The State University of New York (SUNY) Downstate's occupational therapy (OT) Program has worked over the last decade and a half providing advanced training in early intervention (EI) through 3 OT programs for practicing and preservice occupational therapists. There are many challenges in the preparation of entry-level practitioners to work effectively using family-centered best practices. This article describes a family partnership experience (FPE), which is part of SUNY Downstate's advanced training in EI. This article outlines the evolution of our FPE through 3 advanced training programs. In these FPEs, the OT students spend time with families who receive EI during their daily lives. Students complete assignments to identify the families' priorities and concerns, understand roles and routines, and assist families to access community resources. Through this FPE, students learn about the family's perspective. This article presents quantitative and qualitative data of the FPE through students' report in course evaluations, pre- and post–self-assessed competency, and informal interviews over the 3 higher education OT programs.

中文翻译：

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为职业治疗师准备有效的以家庭为中心的早期干预最佳实践

纽约州立大学 (SUNY) Downstate 的职业治疗 (OT) 计划在过去十五年中一直致力于通过 3 个 OT 计划为执业和职前职业治疗师提供早期干预 (EI) 的高级培训。在准备入门级从业者以使用以家庭为中心的最佳实践有效工作方面存在许多挑战。本文介绍了家庭伙伴关系体验 (FPE)，这是 SUNY Downstate EI 高级培训的一部分。本文概述了我们 FPE 通过 3 个高级培训计划的演变。在这些 FPE 中，OT 学生与在日常生活中接受 EI 的家庭共度时光。学生完成作业以确定家庭的优先事项和关注点，了解角色和惯例，并协助家庭获取社区资源。通过这个 FPE，学生可以了解家庭的观点。本文通过学生在课程评估中的报告、前后自我评估的能力以及对 3 个高等教育 OT 项目的非正式访谈，提供了 FPE 的定量和定性数据。