The Skills Needed by Early Intervention Administrators/Supervisors

Johnson, Lawrence J.; Kilgo, Jennifer; Cook, Martha J.; Hammitte, Diana J.; Beauchamp, Karen D.F.; Finn, David M.

doi:10.1177/105381519201600204

Cited by 10 publications

(14 citation statements)

References 4 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the fact that so many EC teachers were unable to report the type of evaluation tool used for their performance evaluation suggests that evaluation is not always conducted in a systematic fashion or shared with teachers. The lack of cooperative efforts between teachers and administrators could negatively influence the overall quality of the EC program and the long-term relationship of these important program personnel (Johnson et al, 1992;Lieber et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Reliance by administrators on the EC teachers' knowledge of recommended practices suggests that teachers play an important role in shaping a program's design as well as in delivering the actual program. Teachers' views concerning the quality of administration they observe in their programs may shed light on administrators' perceptions of inadequacy and the call for specific administrator competencies associated with the supervision of EC programs (Garwood & Mori, 1985;Johnson et al, 1992). Among studies that looked at perceptions of such issues, Cavallaro and colleagues (1998), for example, included only school administrators' perceptions in their description of inclusive infant and preschool programs in California, and they focused primarily on describing program models, rather than the quality of program administration.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Marvin

LaCost

Grady

et al. 2003

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

O ne hundred seventy-six teachers employed in prekindergarten programs in Nebraska's public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers' unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor's support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Marvin

LaCost

Grady

et al. 2003

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…These problems occur within the field of family-centered early intervention, as it has been documented that program administrators and practitioners are not using research findings on family-centered practices nor do they value a familycentered philosophy (Bruder & Staff, 1999;Johnson et al, 1992;Romer & Umbreit, 1998). A number of reasons have been identified as contributing to this research-topractice gap.…”

Section: Where Are We Now?mentioning

confidence: 99%

Topics in Early Childhood Special Education

Voress

Holsker

2014

Encyclopedia of Special Education

View full text Add to dashboard Cite

Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way. We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older. The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and

show abstract

“…Numerous problems have been cited with current research models; most notably about the translation of findings into practice (cf., Abbott, Walton, Tapia, & Greenwood, 1999;Brandtstadter, 1980;Dunst, 1989;Malouf & Schiller, 1995;Paine, Bellamy, & Wilcox, 1984;Rule et al, 1998). These problems occur within the field of family-centered early intervention, as it has been documented that program administrators and practitioners are not using research findings on family-centered practices nor do they value a family-centered philosophy (Bruder & Staff, 1999;Johnson et al, 1992;Romer & Umbreit, 1998). A number of reasons have been identified as contributing to this research-to-practice gap.…”

Section: Family-centered Early Interventionmentioning

confidence: 99%

“…The programmatic requirements of Part C are complex, therefore, necessitating a high level of professional values, knowledge, and skills on the part of state and local administrators. Unfortunately, it has been documented that most early intervention administrators feel that they need additional training in specific skills not taught to them in preservice programs in order to do their job (Johnson et al, 1992). Compounding this lack of competency among administrators is the fact that state and local systems of early intervention currently use finance models that are composed of billable services that by tradition are child-focused within a rehabilitative model of intervention, thus making family-centered practices difficult to implement and necessitating a high level of commitment and creativity on the part of those administrating services (Coolman, Foran, & Lee, 1998;Jackson, 1998).…”

Section: Family-centered Early Interventionmentioning

confidence: 99%

Family-Centered Early Intervention

Bruder

2000

Topics in Early Childhood Special Education

194

View full text Add to dashboard Cite

The term family-centered early intervention refers to both a philosophy of care and a set of practices. Both have been used to guide research, training, and service delivery for well over a decade. Unfortunately, though, the universal adoption of family-centered values and practice in early intervention is problematic for a number of reasons. This article will discuss these reasons in the context of the current state of early intervention and provide recommendations for the new millennium.Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way.We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older.The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and when the service coordinator asked me if I had any questions, I asked, &dquo;How come the reports were so negative, and they didn't say anything positive or hopeful about Michael?&dquo; She told me that the therapists were doing their job, documenting Michael's needs. The service coordina...

show abstract

The Skills Needed by Early Intervention Administrators/Supervisors

Cited by 10 publications

References 4 publications

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Topics in Early Childhood Special Education

Family-Centered Early Intervention

Contact Info

Product

Resources

About