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The Routines-Based Model Internationally Implemented

Author

Listed:
  • R. A. McWilliam

    (Department of Special Education and Multiple Abilities, The University of Alabama, Tuscaloosa, AL 35405, USA)

  • Tânia Boavida

    (Department of Social and Organizational Psychology, ISCTE—University Institute of Lisbon, Avenida das Forças Armadas, 1649-026 Lisbon, Portugal
    This author is deceased.)

  • Kerry Bull

    (Noah’s Ark Inc., Melbourne 3442, Australia)

  • Margarita Cañadas

    (Occupational Sciences, Speech Therapy, Evolutionary and Educational Psychology, Catholic University of Valencia, 46023 Valencia, Spain)

  • Ai-Wen Hwang

    (Graduate Institute of Early Intervention, Chang Gung University, Tao-Yuan City 33302, Taiwan)

  • Natalia Józefacka

    (Institute of Psychology, Pedagogical University in Krakow, 30-084 Kraków, Poland)

  • Hong Huay Lim

    (Rophi Consultancy, Singapore 329563, Singapore)

  • Marisú Pedernera

    (Telethon Paraguay Foundation, Asunción 2420, Paraguay)

  • Tamara Sergnese

    (The Regional Municipality of York, Newmarket, ON L3Y 6Z1, Canada)

  • Julia Woodward

    (New Zealand Ministry of Education, 1666 Auckland, New Zealand)

Abstract

Professionals from 10 countries are implementing practices from the Routines-Based Model, which has three main components: needs assessment and intervention planning, a consultative approach, and a method for running classrooms. Its hallmark practices are the Routines-Based Interview, support-based visits with families, and a focus on child engagement. Implementers were interested in actual practices for putting philosophy and theory into action in their systems and cultures. We describe implementation challenges and successes and conclude that (a) models have to be adaptable, (b) some principles and practices are indeed universal, (c) we can shape excellent practices for international use, and (d) leadership is vital.

Suggested Citation

  • R. A. McWilliam & Tânia Boavida & Kerry Bull & Margarita Cañadas & Ai-Wen Hwang & Natalia Józefacka & Hong Huay Lim & Marisú Pedernera & Tamara Sergnese & Julia Woodward, 2020. "The Routines-Based Model Internationally Implemented," IJERPH, MDPI, vol. 17(22), pages 1-19, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8308-:d:442733
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    References listed on IDEAS

    as
    1. Baumann, Ana A. & Powell, Byron J. & Kohl, Patricia L. & Tabak, Rachel G. & Penalba, Valentina & Proctor, Enola K. & Domenech-Rodriguez, Melanie M. & Cabassa, Leopoldo J., 2015. "Cultural adaptation and implementation of evidence-based parent-training: A systematic review and critique of guiding evidence," Children and Youth Services Review, Elsevier, vol. 53(C), pages 113-120.
    2. Pau García-Grau & R. A. McWilliam & Gabriel Martínez-Rico & María D. Grau-Sevilla, 2018. "Factor Structure and Internal Consistency of a Spanish Version of the Family Quality of Life (FaQoL)," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 13(2), pages 385-398, June.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Gabriel Martínez-Rico & Cecilia Simón & Margarita Cañadas & Robin Mcwilliam, 2022. "Support Networks and Family Empowerment in Early Intervention," IJERPH, MDPI, vol. 19(4), pages 1-13, February.
    2. Verónica Schiariti & Robin A. McWilliam, 2021. "Crisis Brings Innovative Strategies: Collaborative Empathic Teleintervention for Children with Disabilities during the COVID-19 Lockdown," IJERPH, MDPI, vol. 18(4), pages 1-10, February.
    3. Verónica Schiariti, 2021. "Introduction to the Special Issue on Early Child Development: From Measurement to Optimal Functioning and Evidence-Based Policy," IJERPH, MDPI, vol. 18(10), pages 1-4, May.

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