Family and behaviour specialists perceptions of family-centered practice in NZ for children aged 5-17 ASD population.
Rebecca has twenty years experience working with children and adults and their families; After starting her career as a primary school teacher, Rebecca retrained as an educational psychologist, a began specializing in working with children with a wide range of health conditions. For the past 9 years she has worked individually with children with ASD and their families for Idea services and Tautoko Services. She commenced her PhD with the Rehabilitation Teaching and Research Unit within the University of Otago, Wellington in September this year.
Abstract: Family and behaviour specialists perceptions of family-centered practice in NZ for children aged 5-17 ASD population
Family centered practice (FCP) is associated with better outcomes for children and familes. However therapists adoption of family-centred practice has often been limited. Further more most research on the effects of family-centred practice has been conducted with mixed disability groups and with the preschool population. In NZ and internationally family centered service delivery is considered best practice. However the extent that family-centred practice is applied in New Zealand and whether families of school age children with ASD experience services as family-centered is unknown.
In this three-phase mixed method study we will (1) systematically review existing research on the effect of family-centered service delivery to school age children diagnosed with Autism Spectrum Disorder; (2) evaluate caregiver and practitioners perceptions of how ‘family centered’ service delivery is for families of children with ASD in NZ; (3) (based on findings from phase two) evaluate an intervention designed to enhance practitioner knowledge, practice and attitudes toward more family-centered practice using a randomized controlled trial. Results will be analysed quantitatively to indicate change in ‘family-centeredness’. During the workshops qualitative information will also be gathered that will be analysed using thematic analysis to help shed light on practitioner experiences. The resulting information will be useful for teaching, and guideline and policy development.
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