Group action planning as a support strategy for Hispanic families: Parent and professional perspectives

Mental Retardation

Volumn 38, Issue 3, 2000, Pages 262-275

  Blue Banning, Martha J ^a   Turnbull, Ann P ^a   Pereira, Lourdes ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b GEORGIA PERIMETER COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CHILD; CULTURAL FACTOR; DEVELOPMENTAL DISORDER; DISABLED PERSON; FAMILY RELATION; FEMALE; HISPANIC; HUMAN; HUMAN RELATION; INFORMATION PROCESSING; MALE; POVERTY; SOCIAL SUPPORT;

ADOLESCENT; ADULT; CHILD; CULTURAL CHARACTERISTICS; DEVELOPMENTAL DISABILITIES; DISABLED PERSONS; FAMILY RELATIONS; FEMALE; FOCUS GROUPS; HISPANIC AMERICANS; HUMANS; MALE; POVERTY; PROFESSIONAL-PATIENT RELATIONS; SOCIAL SUPPORT;

EID: 0034198840     PISSN: 00476765     EISSN: None     Source Type: Journal    
DOI: 10.1352/0047-6765(2000)038<0262:GAPAAS>2.0.CO;2     Document Type: Article

References (57)

1. Boone, R. (1992). Involving culturally diverse parents in transition planning. Curriculum Development and Educational Instruction, 15, 205-221.
2. Brotherson, M. J. (1994). Interactive focus group interviewing: A qualitative research method in early intervention. Topics in Early Childhood Special Education, 14, 101-118.
3. Brotherson, M. J., & Spillers, C. S. (1989). A qualitative study on families with disability at two periods of transition in the life cycle. Unpublished manuscript, University of Kentucky.
4. Butterworth, J., Steere, D. E., & Whitney-Thomas, J. (1997). Using person-centered planning to address personal quality of life. In R. L. Schalock & G. N. Siperstein (Eds.), Quality of life volume II: Application to persons with disabilities (pp. 5-23). Washington, DC: American Association on Mental Retardation.
5. Children's Defense Fund. (1997). The state of America's children: Yearbook 1997. Washington, DC: Author.
6. Craig, J. H., & Craig, M. (1974). Synergic power: Beyond domination and permissiveness. Berkeley, CA: Proactive Press.
7. Dunst, C. J., Trivette, C. M., Gordon, N. J., & Pletcher, L. L. (1989). Building and mobilizing informal family support networks. In G. H. S. Singer & L. K. Irvin (Eds.), Support for caregiving families: Enabling positive adaptation to disability (pp. 121-142). Baltimore: Brookes.
8. Fewell, R. R., & Vadasy, P. F. (1986). Families of handicapped children: Needs and supports across the life span. Austin, TX: PRO-ED.
9. Flannety, K. B., Slovic, R., & McLean, D. (1994). Person centered planning: How do we know we are doing it? Salem: Oregon Transition Systems Change Project, Oregon Department of Education.
10. Forest, M., & Pearpoint, J. C. (1992, October). Putting all kids on the MAP. Educational Leadership, pp. 26-31.
11. Gallegos, J. S. (1991). Culturally relevant services for Hispanic elderly. In M. Sotomayor (Ed.), Empowering Hispanic families: A critical issue for the '90's (pp. 173-190). Milwaukee, WI: Family Service America.
12. Gallivan-Fenlon, A. (1994). "Their senior year": Family and service provider perspectives on the transition from school to adult life for young adults with disabilities. Journal of the Association for Persons with Severe Handicaps, 19, 11-23.
13. Giangreco, M. F., Cloninger, C., & Iverson. (1993). Choosing options and accommodations for children (COACH): A guide to planning inclusive education. Baltimore: Brookes.
14. Gilgun, J. G., Daly, K., & Handel, G. (Eds.). (1992). Qualitative methods in family research. Newbury Park, CA: Sage.
15. Gutiérrez, L. M. (1995). Empowerment and Latinos: Implications for practice. Family Resource Coalition Report, 13(III & IV), 5-8.
16. Hagner, D., Butterworth, J., & Keith, G. (1995). Strategies and barriers in facilitating natural supports for employment of adults with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 110-120.
17. Hagner, D., Helm, D. T., & Butterworth, J. (1996). "This is your meeting": A qualitative study of person-centered planning. Mental Retardation, 34, 159-171.
18. Hanley-Maxwell, C., Whitney-Thomas, J., & Pogoloff, S. M. (1995). The second shock: A qualitative study of parents' perspectives and needs during their child's transition from school to adult life. Journal of the Association for Persons with Severe Handicaps, 20(1), 3-15.
19. Harry, B. (1992). Cultural diversity, families, and the special education system. New York: Teachers College Press.
20. Hatton, C. (1998). Whose quality of life is it anyway? Some problems with the emerging quality of life consensus. Mental Retardation, 36, 104-115.
21. Hidalgo, N. M. (1992). "I saw Puerto Rico once": A review of the literature on Puerto Rican families and school achievement in the United States (Rep. No. 12). Baltimore: Johns Hopkins University, Center on Families, Communities, Schools, & Children's Learning.
22. Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore: Brookes.
23. Knodel, J. (1993). The design and analysis of focus group studies: A practical approach. In D. L. Morgan (Ed.), Successful focus groups: Advancing the state of the art (pp. 35-50). Newbury Park, CA: Sage.
24. Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd ed.). Thousand Oaks, CA: Sage.
