Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/139271
題名: 發展遲緩兒童家庭參與作息本位模式之家庭成果探究
A study of family outcomes of the Routines-Based Model for families having children with developmental delay
作者: 林志祥
Lin, Zhi-Xiang
貢獻者: 蔡培元<br>童伊廸
Tsai, Pei-Yuen<br>Tung, Yi-Ti
林志祥
Lin, Zhi-Xiang
關鍵詞: 發展遲緩兒童家庭
作息本位模式
家庭成果
Families having children with developmental delay
Routines-Based Model
Family outcomes
日期: 2022
上傳時間: 1-Mar-2022
摘要: 本研究的研究目的為探討(1)發展遲緩兒童家庭參與作息本位模式的經驗;(2)發展遲緩兒童家庭在參與及接受作息本位模式後所獲得的家庭成果;(3)作息本位模式可能面臨到的實施困境。透過深度訪談法,研究者訪談了五組配對的服務使用者與服務提供者,以及五位未配對之服務提供者,共計二十一位受訪者。\n綜合研究結果,研究者從三個層面提出本研究之結論。首先,參與作息本位模式對於發展遲緩兒童家庭的影響包含:(1)作息本位模式落實以家庭需求為基礎的服務;(2)提升家庭生活品質;(3)支持與滿足家庭希望達成的目標;(4)促進兒童的功能性表現,研究者也就此提出本土化作息本位模式的服務模型。其次,發展遲緩兒童家庭在參與及接受作息本位模式後獲得的家庭成果包含:(1)家庭有效達成五項家庭成果;(2)促進家庭成員參與照顧兒童的工作;(3)提升家庭問題解決的能力與資源;(4)社會工作者能夠促進家庭成果的達成,而研究者也據此提出作息本位模式下的家庭充權歷程。最後,作息本位模式在實施過程中,可能在兒童功能性目標的擬定、家庭,以及制度層面上碰到的困境。\n根據研究結論,本研究在實務面、政策面與家庭面提出建議。在實務面上,建議(1)社會工作者積極提供家庭支持服務;(2)提供早期療育服務的組織學習與實施作息本位模式;針對實施作息本位模式的組織,建議在人力資源做出適當的調配。在政策面上,建議政府(1)重省早期療育資源的配置;(2)促進作息本位模式的推廣。在家庭面上,建議家庭(1)勇於表達家庭層面的目標;(2)在家庭和社區中帶著孩子練習;(3)對於兒童功能的進步應保持耐心與理性。最後,研究者提出了本研究之研究限制以及未來研究建議。
The purposes of this research are to study (1) the experiences of families having children with developmental delay participating in the Routines-Based Model; (2) the family outcomes obtained by the families having children with developmental delay after participating in and receiving the Routines-Based Model; and (3) the difficulties that may be encountered in the Routines-Based Model. Through the in-depth interview, the researcher interviewed 5 matched groups of service providers and service users, and 5 single service providers, with a total of 21 interviewees.\nBased on the research results, the researcher proposed the conclusions from three perspectives. First, the impact of participating in the Routines-Based Model on families includes: (1) the Routines-Based Model is implemented based on family needs; (2) improving the family’s quality of life; (3) supporting and achieving goals that families expect; (4) enhancing child functioning, and the researcher has also proposed a localized service model of the Routines-Based Model. Secondly, the family outcomes obtained by the families after participating in and receiving the Routines-Based Model are: (1) families achieve five family outcomes effectively; (2) promoting family members to participate in the work of childcare; (3) enhancing families’ skills and resources of problem solving; (4) social workers can promote the achievement of family outcomes, and the researcher has also proposed the family empowerment process in the Routines-Based Model. Finally, the researcher proposed the difficulties that may be encountered in the implementation of the Routines-Based Model in terms of establishment of functional child goals, family, and service system.\nBased on the research conclusions, this research put forward some suggestions. For practical uses, it is recommended that (1) social workers actively provide family support; (2) organizations that provide early intervention learn and implement the Routines-Based Model; for organizations that implement the Routines-Based Model, it is recommended to make some appropriate adjustments in the staff deployment. For Policy makers, it is recommended to (1) rethink the resource allocation in early intervention; (2) promote the Routines-Based Model. For families having children with developmental delay, it is recommended to (1) confidently express family goals; (2) accompany children to practice at home and in the community; (3) be patient and rational with the improvement in child functioning. Finally, the researcher proposed the limitations of this research and future research recommendations.
