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Professional Development in Early Childhood Intervention: Where We Stand on the Silver Anniversary of PL 99-457
Abstract
We describe historical foundations of professional development (PD) in early childhood intervention (ECI) and where we stand on the silver anniversary of PL 99-457. To advance its scientific basis, we assert that it is important to define what is meant by PD; identify structural and process features of PD hypothesized to be effective for supporting improvements in intervention quality and effectiveness; specify theories of action or change related to how specific features of PD are assumed to affect practitioner behaviors and, in turn, child or family outcomes; and conduct experimental studies that provide evidence to support or refute specified theories of action. We describe progress being made in each of these areas and discuss several challenges and future directions related to advancing the scientific basis of PD in ECI.
... Although positive outcomes were found for children in this study, the influence of the BEST in CLASS professional development model on teacher outcomes has not been reported. As suggested by Fixsen, Naoom, Blase, Friedman, and Wallace (2005), it is important to examine the effectiveness of the intervention on child outcomes, but it is also important to distinguish between the outcomes of the intervention itself and the effectiveness of the professional development strategies employed to train those who implement the intervention (see Snyder, Hemmeter, & McLaughlin, 2011). Likewise, it is important to examine additional factors that might influence adoption and use of the intervention, such as a teacher's sense of self-efficacy (Han & Weiss, 2005) and any corollary effects of the intervention on other classroom variables, such as overall classroom quality. ...
... Recently, researchers have begun to examine professional development components that can facilitate teacher implementation of effective practices and interventions, suggesting that it is essential to provide teachers with high-quality, comprehensive professional development to facilitate actual use of interventions in the classroom. In a comprehensive review, Snyder et al. (2011) suggested the need to define, identify, and analyze the active ingredients of professional development related to teacher and child outcomes. Research suggests that when teachers receive high-quality professional development, including demonstrations in training, practice and feedback, and coaching, they are more likely to implement intervention practices in their classrooms (Joyce & Showers, 2002;Snyder et al., 2012;Snyder, Hemmeter, & Fox, 2015). ...
... Werner et al. (2016) found significant moderation of treatment effects with the presence of individual training, noting the potential added value of individual training such as coaching. These findings should not be surprising, as the importance of coaching in changing teacher behavior has been demonstrated repeatedly (see Snyder et al., 2011). The intensity of BEST in CLASS practice-based coaching, delivered weekly following training in the model components, may have contributed to the effects found across both classroom-and teacher-level outcomes. ...
A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the teachers who are trained to deliver them. Impacts of the professional development associated with the intervention on teachers who implement the intervention are important to examine. Data from a 4-year study examining the efficacy of BEST in CLASS were used to examine the effect of BEST in CLASS on teachers' implementation of effective instructional practices, their sense of self-efficacy, and classroom quality. Using a multisite cluster randomized trial, a total of 186 early childhood teachers were included (92 assigned to BEST in CLASS and 94 assigned to a comparison group). Findings indicate BEST in CLASS positively impacted teachers' use of effective instructional practices, their sense of self-efficacy, and their overall classroom quality compared to teachers in the control condition. Future research and implications for professional development are discussed.
... Furthermore, in-service professional development trainings are typically one-time trainings that generally do not lead to sustained EBP use (e.g., Dufrene et al., 2012;LaBrot et al., 2016). This is concerning, given the quality of preservice and in-service professional development is directly related to teachers' consistent and effective EBP use (Snyder et al., 2011). ...
... Fortunately, research regularly demonstrates that ongoing consultation and implementation support delivered in the context of classroom activities frequently lead to preservice and in-service teachers' sustained use of EBPs (Barton et al., 2013;Dufrene et al., 2012;Kretlow & Bartholomew, 2010;LaBrot et al., 2016;McLeod et al., 2019). However, it may be particularly advantageous to proactively train preservice teachers during higher education to ensure they are adequately prepared to deliver EBPs prior to entering the field (Snyder et al., 2011). This can be accomplished by delivering feasible and sustainable implementation supports in the context of classroom activities during preservice teachers' field-based training experiences (e.g., McLeod et al., 2019;Rakap, 2017). ...
Early childhood educators often lack adequate preparation in the delivery of evidence based practices. However, providing preservice teachers with ongoing implementation support during field-based training experiences may serve to occasion evidence-based practice delivery when they enter the field of early childhood education. Using a concurrent multiple baseline across participants design, this study examined the effectiveness of a multitiered consultation model to increase three early childhood preservice teachers' rates of behavior-specific praise in target and generalization settings. The results indicated all three preservice teachers' rates of behavior-specific praise increased across target and generalization settings, with evidence that praise rates maintained following removal of implementation supports. The results, limitations, and implications for research and practice are described.
... A system of professional development that builds on the principles of implementation science is most likely to lead to the adoption and use of innovations necessary to improve the quality of special education services and use of evidence-based practices (Fixsen, Blase, Metz, & Van Dyke, 2013;Fixsen, Naoom, Blase, Friedman, & Wallace, 2005;National Implementation Research Network, n.d.). Significant attention from the fields of early childhood and autism spectrum disorders has been focused on characterizing the features of professional development necessary to achieve measureable change in teacher practice and related child outcomes (Desimone, 2009;Diamond et al., 2013;Pianta et al., 2005;Snyder et al., 2011). Features identified include the following: PD is sustained over time rather than provided as one-shot experiences; PD is focused on a specific curriculum or set of explicit practices rather than general teaching methods; and PD includes the provision of job-embedded supports, using systematic approaches that involve teachers' implementation of practices in the classroom and reflection, as well as providing specific feedback about practice implementation from a coach, mentor or peers. ...
... By Year 3, SATFAS-PD was in the initial implementation stage for three of five statewide SPDG initiatives, and five of five initiatives by Year 4. Activities included multiple on-site statewide professional development opportunities by expert trainers, duplicated around the state and grouped by region; a dedicated SPDG website to house the recorded trainings, handouts, and resources offered by the trainer and shared resources developed by statewide implementation teams; and coaching support to each implementation team for a minimum of 10 on-site hours during the academic year. In the active implementation science framework, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended (Metz & Bartley 2012;Snyder et al., 2011Snyder et al., , 2012. Coaching components within the SATFAS-PD included the use of a team self-assessment tool to determine shared goals, the development of an action plan that included systematic and cyclical processes of collaborative goal-setting related to practice implementation, observational strategies (e.g., classroom observation, videos or practice), guided reflection, and a feedback loop to ensure continuous conversation. ...
