Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 2 of 2
Everyday activity settings, natural learning environments, and early intervention practices
- Authors:
- DUNST Carl J., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.3-10.
- Publisher:
- Wiley
Findings from two American studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners.
Helpgiving styles and parent empowerment in families with a young child with a disability
- Authors:
- DEMPSEY Ian, DUNST Carl J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.40-51.
- Publisher:
- Taylor and Francis
Despite a substantial conceptual literature demonstrating a significant relationship between helpgiving practices and personal control, there are relatively few empirical studies that have examined this relationship beyond a single cultural group, and few studies that have made use of more complex measures of empowerment. This study reports the results of a survey completed by two groups of families with a young child attending early intervention programmes in the US and in Australia. Although there were major differences in the personal characteristics of the two groups, and differences in their reported levels of empowerment and helpgiving practices, the relationship between helpgiving practices and empowerment was the same in both groups. In particular, the use of both a "relational" as well as a "participatory" helpgiving style was crucially associated with empowerment in both groups.