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E., & Rosenbaum, P. L. (1986). Low Birth Weight and Home Intervention Strategies: Preterm Infants. Developmental and Behavioral Pediatrics, 7(6), 361-366. doi: 10.1097/00004703-198612000-00006\nBlock, A. W., & Block, S. R. (2002). Strengthening Social Work Approaches Through Advancing Knowledge of Early Childhood Intervention. Child and Adolescent Social Work Journal, 19(3), 191–208. doi: 10.1023/a:1015575914314\nBronfenbrenner, U. (1974). Is early intervention effective? Day Care and Early Education, 2, 14–18. doi: 10.1007/BF02353057\nBrooks-Gunn, J. (1995). Children in families in communities: Risk and intervention in the Bronfenbrenner tradition. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 467–519). doi: 10.1037/10176-013\nBrooks-Gunn, J., Berlin, L. J., & Fuligni, A. S. (2000). Early childhood intervention programs: What about the family? In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 549-588). doi: 10.1017/CBO9780511529320.026\nBruder, M. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in early childhood special education, 20(2), 105-115. doi: 10.1177/027112140002000206\nChoo, Y. Y., Agarwal, P., How, C. H., & Yeleswarapu, S. P. (2019). Developmental delay: identification and management at primary care level. Singapore medical journal, 60(3), 119-123. doi: 10.11622/smedj.2019025\nCorbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, 13(1), 3-21. doi: 10.1007/BF00988593\nCreswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.\nDale, N. (1996). Working with Families of Children with Special Needs [Ebook Central version]. Retrieved from https://ebookcentral.proquest.com/auth/lib/sciences-po/login.action\nDuckworth, S. V., & Kostell, P. H. (1999). The Parent Panel Supporting Children with Special Needs. Childhood Education, 75(4), 199–203. doi: 10.1080/00094056.1999.10522016\nDunst, C. J. (1999). Placing Parent Education in Conceptual and Empirical Context. Topics in Early Childhood Special Education, 19(3), 141–147. doi: 10.1177/027112149901900302\nDunst, C. J., & Trivette, C. M. (1996). Empowerment, effective help giving practices, and family-centered care. Pediatric Nursing, 22, 334-337.\nDunst, C. J., Trivette, C., & Deal, A. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.\nEarly Childhood Outcomes Center (2005). Family and Child Outcomes for Early Intervention and Early Childhood Special Education. Retrieved from https://ectacenter.org/\nEarly Childhood Outcomes Center (2010). 家庭成效調查:修訂版. Retrieved from https://ectacenter.org/\nEpley, P. H., Summers, J. A., & Turnbull, A. P. (2011). Family outcomes of early intervention Families’ perceptions of need, services, and outcomes. Journal of Early Intervention, 33(3), 201-219. doi: 10.1177/1053815111425929\nGasson, S. (2004). Rigor in grounded theory research: An interpretive perspective on generating theory from qualitative field studies. In M. E. Whitman & A. B. Woszczynski (Eds.), The handbook of information systems research (pp. 79-102). Hershey, PA: Idea Group.\nGeneral requirements for informed consent, 16 e-CFR § 1028.116 (2002).\nGuba, E. G. (1990). The Paradigm Dialog. Newbury Park, CA: Sage Publications.\nHughes-Scholes, C. H., & Gavidia-Payne, S. (2016). Development of a Routines-Based Early Childhood Intervention model. Educar em Revista, 59, 141-154. doi: 10.1590/0104-4060.44616\nHwang, A. W., Chao, M. Y., & Liu, S. W. (2013). A randomized controlled trial of routines-based early intervention for children with or at risk for developmental delay. Research in developmental disabilities, 34(10), 3112-3123. doi: 10.1016/j.ridd.2013.06.037\nIndividuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1436 (2004).