There is a dearth of literature about special education practices in international schools. However, literature reflecting
case study data on a school or regional practice does exist. Two quantitative global studies on special education practices
also exist (Gaskell, 2017; International School Collaborate [ISC], 2017). The current study compared its findings
with Gaskell (2017) and ISC (2017). Forty participants representing 33 host countries and 10 different affiliated countries
participated. The study found similar findings as the Gaskell (2017) and ISC (2017) studies. However, statistical
data could not be correlated due to inconsistency in disability language. A unique aspect of this study includes the
personal experiences of international school educators as they work with children with disabilities. This study found
recurring themes of belonging, support systems, and admission limitations in international schools. Personal experiences
show how children with disabilities change educators’ perspectives and/or how perseverance and open mindedness
create successful pathways for children with disabilities in international schools.
Keywords: international schools, special education, disabilities, inclusion, school culture
... As the field of EI/ECSE works to minimize the research-topractice gap, the factors that promote practitioners' use of recommended practices must be identified and defined. One way to support practitioners in implementing recommended practices (e.g., descriptive praise, choices, language expansions; DEC, 2014) is through professional development (PD) that is comprehensive, collaborative, linked to instructional goals, and sustained (Sheridan, Edwards, Marvin, & Knoche, 2009;Snyder, Hemmeter, & McLaughlin, 2011). Although traditional forms of PD (e.g., workshops, multiple day trainings, conferences) have been shown to be ineffective (Joyce & Showers, 2002), a lack of consensus exists regarding what constitutes effective PD. ...
... Although there is accumulating information regarding ECSE PD (Schachter, 2015;Snyder et al., 2011), research on training preservice teachers to prepare for their roles as classroom teachers has been limited (Barton & Wolery, 2007;Barton et al., 2015). Given young adults aged 18 to 29 years (the majority demographic for preservice teachers) are more likely to own a smartphone and use text messaging to communicate than any other age demographic (Smith, 2015), text messaging might be a particularly useful mechanism for delivering PF to preservice teachers. ...
The purpose of this study was to examine the effectiveness of using text messaging to deliver performance-based feedback (PF) to preservice teachers working in inclusive early childhood classrooms. A multiple baseline across behaviors single-case research design was replicated across four participants to examine the relation between PF delivered via text message and preservice teachers’ use of self-selected target behaviors. Results indicated text messaging was an effective method for delivering PF and subsequently increasing teacher target behaviors when individualized to meet the needs of teachers; however, results were variable across teachers.
... Once limitations have been identified, an intervention programme can be designed to empower principals to manage the implementation of effective teaching and learning practices effectively. Available literature relating to the management of ECD centres mostly emphasises the operational features of an intervention programme and its contents (Snyder et al., 2011;Fourie and Fourie, 2016). Research conducted by Fourie and Fourie (2016) and Snyder et al. (2011) indicates that most research conducted in the ECD field focuses on inservice training and staff development aimed at improving subject content knowledge and skills. ...
... Available literature relating to the management of ECD centres mostly emphasises the operational features of an intervention programme and its contents (Snyder et al., 2011;Fourie and Fourie, 2016). Research conducted by Fourie and Fourie (2016) and Snyder et al. (2011) indicates that most research conducted in the ECD field focuses on inservice training and staff development aimed at improving subject content knowledge and skills. Limited literature pertaining to the management of implementing what was learned during an intervention programme could be found. ...
Purpose
The purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.
Design/methodology/approach
This research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.
Findings
The findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.
Practical implications
Challenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.
Originality/value
The findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.
... Among many potential sources of this gap, two are particularly important for children in EI/ECSE with multiple disabilities: (a) the complexity of conducting professional development (PD) in early childhood (EC) settings, and (b) insufficient information about the "active ingredients" or essential components of effective interventions. Efforts to reduce the research-to-practice gap and subsequently facilitate desirable child outcomes have focused on advancing the scientific basis for effective PD using adult learning strategies (P. A. Snyder, Hemmeter, & McLaughlin, 2011) and on identifying the constraints and requirements for effective intervention use, including fidelity and component analysis. ...
... ncreases in the implementation of Elliot's behavior support plan following the brief didactic training, but improved to consistent, high fidelity implementation with coaching. This finding confirms previous research in that workshops alone, even when implemented using evidence-based procedures (i.e., BST), do not result in sustained implementation P. A. Snyder et al., 2011). However, teacher implementation increased to near 100% levels with coaching and maintained when verbal and model prompts were eliminated. Furthermore, the social validity survey suggested naïve raters on average noted small improvements in teacher and child behaviors, which does not precisely correspond to observed behavioral improveme ...
For children with complex communication needs (CCN), augmentative and alternative communication (AAC) devices offer a means to communicate and participate in daily activities. Effective implementation and intervention practices are needed for supporting teaching teams working with children with CCN to improve child use of AAC. The purpose of this article is to describe two studies examining these issues. Study 1 examined the effects of a behavior skills training (BST) approach to professional development to support a classroom teaching team in the implementation of a behavior support plan for a child with CCN; Study 2 evaluated the effects of a single behavior (adult modeling) on AAC use. Results indicated teachers increased their fidelity with training and coaching, but not with training alone. Further, unprompted use of the AAC device occurred more frequently when an adult modeled use of the device.
... Based on the potential of the EC coaching process to improve outcomes, considerable funds have been invested in coaching initiativessome reports indicate spending upwards of $500,000 a year within a single statewide initiative (Author, 2017). But this investment has resulted in a variety of coaching initiatives with little consistency across qualifications to work as a coach, coaching practices (Markussen-Brown et al., 2017;Snyder et al., 2011), coach training approaches (Sheridan et al., 2009), and most importantly, unknown associations with young children's outcomes (Bean et al., 2010;Jackson et al., 2006;Author, 2017). Unfortunately, there are few efforts to systemize this research resulting in a lack of consensus regarding the process of coaching (Aikens & Akers, 2011;Author, 2015). ...
