Literaturnachweis - Detailanzeige
Autor/inn/en | Stone, Wendy L.; Ibanez, Lisa V.; Carpentier, Pascale; Posner, Elyanah; Bravo, Alice; Frederick, Lindsay; Locke, Jill |
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Titel | Early Intervention Providers' Perspectives about Working with Families of Toddlers with Suspected ASD: A Qualitative Study |
Quelle | In: Journal of Autism and Developmental Disorders, 51 (2021) 3, S.814-826 (13 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Stone, Wendy L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-019-04337-x |
Schlagwörter | Disabilities; Equal Education; Federal Legislation; Educational Legislation; Identification; Autism; Pervasive Developmental Disorders; Preschool Children; Family Involvement; Cultural Influences Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Identifikation; Identifizierung; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cultural influence; Kultureinfluss |
Abstract | Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |