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Exploring Home Visitors' Use and Perceptions of Developmental Monitoring : = A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Home Visitors' Use and Perceptions of Developmental Monitoring :/
其他題名:	A Mixed Methods Study.
作者:	Behrens, Sarah.
面頁冊數:	1 online resource (189 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Disability studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165758click for full text (PQDT)
ISBN:	9798841723912

Exploring Home Visitors' Use and Perceptions of Developmental Monitoring : = A Mixed Methods Study.
Behrens, Sarah.

Exploring Home Visitors' Use and Perceptions of Developmental Monitoring :A Mixed Methods Study. - 1 online resource (189 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--University of Kansas, 2022.

Includes bibliographical references

Developmental monitoring is an ongoing process to observe, keep track of, and support a child's developmental progress. Promoted to be used by healthcare professionals, families, and early childhood providers, developmental monitoring is an essential component to the identification of a developmental delay and/or disability in young children (Duby et al., 2006; Ertem, 2012). The practices and use of developmental monitoring across families and professionals' is not well understood. As there are no standards of practice for developmental monitoring, it is important to better understand the use of the broad practice for the health and well-being of young children.My dissertation study builds on the work of my three written comprehensive examinations. In my first comprehensive examination, "Early Childhood Interventions for Young Children in Rural Communities: A Scoping Review", I used the Sustainable Development Goals (SDG's) outlined in the United Nations Children's Fund (UNICEF) Program Guidance for Early Childhood Development as a framework to (1) describe existing intervention research in rural communities specific to health, education, and nutrition and to (2) identify strategies researchers use to develop and implement interventions. With a focus on understanding intervention implementation in rural communities worldwide, I systematically reviewed the literature using three of the SDGs, including (1) the improvement of nutrition through the achievement of food security; (2) the promotion of healthy lives for future well-being; and (3) the advancement of lifelong learning through equitable, inclusive, and quality education. Of the 922 peer-reviewed articles, 23 described health, education, and nutrition interventions for children birth to age eight in rural settings. My findings indicated the importance of partnerships in rural communities with local community members and families through innovative practices.Intrigued by the collaborative partnerships to enhance intervention practices, I was curious what practices were used prior to the receipt of intervention services and if they were collaborative. I began to explore the early identification process of a developmental delay and/or disorder. I was aware of the American Academy of Pediatrics (AAP) recommended policy guidelines on the practices of screening and developmental monitoring for medical professionals. I examined the literature and learned that of the two practices, screening was more commonly used. This finding led to further exploration of developmental monitoring and its current use. In my second comprehensive exam, "Family Perspectives on Developmental Monitoring: A Qualitative Study", I completed a qualitative study focused on the experiences of families with medical professionals specific to developmental monitoring and how families obtain and develop knowledge on child development. I conducted semi-structured interviews to collect qualitative data from a sample of family caregivers. Using a thematic approach to analyze data, I identified three themes: (1) developmental monitoring with physicians is not common, (2) families use diverse supports to learn about child development, and (3) contextual factors (e.g., maternal health, work demands, demographic components) influence and shape the child development experience within a family unit. These findings indicated variability in developmental monitoring practices, in addition to the unique needs of children and families. This written examination is published in the Developmental Disabilities Network Journal. The emphasis on the use of diverse supports to learn about child development identified as theme two in my second comprehensive examination led to my research plan for my third comprehensive examination and dissertation. For my third comprehensive examination, I submitted a dissertation doctoral fellows award application to the Society for Social Work and Research to assist in the funding needed to complete my dissertation study. While I did not receive the award, I did submit an edited version of the proposal to the University of Kansas Medical Center's Occupational Therapy of Education department and was successful in receiving the Therapeutic Science Dissertation Award to fund my dissertation study. The three comprehensive examinations have been foundational to my dissertation. I learned that partnerships are key in providing supportive practices to young children with a developmental delay and/or disorder and that additional work is needed to better understand the early identification practice of developmental monitoring. For my dissertation study, "Exploring Home Visitors' Use and Perceptions of Developmental Monitoring: A Mixed Methods Study," I explored the use and perceptions of developmental monitoring with community-based early childhood home visitors, and their experiences navigating the facilitating factors and barriers to developmental monitoring. With data from a survey and focus groups, I found that home visitors use the recommended AAP developmental monitoring components with facilitating factors and barriers in their everyday service to families with young children. Survey results revealed five of the six developmental monitoring components were used, with component two, obtaining, documenting, and maintaining a developmental history, being used the most. Home visitors also reported the most common facilitating factor was use of child development screening tools. Further, analysis revealed a significant, positive relationship between the combined facilitating factors and the use of five developmental monitoring components, showing that facilitating factors are associated with greater use of developmental monitoring. I used focus groups to collect qualitative data from a sample of home visitors. With a thematic approach, I identified five themes. Home visitors (1) empower families, (2) support family involvement in developmental monitoring, (3) facilitate community-based collaborations, (4) navigate cultural responsiveness, and (5) adapt because of COVID-19. Describing the facilitating factors and barriers associated with the implementation of developmental monitoring informs guidance regarding early identification practices for a developmental delay and/or disorder and promote a family-centered approach. Overall, my results demonstrate home visitors use the components of developmental monitoring components and facilitating factors and barriers should be considered to improve early identification practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841723912Subjects--Topical Terms:

543687
Disability studies.
Subjects--Index Terms:

Developmental monitoringIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Home Visitors' Use and Perceptions of Developmental Monitoring : = A Mixed Methods Study.
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In my first comprehensive examination, "Early Childhood Interventions for Young Children in Rural Communities: A Scoping Review", I used the Sustainable Development Goals (SDG's) outlined in the United Nations Children's Fund (UNICEF) Program Guidance for Early Childhood Development as a framework to (1) describe existing intervention research in rural communities specific to health, education, and nutrition and to (2) identify strategies researchers use to develop and implement interventions. With a focus on understanding intervention implementation in rural communities worldwide, I systematically reviewed the literature using three of the SDGs, including (1) the improvement of nutrition through the achievement of food security; (2) the promotion of healthy lives for future well-being; and (3) the advancement of lifelong learning through equitable, inclusive, and quality education. Of the 922 peer-reviewed articles, 23 described health, education, and nutrition interventions for children birth to age eight in rural settings. My findings indicated the importance of partnerships in rural communities with local community members and families through innovative practices.Intrigued by the collaborative partnerships to enhance intervention practices, I was curious what practices were used prior to the receipt of intervention services and if they were collaborative. I began to explore the early identification process of a developmental delay and/or disorder. I was aware of the American Academy of Pediatrics (AAP) recommended policy guidelines on the practices of screening and developmental monitoring for medical professionals. I examined the literature and learned that of the two practices, screening was more commonly used. This finding led to further exploration of developmental monitoring and its current use. In my second comprehensive exam, "Family Perspectives on Developmental Monitoring: A Qualitative Study", I completed a qualitative study focused on the experiences of families with medical professionals specific to developmental monitoring and how families obtain and develop knowledge on child development. I conducted semi-structured interviews to collect qualitative data from a sample of family caregivers. Using a thematic approach to analyze data, I identified three themes: (1) developmental monitoring with physicians is not common, (2) families use diverse supports to learn about child development, and (3) contextual factors (e.g., maternal health, work demands, demographic components) influence and shape the child development experience within a family unit. These findings indicated variability in developmental monitoring practices, in addition to the unique needs of children and families. This written examination is published in the Developmental Disabilities Network Journal. The emphasis on the use of diverse supports to learn about child development identified as theme two in my second comprehensive examination led to my research plan for my third comprehensive examination and dissertation. For my third comprehensive examination, I submitted a dissertation doctoral fellows award application to the Society for Social Work and Research to assist in the funding needed to complete my dissertation study. While I did not receive the award, I did submit an edited version of the proposal to the University of Kansas Medical Center's Occupational Therapy of Education department and was successful in receiving the Therapeutic Science Dissertation Award to fund my dissertation study. The three comprehensive examinations have been foundational to my dissertation. I learned that partnerships are key in providing supportive practices to young children with a developmental delay and/or disorder and that additional work is needed to better understand the early identification practice of developmental monitoring. For my dissertation study, "Exploring Home Visitors' Use and Perceptions of Developmental Monitoring: A Mixed Methods Study," I explored the use and perceptions of developmental monitoring with community-based early childhood home visitors, and their experiences navigating the facilitating factors and barriers to developmental monitoring. With data from a survey and focus groups, I found that home visitors use the recommended AAP developmental monitoring components with facilitating factors and barriers in their everyday service to families with young children. Survey results revealed five of the six developmental monitoring components were used, with component two, obtaining, documenting, and maintaining a developmental history, being used the most. Home visitors also reported the most common facilitating factor was use of child development screening tools. Further, analysis revealed a significant, positive relationship between the combined facilitating factors and the use of five developmental monitoring components, showing that facilitating factors are associated with greater use of developmental monitoring. I used focus groups to collect qualitative data from a sample of home visitors. With a thematic approach, I identified five themes. Home visitors (1) empower families, (2) support family involvement in developmental monitoring, (3) facilitate community-based collaborations, (4) navigate cultural responsiveness, and (5) adapt because of COVID-19. Describing the facilitating factors and barriers associated with the implementation of developmental monitoring informs guidance regarding early identification practices for a developmental delay and/or disorder and promote a family-centered approach. Overall, my results demonstrate home visitors use the components of developmental monitoring components and facilitating factors and barriers should be considered to improve early identification practices.
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