... Our Project fndings also suggest that a time frame of longer than six months may be necessary to truly lead to sustained changes. According to Snyder et al. (2011), PD approaches must be long-term. It is not yet clear what minimum length of time may be needed as this criterion may vary from one training context to another. ...
To ensure the fidelity of implementation of early intervention (EI) services in natural environments (NE), new types of partnerships are needed to systematically address this challenge. This paper describes one approach for effective professional development (PD) in EI to address the lack of systematic supports and PD for EI providers working with families in EI. The Early Intervention in Natural Environments Community of Practice (CoP) project was a six month study that endeavored to support previously trained EI providers in refining the use of their everyday practices. Given the potential of this approach for improving practices and child/family outcomes in the USA as well as in Europe through the development, implementation, and sustainability of a comprehensive system of ongoing PD, the NE CoP program evaluation plan and preliminary results are shared in their entirety.
... Ce dispositif est basé sur des critères d'efficacité du développement professionnel reconnus. Plusieurs recherches ont en effet montré que les activités proposées devraient être suffisamment intensives (Markussen-Brown et al., 2017), comporter de l'apprentissage actif (Dunst et Trivette, 2009;Schachter et al., 2019) et inclure plusieurs modalités de développement professionnel (Markussen-Brown et al., 2017), dont de l'accompagnement individualisé par un expert (Peleman et al., 2018;Snyder et al., 2011;Zaslow et al., 2010). ...
La présente étude vise à documenter les retombées d’un dispositif de développement professionnel,
qui inclut une modalité de co-intervention avec une orthophoniste, sur les pratiques de soutien du
développement langagier de quatre éducatrices en centre de la petite enfance au Québec. Un devis à cas
unique à mesures répétées a été privilégié. Pour documenter l’utilisation de ces pratiques, douze séquences
vidéos ont été filmées de façon hebdomadaire auprès de chaque éducatrice. Elles ont été analysées à
l’aide de la Grille d’observation des pratiques de soutien de la communication, du langage et de l’éveil à
l’écrit qui permet d’estimer la fréquence d’utilisation de 20 pratiques répertoriées dans les écrits. À partir
d’analyses de variance à mesures répétées, les résultats montrent que seules deux pratiques présentent
des changements significatifs au fil des rencontres quant à leur fréquence d’utilisation, par les quatre
éducatrices. Les données ont également permis de décrire la cooccurrence de différentes pratiques
dans un même segment d’interactions avec les enfants, faisant ressortir des patrons distincts d’utilisation
pour chacune des éducatrices. Les constats dégagés peuvent dès lors contribuer à enrichir le travail de
partenariat des orthophonistes avec les éducatrices en petite enfance, notamment en proposant des
moyens d’individualiser les objectifs des éducatrices dans des dispositifs de développement professionnel
auxquels les orthophonistes sont appelées à contribuer.
... However, research suggests that current professional development systems are ineffective and make little or no impact on teacher behavior or child outcomes (Farkas et al., 2003;Joyce & Showers, 2002;Snyder et al., 2011). Traditional methods of professional development such as training sessions, workshops, and conferences have been found to increase teachers' awareness; however, these forms of professional development are not associated with teachers' sustained use of research-based interventions (Artman-Meeker & Hemmeter, 2013;Odom, 2009). ...
This paper presents the case study that emerged from the Kanga-Kids Professional Development Model of Training for in-service Math teachers in the early years of elementary school. The model includes three main components: (1) workshops, (2) reflective coaching cycles, and (3) professional learning communities/workgroups. The findings show that the program has succeeded in changing basic attitudes and beliefs as well as daily routines at school in teaching math. This paper contributes to theoretical and practical literature in the area of STEM bringing a detailed example of the design and its impact.
... increase the correct use of EBPs (Barnes et al., 2011;Hall et al., 2010;Snyder et al., 2011;Snyder et al., 2015). Coaching can be delivered in many different modes, such as side by side (Bethune & Ayers, 2020), delayed (Kretlow & Bartholomew, 2010), face-to-face (Tekin-Iftar et al., 2017), or distance (Tunc-Paftali & Tekin-Iftar, 2021). ...
We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the study. Teachers acquired the steps of simultaneous prompting procedure with 100% accuracy , maintained the use of the prompting procedure over time, and generalized prompting for teaching new academic content to their students. Students acquired their targeted academic content, maintained the skills over time, and generalized the skills across different persons and settings. The results showed a functional relation of the intervention on the dependent variables. Social validity data collected from teachers and students were positive. Future research needs and implications of the findings are discussed.
... Professional development (PD) refers to a variety of practices (e.g., teacher training, mentoring, workshops) that promote the development of educators' abilities to generate positive outcomes for children Snyder et al. 2011). Sheridan et al. (2009) state that a long-term goal of PD is to improve teachers' ability to promote families' attitudes and abilities to create the best supported learning environment for the child. ...
According to the Conservation of Resources theory of stress, early care and education (ECE) teachers who receive greater tangible and interpersonal supports from their workplaces will be more positive and effective in their roles. This may translate to them perceiving or eliciting greater support from families, which is a key component to family engagement, a growing area of study in the ECE landscape. This study explores whether four program-level supports (benefits, professional development supports, teacher social supports, program-level family involvement activities) are associated with teacher-perceived support from families. The hypothesis was that all four will be positively associated. This study uses survey data from 102 preschool teachers and 13 preschool program directors in urban areas of two US states. We use ordinary least squares regression with cluster-robust standard errors and a stepwise build-up modeling procedure to determine associations between independent and dependent variables. While teacher social supports had the expected positive association with teacher-perceived support from families, family involvement activities were negatively associated. Our findings suggest that programs looking to improve family engagement may consider interpersonal/cultural supports for teachers and the larger school community. All else equal, simply offering more family involvement activities may not improve engagement culture.
... Ce dispositif est basé sur des critères d'efficacité du développement professionnel reconnus. Plusieurs recherches ont en effet montré que les activités proposées devraient être suffisamment intensives (Markussen-Brown et al., 2017), comporter de l'apprentissage actif (Dunst et Trivette, 2009;Schachter et al., 2019) et inclure plusieurs modalités de développement professionnel (Markussen-Brown et al., 2017), dont de l'accompagnement individualisé par un expert (Peleman et al., 2018;Snyder et al., 2011;Zaslow et al., 2010). ...
