Enfoques, prácticas recomendadas, modelos y procedimientos en atención temprana centrados en la familia

• García-Grau, Pau ^[2] ; Morales-Murillo, Catalina P. ^[1] ; Martínez-Rico, Gabriel ^[2] ; Cañadas Pérez, Margarita ^[2] ; Escorcia Mora, Claudia Tatiana ^[2]
  1. [1] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
  2. [2] Universidad Catolica de Valencia y Campus Capacitas
• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 53, Nº 4, 2022, págs. 131-148
• Idioma: español
• DOI: 10.14201/scero2022534131148
• Títulos paralelos:
  • Approaches, Recommended Practices, Models and Procedures in Early Intervention
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    La evidencia científica en atención temprana (AT) ha demostrado que un enfoque centrado en la familia, en el aprendizaje, la funcionalidad y la participación social, tiene un impacto positivo en el niño, en el entorno y en la propia familia. Este cambio de visión, se propone como un marco de referencia en los servicios. Durante la última década, tanto en España como en otros países, los servicios están transformando sus programas hacia un enfoque centrado en la familia y en la intervención en las actividades de la vida diaria. No obstante, muchos de los principios que sustentan estas prácticas recomendadas (PR) requieren un proceso de adquisición de habilidades y competencias por parte de los profesionales y de adecuación institucional. Además, el carácter filosófico de los principios de las PR, puede generar confusión y dar pie a una implementación con escasa consistencia interna. Este artículo ofrece una aclaración conceptual útil y una síntesis para profesionales e investigadores del campo de la AT necesaria para comprender las bases y fundamentos que motivan este proceso de transformación de los servicios.

  • English

    Evidence has shown that a family-centered approach to early intervention (EI), focused on learning, functionality, and social participation, has a positive impact on the child, the environment, and the family. This approach is proposed as a framework in EI services. Over the past decade, in Spain and other countries, services are transforming their programs towards a family-centered approach and intervention in daily routines. However, many of the principles that underpin these recommended practices (RPs) require a skill-acquisition process by professionals and also an institutional adequacy. In addition, the philosophical nature of PR principles can lead to confusion and give rise to implementation with fidelity. This article provides a practical response and useful conceptual clarification for professionals and researchers in the EI field, necessary to understand the foundations that motivate this process of service transformation.

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