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Chapter 4
| Term | Definition |
|---|---|
| Individualized Family Service Plans (IFSPs) | The focus of the IFSP is family centered; it not only addresses the needs of the individual child who has a disability, but also focuses on the child's family by specifying which services the family needs to enhance the child's development. |
| A stage theory approach | Series of stages parents go through after learning their child has a disability, similar to stages of grief. |
| The role of guilt | Parents of a child with a disability often struggle with a feeling of guilt thinking they are in some way responsible for their child's disability. |
| Dealing with the public | Parents can feel vulnerable to criticism from others about how they deal with their child's problems. |
| Dealing with the child's feelings | Parents face the delicate task of talking with their child about his or her disability. |
| Dealing with extended family members' feelings | Often overlooked is the impact a child's disability has on extended family, they can often play a critical role in supporting their immediate family. |
| Parent reaction to stress | Each child is unique especially when it comes to disabilities so the stress each parents feels is very different. |
| Birth of a child with a disability and the effect it has on the family | The effect it has on each family can vary tremendously, some result in absolute rejection while others have complete acceptance. |
| Changing views on parental adjustment | Some parents become very depressed with dealing with their child who has a disability while others stress levels decrease greatly over time. |
| Family centered model | Professionals encourage families to make their own decisions with respect to services. |
| Wraparound service systems | Involve using not only educational services but also available community services to meet individualized needs of children and their families. |
| Family systems theory | There have been several developed, all of which assume that treatment and educational programs will be more likely to succeed if they take into account the relationships and interactions among family members. |
| Family characteristics | Include basic information about the family, such as type and severity of disability, family's size, cultural background, ect. They can help determine how family members interact with both each other and outside the family. |
| Work-family conflict | Refers to situations in which the demands of the work interfere with the demands of the family or vice versa. |
| Family interactions | Reflect family cohesion and adaptability. |
| Cohesion | Refers to the degree in which an individual family member is to free to act independently of other family members. |
| Adaptability | Refers to the degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations. |
| Family Functions | Are the numerous routines in which families engage to meet their many and diverse needs. |
| Family life cycle | Transitions between life cycle stages are often stressful for families, especially with children who are disabled. |
| Social support | Refers to emotional, informational, or material aid that is provided to individuals in need. |
| Ethnicity and social support | The values of some minority groups place heavy emphasis on caring for ones own family members, disabled or not. |
| Parental support groups | One common type of social support, especially for parents of recently diagnosed children. |
| Parent centers | Each state has at least one parent training, information center, and or community parent resource center. |
| Behavioral parent training (BPT) | Focuses on the child's behavior as a way to relieve stressful relations in the family. |
| Family activity settings | Routines that families engage in, such as mealtimes, seasonal celebrations, visits to relatives, shopping. |
| Relaxation response | Brought about by meditation, counteracts the physiological effects of stress, by, among other things. |
| Mindfulness-based positive behavior support (MBPBS) | Positive outcomes for mothers and their children with autism spectrum disorders. |
| Parent teacher conferences | Can be an effective way for teachers to share information with parents. |
| Home- note programs | Are a way of communicating with parents and having them reinforce behavior that occurs at school. |
| Traveling notebooks | Which go back and forth between school and home, particularly appropriate for students who see multiple professionals. |
| Due process hearing | A non court proceeding held before an impartial hearing officer. |
Created by:
whayes