Article disponible : https://www.cjslpa.ca/detail.php?ID=1302&lang=fr
La présente étude vise à documenter les retombées d’un dispositif de développement professionnel,
qui inclut une modalité de co-intervention avec une orthophoniste, sur les pratiques de soutien du développement langagier de quatre éducatrices en centre de la petite enfance au Québec. Un devis à cas unique à mesures répétées a été privilégié. Pour documenter l’utilisation de ces pratiques, douze séquences vidéos ont été filmées de façon hebdomadaire auprès de chaque éducatrice. Elles ont été analysées à
l’aide de la Grille d’observation des pratiques de soutien de la communication, du langage et de l’éveil à l’écrit qui permet d’estimer la fréquence d’utilisation de 20 pratiques répertoriées dans les écrits. À partir d’analyses de variance à mesures répétées, les résultats montrent que seules deux pratiques présentent des changements significatifs au fil des rencontres quant à leur fréquence d’utilisation, par les quatre éducatrices. Les données ont également permis de décrire la cooccurrence de différentes pratiques
dans un même segment d’interactions avec les enfants, faisant ressortir des patrons distincts d’utilisation pour chacune des éducatrices. Les constats dégagés peuvent dès lors contribuer à enrichir le travail de partenariat des orthophonistes avec les éducatrices en petite enfance, notamment en proposant des moyens d’individualiser les objectifs des éducatrices dans des dispositifs de développement professionnel auxquels les orthophonistes sont appelées à contribuer.
... However, since teacher trainings and/or in-service trainings occur only once and teachers are viewed as passive information collectors in these programs, they fail in meeting the needs of the teachers and, consequently, those of the children. For teachers to transfer the information provided to them into skills and implement the knowledge gained with high levels of treatment integrity, they should be provided with interactive implementation support and appropriate feedback in their classes (Bruder, 2016;Değirmenci, 2018;Kalkan, 2019;Snyder, Hemmeter, & Fox, 2015;Snyder, Hemmeter, & McLaughlin, 2011;Winton, 2016). ...
... The changes are also observable for all educators and can be explained by the presence of key elements associated with effective professional development. These key elements are well-detailed practices and a concrete illustration of new knowledge through exercises (Dunst & Trivette, 2009;Snyder, Hemmeter, & McLaughlin, 2011). Furthermore, the dimensions of ABI are well detailed in the reference literature (Johnson et al., 2015). ...
Despite the recognized effectiveness of naturalistic intervention practices, including activity-based intervention (ABI), challenges remain regarding their implementation. Assessing implementation fidelity can help understand factors that may influence their implementation. This study aims to document the evolution of ABI implementation fidelity (Adherence, Dosage, Quality and Participant responsiveness) in daycare settings following professional development. The participants are four educators. The current study uses an embedded design. The predominant aspect is quantitative, that is, single-case research design with three measurement phases of 12 observation moments. In terms of Dosage, an increase in the frequency of learning opportunities offered by educators is observed as the experiment progresses. For three educators, results show moderate and significant effects of professional development between Phases 1 and 3. A slight decrease in Quality can be observed when learning opportunities are adapted to children's developmental levels. This article highlights the importance of documenting several components of implementation fidelity.
... 2009;Winton 1997). The lack of training and PD opportunities, around inclusive practices, for teachers currently in the field are limited (Snyder, Hemmeter, McLaughlin 2013). Lieber et al (1998) discussed the importance of designing PD activities that foster educators' abilities to modify and adapt programming. ...
... Through professional development, preschool teachers can learn to use evidence-based strategies in Head Start programmes (Webster-Stratton et al., 2011). The current study adds to a growing and important body of literature which supports the use of individualised professional development to guide implementation of positive behaviour interventions and evidence-based strategies for social-emotional development for preschool teachers (Domitrovich et al., 2009;Fox, Hemmeter, Snyder, Binder, & Clarke, 2011;Snyder, Hemmeter, & McLaughlin, 2011). Specifically, the results demonstrate that bimonthly, individualised PD can effectively be utilised to increase Head Start teachers' reliable use of Pyramid Model practices within the universal tier. ...
In the United States, preschool teachers report behaviour management as one of the greatest challenges when educating young children. Teachers consistently feel unprepared to meet the needs of children with persistent challenging behaviours. Unfortunately, the issue affects more than just preschool teachers. Behaviour issues that emerge in preschool, if left unaddressed, can become chronic by third grade. Fifty percent or more of preschoolers who exhibit challenging behaviours continued to have these challenges in upper grade levels. Sixty-six percent of that 50% have been diagnosed with ‘attention deficit hyperactivity, oppositional defiant behavior, or conduct disorder by age nine’ (Zaghlawan & Ostrosky, p. 439). These ongoing challenging behaviours have a negative impact on academic outcomes including maths, reading, and vocabulary skills. Moreover, chronic challenging behaviours that go unresolved in the early years, have been shown to negatively impact developmental trajectories, leading to peer rejection, academic failure, failure to graduate high school, and unemployment. For these reasons and more, there has been an increased emphasis in the last decade on identifying evidence-based practices that address challenging behaviours and promote social-emotional competence among preschool children (e.g.; Domitrovich, Moore, & Greenberg, 2012).
... PD in ECSE most frequently involves didactic trainings, which are beneficial in enhancing knowledge, but ineffective in changing practice (Snyder, Hemmeter, & McLaughlin, 2011). The National Professional Development Center on Inclusion (2008) defines the process of effective PD as ". . . ...
We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants included three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case design to provide real-time technology-enhanced performance-based feedback across child-led, teacher-led, and mealtime routines. We collected generalization data across a fourth novel routine, clean-up. We analyzed teachers’ use of communicative antecedents and consequences, children’s responses to antecedents, and children’s expressive communication. Real-time technology-enhanced performance-based feedback enhanced teachers’ use of communicative antecedents and consequences, and when teachers used antecedents, children responded to these opportunities and practiced their expressive communication.
