東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Early intervention sessions for infa...

Casses, Melissa M.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early intervention sessions for infants and toddlers with autism spectrum disorders: Providers' use of routines, a case study./
作者:	Casses, Melissa M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	274 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10143639
ISBN:	9781339988504

Early intervention sessions for infants and toddlers with autism spectrum disorders: Providers' use of routines, a case study.
Casses, Melissa M.

Early intervention sessions for infants and toddlers with autism spectrum disorders: Providers' use of routines, a case study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 274 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.

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.

ISBN: 9781339988504Subjects--Topical Terms:

518817
Early childhood education.

Early intervention sessions for infants and toddlers with autism spectrum disorders: Providers' use of routines, a case study.
LDR:02831nmm a2200301 4500 001 2127553
005 20180104130645.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339988504
035 $a (MiAaPQ)AAI10143639
035 $a AAI10143639
040 $a MiAaPQ $c MiAaPQ
100 1 $a Casses, Melissa M. $3 3289706
245 1 0 $a Early intervention sessions for infants and toddlers with autism spectrum disorders: Providers' use of routines, a case study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 274 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Kelli R. Paquette.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.
520 $a 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.
590 $a School code: 0318.
650 4 $a Early childhood education. $3 518817
650 4 $a Social research. $3 2122687
650 4 $a Developmental psychology. $3 516948
690 $a 0518
690 $a 0344
690 $a 0620
710 2 $a Indiana University of Pennsylvania. $b Professional Studies in Education. $3 1020763
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0318
791 $a D.Ed.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10143639