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Evidence-Based Practice: How Did It Emerge and What Does It Mean for the Early Childhood Field?
Abstract
The concept of evidence-based practice is helping early educators, special educators, early interventionists, child care professionals, mental health professionals, social workers, health care professionals, and others to transform the services provided to children and families. The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families. The authors define evidence-based practice for the early childhood field as "a decision-making process that integrates the best available research evidence with family and professional wisdom and values" and suggest that evidence-based practice is essentially a process or way of empowering professionals and others to integrate various sources of knowledge to make informed decisions that directly benefit children and families.
... Strategies and tactics employed with older pre-school children with ASD may be promising for use with younger children with ASD. Service pro viders should use their professional wisdom in selecting practices found to be effective for older children with ASD and then determine if those procedures adequately address the needs of infants and toddlers and comport with the values of families (Buysse & Wesley, 2006). ...
... There have been two basic assumptions about services for children with ASD: firstly, that early intervention service providers use research as a guide for selecting focused interven tion practices or CTMs for infants and children with ASD and their families (Odom et al., 2007); secondly, that practitioners use their profes sional judgment about context and values (their own and those of the family) in the applica tion of such practices (Buysse & Wesley, 2006). Efficacy research that includes infants and toddlers with ASD has been relatively limited. ...
Introduction: Epidemiological studies detected that autism spectrum disorders (ASD) are currently raising, and there is a need for early effective interventions to manage the characteristics of the disorder. The evidence suggests that early intervention programs are beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity. The aim of this research is to gain the opinion of the parents of children with ASD in Republic of Macedonia concerning the early intervention programs which are currently being conducted. Methodology: Internet based research was conducted from 1 st of April until 1 st of June. Parents of children with ASD completed 72 questionnaires via an online Google Form. The participants were from all across the Republic of Macedonia. Results: Around 2/3 of participants started with early childhood treatments aged between 2 and 4 years. The most popular treatments are: training of social skills in 24% of children, psychomotor re-education in 22%, biomedical treatment and treatment with medicaments in 26%. 38% are not satisfied with the current treatments. Around half of participants were optimistic and expect a high level of improvement. One third of parents spent between 250 and 350 Euros for the treatments. Conclusions: In Republic of Macedonia there is no systematic approach to early intervention services and programs. Sometimes they use unproven treatments which can be dangerous for the health. ABA and TEACCH approaches are used for a very low number of children. Authorities must start with use of certificated programs for training the professionals.
... While using research findings to determine or guide practice decisions is recognised as an integral part of a professional commitment to early childhood, community development and social services (Buysse & Wesley, 2006;Fischer, 1993;Gray & McDonald, 2006;Reid, 1994;Witkin & Harrison, 2001), commentators have suggested that scientific approaches to evaluating effectiveness-such as random control and clinical trials and single case experimentation-need to be carefully considered when they are applied to the social service sector (Gray & McDonald, 2006;Lishman, 1999;Webb, 2001;Witkin & Harrison, 2001). ...
... As service provision operates in a complex sociopolitical environment, knowledge gained from practitioners' experiences as well as a host of non-experimental research approaches can arguably be justified as evidence (Buysse & Wesley, 2006;Lishman, 1999;Sackett, Rosenberg, Muir Gray, Haynes, & Richardson, 1996;Witkin & Harrison, 2001). Additionally, due to the risk of harm from delivering or withholding services to vulnerable children and families, experimental approaches pose a real ethical dilemma. ...
... The implementation of evidence-based practices (EBPs) in education is critical for children's improved developmental outcomes. EBPs are instructional strategies that have sufficient evidence from rigorous and reliable research to suggest the positive effectiveness for children's learning associated with the practices (Buysse & Wesley, 2006; see Table 1 for resources for EBPs in early childhood education). For example, a predictable daily schedule leads to more positive social-emotional developmental outcomes (Fox & Hemmeter, 2009), teaching letter-sound relations increases the likelihood of developing phonological awareness and phonics (Foorman et al., 2016), and teaching number and operations using developmental progression leads to acquiring more complex math concepts and skills (Frye et al., 2013). ...
