Browsing by Subject "Family engagement"

Now showing 1 - 5 of 5
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    Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start
    (Springer, 2021-08-16) Abercrombie, Julia; Pann, James; Shin, Faith; Taylor, Elizabeth; Brisendine, Anne E.; Swanson-Holm, Rachell; James, Cristina; Viehweg, Stephan; Chödrön, Gail; Pediatrics, School of Medicine
    Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early intervention services. Early childhood educators, particularly those in Early Head Start (EHS) programs, are important partners in the early identification of children with developmental delays. Learn the Signs. Act Early. (LTSAE) is a program of the U.S. Centers for Disease Control and Prevention that provides free developmental monitoring resources to increase the early identification of children with developmental delays and disabilities. This paper presents findings from the first evaluation of the use of LTSAE resources in EHS, which was conducted across four states and 11 EHS programs from fall 2018 through spring 2019. Surveys (n = 448) and interviews (n = 39) with EHS management, staff, and parents indicated that LTSAE resources were valued and accepted, and their use in EHS considered feasible. Importantly, families and staff reported the LTSAE materials provided shared language to help them more effectively discuss development. These findings inform EHS and other early education programs that wish to enhance developmental monitoring, screening, and referral.
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    Indiana University K-12 Student Success Corps: 2021-2024 Impact Report
    (Indiana University, 2024) Office of Community Engagement
    This report provides quantitative and qualitative evidence of the success of the Indiana University K-12 Student Success Corps (SSC). The IU K-12 SSC has served 2,472 students in 146 Indiana elementary, middle, and high schools and four community centers. Across the state, 230 6th-12th grade students from 109 schools have been served through the IU K-12 SSC virtual platform.
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    Models of school-family relations
    (Oxford University Press, 2020) Santamaría Graff, Cristina; Sherman, Brandon
    For educators located in the Global North or South what it means to work with families in inclusive settings is often a reflection of fundamental conceptions of the very nature of schooling and learning. These conceptions, whether implicit or explicit theories, inform teacher practice, interaction, communication, and involvement when it comes to students’ parents, families, and communities. Understanding how theories of learning relate to family engagement and inclusive practices allow for (a) an accounting of established knowledge and practices, and (b) more innovative future directions for engaging parents, families, and communities in schooling. Three specific theories of learning (behaviorist, sociocultural, and critical) demonstrate stark differences in how the roles of parents and family are understood in their children’s education. Each of these theoretical lenses produce different answers to the question of what it means to work with families. They entail different conceptualizations of parent/family engagement and inclusion, the challenges to this engagement and inclusion, and the tools used to address these challenges. Families can be positioned as passive recipients of knowledge, contributors to knowledge, or as knowledge-makers. Regarding their child’s schooling, parents can be seen as supporters, contributors, or collaborators. They can be situated on the periphery of schooling or in the center. Contrasting and complementary elements of behavioral, sociocultural, and critical theories of learning provide insight into traditional, relational, and transformative approaches to working with families, presented through three visual models. These theoretical approaches entail practical implications as well, both reflected in standard educational practices and in extant findings in the field of educational research. This theoretical/practical approach allows for insight into why, in application, there is dissonance in perspectives among educators about how to work with families and what this work may entail and look like, and provides suggestions for how families and communities might come to play a more central role in the education of their children.
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    Parental Perceptions of Displayed Patient Data in a PICU: An Example of Unintentional Empowerment
    (Wolters Kluwer, 2019-05) Asan, Onur; Scanlon, Matthew C.; Crotty, Bradley; Holden, Richard J.; Flynn, Kathryn E.; Medicine, School of Medicine
    OBJECTIVES: To explore the perceptions of parents of pediatric patients in a PICU regarding real-time open electronic health record data displayed in patient rooms. DESIGN: Cross-sectional qualitative interview study. SETTING: PICU in a large Midwestern tertiary-care children's hospital. SUBJECTS: Parents of patients in a PICU (n = 33). MEASUREMENTS AND MAIN RESULTS: Qualitative data were collected through in-person semi-structured, individual, and small-group interviews. Data were collected from March 2016 to July 2016, with approval from the study hospital's institutional review board. Data were analyzed using inductive thematic analysis. Results included positive effects of accessing real-time open electronic health record data on family empowerment, situation awareness, potential error detection, understanding of medical data, and facilitating discussions during rounds. Concerns were reported regarding privacy of information as well as potential misinterpretation of displayed data. We identified several ways to improve this collaborative technology to make it more family-centered. CONCLUSIONS: This study suggests that a new health information technology system providing continuous access to open electronic health record data may be an effective way to empower and engage parents in the PICU, but potential drawbacks were also noted. The results also provide insights into the collaborative use of health information technology in the PICU setting.
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    Providers' assessment of a novel interactive health information technology in a pediatric intensive care unit
    (Oxford University Press, 2018-07) Asan, Onur; Holden, Richard J.; Flynn, Kathryn E.; Murkowski, Kathy; Scanlon, Matthew C.; Medicine, School of Medicine
    Objective: To explore perceptions of critical care providers about a novel collaborative inpatient health information technology (HIT) in a pediatric intensive care unit (PICU) setting. Methods: This cross-sectional, concurrent mixed methods study was conducted in the PICU of a large midwestern children's hospital. The technology, the Large Customizable Interactive Monitor (LCIM), is a flat panel touch screen monitor that displays validated patient information from the electronic health record. It does not require a password to login and is available in each patient's room for viewing and interactive use by physicians, nurses, and families. Quantitative data were collected via self-administered, standardized surveys, and qualitative data via in-person, semistructured interviews between January and April 2015. Data were analyzed using descriptive statistics and inductive thematic analysis. Results: The qualitative analysis showed positive impacts of the LCIM on providers' workflow, team interactions, and interactions with families. Providers reported concerns regarding perceived patient information overload and associated anxiety and burden for families. Sixty percent of providers thought that LCIM was useful for their jobs at different levels, and almost 70% of providers reported that LCIM improved information sharing and communication with families. The average overall satisfaction score was 3.4 on a 0 to 6 scale, between "a moderate amount" and "pretty much." Discussion and Conclusion: This study provides new insight into collaborative HIT in the inpatient pediatric setting and demonstrates that using such technology has the potential to improve providers' experiences with families and just-in-time access to EHR information in a format more easily shared with families.