Multi-component professional development for early interventionists.

Christine M. SPENCE; Rosa Milagros SANTOS

doi:https://doi.org/10.20489/intjecse.585390

Article Details

Multi-component professional development for early interventionists.

Authors:

Christine M. SPENCE | Rosa Milagros SANTOS

Publisher:

İbrahim H. DİKEN

Journal:

International Journal of Early Childhood Special Education 2019 Vol.11 Issue 1, pp.52-63

Document Type:

Article

Publication Date:

6/2019

Document Language:

English

Document ID (Org No.):

2000809938

Frequency:

Bi-Annual

pISSN:

1308-5581

DOI:

https://doi.org/10.20489/intjecse.585390

Abstract:

 















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.

.

Article Details

Multi-component professional development for early interventionists.

Authors: Christine M. SPENCE | Rosa Milagros SANTOS

Publisher: İbrahim H. DİKEN

Journal: International Journal of Early Childhood Special Education 2019 Vol.11 Issue 1, pp.52-63

Document Type: Article

Publication Date: 6/2019

Document Language: English

Document ID (Org No.): 2000809938

Frequency: Bi-Annual

pISSN: 1308-5581

DOI: https://doi.org/10.20489/intjecse.585390

Issues

Authors:

Christine M. SPENCE | Rosa Milagros SANTOS

Publisher:

İbrahim H. DİKEN

Journal:

International Journal of Early Childhood Special Education 2019 Vol.11 Issue 1, pp.52-63

Document Type:

Article

Publication Date:

6/2019

Document Language:

English

Document ID (Org No.):

2000809938

Frequency:

Bi-Annual

pISSN:

1308-5581

DOI:

https://doi.org/10.20489/intjecse.585390