In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.
... Meta-synthesis is a process that enables researchers to search, select, appraise, summarize and combine qualitative evidence to address a research question (Erwin et al., 2011). Meta-synthesis focuses on selecting qualitative studies on a specific body of knowledge and translating those findings into one interpretation, offering a better understanding of the phenomenon (Buysse and Wesley, 2006;Erwin et al., 2011;Giangreco and Taylor, 2003). Meta-synthesis synthesizes the findings from a pool of studies and is a coherent interpretation of these data. ...
... professionals. As the PR's critical reflection illustrates, participation in the evaluation also supported knowledge utilization (Buyse and Wesley, 2006) as PRs adopted project tools in their daily practice. This demonstrates the power of collaborative research to influence practice, more directly. ...
Seventeen Practitioner Researchers (PRs) were engaged as co-researchers in an evaluation commissioned by Ireland’s Department of Childhood, Equality, Disability, Integration, and Youth (DCEDIY), as an innovative aspect in methodological design. The evaluation investigated the implementation and impact of Ireland’s award winning policy for the inclusion of children with disabilities in mainstream pre-schools, the Access and Inclusion Model (AIM). As co-researchers in the project, the PRs constructed case studies of pre-schools, and children who were being supported by AIM. In this context, this paper draws on feminist theory to present the rationale for involving PRs as co-researchers in evaluations of high profile national programs like AIM. It also applies thematic analysis to a critical reflection written by one co-researcher (who is also the lead author), in which she writes about her gendered experience of being a PR. Thematic Analysis (TA) is applied to this critical reflection to explore the way in which the PR role may have impacted on her professional identity and agency. Three themes were constructed from the TA which included expertise as a resource for advocacy, personal and professional development, and continual learning and inclusive practice. The findings were interpreted through a feminist lens, and cast light on the way that the PR frames professional potency within more feminine constructions of power related to care, nurture, collaboration, nurturing and enabling. They also demonstrate how, in this particular case, the PR role had a transformative impact on expert identity, and enriched capitals for empowering others. The paper ends with a call for more participative approaches to the evaluation of national policies through the engagement of practitioners as researchers. It is argued that this would result in evaluations that were more attuned to the vernacular of practice, and hence more impactful. It also offers opportunities for professional development whilst symbolizing the validation of practitioner expertise by policy makers in a feminized sector where, low pay and low status have long been issues of concern.
... Meta-synthesis is a process that enables researchers to search, select, appraise, summarize and combine qualitative evidence to address a research question (Erwin et al., 2011). Meta-synthesis focuses on selecting qualitative studies on a specific body of knowledge and translating those findings into one interpretation, offering a better understanding of the phenomenon (Buysse and Wesley, 2006;Erwin et al., 2011;Giangreco and Taylor, 2003). Meta-synthesis synthesizes the findings from a pool of studies and is a coherent interpretation of these data. ...
Purpose
This paper aims to identify, classify and study emerging social and business trends associated with the outbreak of the Covid-19 pandemic.
Design/methodology/approach
By adopting the meta-synthesis method, the study scrutinizes, synthesizes and interprets the findings from a pool of publications. This approach results in identifying 53 key ideas that are classified under nine dominant trends.
Findings
The study identifies and examines nine major trends caused and intensified by the Covid-19 pandemic, i.e. the rise of authoritarianism, the new era of corporate welfare, deep imbalances in public finances, exacerbated inequalities, higher risks of poverty and famine, the dominance of giant corporations, the increasing influence of big tech, the accelerated innovation and the fluidity of work and organizations. The paper suggests that these trends are the continuation of the past three decades’ transformations, are contributing to the rising concentration of power and wealth and are leading to a new type of globalization marked by high connectivity and low tangibility.
Originality/value
The originality of this paper resides in adopting a multidisciplinary approach to analyzing various social and business dimensions of a complex phenomenon. While the study should not be viewed as a comprehensive investigation, it offers a groundwork for further research on Covid-19.
