Browsing by Author "Decker, Kalli B."

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The Early Intervention Referral Process for Rural Infants and Toddlers with Delays or Disabilities: A Family Perspective
(Springer Science and Business Media LLC, 2020-11) Decker, Kalli B.; Williams, Ermma R.; Cook, Gina A.; Fry, Makenzie M.
Introduction: Early intervention (EI) services provide essential support to families of children with delays or disabilities. Children can enter EI via a variety of routes, though all begin with a referral, and for children who require additional services, subsequent referrals are generally warranted. The referral process may be complicated by rurality, but little is known about families’ experiences with EI referrals in rural areas. This study focuses on better understanding rural families’ perspectives of the EI referral process. Methods: Families with children in Part C services throughout Montana (N = 30) were interviewed regarding their referral experiences. A layered analysis was used to analyze initial and subsequent referrals, and investigate families’ experiences regarding the referral process. Results: Families’ reports regarding which professionals provided referrals and who they provided referrals to were diverse. As part of qualitative content analysis three themes emerged: 1) the referral process is both challenging and complex; 2) professionals facilitate connections; and, 3) some professionals may have misconceptions or misunderstandings. Some families discussed how aspects of rurality may have exacerbated the complexities and challenges of the EI referral process. Discussion Based on families’ experiences, professional development related to when, how, and who to refer to EI services, and subsequent support of families during the referral process, may be of utmost importance. Furthermore, families discussed rurality in relationship to turnover rates, limited access to services or specialized knowledge, and travel distance required to receive services, demonstrating the importance of training and retaining rural EI professionals.
Parents’ Part C Experiences in Rural Areas: Alignment With Recommended Practices
(SAGE Publications, 2020-09-04) Decker, Kalli B.; Meldrum, Jacie; Vaterlaus, J. Mitchell; Foster, Tricia D.
The Division for Early Childhood (DEC) clearly outlined recommended practices for the provision of Part C services. However, there may be challenges in rural areas associated with services aligning with these recommended practices. Therefore, this study focuses on how families experience Part C services and the extent to which services align with specific areas the DEC recommended practices in the large, rural state of Montana. We interviewed parents ( N = 30) about their children’s Part C services. Deductive qualitative content analysis was used. Parents’ reports suggest that while some aspects of their Part C services align with specific recommended practices, others do not. There were some meaningful differences regarding alignment with these recommended practices depending on type of provider being described. The environments in which services take place are discussed, as these may influence aspects of collaboration and building family capacity.
“Press On, Continue On”: Rural Parents’ Experiences of Transitions Within Early Intervention
(SAGE Publications, 2022-06) Decker, Kalli B.; Feigel, Alexandra J.; Foster, Tricia D.; Kepl, Rachel L.
Although all families experience a variety of transitions over time, families of children with exceptionalities tend to encounter more transitions during their children’s earliest years. Transitions can be stressful and often include changes as part of early intervention or special education services. It is important to understand these transitions because the support families receive can influence child and family well-being. Therefore, we interviewed parents ( N = 28) across a rural state about their experiences of transition over time. Using thematic analysis, three common themes emerged: (a) change is constant, (b) positive relationships support changing needs and priorities, and (c) parents need more support, information, or access to services or providers. Parents reported relationships and collaboration with providers to be important, yet insufficient, in supporting transitions. Rurality added some challenges to parents’ experiences with transition. Recommendations include empowering families, providing more access and/or removing barriers to services, and building family efficacy through family-focused services.