Families are First Teachers: RECIPE report [PDF- 1.9MB]
PI: Kathleen Armstrong

The intent of this demonstration program was to develop a neighborhood-based model of care that supports healthy child development through teaching and coaching parents, teachers, and other caregivers of young children presenting with challenging behaviors. These problem behaviors produce challenges to both parents and other caregivers, who are attempting to meet their developmental needs. Grosz and her colleagues (1999) reported that families of young children had difficulty accessing information to support their childęs development and limited access to supports and services. When interventions were available, they were not easily accessible or delivered in homes or daycares, and not coordinated with physical, mental health, or other developmental care.
Unfortunately, many children with challenging behaviors and developmental issues are not identified for services until they enter kindergarten or later, and by then, problems become more ingrained and less amendable to intervention. Mental health issues are usually not addressed at all, especially for very young children. Thus, a program designed to specifically target the needs of children aged birth through five years was desperately needed, and the FAFT program was designed to meet this need.