Akrabalık Temelli Müdahale (RFI): Çocukların Gelişimsel Müdahalelerinde Ebeveynin Rolünü Artırma

Abstract

Bu makale, ebeveynleri çocuklarıyla karşılıklı etkileşimin yüksek olduğu günlük etkinliklere katılmaya teşvik ederek, gelişimsel gerilikleri ve yetersizlikleri olan küçük çocukların gelişimini desteklemeyi hedefleyen Akrabalık Temelli Müdahaleyi (RFI) açıklamaktadır. Bu müdahale yaklaşımı çocuk gelişiminde Ebeveyn Modeli'ni temel almakta ve ebeveyn çocuk ilişkisi araştırmalarından elde edilmektedir. Bulgular, RFI'nın hem ebeveynlerin çocuklarıyla daha fazla karşılıklı etkileşim kurmayı öğrenmelerine yardımcı olmada hem de çocuğun gelişimini ve sosyal duygusal işlevlerini geliştirmede etkili olabildiğini göstermektedir. Tartışma, RFI'ın etkililiğini, ebevyn katılımına daha az vurgu yapan ve doğrudan öğretim etkinliklerinin önemini belirten, çocuk gelişiminde Eğitim modelinden elde edilen müdahalelerle karşılaştıran araştırmalar bulunmamasına rağmen, halen tüm müdahalelerin etkililiğinin, ebeveynlerin katılma ve çocuklarıyla daha fazla karşılıklı etkileşimde bulunma derecesiyle ilişkili olduğunun görülmesi üzerine yapılmaktadır. Aslında, RFI erken müdahale için basit bir alternatif model olmamakta fakat erken müdahale uygulmasının anahtar ögesi olarak ebveyn katılımı ve karşılıklı etkileşimin etkililiğini gösteren bir paradigma değişimini yansıtabilmektedir.

Keywords

• Akrabalık temelli müdahale, gelişimsel gerilikler ve yetersizlikler, ebeveynler, küçük çocuklar.

Relationship Focused Intervention (RFI): Enhancing the Role of Parents in Children’s Developmental Intervention

Abstract

This article describes Relationship Focused Intervention (RFI) which attempts to promote the development of young children with developmental delays and disabilities by encouraging parents to engage in highly responsive interactions during daily routines with their children. This approach to intervention is based upon the Parenting Model of child development and was derived from research on parent-child interaction. Evidence is presented that RFI can be effective both at helping parents to learn how to interact more responsively with their children as well as at promoting children's development and social emotional function. The argument is made, that although there is no research comparing the effectiveness of RFI to interventions derived from the Educational model of child development which places less emphasis on parent involvement and stresses direct instructional activities, still the effectiveness of all interventions appears to be related to the degree to which parents are involved in and become more responsive with their children. As such RFI may not simple be an alternative model for early intervention, but may reflect a paradigm shift pointing to the effectiveness of parent involvement and responsive interaction as key elements of early intervention practice.

Keywords

• Relationship focused intervention
• developmental delays and disabilities
• parents
• young children.

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