Multi-component professional development for early interventionists.

Year 2019, , 52 - 63, 30.06.2019

Christine M. Spence Rosa Milagros Santos

https://doi.org/10.20489/intjecse.585390

Abstract

An evaluation was conducted of
the Partnering for Success: Foundational Institute offered through the Early
Intervention Training Program at the University of Illinois, the state-funded
professional development provider for Part C. The evaluation examined
facilitators and barriers to changes in participants’ practices in working with
families in the early intervention system. Data were also gathered on the
efficacy of the training components used during the 4-day, multi-component
linked series. Participants reported that teaming and collaboration were
effective facilitators for change, and administrative issues served as barriers
to change. Participants also reported that group discussions and videos were
the most effective components that assisted in changing practices.

Keywords

early intervention, Part C, professional development, family, teaming

Supporting Institution

Office of Special Education Programs, U.S. Department of Education

Project Number

H325D110037

Thanks

The authors would like to express profound thanks to the Early Intervention Training Program at the University of Illinois and the participants in the Partnering for Success: Foundational Institute. This re-search was supported in part by funding from the Office of Special Education Prog-rams, U.S. Department of Education: Project Blend (H325D110037). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.

References

• Artman-Meeker, K., Fettig, A, Barton, E.E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35, 183-196. doi: 10.1177/0271121415595550
• Barton, E. E., Kinder, K., Casey, A. M., & Artman, K. M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14(1), 29-46. doi: 10.1177/1096250610395459
• Barton, E. E., Moore, H. W., & Squires, J. K. (2012). Preparing speech language pathology students to work in early childhood. Topics in Early Childhood Special Education, 32, 4-13. doi:10.1177/0271121411434567
• Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207. doi:10.1177/001440290507100205
• Bruder, M. B., & Dunst, C. J. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25, 25-33. doi:10.1177/02711214050250010301
• Caesar, L. G. (2013). Providing early intervention services to diverse populations: Are speech-language pathologists prepared? Infants & Young Children, 26, 126-146. doi:10.1097/IYC.0b013e3182848340
• Cambray-Engstrom, E. & Salisbury, C. (2010). An exploratory case study of providers’ collaborative consultation practices with Latina mothers during home visits. Infants & Young Children, 23, 262-274. Campbell, P. H., Chiarello, L., Wilcox, M. J., & Milbourne, S. (2009). Preparing therapists as effective practitioners in early intervention. Infants & Young Children, 22, 21-31. doi:10.1097/01.IYC.0000343334.26904.92
• Campbell, P. H., & Sawyer, L. B. (2009). Changing early intervention providers' home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28, 219-234. doi:10.1177/0271121408328481
• Chen, C. I., & Mickelson, A. M. (2015). State licensure/certification requirements for personnel serving infants and young children with special needs and their families. Infants & Young Children, 28, 294-307. doi: 10.1097/IYC.0000000000000046
• 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, 181-196. doi:10.1080/19415257.2010.527779
• Espe-Sherwindt, M. (2008). Family-centered practice: Collaboration, competency, and evidence. Support for Learning, 23, 136-142. doi:10.1111/j.1467-9604.2008.00384.x
• Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Wiley and Sons.
• Individuals With Disabilities Education Act, 20 U.S.C. § 601, 612, 631, 632, 635 (2004).
• Keilty, B. (2010). The early intervention guidebook for families and professionals: Partnering for success. New York, NY: Teachers College Press.
• Krick Oborn, K. M. & Johnson, L. D. (2015). Coaching via electronic performance feedback to support home visitors’ use of caregiver coaching strategies. Topics in Early Childhood Special Education, 35, 157-169. doi: 10.1177/0271121415592411
• Ludlow, B. L. (2002). Web-based staff development for early intervention personnel. Infants & Young Children, 14, 54-64.
• Marturana, E. R., & Woods, J. J. (2012). Technology-supported performance-based feedback for early intervention home visiting. Topics in Early Childhood Special Education, 32, 14–23. doi:10.1177/0271121411434935
• Mertens, D. M. & McLaughlin, J. A. (2011). Mixed methods and mixed model designs. In Research and Evaluation Methods in Special Education (p. 111-125). Thousand Oaks, CA: Sage. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. (3rd ed). Thousand Oaks, CA: Sage.
• Miller, P. S., & Stayton, V. D. (2000). DEC recommended practices in personnel preparation. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early intervention/early childhood special education (p. 77-106). Longmont, CO: Sopris West.
• Peterson, C. A., Hughes-Belding, K., Rowe, N., Fan, L. Walter, M., … Steffensmeier, C. (2018). Triadic interactions in MIECHV: Relations to home visit quality. Maternal and Child Health Journal, 22 (Suppl 1), S3-S12. doi: 10.1007/s10995-018-2534-x
• Provider Connections. (n.d.). Welcome; Credentialing overview. Retrieved from http://www.wiu.edu/ProviderConnections/
• Salisbury, C., Cambray-Engstrom, E., & Woods, J. (2012). Providers’ reported and actual use of coaching strategies in natural environments. Topics in Early Childhood Special Education, 32, 88–98. doi:10.1177/0271121410392802
• Salisbury, C. L., Woods, J., & Copeland, C. (2010). Provider perspectives on adopting and using collaborative consultation in natural environment. Topics in Early Childhood Special Education, 30, 132-147. doi: 10.1177/0271121409349769
• Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20, 377-401. doi:10.1080/10409280802582795
• U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2018). 39th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2017, Washington, D.C: Author.
• Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008a). Agreed upon mission and key principles for providing early intervention services in natural environments. Retrieved from http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
• Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008b). Agreed upon practices for providing early intervention services in natural environments. Retrieved from http://www.ectacenter.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf
• Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008c). Seven key principles: Looks like / doesn’t look like. Retrieved from http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf