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Parent-Professional Relationships in Early Intervention

A Qualitative Investigation

University of Delaware

M. M. Scott

Indiana University Kathleen Minke, Department of Educational Studies, College of Education, University of Delaware, Newark, DE 19716. James Gallagher, University of North Carolina at Chapel Hill, 137 E. Franklin St., Suite 300, Chapel Hill, NC 27514.

Many early intervention programs are attempting to shift from traditional models in which decisions are made primarily by professional staff to family-centered models that emphasize collaboration with parents. This article presents data on parent-professional relationships that emerged from a naturalistic study of Individualized Family Service Plan (IFSP) development in three early intervention programs. Parents and staff emphasized the importance and benefits of personal relationships. However, staff also reported significant concerns, especially doubts about whether all parents have the necessary skills for full participation. These concerns appeared to make it difficult for staff to support parental decision making fully. Relationship quality and control issues emerged as significant factors in parent-staff interactions. A model is presented that outlines the interplay between these factors; it can be used to monitor program progress in implementing family-centered approaches.

Topics in Early Childhood Special Education, Vol. 15, No. 3, 335-352 (1995)
DOI: 10.1177/027112149501500306


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