biggest issues as Theresa misses work after being recently hired. Lack of resources. Unable to support Bobby with behavioral issues. Lack of a consistent family schedule.

Let’s analyze in this module how Bobby’s family is similar or different from other american families. Therefore we will look at two topics:

• The Changing American Family
• The Family Reactions to Children with Developmental Delays.

Family Centered Approach and Collaboration

For several decades, family and professional collaborative partnering has been considered a recommended practice in effective service provision for children with disabilities. Many authors identify the importance of family and professional partnerships (Adelman & Taylor, 1997a, 1997b; Children’s Aid Society, 1997; McKnight, 1995; Roberts, Rule, & Innocenti, 1998). The significance of partnerships in educational planning is evident in public policy, research, and federal legislation (Epstein, 2001; Nisbet, Covert, & Schuh, 1992; Osher & Osher, 2002). The concept of collaborative partnership between parents and schools in the design and implementation of special education programs is one of six principles of the Individuals with Disabilities Education Act (IDEA) established by Congress (Turnbull & Turnbull, 2000).

In early intervention, the term “family centered” describes recommended practices characterized by emphasis on family strengths, encouraging family choice and control over decisions about services, and collaborative relationships between parents and professionals (Bruder, 2000). Early intervention programs that are evaluated as being more “family focused” (i.e., that engage in meaningful partnerships between families and professionals) tend to foster a stronger sense of personal control and self-efficacy in parents (Trivette, Dunst, Boyd, & Hamby, 1995) and result in greater parent satisfaction with services (Applequist & Bailey, 2000). Bailey, McWilliam and colleagues (1998) noted that the expected outcomes for families of early intervention should include helping families gain a positive view of professionals and the special services system, and enhancing the family’s perceived ability to work with professionals and advocate for services. In other words, early intervention should not only engage parents as collaborative partners while they receive services, but it should also prepare parents to become effective partners with special services they encounter as their child grows older.