Early intervention sessions for infants and toddlers with autism spectrum disorders: providers' use of routines, a case study

Early intervention sessions for infants and toddlers with autism spectrum disorders: providers' use of routines, a case study. (2016). Early intervention sessions for infants and toddlers with autism spectrum disorders: providers' use of routines, a case study.

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Title	Early intervention sessions for infants and toddlers with autism spectrum disorders: providers' use of routines, a case study
Abstract	This qualitative case within a case study examined the support provided to a family of a toddler with an Autism Spectrum Disorder in the Early Intervention (Part C) Program. One contemporary team of providers consisting of a special instructor, speech and language pathologist, occupational therapist, and service coordinator, along with three family members participated in this research. The purpose of this study was to examine how providers supported the family of a toddler diagnosed with an Autism Spectrum Disorder in Early Intervention (Part C). Additionally, this study sought to explore the providers' influences in the use of family routines in the context of home visit sessions. A blended theoretical framework of Ecological Systems Theory and Transition theory was used to examine the ecology of the situation, in addition to the assets and liabilities associated with the identified transition from child-centered to family-centered approaches in Early Intervention (Part C) service delivery. The problem of this study identified that although: (a) family routines have been acclaimed to provide families with a sense of well-being, (b) studies of families with children on the autism spectrum show marked difficulties enacting daily family routines, and (c) research indicates that enhancing the daily family routines is an essential step toward promoting the well-being for families of children with autism; yet, no studies were identified that described how EI (Part C) providers were supporting families of infants and toddlers diagnosed on the autism spectrum within their daily family routines. This study utilized multiple participant views in order to create a descriptive thematic case report for the influences present in the support and use of family routines in the context of EI (Part C) home visit sessions.
Date	2016

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Title: Early intervention sessions for infants and toddlers with autism spectrum disorders: providers' use of routines, a case study
Personal Name(s): Casses, Melissa M.
Paquette, Kelli R.
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Paquette, Kelli R. Committee members: DeAnna Laverick; Joann Migyanka.
Topical Subject(s): Social research
Early childhood education
Developmental psychology