... PD in early childhood settings traditionally takes place outside of the classroom using didactic trainings (Snyder, Hemmeter, & McLaughlin, 2011). Although this type of PD may increase knowledge, it is ineffective in changing practice ). ...
We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time technology-enhanced performance-based feedback and video analysis on three preschool teachers’ use of naturalistic instruction targeting children’s communication and child responses. We also measured the quality of the teachers’ naturalistic instruction targeting children’s communication. The professional development package was effective in enhancing teachers’ use of naturalistic instruction targeting children’s communication. In addition, children responded and teachers enhanced the quality of naturalistic instruction targeting children’s communication. Teachers maintained their use of naturalistic instruction targeting children’s communication upon removal of the intervention condition.
... Although the aforementioned research clearly demonstrates that PF is effective for supporting early childhood teachers' increased use of discrete verbal behaviors, few studies have documented the relation between PF and the use of complex target behaviors, during covert observations, or with teaching teams rather than individual teachers (Barton, Rigor, Pokorski, Velez, & Domingo, 2018). Sustained use of complex practices by teachers who are not aware they are being observed is critical for establishing evidence-based implementation practices (Snyder, Hemmeter, & McLaughlin, 2011). Also, early childhood classrooms often have multiple teachers working together within one classroom, yet few studies have examined the impact of email PF on teaching teams who are focused on the same target behaviors and the subsequent impact on child outcomes. ...
A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams’ use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and maintained their use over time when feedback was withdrawn; however, there was considerable variability across teachers. Furthermore, teachers did not increase their use of target behaviors during covert observations—when they did not know they were being observed. The current study replicates and extends the research in this area by examining the provision of PF to teaching teams and with complex behaviors (e.g., play expansions, promoting social interactions).
... Effective PD is interactive, linked to targeted outcomes, collaborative, and ongoing (Snyder, Hemmeter, & Fox, 2015). However, PD in early childhood special education (ECSE) frequently involves didactic trainings, which have been identified as ineffective in changing practice (Snyder, Hemmeter, & McLaughlin, 2011). Didactic forms of PD may enhance knowledge; however, the most effective way to change practice is through active engagement and ongoing support (Snyder et al., 2015). ...
We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers’ use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services. Results suggest that although peer-delivered, TEPF did increase some of the EI providers’ practices, we did not observe a functional relation. Implications for future EI research and practice are discussed.
... Professional development (PD) can directly impact teacher skills (i.e., instructional practices) thus improving children's outcomes (Garet et al. 2001;Odom 2009;Snyder et al. 2012). For this study, we focused our PD on efficiency (i.e., duration of intervention) and accessibility (i.e., online) to meet the time-sensitive needs of early childhood educators who are in rural areas. ...
This professional development (PD) study examined the effect of feedback type on changing preschool teachers’ use of language enhancement strategies and language outcomes for children. We included 21 Head Start teachers and 107 children. We randomized classrooms to PD feedback condition: (a) self-reported or (b) observed use of strategies. All teachers completed online learning modules on language enhancement strategies (i.e. open-ended questions, self-talk, repetition, expansion, and narration) and teacher self-monitoring. After completing the PD, teachers were provided weekly, individualized feedback based on their submissions of: (a) self-reported, or (b) observed performance (via 10-min video) of their use of language enhancement strategies. Results suggested that the PD experience (less than 8 weeks, 1 h per week) increased teachers’ frequency in using language enhancement strategies (performance, Hedges’ g = 0.65; self-report, Hedges’ g = 1.43) across condition, with no significant differences by condition. Additionally, children demonstrated mean gains in expressive vocabulary and overall language skills. We believe that this brief, but targeted PD experience, warrants further research to explore the impact of using self-reported feedback with a larger sample. Determining more efficient and effective PD approaches will enable the field to better meet the needs of teachers and improve outcomes for children.
... Given the individualized nature of their work and the complexity of supporting families in their own specific contexts, early childhood practitioners require professional development and support to ensure effective implementation of evidence based practices (Snyder et al. 2011), including those outlined in the DEC recommended practices. For such support (e.g., professional development, coaching, supervision) to be effective it needs to move beyond a focus on changing the behavior of practitioners to recognizing and shifting professional assumptions underlying practices through the organization, team, and individual level of inquiry and reflective discourse. ...
The complex and collaborative work of early childhood practitioners (e.g., educators, speech and language pathologists, occupational therapists, social workers) and families requires effective implementation of evidence-based practices. Effective implementation of early childhood practices can be hindered by deeply held assumptions practitioners relate to their own capacity, the capacity and culture of families, and the needs and capacity of the child at the core of their collective work. Transformative learning theory offers a helpful lens to support practitioners in recognizing and shifting assumptions or perspectives hindering their work through reflective discourse strategies. This article explores potential practitioner assumptions and provides guidance on how reflective discourse may facilitate a transformation in practitioners’ assumptions to more successfully implement evidence-based practices, such as those outlined by the Council for Exceptional Children’s Division on Early Childhood.
... Bilimsel dayanaklı uygulamaların etkililikleri deneysel olarak onaylanmış olmasına rağmen özel eğitim öğretmenlerinin ve alanda çalışan diğer uzmanların bu uygulamaları sınıflarında yoğun bir şekilde tercih etmedikleri söylenebilir (Syneder, Hemmeter ve McLaughlin, 2011). Bu nedenle Türkiye'de yasa koyucular tarafından öğretim ortamlarında bilimsel dayanaklı uygulamaların kullanılması zorunlu hale getirilmesi gerekmektedir. ...
Otizmli ve Zihinsel Yetersizliği Olan Bireylerle İlgili Yasal Düzenlemeler
... This need is particularly great for serving toddlers with ASD, given that many providers have not had relevant or extensive preservice education (Rakap, Jones, & Emery, 2015). Traditional workshop models of PD have not been associated with significant learner behavior changes (Snyder, Hemmeter, & McLaughlin, 2011); therefore, their utility should be limited to increasing awareness or transmitting introductory knowledge. Systems of PD, as opposed to episodic one-time approaches, that incorporate components of implementation science and innovative delivery mechanisms are increasingly being recommended and supported to increase effectiveness (Dunst, 2015;O'Keefe, Henderson, & Chick, 2017;Schachter, 2015). ...
