Author: Ronald A. Banks, M.S., Rosa Milagros Santos, Ph.D., and Virginia Roof, M.Ed.
Source: Young Exceptional Children, Volume 6(2), Winter 2003, pages 11-19
This article provides an overview of the family information gathering process, as it is used by early interventionists. Information presented by the authors is based on a review of current relevant literature and recommended practice documents. The authors discuss the significance and impact of cultural and linguistic diversity, as well as factors that may affect the quality and timing of information gathering, such as family background, current living situation, personal preferences, and comfort level with the provider. Family information gathering strategies include interviews, observations, and surveys. The authors stress that gathering information is ongoing, and providers must work to continually adapt and adjust their perceptions of a family?s needs, priorities, concerns, and resources. They suggest that formal information gathering tools and instruments be used as guidelines only, and that professionals pay attention to each family?s level of literacy (i.e. do they read and comprehend on a sixth grade level, or are they comfortable reading and understanding college textbooks?), as well as how complicated an assessment tool may seem to a family. Informal and ongoing conversation is promoted as the preferred way to conduct a family interview, and informal observations can serve in a supplemental role. This approach allows for open-ended individualized questions, as well as matching the information gathering process to the family?s preference and style. It also gives the family more control in their information sharing, as well as the message that their perceptions and opinions regarding their child are important and relevant. Through this overall process, the early interventionist is able to identify key players and beliefs, while building a relationship and trust base with the family being served.
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