In this presentation a framework for the creation of a fully-inclusive and comprehensive early childhood system will be described. Although aspirational at this time, the potential for developmental science, intervention science, and implementation science to be integrated to maximize the effectiveness of early intervention systems is described. This framework guides a practice model emphasizing a family-centered problem-solving process that focuses on supporting well-characterized family patterns of interaction that contribute to children’s development. Discussed as well is the ability of such an integrated system to be compatible with and incorporate principles and practices from a human rights perspective; all designed to support family and child goals. Concluding comments summarize why the components of family patterns of interaction constitute the fundamental framework for organizing future inclusive community-based early intervention programs.
Biography: Michael J. Guralnick, Ph.D., is Director of the Center on Human Development and Disability (CHDD) and Professor of Psychology and Pediatrics at the University of Washington. Comprised of both a University Center for Excellence in Developmental Disabilities and a Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center, the CHDD is one of the largest interdisciplinary research, training, and service centers in the United States addressing issues directly related to developmental disabilities.
Dr. Guralnick has directed numerous research, professional training, and development projects in the fields of early childhood development and intervention, with a special interest in the design and effectiveness of early intervention programs, peer-related social competence, and early childhood inclusion. He has published over 150 articles and book chapters spanning a range of topics and disciplines. In addition to 8 edited volumes, his 2019 authored volume integrated developmental, intervention, and implementation science in the field of early intervention in the context of the Developmental Systems Approach. Major research has included a randomized clinical trial to determine the effectiveness of a comprehensive early intervention program in promoting the peer-related social competence of young children with developmental delays and a multi-context investigation of the factors influencing the peer interactions and peer social networks of children with Down syndrome. Current projects focus on the further development and application of the Developmental Systems Approach to early intervention and international activities designed to integrate research and practice in the field of early intervention.