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.
... Thus, the workshops focused on aligning the standards with developmentally-appropriate activities to demonstrate how early childhood "best practices" can be used to help young children meet the standards. As a method of supporting and reinforcing theory-to-practice connections, workshops were intentionally structured to model teaching strategies and techniques known to be effective with young children (NAEYC, 1993;Snyder, Hemmeter & McLaughlin, 2011). In the workshops, teachers were active participants in sessions that called on them to determine how the content presented could be relevant to their own teaching. ...
Early childhood education faculty from a college collaborated with a local public school district to conduct a series of professional-development workshops for early childhood practitioners. The workshop series was designed to address pedagogical concerns identified by district administrators and teachers, as well as to help early childhood educators maintain developmentally appropriate practices in an increasingly standards-based, assessment-oriented climate, defined by the Common Core Standards and state-mandated testing. Participant survey responses indicated that, although all workshops were well received, participants found more value in the application-focused workshops than the content-focused workshops. In an evidence-based, educational climate, professional development opportunities tend to focus on initiatives designed to directly impact student learning outcomes. Yet, professional development initiatives that provide opportunities for teachers to broaden their knowledge and acquire new strategies and skills may also be beneficial. Thus, policies and practices associated with opportunities for teacher professional development should carefully consider practitioner and institutional needs and reflect a range of constituent-identified foci and goals, in order to productively meet the needs of both classroom teachers and their students.
... risk for developmental delays and disabilities and their families. Early in the implementation of the law, discipline-specific competencies were developed to establish professional identities and inform personnel preparation (Synder, Hemmeter, & McLaughlin, 2011). In 1991, the American Physical Therapy Association (APTA) supported the legislation and adopted competencies specific to PT practice in early intervention (Effgen, Bjornson, Chiarello, Sinzer, & Phillips, 1991). ...
... Recent evidence documents that traditional methods of PD (e.g., workshops) are generally insufficient for promoting the application of newly acquired skills to classroom contexts Joyce & Showers, 2002). In contrast, effective PD is characterized as intensive, sustained, and focused on specific practices aligned with instructional methods already being used by teachers (Buysse, Winton, & Rous, 2009;Gomez, Kagan, & Fox, 2015;Snyder, Hemmeter, & McLaughlin, 2011). A small but burgeoning evidence base suggests that coaching is a type of effective PD, as it provides individualized, ongoing support to achieve teachers' performance-based goals in the classroom ). ...
Research Findings: Naturalistic instruction is the intentional use of strategies embedded within typical activities of the environment to create learning opportunities for children. We used multilevel modeling to analyze data from this single-case design study that focused on improving teachers’ use of naturalistic language strategies and children’s communication through professional development with bug-in-ear coaching. Our results showed that professional development was positively associated with children’s communication during and after professional development. During generalization sessions in different types of activities, teachers’ use of the naturalistic language strategies was positively associated with children’s functional communication. We also found that children were more likely to communicate during child-led activities. Practice or Policy: Associations among professional development, teachers’ use of evidence-based strategies, and children’s outcomes have yet to be fully understood. Administrators and professional development providers should support teachers’ use of naturalistic language strategies to create equitable exposure to language-learning opportunities for all children. Moreover, professional development efforts should support teachers’ intentional use of child-led activities to embed language-learning opportunities based on children’s interests. Finally, to strengthen children’s generalization of skills across routines, professional development providers should identify methods to support teachers’ generalized use of strategies within the typical activities of the setting.
... It is also necessary for these programmes to know how to set up effective administrative supports through collaborative strategies for professional development that increase the competence and confidence of personnel to deliver family-centred services. Effective PD includes ongoing coaching and performance-based feedback (Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010;Snyder, Hemmeter, & McLaughlin, 2011). Administrative support can enhance ongoing consultation and coaching by data, team-based collaboration, organization, and financial resources (Fixsen et al., 2005). ...
The term family-centred practices refer to a particular set of beliefs, principles, values, and practices for supporting and strengthening family capacity to enhance and promote child development and learning. Family-centred services in early childhood and early childhood special education programmes (EC/ECSE) can affect a wide range of outcomes. However, despite research documenting the potential benefits of family-centred services, full implementation in practice is difficult to achieve. In the United states, EC/ECSE administrators struggle with implementing quality family-centred services within an environment of limited resources and competing priorities. This paper provides results from an exploratory qualitative study that investigated the administrators’ perceptions, current practices and training needs, in family-centred services, and recommendations for administrators regarding implementation of quality family-centred service delivery in EC/ECSE settings.
... Currently, the majority of training is designed to meet the Program Performance Standards and is thus performed for compliance rather than comprehension. This is consistent with a many professional development training programs that provide general knowledge with limited opportunity for follow-up and feedback (Pianta, 2006;Sheridan, Edwards, Marvin, & Knoche, 2009;Snyder, Hemmeter, & McLaughlin, 2011). In order to improve home visitor ability to identify need and intervene appropriately, training goals should include both increased knowledge and skill development. ...
Infants and toddlers enrolled in Early Head Start are at increased risk for child maltreatment. Within Early Head Start, home visitors are in a unique position to identify the families most likely to experience maltreatment by identifying characteristics and behaviors of children, caregivers, families, and environments that are of concern. However, research has demonstrated that home visitors are often ill-equipped to identify and address risk factors such as parental mental health concerns, substance abuse, and domestic violence. Further, little is known about how home visitors understand and perceive risk for maltreatment and identify vulnerable families. The study sought to identify how Early Head Start home visitors understand maltreatment, perceive risk for maltreatment, and work with families identified as at-risk. Qualitative interviews exploring identification of risk for maltreatment were conducted with fourteen Early Head Start home visitors and supervisors. Results indicate variable understanding of maltreatment. Home visitors identified numerous factors they believe suggest elevated risk for maltreatment and described variable approaches to working with families at risk. Findings provide rich information about the role that home visitors play in maltreatment prevention within Early Head Start. Directions for effectively training home visitors to engage families and deliver program and community-based services in a manner that reduces risk for and prevents maltreatment are discussed.
