Conceptual Understandings of Early Intervention Practice: Synergistic Relationships

Early Intervention (EI) for children with neurodevelopmental disabilities is seen as es-sential in ameliorating the impact of the impairments on their development. Providing integrated, family-centred, culturally appropriate and socially inclusive EI services is complex. Service delivery needs to be informed by those who use them and underpinned by theories that support EI practice. In total, 31 interviews were included, and data were collected with children, parents and professionals and interpreted in a coherent, sys-tematic and rigorous way. This research used a Grounded Theory methodology and developed a substantive theory, which is represented by a conceptual model of facilitating and hindering constructs for EI practice. This article describes how a synthesis of different theories informed the development of the model. The factors that influence the relationship are discussed: each person, investment, alternative services, comparison, interaction process, and relationship stages. It adds to current thinking and demonstrates synergy across different theoretical frames grounding family systems theory, social ex-change theory and social penetration theory within the context of EI. The conceptual model can be used can be used tool to facilitate best practice in EI service provision in Western Countries and beyond.