Holding the Cards: Empowering Families through an ASD Family Goal Setting Tool

Autor/inn/en	Jones, Judy; Rodger, Sylvia; Walpole, Anna; Bobir, Natasha
Titel	Holding the Cards: Empowering Families through an ASD Family Goal Setting Tool
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 2, S.117-130 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418766240
Schlagwörter	Cooperative Planning; Goal Orientation; Mothers; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Program Effectiveness; Autism; Pervasive Developmental Disorders; Foreign Countries; Holistic Approach; Stress Management; Empowerment; Family Involvement; Needs Assessment; Australia + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Mother; Mutter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Autismus; Ausland; Holistischer Ansatz; Stressmanagement; Stressbewältigung; Bedarfsermittlung; Australien
Abstract	Collaborative goal setting is recognized as a hallmark of good practice in early intervention (EI). This qualitative study describes mothers' and practitioners' perceptions of the utility of the Family Goal Setting Tool: Autism Spectrum Disorder Version (FGST: ASD Version), which supports family identification and prioritization of goals and collaborative engagement in goal setting meetings. Participants included nine mothers and 11 practitioners involved in an autism spectrum disorder--specific EI service in Australia. Participants were interviewed individually or in focus groups, with conversations transcribed verbatim. Inductive content analysis was employed. Four themes emerged with both mothers and practitioners, suggesting the tool facilitated (a) a comprehensive approach, (b) collaboration, (c) goal prioritization, and (d) reduction in stress of goal setting. Practitioners also described the tool as empowering families and enabling family-centered practice. Mothers and practitioners both reported positive impacts of using the FGST: ASD Version and recommended its continued use. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01