Poster #99 - Early intervention to special education transition and special education therapy engagement of Parents of Color

• In Event: Poster Session 06

Abstract

Background: Children with neurodevelopmental conditions experience functional limitations that have lifelong implications. Rehabilitative and habilitative therapies – such as physical, speech, occupational, and social emotional therapies – in early childhood can help these children build competence with foundational developmental skills, positively altering the course of the child’s developmental trajectory. Active parent involvement in these therapies further benefits development by increasing the dosage of therapeutic intervention the child receives. The U.S. has publicly available programs to facilitate therapy access for young children through the Individuals with Disabilities Education Act (IDEA), including Early Intervention (EI), which delivers therapies to children under the age of 3 with, or at risk for, developmental delays; and special education, which delivers therapies to children 3-21 with demonstrated need to help improve access to the general education curriculum. However, these current systems are insufficient because (1) service disruptions often occur during the transition between systems; (2) the special education system does not effectively engage parents in therapy implementation (despite parent participation being a key tenant of IDEA); and (3) providers do not have tools to assess what parents need to engage in special education therapies. These gaps are particularly significant for Families of Color who often feel isolated by the special education system. Thus, further insight is needed on the transition between these systems, its impact on continued parent engagement, and the influence on disruptions to therapy delivery for Families of Color.

Research Questions: (1) How does parent engagement in early intervention and special education therapies differ? (2) What are parents’ perceptions of parent engagement in special education therapies? (3) What are facilitators and barriers to parent engagement in special education therapies?

Methods: Black and Latino/a parents of children with developmental disabilities who have transitioned from early intervention to special education in the past year will participate in 1.5 hour focus groups led by Parents of Color with lived experience trained in focus group moderation. Moderators will ask parents about their experience with EI therapists and special education therapists, their experience with the transition process, and any recommendations they have for providers regarding transition and parent engagement in special education therapies.

Data Analysis Plan: Using a grounded theory framework, focus group transcripts will be coded inductively by two researchers. Codes will be collapsed into themes and tangible recommendations, of which parents in the focus groups will confirm accuracy of interpretation. Inter-rater reliability will be calculated between codes from each researcher.

Hypotheses: (1) Parents will report strong engagement with EI therapists but limited engagement with special education therapists outside of the initial assessment process; (2) Parents will report feeling overwhelmed during the EI to special education transition; (3) Parents will report concern regarding their child’s therapeutic needs after transitioning into special education.

Significance: This study will provide context for providers to improve the transition experience from EI to special education for parents. It will also provide recommendations for providers to improve parent engagement. These findings can improve therapeutic service delivery for children with developmental disabilities, ultimately positively impacting developmental trajectories.

Authors

• Ashley Murphy, Northwestern University
  Presenting Author

• Heather J Risser, Northwestern Feinberg School of Medicine