This article focuses on conceptual and practical considerations in family-centered care for children with cerebral palsy and their families. In the last 5 years, there have been important advances in our understanding of the components of family-centered care, and initial attempts to understand the client change processes at play. Recent research elaborates on family-centered care by delving into aspects of family-provider partnership, and applying family-centered principles to organizational service delivery to bring about organizational cultures of family-centered care. Recent research has also begun to consider mediators of client change, and new practice models have been proposed that embrace family-centered principles and illustrate the “art” of practice. Future research directions are discussed, including explorations of causal relationships between family-centered care principles, elements of caregiving practice, client change processes, and child and family outcomes. The meaning of the recent literature for pediatric neurology practice is considered.

This article reviews the literature on the transdisciplinary approach to early intervention services and identifies the essential elements of this approach. A practice model describing the implementation of the approach is then presented, based on the experiences of staff members in a home visiting program for infants that has been in existence for over 30 years. The benefits and challenges experienced by therapists and managers of the program are considered, along with the unique aspects of the program and implications for program management. The managerial and team resources required to successfully implement a transdisciplinary model are high, but the potential payoffs for children, families, and therapists' development of expertise are considerable.

Background: There is a need for tools by which to evaluate the beliefs, behaviors, and attitudes that underlie interprofessional socialization and collaborative practice in health care settings. Method: This paper introduces the Interprofessional Socialization and Valuing Scale (ISVS), a 24-item self-report measure based on concepts in the interprofessional literature concerning shifts in beliefs, behaviors, and attitudes that underlie interprofessional socialization. The ISVS was designed to measure the degree to which transformative learning takes place, as evidenced by changed assumptions and worldviews, enhanced knowledge and skills concerning interprofessional collaborative teamwork, and shifts in values and identities. The scales of the ISVS were determined using principal components analysis. Results: The principal components analysis revealed three scales accounting for approximately 49% of the variance in responses: (a) Self-Perceived Ability to Work with Others, (b) Value in Working with Others, and (c) Comfort in Working with Others. These empirically derived scales showed good fit with the conceptual basis of the measure. Conclusion: The ISVS provides insight into the abilities, values, and beliefs underlying socio-cultural aspects of collaborative and authentic interprofessional care in the workplace, and can be used to evaluate the impact of interprofessional education efforts, in house team training, and workshops.

Despite the fairly extensive literature on the developmental benefits of youth's participation in organised, out‐of‐school activities, little is known about the participation of school‐aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with children who are typically developing. Enjoyment of formal and informal activities was examined for 427 children with physical disabilities and 354 children without disabilities, aged 6–14 years. It was predicted that children without disabilities would report significantly greater enjoyment of formal than informal activities, whereas this would not be the case for children with disabilities. This prediction was confirmed. Children with disabilities also participated in significantly fewer formal and informal activities, and participated in these activities less intensely than did children without disabilities. The mechanisms responsible for psychological engagement, enjoyment, and the developmental benefits of participation in activities are discussed, along with implications for research and clinical practice.