Poster #117 - Examining Stakeholder Perspectives: How does Head Start Support Families with Neurodiverse Children During Periods of Adversity?

• In Event: Poster Session 06

Abstract

Families with neurodiverse children face difficulties in receiving and accessing support for their children to foster positive development. The COVID-19 pandemic put families with neurodiverse children in an even more vulnerable position, and systems of support needed to change their approaches to quickly accommodate the needs brought on by the pandemic. About 13% of all children enrolled in Head Start nationally are receiving comprehensive special education services with some programs indicating up to or more than 20% of their children in need of specialized services (Office of Head Start, 2020-2021). With the additive barriers imposed by the COVID-19 pandemic, Head Start programs with fewer resources and community partnerships found it more challenging than ever to maintain this model of support (Silver et al., 2022). There is thus a need for innovative strategies that identify components of intervention and maximize existing resources in ways that both align with the fluctuating needs of families with neurodiverse children and still adhere to principles of parsimony.

To support that endeavor, the current study offers a collaborative approach with an emphasis on program theory, which explicitly states how an intervention contributes to intermediate results and intended outcomes. Few studies, if any, have utilized program theory in the context of supporting vulnerable families with neurodiverse children during periods of adversity. Further, those studies did not take a collaborative approach that bridges the gap between research and practice and honors the unique goals of each program.

The current ongoing study utilizes a focus group methodology with stakeholders involved in the Head Start service delivery system. Data collection will be completed by November 2022 and data will be analyzed by the time of the conference. The current study investigates the flexibility of Head Start programs in supporting families with neurodiverse children during periods of adversity. Specifically, we address the following aims: 1) how programs consider the unique needs of families with neurodiverse children; 2) if and how programs account for the heightened needs of families with neurodiverse children during periods of adversity; and 3) how current program theory addresses the needs of families with neurodiverse children.

Stakeholders from four Head Start programs across STATE that have allocated 10 to 20% of their current slots to neurodiverse children were invited to participate (see Table 1). Each focus group (N=5 focus groups; 4 to 8 individuals per group) is approximately 60 to 90 minutes and structured by a semi-structure guide with questions outlined for each aim (see Table 2). Data will be analyzed using thematic analysis. Findings will emphasize program strengths, limitations, and adaptive strategies in supporting families with neurodiverse children during periods of adversity. Ultimately, this information will serve as a foundation for other programs facing great uncertainty and seeking critical guidance during periods of adversity.

Authors

• Nicole O'Dea, Clark University
  Presenting Author

• Ana Kamille Marcelo, Clark University