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Introduction <p>This paper reports on the first two phases of a three-phase project to develop and evaluate an “integrated” iteration of ENabling VISions And Growing Expectations (ENVISAGE). ENVISAGE is a validated online 5-week program grounded in strengths-based and family-centred approaches to child and family development in the context of neurodevelopmental disability. The two phases included (i) partnership formation and collaborative adaptation of the ENVISAGE programs for families (ENVISAGE-Families) and for service providers (ENVISAGE-SP) to create an “integrated” approach; and (ii) conduction of a feasibility study.</p> Methods <p>ENVISAGE-Integrated was co-developed through an iterative process of revising and combining the original ENVISAGE programs (for families and for service providers). The Framework for Reporting Adaptations and Modification-Expanded (FRAME) was used to report modifications. The feasibility study included 12 participants (7 service providers and 5 parents) from a children’s treatment centre. Participants completed a demographic questionnaire and surveys after each workshop, including open-ended and 5-point Likert-scaled questions about their experiences of the program. All data were analyzed descriptively.</p> Results <p>Program modifications were undertaken to ensure relevance to both service providers and parents and to preserve the core ENVISAGE concepts. Key modifications included (i) incorporating weekly icebreaker activities and (ii) tailoring current and creating additional scenarios to prompt discussion and apply concepts. Participants found the integrated format was valuable, meaningful, and relevant. Challenges included recruiting participants and scheduling synchronous group discussions.</p> Conclusion <p>Participants’ feedback informed two program adaptations: (i) allotting more time to apply concepts to scenarios during group discussions and (ii) supporting the use of the platform’s discussion board. The findings from the feasibility study justify the ongoing development and evaluation of program outcomes on both service providers and parents.</p>

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ENabling VISions And Growing Expectations (ENVISAGE): Co-development and feasibility of an “integrated” version of ENVISAGE for service providers and parents of children with neurodevelopmental disabilities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月3日

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  • Alice Kelen Soper,
  • Marilyn Wright,
  • Elizabeth Chambers,
  • Debra Hughes,
  • Marion Knutson,
  • Kim Hesketh,
  • Jessica Hanson,
  • Myanca Rodrigues,
  • Andrea Cross,
  • Christine Imms,
  • Rose Babic,
  • Bridget O’Connor,
  • Michelle Phoenix,
  • Sandra Moll,
  • Peter Rosenbaum

摘要

Introduction

This paper reports on the first two phases of a three-phase project to develop and evaluate an “integrated” iteration of ENabling VISions And Growing Expectations (ENVISAGE). ENVISAGE is a validated online 5-week program grounded in strengths-based and family-centred approaches to child and family development in the context of neurodevelopmental disability. The two phases included (i) partnership formation and collaborative adaptation of the ENVISAGE programs for families (ENVISAGE-Families) and for service providers (ENVISAGE-SP) to create an “integrated” approach; and (ii) conduction of a feasibility study.

Methods

ENVISAGE-Integrated was co-developed through an iterative process of revising and combining the original ENVISAGE programs (for families and for service providers). The Framework for Reporting Adaptations and Modification-Expanded (FRAME) was used to report modifications. The feasibility study included 12 participants (7 service providers and 5 parents) from a children’s treatment centre. Participants completed a demographic questionnaire and surveys after each workshop, including open-ended and 5-point Likert-scaled questions about their experiences of the program. All data were analyzed descriptively.

Results

Program modifications were undertaken to ensure relevance to both service providers and parents and to preserve the core ENVISAGE concepts. Key modifications included (i) incorporating weekly icebreaker activities and (ii) tailoring current and creating additional scenarios to prompt discussion and apply concepts. Participants found the integrated format was valuable, meaningful, and relevant. Challenges included recruiting participants and scheduling synchronous group discussions.

Conclusion

Participants’ feedback informed two program adaptations: (i) allotting more time to apply concepts to scenarios during group discussions and (ii) supporting the use of the platform’s discussion board. The findings from the feasibility study justify the ongoing development and evaluation of program outcomes on both service providers and parents.