Exploring parents’ and teams’ perspectives of the models in early childhood intervention services: a grounded theory approach

The aim of this study was to explore parents’ and team-members’ experiences of the multidisciplinary approach (MDA) and transdisciplinary approach (TDA) operating in Early Intervention services for children with disabilities from birth to six years of age. A review of the literature was conducted and issues were identified for exploration. Data were collected by semi-structured interviews and focus-group discussions with parents and team members, to investigate experiences of the approaches in the delivery of services for children. The study sample included parents (N = 19) and two Early Intervention teams (N = 10). Data were analysed using a qualitative grounded theory research methodology. The empirical qualitative data informed the development of the tentative models based on a grounded theory approach. The theory developed and consisted of a set of plausible relationships proposed among themes and sub-themes. The results revealed that both models contained client-centred values for parents, such as enabling a child/family-centred model and facilitating parent empowerment. The study concluded that parents valued mostly team guidance and the teams’ ability to promote optimal development for children. The delivery of a key working system was also seen as worthwhile. The Early Intervention teams favoured a TDA when it supported and operating effectively. The TDA was found to be holistic, family-centred and to enhance relationship quality with families. The results also highlighted a number of obstacles, such as misuse of time, inefficient delivery of services, lack of support and confusion shifting from one approach to another. In conclusion, it is recommended that for best practices, clear guidelines and agreed standards need to be developed for the approaches applied to Early Intervention Services. In order for any approach to be successful, roles and responsibilities of parents and teams must be defined to ensure best practice. In addition, further time and effort is needed to ensure a smooth transition from one model to another. Future research suggestions included investigating children’s developmental gains participating in either the MDA or TDA and conducting further qualitative research to obtain the views from more Early Intervention Services, Early Intervention service managers and key workers.