Article Details

Research Database: Article Details

Citation:  Corr, C., Santos, R.M., & Fowler, S.A. (2015). The components of early intervention services for families living in poverty.. Topics in Early Childhood Special Education, 36 (1), 55-64.
Title:  The components of early intervention services for families living in poverty.
Authors:  Corr, C., Santos, R.M., & Fowler, S.A.
Year:  2015
Journal/Publication:  Topics in Early Childhood Special Education
Publisher:  SAGE
DOI:  https://doi.org/10.1177/0271121415595551
Research summary:  https://projecte3.com/children-families-poverty/
Full text:  http://journals.sagepub.com/doi/full/10.1177/0271121415595551   
Peer-reviewed?  No
NIDILRR-funded?  Yes

Structured abstract:

Background:  There is a high percentage of children living in poverty, particularly those with disabilities. The combined poverty and related stressors put them at greater risk for other negative consequences such as substance abuse, comorbid diseases, and low educational attainment. Early Intervention services are mandated by the Individuals with Disabilities Education Act.
Purpose:  This study reviews existing literature in order to examine the four parts of Early Intervention services for children with disabilities: family-centered orientation, natural learning environments, collaborative team processes, and service integration. They look at these components in order to assess how providers are trained to work with families living in poverty.
Study sample:  Researchers reviewed 31 publications.
Findings:  They found differences in experiences of families based on socioeconomic status. Among these differences were disparities in families getting referred to various resources, as well as in the number of resources utilized by families.
Conclusions:  They recommend that poverty and related stressors be taken into account when providing Early Intervention services, as the four important components are impacted differently based on the family's socioeconomic status. Linking families to resources, incorporating the whole family, being sensitive to poverty-induced instability in family routines, and further funding of programs that address these target populations were all recommended.

Disabilities served:  Developmental disabilities
Learning disabilities
Populations served:  Transition-age youth (14 - 24)
Adjudicated adults and youth
Consumers receiving federal financial assistance through TANF
Culturally diverse populations (e.g., African Americans, Native Americans, and non-English speaking populations)
Youth in foster care