25. Lakin, K. C. (Ed.). (1996). Research on community integration of persons with mental retardation and related conditions: Current knowledge, emerging challenges, and recommended future directions [Preliminary report]. Washington, DC: U. S. Department of Education, National Institute on Disability and Rehabilitation Research.
26. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
27. Lynch, E. W., & Hanson, M. J. (1998). Developing cross-cultural competences: A guide for working with children and their families. Baltimore: Brookes.
28. Magaña, S. M. (1999). Puerto Rican families caring for an adult with mental retardation: The role of familism. American Journal on Mental Retardation, 104, 466-482.
29. Mallete, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, P., & Rogow, S. (1992). Application of lifestyle development process for persons with severe intellectual disabilities: A case study report. Journal of the Association for Persons with Severe Handicaps, 17, 179-191.
30. Marín, G., & Marín, B. V. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.
31. Marshall, C., & Rossman, G. B. (1995). Designing qualitative research. Thousand Oaks, CA: Sage.
32. Massey, D. S., Zambrana, R. E., & Bell, S. A. (1995). Contemporary issues in Latino families: Future directions for research, policy, and practice. In R. E. Zambrana (Ed.), Understanding Latino families: Scholarship, policy, and practice (pp. 190-204). Thousand Oaks, CA: Sage.
33. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage.
34. Morgan, D. L. (Ed.). (1993). Successful focus groups: Advancing the state of the art. Newbury Park, CA: Sage.
35. Mount, B. (1992). Personal Futures Planning: Promises and precautions. New York: Graphic Futures.
36. O'Brien, J., & Lyle, C. (1987). Framework for accomplishment. Decatur, GA: Responsive Systems Associates.
37. O'Brien, C. L., O'Brien, J., & Mount, B. (1997). Person-centered planning has arrived ... or has it? Mental Retardation, 35, 480-484.
38. O'Connor, S. (1995). "We're all one family": The positive construction of people with disabilities by family members. In S. J. Taylor, R. Bogdan, & Z. M. Lutfiyya (Eds.), The variety of community experience (pp. 67-77). Baltimore: Brookes.
39. Ortiz, V. (1995). The diversity of Latino families. In R. E. Zambrana (Ed.), Understanding Latino families: Scholarship, policy, and practice (pp. 18-39). Thousand Oaks, CA: Sage.
40. Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. Journal of Special Education, 32, 194-206.
41. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
42. Seidman, I. E, (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
43. Singer, G. H. S., &Powers, L. E. (1993). Contributing to resilience in families: An overview. In G. H. S. Singer & L. E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family interventions (pp. 1-25). Baltimore: Brookes.
44. Skrtic, T. M. (1995). The crisis in professional knowledge. In E. L. Meyen & T. M. Skrtic (Eds.), Special education and student disability: An introduction (4th ed., pp. 567-607). Denver, CO: Love.
45. Soriano, F. I. (1991). U.S. Hispanics and their families: A socioculturel portrait. Paper prepared for the International Conference on the Unity of Sciences, Seoul, Korea.
46. Stainback, W., & Stainback, S. (1989). Using qualitative data collection procedures to investigate supported education issues. Journal of the Association for Persons with Severe Handicaps, 14, 271-277.
47. Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory and practice. Newbury Park, CA: Sage.
48. Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Falmer Press.
49. Turbiville, V. P., Turnbull, A. P., Garland, C. W., & Lee, I. M. (1996). Development and implementation of IFSPs and IEPs: Opportunities for empowerment. In S. L. Odom & M. E. McLean (Eds.), Early intervention/early childhood special education: Recommended practices (pp. 77-100). Austin, TX: Pro-Ed.
50. Turnbull, A. P., Blue-Banning, M. J., Anderson, E. L., Turnbull, H. R., Seaton, K. A., & Dinas, P. A. (1996). Enhancing self-determination through group action planning: A holistic emphasis. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 237-256). Baltimore: Brookes.
51. Turnbull, A. P., Turbiville, V., Schaffer, R., & Schaffer, V. (1996). "Getting a shot at life" through Action Planning. Zero to Three, 16(6), 33-40.
52. Turnbull, A. P., & Turnbull, H. R. (1996). group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99-114). Baltimore: Brookes.
53. Turnbull, A. P., & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership (3rd ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.
54. Turnbull, A. P., Turnbull, H. R., & Blue-Banning, M. J. (1994). Enhancing inclusion of infants and toddlers with disabilities and their families: A theoretical and programmatic analysis. Infants and Young Children, 7(2), 1-14.
55. Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
56. Walker, B., & Singer, G. H. S. (1993). Improving collaborative communication between professionals and parents. In G. H. S. Singer & L. E. Powers (Eds.), Families, disability, and empowerment: Active coping skills and strategies for family interventions (pp. 285-326). Baltimore: Brookes.
57. Zuniga, M. E. (1998). Families with Latino roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with children and their families (pp. 209-250). Baltimore: Brookes.