View in EDS

Qualitative Research: Perceptions of the Developmental, Individual Differences, Relationship-Based (DIR) Model among Preschool Staff in a Public-School Setting

Saved in:
Bibliographic Details
Title: Qualitative Research: Perceptions of the Developmental, Individual Differences, Relationship-Based (DIR) Model among Preschool Staff in a Public-School Setting
Language: English
Authors: Smith-Foley, Susan, Dunn, Winnie
Source: Journal of Occupational Therapy, Schools & Early Intervention. 2019 12(4):417-426.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Preschool Teachers, Paraprofessional School Personnel, Allied Health Personnel, Speech Language Pathology, Developmental Disabilities, Students with Disabilities, Public Schools, Models, Developmental Programs, Intervention
DOI: 10.1080/19411243.2019.1647812
ISSN: 1941-1243
Abstract: The Developmental, Individual Differences, Relationship-Based (DIR) model, also known as DIR®/Floortime™, is a comprehensive approach for individuals with developmental disabilities and other disorders of relating and communicating, including autism spectrum disorder (ASD). Limited qualitative research exists regarding the use of the Developmental, Individual Differences, Relationship-Based (DIR) model in public preschools. The purpose of this qualitative research project is to increase understanding of the use of this model in preschool and early childhood settings through the perspective of those who utilize this approach. Method: Researchers recruited preschool staff from DIR classrooms to participate in a focus group. Participants included 5 special education teachers, 2 paraprofessionals, and 1 speech language pathologist; all were female. Results: Three themes emerged: participant insight, processes and procedures that enable successful use of the DIR model in a public preschool setting, and challenges with use of the DIR model in a public preschool setting. Conclusion: Findings from this study may be beneficial to new DIR preschool staff and administrators and may serve as a guide to other public preschool teams who are considering or have DIR-focused classrooms. Opportunities exist for occupational therapists to add distinct value to DIR preschool programs.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1241703
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1241703
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Qualitative Research: Perceptions of the Developmental, Individual Differences, Relationship-Based (DIR) Model among Preschool Staff in a Public-School Setting
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Smith-Foley%2C+Susan%22">Smith-Foley, Susan</searchLink><br /><searchLink fieldCode="AR" term="%22Dunn%2C+Winnie%22">Dunn, Winnie</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy%2C+Schools+%26+Early+Intervention%22"><i>Journal of Occupational Therapy, Schools & Early Intervention</i></searchLink>. 2019 12(4):417-426.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Programs%22">Developmental Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/19411243.2019.1647812
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1941-1243
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Developmental, Individual Differences, Relationship-Based (DIR) model, also known as DIR®/Floortime™, is a comprehensive approach for individuals with developmental disabilities and other disorders of relating and communicating, including autism spectrum disorder (ASD). Limited qualitative research exists regarding the use of the Developmental, Individual Differences, Relationship-Based (DIR) model in public preschools. The purpose of this qualitative research project is to increase understanding of the use of this model in preschool and early childhood settings through the perspective of those who utilize this approach. Method: Researchers recruited preschool staff from DIR classrooms to participate in a focus group. Participants included 5 special education teachers, 2 paraprofessionals, and 1 speech language pathologist; all were female. Results: Three themes emerged: participant insight, processes and procedures that enable successful use of the DIR model in a public preschool setting, and challenges with use of the DIR model in a public preschool setting. Conclusion: Findings from this study may be beneficial to new DIR preschool staff and administrators and may serve as a guide to other public preschool teams who are considering or have DIR-focused classrooms. Opportunities exist for occupational therapists to add distinct value to DIR preschool programs.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1241703
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241703
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/19411243.2019.1647812
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 417
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Developmental Programs
        Type: general
      – SubjectFull: Intervention
        Type: general
    Titles:
      – TitleFull: Qualitative Research: Perceptions of the Developmental, Individual Differences, Relationship-Based (DIR) Model among Preschool Staff in a Public-School Setting
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Smith-Foley, Susan
      – PersonEntity:
          Name:
            NameFull: Dunn, Winnie
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1941-1243
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Occupational Therapy, Schools & Early Intervention
              Type: main
ResultId 1