Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Year 2019, Volume: 8 Issue: 2, 515 - 526, 15.04.2019

Carl Dunst , Marilyn Espe-sherwindt Deborah W. Hamby

https://doi.org/10.12973/eu-jer.8.2.513

Abstract

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.

Keywords

rofessional development, capacity-building, family-centered practices, social validity, coaching

References

• Bluestone, J., Johnson, P., Fullerton, J., Carr, C., Alderman, J., & BonTempo, J. (2013). Effective in-service training design and delivery: Evidence from an integrative literature review. Human Resources for Health, 11(51), 51-76. doi:10.1186/1478-4491-11-51
• Carpenter, B. (2007). The impetus for family-centred early childhood intervention. Child: Care, Health and Development, 33(6), 664-669. doi:10.1111/j.1365-2214.2007.00727.x
• Carpenter, B., Schloesser, J., & Egerton, J. (Eds.). (2009). European developments in early childhood intervention. Luxembourg: Eurlyaid Publication. Retrieved from https://www.eurlyaid.eu/eurlyaid-publications/
• Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38(1), 37-52. doi: 10.1080/03057640801889964
• Cunningham, B. J., & Rosenbaum, P. L. (2014). Measure of Processes of Care: A review of 20 years of research. Developmental Medicine and Child Neurology, 56(5), 445-452. doi: 10.1111/dmcn.12347
• Dalmau-Montala, M., Balcells-Balcells, A., Gine Gine, C., Canadas Perez, M., Casas Masjoan, O., Salat Cusco, Y., … Calaf Montserrat, N. (2017). How to implement the family-centered model in early intervention. Annals of Psychology, 33(3), 641-651. doi: 10.6018/analesps.33.3.263611
• Dempsey, I., & Keen, D. (2008). A review of processes and outcomes in family-centered services for children with a disability. Topics in Early Childhood Special Education, 28(1), 42-52. doi: 10.1177/0271121408316699
• Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. doi: 10.3102/0013189X08331140
• Dunst, C. J. (2010). Family capacity-building in early childhood intervention: Effects on parent and child competence and confidence. Paper presented at the 8th National Congress on Early Intervention with Young Children and their Families, Aveiro, Portugal.
• Dunst, C. J. (2017a). Early childhood practitioner judgments of the social validity of performance checklists and parent practice guides. Journal of Education and Training Studies, 5(3), 176-187. doi: 10.11114/jets.v5i3.2162
• Dunst, C. J. (2017b). Family systems early childhood intervention. In H. Sukkar, C. J. Dunst, & J. Kirkby (Eds.), Early childhood intervention: Working with families of young children with special needs (pp. 38-60). Abingdon, UK: Routledge.
• Dunst, C. J. (2018). Practitioner strategies for involving family members in providing young children with disabilities or delays everyday learning opportunities. Paper presented at the 30th Annual Conference of the European Academy of Childhood Disability, Tbilisi, Georgia.
• Dunst, C. J., Bruder, M. B., & Espe-Sherwindt, M. (2014). Family capacity-building in early childhood intervention: Do context and setting matter? School Community Journal, 24(1), 37-48.
• Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731-1744. doi: 10.5897/ERR2015.2306
• Dunst, C. J., & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 37-55). Basel, Switzerland: Springer International.
• Dunst, C. J., & Espe-Sherwindt, M. (2017). Contemporary early intervention models, research, and practice for infants and toddlers with disabilities and delays. In J. M. Kauffman, D. P. Hallahan, & C. P. Pullen (Eds.), Handbook of special education (2nd ed., pp. 831-849). New York, NY: Routledge.
• Dunst, C. J., & Hamby, D. W. (2015). A case study approach to secondary reanalysis of a quantitative research synthesis of adult learning practices studies. International Journal of Learning, Teaching and Educational Research, 13(3), 181-191.
• Dunst, C. J., & Trivette, C. M. (2009a). Capacity-building family systems intervention practices. Journal of Family Social Work, 12(2), 119-143. doi: 10.1080/10522150802713322
• Dunst, C. J., & Trivette, C. M. (2009b). Let's be PALS: An evidence-based approach to professional development. Infants & Young Children, 22(3), 164-175. doi: 10.1097/IYC.0b013e3181abe169
• Dunst, C. J., & Trivette, C. M. (2010). Family-centered helpgiving practices, parent-professional partnerships, and parent, family and child outcomes. In S. L. Christenson & A. L. Reschley (Eds.), Handbook of school-family partnerships (pp. 362-379). New York, NY: Routledge.
• Dunst, C. J., Trivette, C. M., & Deal, A. G. (2011). Effects of in-service training on early intervention practitioners' use of family systems intervention practices in the USA. Professional Development in Education, 37(2), 181-196. doi: 10.1080/19415257.2010.527779
• Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370-378. doi: 10.1002/mrdd.20176
• Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2008). Research synthesis and meta-analysis of studies of family-centered practices. Asheville, NC: Winterberry Press.
• Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112.
