A trajectory of relationship development for early intervention practice for children with developmental disabilities

Abstract

Collaboration, through multiple complex relationships between families and professionals, is integral to Early Intervention (EI) practice. The purpose of this grounded theory study was to explain the processes involved in an early intervention team from the multiple perspectives of professionals and families. The sample included 5 young children with disabilities, 6 parents and 17 professionals from one EI team. 31 interviews were carried out, and through an iterative approach to data analysis, a core category of, synergistic interdependent relationships, emerged. This paper will discuss one of the predominant influences on these relationships that emerged from the data. This influence is how the process of the EI relationship happens through an overlapping five stage developmental trajectory. This developmental trajectory includes: 1) initiating stage, 2) experimenting stage, 3) intensifying stage, 4) integrating stage and 5) transitioning stage. Understanding the key factors, within each relationship stage, supports positive relationships between professionals, children and their families, thus positively influencing the outcome of EI practice.