... As our field increasingly focuses on the use of research-based practices, one qualifier often added is that the selection and subsequent implementation of evidencebased practices must be combined with professional expertise (Buysse & Wesley, 2006). As noted by Odom, Collet-Klingenberg, Rogers, and Hatton (2010), the careful applied use of evidence-based practices includes basing the choice of practice on the already identified learning needs of specific learners and implementing the practice with fidelity. ...
Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.
... Systematic reviews provide a methodological approach to mapping the available research evidence on a specified topic, critically appraising that information, and synthesising the results. Relevant criteria used in the early childhood field to critically appraise evidence of effectiveness of programs have generally included: a sound research design; high quality data analysis; and, scrutiny of the research quality by peer-review (Buysse & Wesley, 2006; Mattox & Kilburn, 2012). Many reviews in the social sciences take account of a breadth of research methodologies that may include smaller case studies and descriptive analyses, aside from experimental studies. ...
A systematic literature review of supported playgroup research.
... Finally, the selection of evidence-based practices should be guided by a combination of the research base and practitioners' use of their professional judgment about context and values (their own and those of the family) in the application of such practices (cf. Buysse and Wesley 2006). ...
There is a history of clinical and first-person accounts reflecting the impact of repetitive behaviors and sensory features on the daily lives and occupations of individuals with autism. In Kanner's (Nervous Child 2:217-250, 1943) original account, he remarks on the odd, repetitive patterns of behavior displayed by case number one, Donald T., the first known individual to be diagnosed with autism, stating, Most of his actions were repetitions carried out in exactly the same way in which they had been performed originally. If he spun a block, he most always started with the same face uppermost. When he threaded buttons he arranged them in a certain sequence that had no pattern to it but happened to be the order used by the father when he first had shown them to Donald (p. 219). In her autobiography of childhood autism, Grandin (Emergence: Labeled autistic, 1996) recollects difficulties modulating responses to sensory stimuli across visual, auditory, and tactile modalities that subsequently interfered with overall social and adaptive development. She describes several examples of extreme sensory responsiveness: The pain that racked my head when the fog horn sounded was excruciating. Even with my hands over my ears the hurtful sound assaulted them to the point that I'd throw myself down on the deck and scream (p. 22). She adds paradoxically, Intensely preoccupied with the movement of the spinning coin or lid, I saw nothing or heard nothing. People around me were transparent. And no sound intruded on my fixation. It was as if I were deaf. Even a sudden loud noise didn't startle me from my world (p. 23). Although repetitive behaviors and sensory features are quite salient symptoms of autism, there has been debate about whether or not they represent distinct phenomena, and thus, whether differential treatment approaches should be used. © 2013 Springer Science+Business Media New York. All rights are reserved.
... Educators know, for example, that lecture-based, inservice training does little, if anything, to change practice. In contrast, in-class assistance in the form of modeling, coaching, and performance-based feedback does help teachers to improve their instruction (e.g., Buysse & Wesley, 2006: Joyce & Showers, 2002). Odom (2008) also described a variety of hot topics at the forefront of contemporary professional development. ...
The failure of the American education system to meet expectations, as well as the failure of school reform efforts to alter this picture, has increasingly turned the focus of school improvement to teachers. Research supports the important role that teachers play in student achievement. Given the pivotal position of teachers in student success, the question becomes, are teacher preparation programs doing their part to produce quality teachers? This chapter examines the available research on effective teaching, how to impart these skills, and how
to best transition teachers from preservice to classroom with an emphasis on improving student achievement. We review current preparation practices and examine the research evidence on how well they are preparing teachers. We are fortunate that sufficient research is available that suggests how teacher training can be improved and successful classroom teachers produced.
... Finally, for an intervention to be classified as "evidence-based" (Buysse & Wesley, 2006), the body of single-subject research literature must have (a) a minimum of five single-subject design studies that meet minimally acceptable criteria, (b) studies conducted by at least three different researchers across three or more research sites, and (c) a total of at least 15 participants included in the five or more studies (Reichow et al., 2008). The standards to be classified as "promising EBP" consist of (a) a minimum of three single-subject studies meeting minimally acceptable criteria, (b) studies conducted by at least two different researchers across at least two different sites, and (c) a total of at least nine participants in the three or more studies (Reichow et al., 2008). ...