High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator’s use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary knowledge of one preschool child with a language delay. Employing a single-case design method, the paraeducator was trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Results indicated the paraeducator implemented the strategies with fidelity, corresponding child-level data was also positive. The paraeducator reported feeling more confident in her ability to implement the strategies. Implications for future research are discussed.
Teachers’ professional learning and development (PLD) is an essential component in the provision of quality education. Through objective 3.6 in the Early Learning Action Plan 2019-2029 (Ministry of Education, 2019a) the Ministry of Education has signalled a need for a managed, coherent system of PLD to support the professional learning needs of early childhood teachers in Aotearoa New Zealand. Over time, research has sought to enhance understanding of PLD in ways that can contribute to more effective PLD programmes. Yet, gaps remain between PLD research, policy and practice. Synthesising extant research is important to identify existing and cumulative knowledge, and reveal research-to-practice gaps. This article reports the results of a systematic literature review, conducted to identify characteristics of PLD research within Aotearoa New Zealand’s early childhood education sector. Fifty-six research articles and reports were systematically reviewed. Findings identify that the predominantly descriptive body of research is characterised by a convergence of researchers’ and teachers’ roles, largely positive outcomes, and a broad content focus with less attention paid to PLD processes.
Purpose
The American Speech-Language-Hearing Association has outlined the primary roles and responsibilities of early intervention (EI)–based speech-language pathologists (SLPs). However, many SLPs feel underprepared to practice in EI. The purpose of this research note is to understand and describe the preparation experiences of EI-based SLPs practicing in Michigan, at a state level, as a first step in understanding the experiences of EI-based SLPs nationwide.
Method
This qualitative investigation employed a phenomenological approach. Semistructured, in-depth interviews were conducted with 11 EI SLP participants practicing in the state of Michigan. When all interviews were completed and reviewed, the researcher conducted line-by-line focused coding to cluster frequently used terms and common experiences into specific themes.
Results
The participants described their current roles and responsibilities in comparison to their preparation for EI. Despite variations in practice and location, the participants shared common experiences with lack of university preparation for practice and on-the-job learning.
Conclusions
This study demonstrates the need to further explore the ways to better prepare SLPs to enter into the field of EI. Academic programs could begin this work by reaching out to local, practicing EI-based SLPs for guidance and consultation on course content so that it is rooted in actual practice and that connections for student observation and field experience can be made.
This article presents findings from an online early intervention orientation program developed to provide one state with an economical and systematic means for onboarding new early intervention providers, administrators, and service coordinators. The quantitative findings suggest the courses were a successful method of delivering training to participants, the courses were perceived to achieve their intended objectives, and the courses had high social validity in terms of ease of use and content of the courses. The qualitative findings revealed participants' plans for putting course content into practice. Findings suggest that online course delivery could be a viable and efficient means of providing early intervention orientation to a statewide network. The design of the courses and alignment with adult learning characteristics is discussed. Potential limitations and contributions to the field of early intervention are included.
We used an adapted alternating treatment single-case design to compare the effect of affirmative feedback to affirmative plus suggestive feedback on educators’ use of naturalistic instruction. Three early childhood special educators and a focus child within their preschool classrooms participated. Visual analysis of our data suggest that affirmative plus suggestive feedback produced stronger effects compared to affirmative feedback. Based on these data, faculty and professional development providers should plan to provide their educators with both affirmative and suggestive feedback to strengthen educators’ practice. Implications for practice and research are included.
Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers ( n = 9) and families with infants and toddlers ( n = 18) in community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.
High quality, easily accessible professional development is needed to ensure that service providers are well-qualified to facilitate early intervention (EI) that targets caregiver learning during visits with children and families. This research evaluated a multi-component, technology-mediated inservice training course entitled, Using Adult Learning Strategies to Support Caregivers during Early Intervention Visits. This 6-week course included ongoing, embedded support and was provided for nine EI service providers. A mixed methods intervention evaluation was conducted using a within-subjects pre-post-test design to determine the effects of participation on: 1) service providers’ use of four EI adult learning strategies (e.g., reflective conversation, caregiver practice with feedback, collaborative problem-solving, and joint planning); 2) providers’ changes in knowledge about adult learning and how to apply learned strategies; and 3) providers’ perceptions of course effectiveness. Analysis of pre-post videos revealed increases in the use of caregiver practice with feedback and collaborative problem-solving strategies with participation in the course. Participants showed a statistically significant gain in knowledge, with very large effects, especially related to applying adult learning to EI service delivery. All participants rated the overall training as ‘excellent’ and strongly agreed the format was more effective than a single workshop.
Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers’ use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach–teacher dyads. Results from the present study indicate coaches spent the largest proportion of time engaging in conversations with teachers focused on reflection and feedback, followed by goal setting and action planning. The coaches used verbal behaviors (supportive and constructive feedback, clarifying questions) as required by the coaching protocol across all sampled occasions. Variation in conversation foci, initiations, and coach verbal behavior across three sampled occasions was evident.
Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.
Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a tiered system districtwide. We examined self-assessments of research-based strategies for 61 middle school educators who participated in school-led professional development, a book study. The purpose was to understand educators’ current views of their knowledge and skills of practices covered. Results suggested educators reported being more knowledgeable and confident in classroom management practices, followed by instructional strategies, and low-intensity strategies. Participants expressed that the book study supported school goals. Limitations and directions for future inquiry are explored.
Inclusion means that students with disabilities have access to high-quality and effective instruction, as well as specialized services as needed, within least restrictive environments. We believe there are no limits on who can or should participate in and benefit from inclusion and we were interested in perceptions resulting from professional development designed to support including young children with disabilities in classrooms with their natural neighbors and peers. We present reflections from application of a community of practice model in which university-based faculty worked closely and collaboratively with community college instructors to infuse ideas, concepts, and content from the field of special education into associate degree early childhood education coursework.
Methods for Teaching in Early Education is a comprehensive textbook offering a thorough introduction to early childhood teaching methods, with a particular focus on inclusive practices.
