Technology-mediated professional development for early intervention service providers: connecting adult learning with caregiver support

Childress, Dana C.; Raver, Sharon A.; Eckhoff, Angela; Gear, Sabra B.

doi:10.1080/19415257.2021.1879222

Cited by 4 publications

(1 citation statement)

References 35 publications

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“…Although no longer an IDEA requirement, CSPD programs have long been believed to be the agent of systems change and personnel development to ensure high-quality EI services (Bruder, 2016;Kasprzak et al, 2020 Development and implementation of the PD built on principles of adult learning theory actively involves learners in adopting and implementing new practices (Dunst & Trivette, 2012). Effective adult learning strategies encompass introducing new knowledge, engaging learners to apply the new information, followed by reflection on their application of that new knowledge (Childress et al, 2021). Dunst and colleagues (2015) conducted a metasynthesis to determine key characteristics of effective in-service PD practices.…”

Section: T He Us Department Of Education Office Of Special Education ...mentioning

confidence: 99%

Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

Tomchek

Wheeler

2022

Young Exceptional Children

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Section: T He Us Department Of Education Office Of Special Education ...mentioning

confidence: 99%

Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

Tomchek

Wheeler

2022

Young Exceptional Children

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From Higher Education to Hands-On: A Qualitative Examination of the Preparation of Early Intervention Speech-Language Pathologists

Farrugia

2022

Perspect ASHA SIGs

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Purpose: The American Speech-Language-Hearing Association has outlined the primary roles and responsibilities of early intervention (EI)–based speech-language pathologists (SLPs). However, many SLPs feel underprepared to practice in EI. The purpose of this research note is to understand and describe the preparation experiences of EI-based SLPs practicing in Michigan, at a state level, as a first step in understanding the experiences of EI-based SLPs nationwide. Method: This qualitative investigation employed a phenomenological approach. Semistructured, in-depth interviews were conducted with 11 EI SLP participants practicing in the state of Michigan. When all interviews were completed and reviewed, the researcher conducted line-by-line focused coding to cluster frequently used terms and common experiences into specific themes. Results: The participants described their current roles and responsibilities in comparison to their preparation for EI. Despite variations in practice and location, the participants shared common experiences with lack of university preparation for practice and on-the-job learning. Conclusions: This study demonstrates the need to further explore the ways to better prepare SLPs to enter into the field of EI. Academic programs could begin this work by reaching out to local, practicing EI-based SLPs for guidance and consultation on course content so that it is rooted in actual practice and that connections for student observation and field experience can be made.

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Using “Project ECHO” to Support Birth-to-Three Providers Partnering With Families of Children With Autism Spectrum Disorder

Bateman,

Penney,

Luna

et al. 2024

Young Exceptional Children

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R achael is a white female service coordinator working for a local Part C early intervention (EI) agency serving families of children with developmental delays and disabilities.Rachael has over 20 years of experience in the field of EI. She has worked hard to support families on her caseload, each with their own unique needs and challenges. Rachael works with a Spanish-speaking family who has a 2-year-old child, Mateo. Mateo's family recently moved to the area 3 months ago and Spanish interpreters are present during home visits to support communication between Rachael and Mateo's family. Before moving, Mateo's family was receiving services through another EI agency, where he was originally referred due to language delays. Mateo's mother, Giselle, told Rachael that they were not satisfied with the experience with their previous agency and did not feel connected to their providers.Standard practice at Rachael's agency includes an autism spectrum disorder (ASD) screening, the Modified Checklist for ASD in Toddlers (Wright & Poulin-Dubois, 2014), for all children upon entrance to services and every 6 months thereafter. Mateo's parents ask what this screening is for, and with the help of an interpreter, Rachael

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Technology-mediated professional development for early intervention service providers: connecting adult learning with caregiver support

Cited by 4 publications

References 35 publications

Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

From Higher Education to Hands-On: A Qualitative Examination of the Preparation of Early Intervention Speech-Language Pathologists

Using “Project ECHO” to Support Birth-to-Three Providers Partnering With Families of Children With Autism Spectrum Disorder

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