This review examined the effectiveness of peer-mediated pivotal response treatment (PM-PRT) to increase social-communication skills for children with autism spectrum disorders (ASD). A systematic review was conducted of all published studies examining PM-PRT in school-aged children with ASD, based on an established rubric. Five PMPRT studies utilizing single-subject research designs were reviewed, involving 29
participants (8 with ASD and 21 peer coaches). Most studies of PM-PRT observed positive outcomes. However, the existing research base did not meet criteria for classification as promising or established evidence-based practice (EBP) for improving social skill deficits in children with ASD. More research is required for PM-PRT to be considered formally as EBP. This review may be used to guide clinical decisions for school psychologists and future research. Our aim was to highlight the rationale for, and core aspects of, this intervention and discuss school-based applications.
... Even more, this work is an example of ''family wisdom'' (see, e.g., Turnbull et al., 2009), in which the Turnbulls make the case for the validity of the knowledge and wisdom families have to offer. Ann Turnbull came across the idea in the work of Buysse & Wesley (2006) who defined evidencebased practice in early childhood as ''a decisionmaking process that integrates the best available research evidence with family and professional wisdom and values'' (p. 12). ...
This study investigated families’ perspectives about and strategies used to develop
foundational skills (i.e., choice-making, self-regulation, and engagement) leading to the
development of the self-determination of their young children with disabilities. Two
research questions guided the study: (1) What do families believe is important when working
with practitioners in partnership to build foundational skills leading to self-determination at
home and school? (2) What do families think about providing opportunities for developing
these skills, and how do they provide such opportunities? Qualitative data were collected
through in-depth interviews and an open-ended online survey. Families reported a variety of strategies used to develop choice-making, self-regulation, and engagement skills. Results can assist early education service providers to better understand how families conceptualize choice-making, self-regulation, and engagement for their children to successfully build partnerships and engage families.
... Identifying best-practice approaches in working with individuals with ASD could move the field of music therapy from being considered an emerging form of treatment for those with ASD to an established form of treatment (National Autism Center, 2009). To accomplish this, both music therapy clinicians and researchers should continue to conduct both qualitative studies and randomized controlled trials that both integrate and investigate approaches that are not only guided by clinical intuition, but also influenced by published research and client preferences and values (Buysse & Wesley, 2006). Researchers may consider studying the effects of client selected, therapist selected and research recommended songs and interventions on the improvement of treatment areas, generalization of behavior change, and commitment to and engagement in music therapy sessions. ...
... Regarding early childhood teacher education in the US the term "evidence based practice" has been employed in order to emphasize that "all professional development should be (…) consistent with the principles of adult learning and structured to promote linkages between research, theory, and practice" (NAECY & NACCRRA, 2011, p. 5). As Buysse, Wesley, Snyder & Winton (2006) point out, the term "evidence-based practice" means "a decision-making process that integrates the best available research evidence with family and professional wisdom and values." In contrast to evidence based practice, the authors quote rules of thumb, folklore, and tradition ; National Registry of Evidence Based Practices and Programs NREPP, 2007). ...
Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for professional practice, and as education of early childhood teachers matters with regard to developmental outcomes of children, knowledge orientations of prospective early childhood teachers attending universities and attending vocational schools are investigated and compared. Knowledge orientations were assessed by means of a questionnaire. After propensity score matching of 402 beginners and 402 graduates, multilevel analyses indicate that scientific orientation at the end of teacher education was higher and subjective orientation was lower than at the beginning. Furthermore, scientific knowledge orientation of BA- students was higher, subjective orientation was lower than of students at professional schools. Implications of these results regarding education of early childhood teachers are discussed.
... In addition, professionals must also ensure that the identified practices are those that we have the greatest confidence at this point in time that they will lead to positive impacts for the child. In short, professionals must align their practices with recommended practices in the field (Buysse & Wesley, 2006). The following two broad ...
