Personnel Development Practices in Early Childhood Intervention

Bruder, Mary Beth

doi:10.1007/978-3-319-28492-7_16

Cited by 17 publications

(14 citation statements)

References 134 publications

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“…It has long been suggested that adult learning practices be embedded in preservice preparation and ongoing in-service PD activities in ECSE (Bruder, 2010(Bruder, , 2016Bruder & Nikitas, 1992;Dunst, 2015;Dunst, Trivette, & Hamby, 2010;Gomez, Kagan, & Fox, 2015). As noted by Dunst and Trivette (2009), "no intervention practice, no matter its evidence, is likely to be learned and adopted if the methods and strategies used to teach or train .…”

Section: Discussionmentioning

confidence: 99%

“…This alignment of knowledge and skills should be competency-based and represent a continuum of high leverage EC personnel standards (preservice) and intervention practices (in-service) that reflect the evidence we have to improve outcomes for children, family, and systems. Furthermore, this type of continuum could be personalized and driven by the practitioners’ self-assessment of their own ECI competency (Bruder, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Building the capacity of early childhood (EC) practitioners in early intervention and early childhood special education (ECSE) to adopt and use effective intervention practices has been a focus of preservice and in-service training for more than three decades (e.g., Bailey, Palsha, & Huntington, 1990; Bruder, 2016; Bruder, Lippman, & Bologna, 1994; Bruder, Mogro-Wilson, Stayton, Smith, & Dietrich, 2009; Burke, McLaughlin, & Valdivieso, 1988). Interest in EC practitioner capacity building was promoted, to a large degree, initially by the Part H Infant and Toddler Program of the Education of the Handicapped Act (1986) and later the Part C Infant and Toddler Program in the Individuals with Disabilities Education Act (IDEA, 1990).…”

mentioning

confidence: 99%

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Practitioner Appraisals of Their Desired and Current Use of the 2014 Division for Early Childhood Recommended Practices

Bruder

Dunst

Maude

et al. 2019

Journal of Early Intervention

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A survey of 955 early childhood practitioners in one Midwestern state was conducted to assess judgments of their desired use versus their current use or implementation of 10 sets of recommended practices from the Division for Early Childhood of the Council of Exceptional Children. Practitioners from early intervention, preschool, preschool special education, Early Head Start, Head Start, and other early childhood programs participated in the study. Results indicated large effect size differences in practitioners’ judgments of their desired versus current use of the practices, differences in terms in which practices were considered most valued and most frequently used by the practitioners, and a continued gap in the use of practices compared with results reported in similar studies conducted 15 and 22 years ago, respectively. The findings are discussed in terms of the need to adopt and use effective professional development practices to ensure practitioner use of valued practices and the need to develop a comprehensive system of personnel development to provide an infrastructure to support practitioners’ knowledge and skills of recommended practices.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Practitioner Appraisals of Their Desired and Current Use of the 2014 Division for Early Childhood Recommended Practices

Bruder

Dunst

Maude

et al. 2019

Journal of Early Intervention

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“…Over 88% of children, birth to age of 3 years, receive Part C services in home-based settings most appropriate for a parent-implemented model (U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2016) from interdisciplinary team members with limited training in coaching (Bruder, 2016) and evidence-based approaches for toddlers with ASD (Snyder, Rakap, et al, 2015). Taken together, these details illustrate the enormity of the gap in personnel preparation for coaching caregivers and the importance of easily accessible and cost-effective PD so that interdisciplinary team members can ensure coordinated program implementation.…”

Section: Gaps In Intervention Research and Needs In Community Practicmentioning

confidence: 99%

Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice

Wetherby

Woods

Guthrie

et al. 2018

J Speech Lang Hear Res

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Purpose The need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority. The purpose of this research forum article is to identify gaps in intervention research and needs in community practice for toddlers with ASD, incorporate published findings from a randomized controlled trial (RCT) of the Early Social Interaction (ESI) model (Wetherby et al., 2014) to illustrate community-based intervention, report new findings on child active engagement from the ESI RCT, and offer solutions to bridge the research-to-community practice gap. Method Research findings were reviewed to identify gaps in the evidence base for toddlers with ASD. Published and new findings from the multisite ESI RCT compared the effects of two different ESI conditions for 82 toddlers with ASD to teach parents how to support active engagement in natural environments. Results The RCT of the ESI model was the only parent-implemented intervention that reported differential treatment effects on standardized measures of child outcomes, including social communication, developmental level, and adaptive behavior. A new measure of active engagement in the natural environment was found to be sensitive to change in 3 months for young toddlers with ASD and to predict outcomes on the standardized measures of child outcomes. Strategies for utilizing the Autism Navigator collection of web-based courses and tools using extensive video footage for families and professional development are offered for scaling up in community settings to change developmental trajectories of toddlers with ASD. Conclusions Current health care and education systems are challenged to provide intervention of adequate intensity for toddlers with ASD. The use of innovative technology can increase acceleration of access to evidence-based early intervention for toddlers with ASD that addresses health disparities, enables immediate response as soon as ASD is suspected, and rapidly bridges the research-to-practice gap. Presentation Video https://doi.org/10.23641/asha.7297817

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“…As with any service system, the quality of EI and ECSE depends on the knowledge and skills of the individuals who provide the services (Bruder, 2016; Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009; Kagan, Kauerz, & Tarrant, 2008; Winton, McCollum, & Catlett, 2008). These are professionals and paraprofessionals from many disciplines, such as education, special education, psychology, occupational therapy, physical therapy, speech and language therapy, nursing, and social work, who provide intervention services or administer local or state EI or ECSE programs (Bruder et al, 2009).…”

Section: System Framework Contentmentioning

confidence: 99%

A State System Framework for High-Quality Early Intervention and Early Childhood Special Education

Kasprzak

Hebbeler

Spiker

et al. 2019

Topics in Early Childhood Special Education

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The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.

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Personnel Development Practices in Early Childhood Intervention

Cited by 17 publications

References 134 publications

Practitioner Appraisals of Their Desired and Current Use of the 2014 Division for Early Childhood Recommended Practices

Practitioner Appraisals of Their Desired and Current Use of the 2014 Division for Early Childhood Recommended Practices

Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice

A State System Framework for High-Quality Early Intervention and Early Childhood Special Education

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