McIntyre LL, Phaneuf LK. A Three-Tier Model of Parent Education in Early Childhood: Applying a Problem-Solving Model.
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION 2008;
27:214-222. [PMID:
20076764 PMCID:
PMC2805830 DOI:
10.1177/0271121407311239]
[Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Young children with developmental disabilities may be at heightened risk for experiencing problem behavior. Evidence suggests that inappropriate behavior in young children may be related to negative parent-child interactions. Parent education and support programs have a long history of utility and effectiveness in reducing negative parent-child interactions and behavior problems. Although these programs may be effective in preventing and resolving childhood behavioral problems, not every family benefits uniformly. This article discusses how a three-tier model of intervention can be applied to parent education for young children with developmental disabilities in the context of early childhood education programs. Furthermore, the authors discuss how a problem-solving model can be used to make decisions regarding intervention provision.
Collapse