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Journal Article 1: Eply, P. H., Summers, J. A., & Turnbull, A. P. (2011). Family outcomes of early intervention: Families’ perceptions of need, services, and outcomes. Journal of Early Intervention, 33, 201–219.

Abstract: Relationships between parent ratings of Part C/early intervention (EI) services and family outcomes for families of young children with disabilities were examined—specifically, the early childhood outcomes (ECO)–recommended family outcomes and family quality of life (FQOL). Measures included the Early Childhood Services Survey, the ECO Center Family Outcomes Survey, and the Beach Center Family Quality of Life Scale. Findings support a logic-model relationship between parent ratings of Part C/EI services, ECO-recommended family outcomes, and FQOL. Parent ratings of Part C/EI services were found to predict immediate family outcomes as measured by ECO-recommended family outcomes, and ECO-recommended family outcomes, in turn, predicted the broader outcome of enhanced FQOL. Implications for EI practice and evaluation are discussed.

Journal Article 2: Wehman, T. (1998). Family-centered early intervention services: Factors contributing to increased parent involvement and participation. Focus on Autism and Other Developmental Disabilities, 13, 80–86.

Abstract: The focus of early intervention and the roles that parents play in planning and implementing services have evolved from an institution/agency approach to a child-centered approach and finally to a family-centered approach. Parents, in their roles as consumers of early intervention services and advocates on behalf of their children, have had a significant impact on the development and implementation of family-centered services. This article provides an overview of two major factors that have influenced the level of parent/family participation in early intervention services. These include (a) an increased focus on families in both state and federal early intervention legislation and (b) the incorporation of social systems frameworks for better understanding child, parent, and family functioning. These conceptual frameworks include family systems theory, ecological theory, the transactional model of development, and social support theory. The article also summarizes the dimensions of family participation in early intervention program practices. Involvement of families in early intervention program services has generally taken two forms, one as teacher/therapist participant in service provision and the other as client or recipient of intervention services. This new client or recipient role for families continues to be the focus of many early intervention programs today.