Young children with multiple disabilities have unique needs and challenges. Many of these young children struggle to communicate their wants and needs, to freely move their body to access and engage their world, and to learn abstract concepts and ideas. Professionals and families working together must identify the individual supports each child needs to ensure that the young child with multiple disabilities is an active participant in all aspects of his or her life and makes meaningful progress toward valued life outcomes.
... Explorations of parent and teacher perspectives thus provide a deeper understanding of the social-contextual foundation of the kinds of relationships that children form in their centres as well as the role that these relationships can play in their lives. A further impetus to appreciate parent and teacher perspectives comes from calls for early childhood centres to consider multiple perspectives when implementing their programmes (Buysse and Wesley 2006;Moss 2007). Such data can support parentÁteacher dialogue and relationshipbuilding by providing insights into their respective values and priorities regarding the kinds of relationships to be fostered in early childhood settings. ...
This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.
... The need for evidence-based practice in home visiting intervention is increasingly acknowledged (Bruder, 2010;Buysse & Wesley, 2006). Because of complexity, lack of infrastructure, and lack of training and resources, early childhood interventionists have struggled to fully integrate databased decision-making practices into their work with children with or at risk for disabilities (Hojnoski et al., 2009;Linas et al., 2010;Roehrig et al., 2008;Sandall et al., 2004). ...
We investigated Early Head Start home visitors’ use of evidence-based practices and the effectiveness of a web-based system to support these practices. Home visitors learned to use 3 evidence-based practices: (a) frequent assessment of children's early communication for screening and progress monitoring, (b) 2 home-based language promoting interventions, and (c) data-based decision making in the use of the language promoting intervention strategies. We randomly assigned 1 group of home visitors to use an online data collection system and receive training in data-based intervention decision making and in the evidenced-based language interventions. The other home visitors had access to these tools and trainings, but in addition, they had web-based support (Making Online Decisions; MOD) linked to the children's expressive communication data. We found that the expressive communication of children served by home visitors who used the MOD grew significantly more than children whose home visitors did not have MOD support. Home visitors who used the MOD reported high satisfaction with its use. Future research and implications for early intervention and home visiting practices are discussed.
... Although the link between specific studies and practices and the level of evidence needed to substantiate a practice was not articulated, blending scientific evidence and practical knowledge was an important dimension of this process. In their model for determining EBP in EI/ECSE, Buysse and Wesley (2006) emphasized strongly the need to include both scientific evidence and practitioner expertise. ...
A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still exists between evidence-based practice and the actual practices practitioners use in EI/ECSE programs. In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.
... Definitions of EBP often include the qualifier that the selection and use of practices established by the best available evidence must be blended with professional expertise (Buysse & Wesley, 2006; Sackett et al., 2002). One feature of professional expertise is the knowledge that EBPs must be used strategically if they are to be valuable. ...
Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying EBPs. In their review, they identified 24 focused intervention practices having sufficient evidence. In this article, the authors describe procedures for selecting specific EBPs appropriate for addressing specific IEP goals for learners with ASD. The authors emphasize the importance of systematic implementation of practices.
... Practitioners may resent the increasing pressure of payers for the exclusive use of EBP methods, and these practitioners may argue that the techniques they have been accustomed to using, and prefer, are not researched. Practitioners' reluctance to accept EBP guidelines (Nelson, Steele, & Mize, 2006) can lead to reframing of EBP with an emphasis on such imponderables as "family values" (Buysse & Wesley, 2006), factors that are difficult to define or to measure. If SRSs are inconsistent or demonstrably incorrect in their classification of treatments, reluctant practitioners are even more likely to regard demands for EBP as bureaucratic irrelevancies. ...
... The need for evidence-based practice in home visiting intervention is increasingly acknowledged (Bruder, 2010;Buysse & Wesley, 2006). Because of complexity, lack of infrastructure, and lack of training and resources, early childhood interventionists have struggled to fully integrate databased decision-making practices into their work with children with or at risk for disabilities (Hojnoski et al., 2009;Linas et al., 2010;Roehrig et al., 2008;Sandall et al., 2004). ...