\nJones, C. (1998). Early Intervention: The Eternal Triangle? Issues Relating to Parents, Professionals and Children. In: C. Robinson & K. Stalker (Eds.), Growing Up with Disability (pp. 43-56). London, England: Jessica Kingsley.\nKaroly, L. A., Kilburn, M. R., & Cannon, J. S. (2005). Proven benefits of early childhood interventions. Retrieved from https://www.rand.org/content/dam/rand/pubs/research_briefs/2005/RAND_RB9145.pdf\nKashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children with Autism. Journal of Speech Language and Hearing Research, 49(3), 466-485. doi: 10.1044/1092-4388(2006/036)\nKorfmacher, J., Kitzman, H., & Olds, D. (1998). Intervention processes as predictors of outcomes in a preventive home-visitation program. Journal of Community Psychology, 26(1), 49–64. doi: 10.1002/(sici)1520-6629(199801)26:1<49::aid-jcop5>3.0.co;2-x\nKvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London, England: Sage.\nLiaw, F., Meisels, S. J., & Brooks-Gunn, J. (1995). The effects of experience of early intervention on low birth weight, premature children: The Infant Health and Development Program. Early Childhood Research Quarterly, 10(4), 405–31. doi: 10.1016/0885-2006(95)90014-4\nLotze, G. M., Bellin, M. H., & Oswald, D. P. (2010). Family-centered care for children with special health care needs: Are we moving forward? Journal of Family Social Work, 13(2), 100-113. doi: 10.1080/10522150903487099\nMahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P., & Spiker, D. (1999). Parent education in early intervention: A call for a renewed focus. Topics in Early Childhood Special Education, 19(3), 131-140. doi: 10.1177/027112149901900301\nMcGonigel, M. J., Kaufmann, R. L., & Johnson, B. H. (1991). Guidelines and Recommended Practices for the Individualized Family Service Plan. Bethesda, MD: Association for the Care of Children`s Health.\nMcWilliam, R. A. (2010a). Early Intervention in Natural Environments: A Five-Component Model. Early Steps, 1-16.\nMcWilliam, R. A. (2010b). Working with Families of Young Children with Special Needs. New York, NY: The Guilford Press.\nMcWilliam, R. A. (2016). The Routines-Based Model for supporting speech and language. Revista de Logopedia, Foniatría y Audiología, 36(4), 178–184. doi: 10.1016/j.rlfa.2016.07.005\nMcWilliam, R. A., Boavida, T., Bull, K., Cañadas, M., Hwang, A. W., Józefacka, N., … Woodward, J. (2020). The Routines-Based Model Internationally Implemented. International Journal of Environmental Research and Public Health, 17(22), 1-19. doi: 10.3390/ijerph17228308\nMcWilliam, R. A., Casey, A. M., & Sims, J. (2009). The Routines-Based Interview: A Method Gathering Information and Assessing Needs. Infants & Young Children, 22(3), 224–233. doi: 10.1097/IYC.0b013e3181abe1dd\nMcWilliam, R. A. & Clingenpeel B. (2003). Functional Intervention Planning: The Routines-Based Interview. Retrieved from https://ectacenter.org/\nMcWilliam, R., & Fernández, V. R. (2015). Implementing components of the routines-based model. In L. Mata, M. A. Martins, V. Monteiro, J. Morgado, F. Peixoto, A. C. Silva, & J. C. Silva (Eds.), Diversidade e Educação: Desafios Atuais (pp. 165-175). Lisboa, Portugal: ISPA - Instituto Universitário.