Effects of in‐service training on early intervention practitioners’ use of family‐systems intervention practices in the USA

Dunst, Carl J.; Trivette, Carol M.; Deal, Angela G.

doi:10.1080/19415257.2010.527779

Cited by 28 publications

(29 citation statements)

References 15 publications

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“…In both of these studies, training provided to small numbers of practitioners on multiple occasions where the practitioners were actively involved in immediate application and use of the newly learned knowledge and skills were more effective than more traditional types of training (e.g., presentations or workshops). The results from a recently completed meta-analysis of the effectiveness of training provided to professionals and parents to promote their adoption and use of assistive technology and adaptations with preschool-aged children with disabilities were remarkably similar to those reported in this study (Dunst et al, 2011b).…”

Section: Discussionsupporting

confidence: 76%

Moderators of the Effectiveness of Adult Learning Method Practices

Dunst¹,

Trivette²

2012

Journal of Social Sciences

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Problem statement:The purpose of the analyses reported in this study was to identify the moderators of the effectiveness of evidence-based adult learning method practices. Approach: The particular practices that were found most effective in 58 randomized controlled design studies of four adult learning methods were examined to identify the conditions under which learner outcomes were optimized. Results: Thirteen different practices had moderate to large effects on learner outcomes. The particular practices that had positive learner benefits were ones that actively involved learners in acquiring new knowledge or skills. Further analysis showed that optimal learner benefits were realized when 4 or 5 different practices were used in combination with fewer than 40 participants in applied settings and the instruction or training lasted more than 20h and was conducted on multiple occasions. Conclusion: Implications for professional development are described in terms of taking the moderators of adult learning practices (number of adult learning practices, hours of instruction or training, real-life settings and number of learners) into consideration to ensure optimal learner benefits.

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Section: Discussionsupporting

confidence: 76%

Moderators of the Effectiveness of Adult Learning Method Practices

Dunst¹,

Trivette²

2012

Journal of Social Sciences

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“…In contrast, practitioners who indicated that they engaged in five or more inservice activities reported receiving on-the-job training, coaching or mentoring, and clinical supervision in addition to the aforementioned in-service training activities. The pattern of findings is consistent with results from other investigations where training activities that included opportunities to receive feedback and guidance from a coach, supervisor, or peer were found to be associated with more positive practitioner outcomes Dunst, Trivette, & Deal, 2011;Fritz et al, 1995;Haupt et al, 1995;Malone et al, 2000;Showers, Joyce, & Bennett, 1987). Based on the results from this study, as well as findings from studies investigating the kinds of in-service training provided to or procured by early intervention and preschool special education practitioners Bruder & Stayton, 2006), the intensity of in-service training measure we used would seem to be a reasonable proxy for a practitioner seeking learning opportunities to improve their confidence and competence.…”

Section: Discussionsupporting

confidence: 88%

“…Research in early childhood intervention, medicine, and other fields indicates that many if not most "training systems" often focus on experiences and opportunities that are now known not to be very effective in terms of changing practitioner beliefs or practices (Baskett & Marsick, 1992;Bierema & Eraut, 2004;Davis et al, 1999;Dunst et al, 2011;Grimshaw, Eccles, Walker, & Thomas, 2002;McCamey, 2003). Findings from the CIPPPPEIPE Bruder & Stayton, 2004;Bruder & Stayton, 2006) indicate that the most frequently offered and provided in-service training in states having established technical assistance and training systems do not include the characteristics and features known to be associated with optimal learner outcomes (Dunst, Trivette, & Hamby, 2010;Norman-Murch & Wollenburg, 2000;van Oorsouw, Embregts, Bosman, & Jahoda, 2009).…”

Section: Discussionmentioning

confidence: 99%

Predictors of Confidence and Competence Among Early Childhood Interventionists

Bruder

Dunst

Wilson

et al. 2013

Journal of Early Childhood Teacher Education

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The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training prepared the practitioners to work with young children and their families. The in-service variables were type of state training/technical assistance available to the participants, whether participants were required to have continuing education, and the amount of in-service training the participants received. Self-efficacy was measured in terms of the participants' perceived confidence and competence to successfully enact three procedural practices (family-centered practices, teaming practices, and assessment in education practices), and three intervention practices (IFSPs/IEPs, instructional practices, and natural environment/inclusion practices). Results suggest that participants' judgments of their preservice preparedness to work with young children and their families, and the number of different kinds of in-service training for which they availed themselves, were the best predictors of all four types of self-efficacy beliefs. Implications for preservice and in-service professional preparation and training are discussed.

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“…As part of classroom-based training we have conducted (Trivette et al, 2012a), as well as training on other kinds of early childhood practices (Dunst, Trivette, & Deal, 2011;Swanson, Roper, Raab, & Dunst, 2006), we have consistently found that participants differ in their receptiveness and responsiveness to training opportunities. This is consistent with Bozack's (2008) conclusion that early childhood practitioners' responsiveness to professional development opportunities is often quite varied.…”

Section: Patterns Of Resultsmentioning

confidence: 90%

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

Dunst

Trivette

Raab

2014

Journal of Education and Training Studies

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Factors associated with Head Start staff participation in a classroom-based professional development project to promote their use of evidence-based child learning opportunity practices and evidence-based responsive teaching procedures were examined in a study of 36 teachers and teacher assistants in 19 different classrooms. The factors constituting the focus of investigation included work climate, staff belief appraisals (career aspirations, personal motivation, Developmentally Appropriate Practices beliefs), staff receptiveness to the professional development training, staff judgments of the social validity of the practices constituting the focus of training, and staff background characteristics (age, education, years of experience). Results showed that Head Start staff members' personal beliefs, receptiveness to the training, and their judgments of the social validity of the classroom practices constituting the focus of training were related to staff judgments of their participation in the training which in turn were related to their active engagement in learning to use the classroom practices. The implications of the findings for practice are described in terms of the need to use methods and procedures that actively engage staff in professional development opportunities.

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Effects of in‐service training on early intervention practitioners’ use of family‐systems intervention practices in the USA

Cited by 28 publications

References 15 publications

Moderators of the Effectiveness of Adult Learning Method Practices

Moderators of the Effectiveness of Adult Learning Method Practices

Predictors of Confidence and Competence Among Early Childhood Interventionists

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

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