SavedAdd your journal

Journals / International Journal of Early Childhood Special Education / 2026 / Cilt: 11 Sayı: 1

Multi-component professional development for early interventionists.

Christine M. Spence(Virginia Commonwealth University)0000-0002-6158-7082
Rosa Milagros Santos(University of Illinois)0000-0002-5714-4836
Pages
52–63
Publication Date
2019-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Participants also reported that group discussions and videos were the most effective components that assisted in changing practices.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-ansi-language:EN-US;} 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.
📊
Key Findings & Data:Data were also gathered on the efficacy of the training components used during the 4-day, multi-component linked series.
💡
Conclusion & Impact:Participants also reported that group discussions and videos were the most effective components that assisted in changing practices.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:early intervention · Part C · professional development

Abstract

Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-ansi-language:EN-US;} 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.

🔖

Cite This Article

Spence, C. M., Santos, R. M. (2019). Multi-component professional development for early interventionists.. International Journal of Early Childhood Special Education, Cilt: 11 Sayı: 1, 52–63. https://doi.org/10.20489/intjecse.585390

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (28)

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Wiley and Sons.
  13. Individuals With Disabilities Education Act, 20 U.S.C. § 601, 612, 631, 632, 635 (2004).
  14. Keilty, B. (2010). The early intervention guidebook for families and professionals: Partnering for success. New York, NY: Teachers College Press.
  15. 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
  16. Ludlow, B. L. (2002). Web-based staff development for early intervention personnel. Infants & Young Children, 14, 54-64.
  17. 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
  18. 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.
  19. 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.
  20. 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
  21. Provider Connections. (n.d.). Welcome; Credentialing overview. Retrieved from http://www.wiu.edu/ProviderConnections/
  22. 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
  23. 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
  24. 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
  25. 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.
  26. 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
  27. 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
  28. 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