Good Goals Matter: Functional Child Goals, Family Goals, and Parent Perceptions of Difference in Performance

Autor/inn/en	García-Grau, Pau; McWilliam, R. A.; Bull, Kerry; Foster, John
Titel	Good Goals Matter: Functional Child Goals, Family Goals, and Parent Perceptions of Difference in Performance
Quelle	In: Infants and Young Children, 35 (2022) 2, S.106-119 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
Schlagwörter	Foreign Countries; Preschool Children; Goal Orientation; Parent Attitudes; Attitude Change; Intervention; Scores; Generalization; Individualized Instruction; Child Development; Measurement; Evaluation Criteria; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zielorientierung; Zielvorstellung; Elternverhalten; Attitudinal change; Einstellungsänderung; Individualisierender Unterricht; Kindesentwicklung; Messverfahren; Australien
Abstract	Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's Ark Inc. is implementing the Routines-Based Interview and developing functional and participation-based goals, families' perceptions of child performance on functional issues and their satisfaction with the performance were measured. We analyzed (a) the functionality of goals, (b) changes in parents' perceptions of child performance and satisfaction after 6 months of intervention, and (c) the moderating effect of family goals. We found acceptable overall goal functionality, although measurement criteria are still a component that needs attention. Noteworthy changes in performance and satisfaction scores were found after the intervention, and the percentage of family goals moderated the influence of the context and meaningfulness of intervention goals on parents' perceptions of child's difference in performance. This effect was greater with more family goals on a plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01