We investigated Early Head Start home visitors’ use of evidence-based practices and the efficacy of a web-based system to support these practices. Home visitors learned to use 3 evidence-based practices: (a) frequent assessment of children's early communication for screening and progress monitoring, (b) 2 home-based language-promoting interventions, and (c) data-based decision making in the use of the language-promoting intervention strategies. Two conditions were compared in a randomized control trial. Condition A involved the use of an online data collection system, training in data-based intervention decision making, and training in the evidenced-based language interventions. Condition B was the same as A plus additional web-based support (MOD: Making Online Decisions) linked to the children's expressive communication data. Results indicated that the expressive communication of children receiving MOD support grew significantly more than for children whose home visitors did not receive MOD support. Home visitors in both groups increased their monitoring of children in need of intervention. The dosage of the MOD intervention that children received varied within the group, and MOD home visitors reported high levels of implementation fidelity and satisfaction with the MOD system. Future research and implications for early intervention and home-visiting practices are discussed.
... In addition to this, there is evidence of limited research utilization among allied health 370 T. Brown et al. professionals, with the literature replete with examples of research evidence published in professional journals not being adopted, integrated, and implemented in clinical practice (Armitage, 1990;Clarke et al., 1996;Rodgers, 1994). Evidence-based practice has received limited coverage in the early intervention and school-based practice literature to date (Buysse & Wesley, 2006b;Odom, 2009;Rapport, McWilliam, & Smith, 2004) ...
... Early initiatives on the importance of empirically supported approaches (Chambless & Hollon, 1998) galvanized the research field to set standard criteria for evaluating treatment outcomes across studies, in order to inform the broader community about effective treatments. A related movement in the broader health care field advocates for the documentation and use of evidence-based practice, defined as providing health care based on the an integration of best available evidence with practitioner expertise, patient need, and overall context (Buysse & Wesley, 2006). Pediatric psychology, as a specialty area, has also made some important progress. ...
Existing literature highlights a critical gap between science and practice in clinical psychology. The internship year is
a “capstone experience”; training in methods of scientific evaluation should be integrated with the development of advanced
clinical competencies. We provide a rationale for continued exposure to research during the clinical internship year, including,
(a) critical examination and integration of the literature regarding evidence-based treatment and assessment, (b) participation
in faculty-based and independent research, and (c) orientation to the science and strategy of grantsmanship. Participation
in research provides exposure to new empirical models and can foster the development of applied research questions. Orientation
to grantsmanship can yield an initial sense of the “business of science.” Internship provides an important opportunity to
examine the challenges to integrating the clinical evidence base into professional practice; for that reason, providing research
exposure on internship is an important strategy in training the next generation of pediatric psychologists.
Het doel van (vroege) signalering, diagnostiek, behandeling of begeleiding is om het kind met autisme in zijn omgeving zo goed mogelijk te begrijpen en het te helpen om zijn potentieel te realiseren. De behoeften van kinderen met autisme zijn behalve speciaal ook complex; de overgrote meerderheid van individuen met autisme heeft een of meer andere psychische/psychiatrische of somatische problemen (Lai et al. 2019; Rydzewska et al. 2020). Om hier adequaat op in te kunnen spelen is brede, valide, betrouwbare en up-to-date kennis nodig. De aanwezigheid van kennis in de wetenschappelijke literatuur en bij experts betekent echter niet automatisch dat die kennis in de dagelijkse zorgpraktijk voor professionals, ouders en beleidsmakers ook bruikbaar is en toegepast wordt. In deze inleiding wordt ingegaan op de verschillende vormen en bronnen van kennis in het algemeen, en hoe die het beste volgens de principes van evidence-based werken ingezet kunnen worden door gebruikers in de zorg, en in het bijzonder de zorg voor kinderen met autisme. Hierbij worden vanuit een theoretisch kader, praktische handreikingen gedaan die als leidraad kunnen dienen bij het maken van keuzes.