\nMcWilliam, R. A., & Scott, S. (2001). A Support Approach to Early Intervention: A Three-Part Framework. Infants & Young Children, 13(4), 55–62. doi: 10.1097/00001163-200113040-00011\nMcWilliam, R. A., Tocci, L., & Harbin, G. (1998a). Family-Centered Services: Early Intervention Service Providers` Constructed Meanings. Chapel Hill, NC: University of North Carolina\nMcWilliam, R. A., Tocci, L., & Harbin, G. L. (1998b). Family-Centered Services: Service Providers` Discourse and Behavior. Topics in Early Childhood Special Education, 18(4), 206–221. doi: 10.1177/027112149801800404\nMeisels, S. J. (1985). The Efficacy of Early Intervention: Why Are We Still Asking This Question? Topics in Early Childhood Special Education, 5(2), 1-11. doi: 10.1177/027112148500500202\nMinuchin, S. (1974). Families and Family Therapy. Cambridge, MA: Harvard University Press.\nMonette, D. R., Sullivan, T. J., DeJong, C. R., & Hilton, T. P. (2013). Applied Social Research: A Tool for the Human Services, Ninth Edition, International Edition. Boston, MA: Cengage Learning.\nMorrow, S. L. (2005). Quality and Trustworthiness in Qualitative Research in Counseling Psychology. Journal of Counseling Psychology, 52(2), 250-260. doi: 10.1037/0022-0167.52.2.250\nPlomin, R. (1994). Nature, nurture, and social development. Social Development, 3(1), 37–53. doi: 10.1111/j.1467-9507.1994.tb00022.x\nPoon, K. K., Ooi, N., Bull, R., & Bailey, D. B. Jr. (2014). Psychometric validation of the Family Outcome Survey-Revised in Singapore. Research in Developmental Disabilities, 35(7), 1534–1543. doi: 10.1016/j.ridd.2014.03.047\nPoston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family quality of life: A qualitative inquiry. Mental retardation, 41(5), 313-328. doi: 10.1352/0047-6765(2003)41%3C313:FQOLAQ%3E2.0.CO;2\nRamey, C. T., Bryant, D. M., Wasik, B. H., Sparling, J. J., Fendt, K. H., & LaVange, L. M. (1992). Infant Health and Development Program for low birth weight, premature infants: Program elements, family participation, and child intelligence. Obstetrical & Gynecological Survey, 47(10), 708–710. doi: 10.1097/00006254-199210000-00012\nSameroff, A. J. (1975). Early influences on development: Fact or fancy? Merrill-Palmer Quarterly of Behavior and Development, 21(4), 267-294.\nSchutt, R. K. (2018). Investigating the Social World: The Process and Practice of Research. Thousand Oaks, CA: Sage.\nShannon, P. (2004). Barriers to Family-Centered Services for Infants and Toddlers with Developmental Delays. Social Work, 49(2), 301–308. doi: 10.1093/sw/49.2.301\nSheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders, 28(1), 15-23. doi: 10.1023/A:1026054701472\nSparling, J., Lewis, I., Ramey, C. T., Wasik, B. H., Bryant, D. M., & LaVange, L. M. (1991). Partners, a curriculum to help premature, low birth weight infants get off to a good start. Topics in Early Childhood Special Education, 11(1), 36–55. doi: 10.1177/027112149101100106\nTurnbull, A. P., Turbiville, V., Turnbull, H. R., & Zigler, E. F. (2000). Evolution of Family–Professional Partnerships: Collective Empowerment as the Model for the Early Twenty-First Century. In J. P. Shonkoff & S. J., Meisels (Eds.), Handbook of early childhood intervention (pp. 630-650). doi: 10.1017/cbo9780511529320.029\nUeda, K., Yonemoto, N., & Bailey D. B. Jr. (2015). Psychometric validation of the Family Outcomes Survey-Revised in Japan. Research in developmental disabilities, 39, 55-66. doi: 10.1016/j.ridd.2015.01.003\nWachs, T. D. (1996). Known and potential processes underlying developmental trajectories in childhood and adolescence. Developmental Psychology, 32(4), 796–801. doi: 10.1037/0012-1649.32.4.796\nWoods, J., Kashinath, S., & Goldstein, H. (2004). 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What is the Routines-Based Model? Retrieved from http://eieio.ua.edu/
描述: 碩士
國立政治大學
社會工作研究所
107264006
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0107264006
資料類型: thesis
Appears in Collections:學位論文

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