Transformation to a Web-Based Preservice Training Program

Abstract

In this article, the authors describe how they transformed their interdisciplinary personnel preparation program in early intervention from a traditional classroom format to a primarily Web-based format. The authors used force field analysis, informed by survey results of faculty and practitioners, to examine the external and internal factors that served as driving and restraining forces and found that internal forces, such as idea champions and the university's organization, were crucial components in driving change. In addition, data-based decision making was central to informing the direction of change.

Online Professional Development for Early Interventionists

“…Expectations should be clear regarding the quality and quantity of students' participation in online discussions (Sanders & Morrison Shetlar, 2001). Technical support is essential (Beffa Negrini et al, 2002;Lifter et al, 2005) to decrease student and instructor anxiety when problems are encountered. Technical support is essential (Beffa Negrini et al, 2002;Lifter et al, 2005) to decrease student and instructor anxiety when problems are encountered.…”

Intelligence-led policing and forces of organisational change in the USA

“…A disadvantage is that identifying driving and restraining forces is not an easy task (Pippard and Bjorklund 2003). Force field analysis has been used to examine a variety of organisational fields, including changes in health care programmes (Baulcomb 2003), social work organisation (Bargal 2000), mental health care (Grant 2001), educational programme (Lifter et al 2005), the forces impacting the decision-making of social problems (Pippard and Bjorklund 2003) and the driving and restraining forces in cognitive activity (Kruglanski et al 2012).…”

Delivering The Parent-Implemented Communication Strategies (pics) Intervention Using Distance Training And Coaching With A Father And His Child Who Is Hard Of Hearing

“…Simonson, Smaldino, Albright, and Zvacek (2006) Distance training has several advantages: reduction in travel costs of the EI service provider, ease of scheduling for both families and EI service providers, more time to engage in parent collaboration, and a reduction of the safety issues and concerns previously described. Provided the family has access to the internet in their home, distance training could save travel time and money (Lifter et al, 2005;Rock, Zigmond, Gregg, & Gable, 2011). Canceled sessions, even those canceled with little notice, would not result in lost travel time and travel cost.…”

“…The main challenge is that even in this time of ubiquitous technology, some families may not have access to hardware (e.g., laptop, tablet, or smartphone) or internet with adequate bandwidth (Davis, Hopkins, & Abrahams, 2012;Lalios, 2012;Stith et al, 2012). Even with access to technology and internet, learners still may not be versed in web-based learning technology and may be intimidated by this new frontier (Lalios, 2012;Lifter et al, 2005).…”

“…Using the above recommendations, further research should be conducted to determine effective content delivery and satisfactory procedures. With regard to providing services from a distance for parents of children with disabilities, distance training may (a) reduce money (Lifter, 2005;Olsen et al, 2011;Rock et al, 2011;Segal et al, 2003) and time spent traveling to visit families (Johnson et al, 2011;Shelden & Rush, 2001;Tarr & Barnett, 2001); (b) ease scheduling (Hamren & Quigley, 2012;Shelden & Rush, 2001); (c) reduce cancellations (Hamren & Quigley, 2011;Lalios, 2012); and (d) reduce safety concerns for EI service providers (Salisbury et al, 2009;Shelden & Rush, 2001;Tisot & Thurman, 2002). It is also important to consider the possibility of more efficient meetings (i.e., more time on task; Salisbury et al, 2009;Stith et al, 2012) and empowering collaboration (Blaiser et al, 2012;Hamren & Quigley, 2012) through distance training.…”