Die Qualität von Kindertageseinrichtungen und damit auch die Qualifizierung des pädagogischen Personals in diesen Einrichtungen sind gesellschaftlich hoch relevante Themen. Das Projekt „Ausbildung und Verlauf von Erzieherinnen-Merkmalen (AVE)“ untersucht den Verlauf der Kompetenzentwicklung in der Ausbildung und bei Berufseintritt und nimmt dabei (a) die Eingangsvoraussetzungen der angehenden Fachkräfte bei Ausbildungs-/studienbeginn, (b) den Verlauf kompetenzrelevanter Merkmale (z. B. Überzeugungen, Erziehungsziele, Wissen, Gestaltung von Bildungsmaßnahmen) in der Ausbildung und bei Berufseintritt, und (c) den Effekt des Ausbildungsniveaus (Fachschule vs Hochschule) und des Ausbildungs- bzw. Studienprofils auf die Entwicklung dieser Merkmale in den Blick. Im AVE-Projekt werden seit dem Jahre 2009 zwei Kohorten-Sequenzstudien mit insgesamt ca. 1600 angehenden Fachkräft en aus 15 Fachschulen und 15 Studiengängen durchgeführt und die Entwicklung kompetenzrelevanter Merkmale über den gesamten Ausbildungs- und Studienverlauf bis in die ersten Jahre des Berufseinstiegs in Kindertageseinrichtungen untersucht. In diesem Beitrag werden die wichtigsten Befunde über die berufliche Motivation, die Entwicklung von Kompetenzen, Erziehungszielen und Wissensorientierungen und das Erleben des Berufseinstiegs dargestellt.
O projeto que nos propomos apresentar insere-se numa linha de investigação direcionada para a formação dos profissionais que trabalham com crianças com incapacidades e suas famílias. Constatou-se que a maioria das lacunas identificadas na formação contínua de educadores resulta do privilégio de metodologias expositivas em detrimento de metodologias que promovam a sua participação ativa, pelo que investimos na tradução e adaptação de um dos módulos CONNECT, desenvolvidos originalmente pelo Frank Porter Graham Child Development Institute (Univ. Carolina do Norte). A ANIP, em parceria com o ISPA-IU e com o FPG, e com o apoio da Fundação Calouste Gulbenkian – programa Educação Especial 2013, procedeu à tradução e adaptação dos materiais e recursos formativos do módulo 4: “Parcerias profissionais-família”. É este projeto que queremos apresentar por considerarmos que poderá ter um forte impacto na mudança das práticas dos profissionais, através do fortalecimento da parceria com pais, contribuindo para a promoção da qualidade de práticas inclusivas.
Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in the identification of evidence-based interventions for individual children. We present results from three single case comparative studies analyzing embedded and massed-trial instruction, high- and low-fidelity instruction, and small group versus 1:1 instruction conducted in ECSE settings. All participants learned all targeted behaviors in both instructional conditions and learned no behaviors assigned to control conditions. Results suggest that evidence-based practices are not a “one-size-fits-all” conclusion and that data-based decision making is critical even when empirically supported interventions are used.
This paper presents the findings of a study of the dimensions critical for the successful implementation of evidence-based crime prevention practices. The goal is to advance both research and practice in the effective implementation of evidence-based crime prevention. The research began with a review of prior literature from implementation science as well criminal justice implementation. This was supplemented with insights gathered through process evaluations of three major crime prevention strategies developed in the U.S. The research utilized a modified Delphi survey approach using multiple rounds of surveys and small focus groups involving subject matter experts experienced in crime prevention. Thirty-five subject matter experts participated in the study. The research suggested four major dimensions of implementation capacity: governance and project management; partnerships; data and analysis; and feedback and awareness. The implementation capacity dimensions are consistent with prior research and theory but need to be validated in future research. The findings will be of interest to those interested in reducing crime and promoting safety through evidence-based crime prevention practice.
Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for professional practice, and as education of early childhood teachers matters with regard to developmental outcomes of children, knowledge orientations of prospective early childhood teachers attending universities and attending vocational schools are investigated and compared. Knowledge orientations were assessed by means of a questionnaire. After propensity score matching of 402 beginners and 402 graduates, multilevel analyses indicate that scientific orientation at the end of teacher education was higher and subjective orientation was lower than at the beginning. Furthermore, scientific knowledge orientation of BA-students was higher, subjective orientation was lower than of students at professional schools. Implications of these results regarding education of early childhood teachers are discussed.