• Dunst, C. J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of contrasting natural learning environment experiences on child, parent, and family well-being. Journal of Developmental and Physical Disabilities, 18(3), 235-250. doi:10.1007/s10882-006-9013-9
• Eade, D. (1997). Capacity-building: An approach to people-centered development. London, UK: Oxfam.
• Elek, C., & Page, J. (2018). Critical features of effective coaching for early childhood educators: A review of empirical research literature. Professional Development in Education, 1-19. doi: 10.1080/19415257.2018.1452781
• Espe-Sherwindt, M. (2008). Family-centred practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136-143. doi: 10.1111/j.1467-9604.2008.00384.x
• Espe-Sherwindt, M., & Serrano, A. M. (2016). It takes two: The role of family-centered practices in communication intervention. Revista de Logopedia, Foniatria y Audiologia, 36(4), 162-169. doi: 10.1016/j.rlfa.2016.07.006
• European Agency for Development in Special Needs Education (2005). Early childhood intervention analysis of situations in Europe: Key aspects and recommendations. Middelfart, Denmark: Author.
• European Association on Early Childhood Intervention (2015). The implementation of early childhood intervention in 15 European countries. Luxembourg, Luxembourg: Eurlyaid Publications. Retrieved from https://www.eurlyaid.eu/eurlyaid-publications/
• European Association on Early Childhood Intervention. (2019). Agora project: Developing early childhood intervention services through participation and co-production. Luxembourg, Luxembourg: Author. Retrieved from http://www.eurlyaid.eu/projects/
• European Commons (2019). Adult education and training. In National education systems (Chapter 8). Luxembourg: Eurydice. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en
• Fordham, L., Gibson, F., & Bowes, J. (2011). Information and professional support: Key factors in the provision of family-centred early childhood intervention services. Child: Care, Health and Development, 38(5), 647-653. doi: 10.1111/j.1365-2214.2011.01324.x
• Foster, S. L., & Mash, E. J. (1999). Assessing social validity in clinical treatment research issues and procedures. Journal of Consulting and Clinical Psychology, 67(3), 308-319. doi: 10.1037/0022-006X.67.3.308
• Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants and Young Children, 25(1), 62-82. doi: 10.1097/IYC.0b013e31823d8f12
• Graham, F., Rodger, S., & Ziviani, J. (2009). Coaching parents to enable children's participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56(1), 16-23. doi:10.1111/j.1440-1630.2008.00736.x
• Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1-18.
• Guskey, T. R. (2002). Professional development and teacher change. Teacher and Teaching: Theory and Practice, 8(3), 381-391. doi: 10.1080/135406002100000512
• Hanson, K. L., Morrow, C. E., & Bandstra, E. S. (2006). Early interventions with young children and their parents in the US. In C. McAuley, P. Pecora, & W. Rose (Eds.), Enhancing the well-being of children and families through effective interventions: International evidence for practice. London, UK: Jessica Kingsley.
• Hedges, L. V. (2009). Statistical considerations. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 37-48). New York, NY: Russell Sage Foundation.
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, X. Y., & Yang, X. J. (2013). Early intervention practices in China: Present situation and future directions. Infants & Young Children, 26(1), 4-16. doi: 10.1097/IYC.0b013e3182736cd3
• Joreskog, K. G., & Sorbom, D. (2014). LISREL 9.1 for Windows [Computer software]. Skokie, IL: Scientific Software International.
• Karlsson, M., Bjorck-Åkesson, E., & Granlund, M. (2008). Changing services to children with disabilities and their families through inservice training - is the organisation affected? European Journal of Special Needs Education, 23(3), 207-222. doi:10.1080/08856250802130418
• Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324. doi: 10.1097/IYC.0000000000000018
• Kenny, D. A. (2015). Measuring model fit. Retrieved from http://davidakenny.net/cm/fit.htm
• Kiling, I. Y., Due, C., Li, D. E., & Turnbull, D. (2018). Interventions supporting development of young children with disabilities at environmental risk in Indonesia: A scoping review. SAGE Open, 8(1), 1-9. doi: 10.1177/2158244018754935
• Kilmer, R. P., Cook, J. R., & Munsell, E. P. (2010). Moving from principles to practice: Recommended policy changes to promote family-centered care. American Journal of Community Psychology, 46(3-4), 332-341. doi:10.1007/s10464-010-9350-9
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
• Knoche, L. L., Kuhn, M., & Eum, J. M. A. (2013). “More time. More showing. More helping. That's how it sticks”: The perspectives of early childhood coachees. Infants & Young Children, 26(4), 349–365. doi: 10.1097/IYC.0b013e3182a21935
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. doi: 10.3102/0034654318759268
• Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279-299. doi: 10.1177/0888406410371643
• Krugman, M. (2003). Evidence-based practice: The role of staff development. Journal for Nurses in Staff Development, 19(6), 279-285.
