Translating research into practice, and
practice into outcomes for children and
families in Early Childhood Intervention.
Every family seeking help for children with developmental concerns will have their own unique story. We understand that children (and families) come to EPIC for lots of different reasons. Some children with disabilities will experience greater delays in learning new skills, while others, with early childhood intervention, can make significant improvements in their development and begin to show skills similar to other children their age.
One thing is similar for all children. When a child and their family work together with early childhood intervention supports, tailored to their individual needs and priorities, the best possible outcomes are achieved.
EPIC’s successful work with families is largely due to our research work. This research feeds directly into our therapies and programs and how they are delivered and is always in keeping with our knowledge of best practice and each families goals. It’s a positive cycle.
Information is continually collected and assessed and the results of the learnings are then used to further modify and improve our early childhood intervention and therapy programs. This in turn helps our team of highly trained allied health and educational specialists and professionals to work more effectively and deliver positive outcomes for children and families in all segments highlighted in the following graphs. And so the cycle continues.
Quality & Innovation
EPIC’s Research Vision:
Aims: To Develop a Research Program that Addresses:
Current policy directions including the need for accountability and evidence based service provision to support children with developmental concerns and their families.
Staff professional development and enhanced service provision. Collaborations with industry and community partners.
The dissemination of research and resources that have been evaluated for their effectiveness in supporting children, families and the community.
- McDonald, M., Davis, K., & Mahar, N. (2016). (In press). When funding meets practice: The fate of contemporary therapeutic approaches and self- determination in a consumer-centred disability scheme. Journal of Policy and Practice in Intellectual Disabilities. http://onlinelibrary.wiley.com/doi/10.1111/jppi.12195/full
- Hughes-Scholes, C. H., & Gavidia-Payne, S. (2016). Development of a routines-based early childhood intervention model. Educar Em Revista, 59(1), 141-154.
- Gavidia-Payne, S.,Meddis, K., & Mahar, N. (2015). Correlates of child and family outcomes in an Australian community-based early childhood intervention program In: Journal of Intellectual and Developmental Disability, 40, 57 – 67
- Hughes-Scholes, C. H., Gatt, S. L., Davis, K., Mahar, N., & Gavidia-Payne, S. (2015). Preliminary evaluation of the implementation of a Routines-Based Early Childhood Intervention Model in Australia: Practitioners’ perspectives. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121415589546.
Manuscripts Submitted for Publication
- Hughes-Scholes, C. H., & Gavidia-Payne, S. (2015). Development of a Routines-Based Early Childhood Intervention model. Manuscript submitted for publication.
- Hughes-Scholes, C. H., Gavidia-Payne, S., Davis, K., & Mahar, N. (2016). Eliciting family concerns and priorities: A focus on daily routines. Manuscript submitted for publication.
- Nicole, M., Davis, K., Gavidia-Payne, S., Hughes-Scholes, C.H. (2016). Lets take a Peep: A new look at social emotional supports for children in home and community settings. 12th Biennial National Conference of Early Childhood Intervention Australia, Melbourne, September.
- Hughes-Scholes, C. H., Gavidia-Payne, S., Mahar, N., & Davis, K. Doing research in ‘real settings’: Evaluation of the implementation of the Routines-Based Early Childhood Intervention (RBECI). Early Childhood Intervention Australia 11th Biennial National Conference 2014, Brisbane, August
- Mahar, N., Gavidia-Payne, S., Hughes-Scholes, C., & Davis, K. Conceptual framework guiding routines-based intervention practice and evaluation. Early Childhood Intervention Australia 11th Biennial National Conference 2014, Brisbane, August
- Jaffe, C., & Tavrou, S. Support, learn and grow: A graduate’s journey in community based early childhood intervention. Early Childhood Intervention Australia 11th Biennial National Conference 2014, Brisbane, August (Click on the link) Child Outcomes: https://rmit.asia.qualtrics.com/SE/?SID=SV_b2iEt6sOikgpd7D
- Mahar, N., Gavidia-Payne, S., Davis, K., & Mann, R. (2012). A cycle of action research: Translating research into practice and practice into outcomes for children and families. Early Childhood Intervention Australia 10th Biennial National Conference, Perth, August. Davis, K., & Taitz, C. (2012). The FEELix and friends toolkit: Building emotional literacy through parent and child interactions. Early Childhood Intervention Australia 10th Biennial National Conference, Perth, August.
- Duncan, L., & Simmons, L. (2012). The ‘Language Builders’ Program: Providing parents and professionals with the tools to promote early language development. Early Childhood Intervention Australia 10th Biennial National Conference, Perth, August.
For EPIC staff use only:
Family Outcomes – Goal Achievement Plan
Family Outcomes – Process of Change
Child Outcomes –