In Theorien beruflichen Wahlverhaltens ist die Entscheidungssicherheit für den gewählten Beruf ein wichtiges Merkmal einer gelungenen „Passung“ zwischen Personenmerkmalen und beruflichen Anforderungen. In dieser Studie wurde untersucht, ob sich aufgrund der subjektiven Entscheidungssicherheit für den Beruf der Erzieherin bzw. der Kindheitspädagogin solche Merkmale des beruflichen Erlebens vorhersagen lassen, die im Rahmen eines theoretischen Modells als relevante Bewältigungsdimensionen des Berufseinstiegs postuliert werden. Die Entscheidungssicherheit angehender kindheitspädagogischer Fachkräfte an Fachschulen und Hochschulen wurde rückblickend im vierten Semester erhoben, latente Profile des beruflichen Erlebens wurden eineinhalb Jahre später beim Berufseinstieg in einer Kindertagesstätte identifiziert. „Entscheidungssichere“ Fachkräfte ließen sich bei Berufseintritt eher einem „zufriedenen“ Muster beruflichen Erlebens zuordnen. Außerdem wurden eher FachschülerInnen (als Studierende) einem „ausbildungskritischen“ Muster zugeordnet, das die Ausbildung rückblickend kritisch beurteilt und sich stärker an vorberuflichen subjektiven Theorien orientiert. Konsequenzen dieser Befunde für die Rekrutierung kindheitspädagogischer Fachkräfte und die Vorbereitung für den Berufseintritt werden diskutiert.
Community health assessment (CHA) and community health improvement planning (CHIP) is central to public health accreditation and essential functions and therefore important to local health departments (LHDs). However, rural states face significant challenges to pursue public health accreditation.
The purpose of this statewide study was to identify factors that impede or promote the timeliness of CHA and CHIP completion.
Fifteen focus groups, representing 11 of 15 public health regions, were conducted via telephone, using a structured interview script between April and September 2012.
The sampling frame for the project was represented by counties in Kansas that planned to conduct a CHA-CHIP activity during 2012.
Participants (N = 76) were LHD administrators, hospital representatives, and key community stakeholders from frontier, rural, and urban settings who were involved in CHA-CHIP activities. They were predominantly female (86.0%) and 51 years or older (66.7%).
The study assessed perceptions and opinions about the inputs, process, outputs, and outcomes of CHA-CHIP activities within the community.
Overall, CHA-CHIP implementation in Kansas was in its early stages. Rural counties reported a lack of capacity and confidence to perform many CHA-CHIP activities. Early CHA-CHIP adopters were located in more populous, metropolitan areas and had progressed further into the CHA-CHIP process. Regardless of rural/urban status, a history of collaborative activity among community stakeholder groups appeared to promote progress in CHA-CHIP completion. Participants reported that additional funding, time, trained staff, technical assistance, and community leadership were needed to conduct CHA-CHIP activities. Barriers included maintaining required LHD services while conducting assessment and planning activities and differences in public health and federal cycles for performing CHA.
Study findings have implications for strengthening rural workforce development and technical assistance for CHA-CHIP activities.
Recent changes in the system of early childhood teacher education in Germany raise the question of whether different academic levels of early childhood teacher education lead to different beliefs and orientations. In this study, prospective early childhood teachers' orientations to scientific knowledge and to research were explored. A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results. Results are discussed from the perspective of professionalization in early childhood teacher education.
Evidence-based practice and research utilization enable health professionals to provide care based on high-quality research evidence; however, various research barriers have been documented. The aim of this study was to examine the perceived barriers to research utilization of pediatric occupational therapists in Australia, the United Kingdom, and Taiwan. Questionnaires were received from 696 participants (response rate, 56.6%) who completed the Barriers to Research Utilization Scale. The combined sample and participants from the United Kingdom and Taiwan perceived the greatest barriers within the organization, whereas in Australia communication was the largest barrier. To reduce barriers, pediatric occupational therapists may require support within their organization, such as additional time for research activities, and opportunities for professional development regarding obtaining, critiquing, and evaluating research.
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