Development of a Routines-Based Early Childhood Intervention model

Development of a Routines-Based Early Childhood Intervention model

Abstract The Early Childhood Intervention (ECI) literature recommends that intervention is embedded within everyday routines that occur in the natural environment. However, little research has examined the implementation of routines-based models of ECI. The aim of this paper was to describe the development of a Routines-Based Early Childhood Intervention (RBECI) model. The RBECI model consists of four key components: a) Routines-Based Interviews (RBIs); b) participation-based goals; c) home visits; and d) community consultations. Empirical evidence supporting each component of the model is provided, and results from a preliminary evaluation of the implementation of the model are discussed. Further research is required evaluating processes involved in the implementation of the model by ECI professionals and its impact on children and families.

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Main Authors: Hughes-Scholes,Carolyn H., Gavidia-Payne,Susana
Format: Digital revista
Language:English
Published: Setor de Educação da Universidade Federal do Paraná 2016
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602016000100141
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spelling oai:scielo:S0104-406020160001001412016-04-01Development of a Routines-Based Early Childhood Intervention modelHughes-Scholes,Carolyn H.Gavidia-Payne,Susana early childhood intervention routines-based intervention evidence-based strategies. Abstract The Early Childhood Intervention (ECI) literature recommends that intervention is embedded within everyday routines that occur in the natural environment. However, little research has examined the implementation of routines-based models of ECI. The aim of this paper was to describe the development of a Routines-Based Early Childhood Intervention (RBECI) model. The RBECI model consists of four key components: a) Routines-Based Interviews (RBIs); b) participation-based goals; c) home visits; and d) community consultations. Empirical evidence supporting each component of the model is provided, and results from a preliminary evaluation of the implementation of the model are discussed. Further research is required evaluating processes involved in the implementation of the model by ECI professionals and its impact on children and families.info:eu-repo/semantics/openAccessSetor de Educação da Universidade Federal do ParanáEducar em Revista n.59 20162016-03-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602016000100141en10.1590/0104-4060.44616
institution SCIELO
collection OJS
country Brasil
countrycode BR
component Revista
access En linea
databasecode rev-scielo-br
tag revista
region America del Sur
libraryname SciELO
language English
format Digital
author Hughes-Scholes,Carolyn H.
Gavidia-Payne,Susana
spellingShingle Hughes-Scholes,Carolyn H.
Gavidia-Payne,Susana
Development of a Routines-Based Early Childhood Intervention model
author_facet Hughes-Scholes,Carolyn H.
Gavidia-Payne,Susana
author_sort Hughes-Scholes,Carolyn H.
title Development of a Routines-Based Early Childhood Intervention model
title_short Development of a Routines-Based Early Childhood Intervention model
title_full Development of a Routines-Based Early Childhood Intervention model
title_fullStr Development of a Routines-Based Early Childhood Intervention model
title_full_unstemmed Development of a Routines-Based Early Childhood Intervention model
title_sort development of a routines-based early childhood intervention model
description Abstract The Early Childhood Intervention (ECI) literature recommends that intervention is embedded within everyday routines that occur in the natural environment. However, little research has examined the implementation of routines-based models of ECI. The aim of this paper was to describe the development of a Routines-Based Early Childhood Intervention (RBECI) model. The RBECI model consists of four key components: a) Routines-Based Interviews (RBIs); b) participation-based goals; c) home visits; and d) community consultations. Empirical evidence supporting each component of the model is provided, and results from a preliminary evaluation of the implementation of the model are discussed. Further research is required evaluating processes involved in the implementation of the model by ECI professionals and its impact on children and families.
publisher Setor de Educação da Universidade Federal do Paraná
publishDate 2016
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602016000100141
work_keys_str_mv AT hughesscholescarolynh developmentofaroutinesbasedearlychildhoodinterventionmodel
AT gavidiapaynesusana developmentofaroutinesbasedearlychildhoodinterventionmodel
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