• Lewis, F., Butler, A., & Gilbert, L. (2011). A unified approach to model selection using the likelihood ratio test. Methods in Ecology and Evolution, 2(2), 155-162. doi: 10.1111/j.2041-210X.2010.00063.x
• Liberty, K. (2014). Early intervention in Aotearoa New Zealand: Services and challenges. New Zealand Research in Early Childhood Education, 17, 115-145.
• Luiselli, J. K., & Reed, D. D. (2011). Social validity. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development. New York, NY: Springer.
• MacCallum, R. (1995). Model specification: Procedures, strategies, and related issues. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 16-36). Thousand Oaks, CA: Sage.
• Meezan, W. (2000). Translating rhetoric to reality: The future of family and children's services. Journal of Family Strengths, 5(1), Article 4.
• Mitchell, D. R., & Brown, R. I. (Eds.). (1991). Early intervention studies for young children with special needs. New York: Springer.
• Nores, M., & Fernandez, C. (2018). Building capacity in health and education systems to deliver interventions that strengthen early child development. Annals of the New York Academy of Sciences, 1419(1)57-73. doi:10.1111/nyas.13682
• Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (Eds.). (2003). Early intervention practices around the world. Baltimore, MD: Paul H. Brookes.
• Paternoster, R., Brame, R., Mazerolle, P., & Piquero, A. (1998). Using the correct statistical test for the equality of regression coefficients. Criminology, 36(4), 859-866. doi: 10.1111/j.1745-9125.1998.tb01268.x
• Pereira, A. P. D. S., & Serrano, A. M. (2014). Early intervention in Portugal: Study of professionals' perceptions. Journal of Family Social Work, 17(3), 263-282. doi: 10.1080/10522158.2013.865426
• Pretis, M. (2006). Professional training in early intervention: A European perspective. Journal of Policy and Practice in Intellectual Disabilities, 3(1), 42-48. doi: 10.1111/j.1741-1130.2006.00051.x
• Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9(1), 1-25. doi: 10.1007/BF00896357
• Raver, S. A., & Childress, D. C. (Eds.). (2015). Family-centered early intervention: Supporting infants and toddlers in natural environments. Baltimore, MD: Brookes.
• Salkind, N. J. (2007). Fisher's Z transformation. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics (Vol. 1, pp. 360-364). Thousand Oaks, CA: Sage Publications, Inc.
• Sheppard, B., Brown, J., & Dibbon, D. (2009). Professional development and capacity building. In B. Sheppard, J. Brown, & D. Dibbon (Eds.), School district leadership matters (pp. 85-100). Basel, Switzerland: Springer International.
• Sobel, M. E. (1988). Direct and indirect effects in linear structural equation models. In J. S. Long (Ed.), Common problems: Proper solutions (pp. 46-64). Beverly Hills, CA: Sage.
• Spector, P. E. (1992). Summated rating scale construction: An introduction. Newbury Park, CA: Sage.
• Stoel, R. D., Garre, F. G., Dolan, C., & van den Wittenboer, G. (2006). On the likelihood ratio test in structural equation modeling when parameters are subject to boundary constraints. Psychological Methods, 11(4), 439-455. doi: 10.1037/1082-989X.11.4.439
• Strain, P. S., Barton, E. E., & Dunlap, G. (2012). Lessons learned about the utility of social validity. Education and Treatment of Children, 35(2), 183-200. doi:10.1353/etc.2012.0007
• Strohmeier, C., Mule, C., & Luiselli, J. K. (2014). Social validity assessment of training methods to improve treatment integrity of special education service providers. Behavior Analysis in Practice, 7(1), 15-20. doi: 10.1007/s40617-014-0004-5
• Sukkar, H. (2013). Early childhood intervention: An Australian perspective. Infants & Young Children, 26(2), 94–110. doi: 10.1097/IYC.0b013e31828452a8
• Sukkar, H., Dunst, C. J., & Kirkby, J. (Eds.). (2017). Early childhood intervention: Working with families of young children with special needs. Abingdon, UK: Routledge.
• Swanson, J., Raab, M., & Dunst, C. J. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research, 9(1), 66-80. doi: 10.1177/1476718X10368588
• Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. Journal of Positive Psychology, 9(1), 1-18. doi: 10.1080/17439760.2013.837499
• Trivette, C. M., Raab, M., & Dunst, C. J. (2014). Factors associated with Head Start staff participation in classroom-based professional development. Journal of Education and Training Studies, 2(4), 32-45. doi: 10.11114/jets.v2i4.449
• Underwood, K., & Frankel, E. B. (2012). The developmental systems approach to early intervention in Canada. Infants & Young Children, 25(4), 286-296. doi: 10.1097/IYC.0b013e3182673djc
• Vilaseca, R. M., Galvan-Bovaira, M. J., Gonzalez-del-Yerro, A., Baques, N., Oliveira, C., Simo-Pinatella, D., & Gine, C. (2018). Training needs of professionals and the family-centered Approach in Spain. Journal of Early Intervention. doi: 10.1177/1053815118810236
• Woods, J. J., & Kashinath, S. (2007). Expanding opportunities for social communication into daily routines. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 1, 137-154.