Aligned with both NAEYC standards and CEC’s Division for Early Childhood recommended practices, this text explores various early childhood teaching principles and strategies, providing useful guidance for identifying and choosing between approaches. Covering topics from child-directed strategies to working with professionals in early childhood, the authors provide extensive support to prepare teachers for classroom planning and instruction. Each chapter opens and closes with representative vignettes of the challenges faced by today’s early educators, and helpfully highlights key terms and objectives to inform learning goals. With the addition of sample worksheets, suggested exercises and helpful references, this book fully supports future teachers in understanding how they might implement these strategies in practice.
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.
Sure Start, Birleşik Krallık’ta sosyal açıdan dezavantajlı olarak değerlendirilen bölgelerde yaşayan çocuklar ve aileleri için geliştirilen bir erken çocuklukta müdahale projesidir. Sure Start projesi; ihtiyacı olan çocukların olabildiğince erken tespit edilmesi, gereksinim duymaları halinde erken müdahaleye dahil edilmeleri ve takip edilmeleri, ailelere gerekli desteğin sağlanması gibi genel amaçlara sahiptir. Bunun yanı sıra dezavantajlı ailelerin çocuklarının ücretsiz erken çocukluk eğitimi almaları sağlanmaktadır. Bu araştırma kapsamında, Kuzey İrlanda’nın Belfast şehrinde hizmet veren South Belfast Sure Start programının gözlemlenmesi ve program kapsamında verilen 2015-2016 eğitim öğretim yılı hizmetlerinin değerlendirilmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli ve nitel araştırma yöntemlerinden basit tanımlayıcı desen kullanılmıştır. Araştırmada; program kapsamında çocukların dil gelişimini değerlendirmek için WellComm, ailelerin programa ilişkin görüşlerinin değerlendirilmesi için anket ve personelin görüş ve ihtiyaçlarının alınması için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda; programın çocukların dil gelişimine katkı sağladığı, ailelerin çocuklarını tanımak ve kendi kişisel gelişimlerini desteklemek konusunda fayda sağladığı ve personelin mesleki gelişim açısından bazı hizmet içi eğitimlere ihtiyaç duyduğu görülmüştür. Elde edilen sonuçlar literatür doğrultusunda tartışılmış ve programın iyileştirilmesi için önerilerde bulunulmuştur.
Anahtar Kelimeler: erken müdahale, program incelemesi, sure start
Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators’ readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students’ learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed.
The purpose of this qualitative study was to describe early childhood special education service providers' perceptions of the use of alternative and augmentative communication (AAC) in their preschool classrooms as a result of participation in MELD (Multimodal Early Language Development) AAC professional development. MELD is a multicounty project that provides professional development to support service providers to meet the needs of preschool children with complex communication needs. Results indicate, in general, that the service providers felt the professional development met their individual needs to be successful in embedding the use of AAC in each of their preschool special education classrooms. The study extends past research about the components needed in effective early childhood professional development that results in teacher implementation of new instructional strategies to include the use of AAC strategies and adds new information about the context that may be needed. That context includes a positive and supportive relationship between coaches and service providers and a recognition of positive changes in the behavior of children by service providers. Implications for providing professional development and for future research are discussed.
There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children’s learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered. This paper outlines the findings of a review of English-language empirical research literature on successful coaching interventions in early childhood education. It identifies critical features of successful coaching, as well as areas warranting further exploration and implications for practice. The comprehensive review, drawing from methods of systematic review and rapid appraisal, confirmed that observation, feedback, goal-setting and reflection are common elements of successful coaching programmes. Analysis of the structures and processes of successful coaching interventions identified that in order to bring about practice change, the amount and content of coaching should be aligned with educators’ characteristics, skills and contexts. It further confirmed that effective coaching should allow educators opportunities to apply new skills, and support them to reflect on their practice and set self-directed goals. Further research is needed to explore not just what works, but why and in what context.
This article advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion. There is consensus in the early childhood field about various components of program quality for young children in general, and a number of states now have program quality improvement systems in place to guide professional practice in this regard. However, there is a need to reach consensus on dimensions of program quality that define high quality inclusion and to reflect these dimensions in both program standards and professional development efforts. This article provides recommendations for how components of quality inclusion can be incorporated into professional development to ensure that practitioners are highly effective in serving every child and family, including those with disabilities.
A professional development activity combining group sessions with self-study assignments was used to facilitate early intervention providers' use of participation-based practices. The activity was submitted by 96 providers who completed two videotapes of sessions with families and children. Tapes were coded to identify the type of service provided. Almost 60% of the providers demonstrated participation-based practice at the completion of the training, but 40% continued to provide services in the traditional way. Participation-based providers' beliefs were more closely related to recommended practices than beliefs of the traditional providers. Provider beliefs and perceptions aligned with their use of either participation-based or traditional practices suggesting that professional development designed to promote practice adoption should clearly articulate the beliefs underlying the practice and address participants' current beliefs and perceptions by providing opportunities for reflection and the alignment of personal beliefs and perceptions with those underlying the practice.
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
This study compared effectiveness of "business as usual" to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 × 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limited feedback on children's progress, which was not linked to curricular activities. Finally, some teachers received no mentoring and only limited feedback concerning children's progress. All 4 PD conditions included the same year-long, facilitated online course that emphasized language and literacy instruction, practice of learned material in one's classroom, and participation in online message boards with fellow teachers. Across 4 states, 158 schools (N = 262 classrooms) were randomly assigned to 1 of the 4 PD conditions or business as usual. The condition that included online coursework combined with mentoring and detailed, instructionally linked feedback yielded the greatest improvements in teaching behavior and children's school readiness.
Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d = 0.99) and classroom supports for early literacy and language development (d = 0.92), and on children's letter knowledge (d = 0.29), blending skills (d = 0.18), writing (d = 0.17), and concepts about print (d = 0.22). No significant intervention effects on teaching practices and children's outcomes related to oral language were found. There were no differential effects of remote versus on-site delivery of literacy coaching. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the “business as usual” PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children's development of vocabulary, alphabet knowledge, and phonological sensitivity. Results indicated that, after 1 academic year, teachers in the intervention group created higher quality classroom environments, as measured by the Early Language and Literacy Classroom Observation (M. W. Smith, D. K. Dickinson, A. Sangeorge, & L. Anastasopoulos, 2002) and Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2007), and by videotapes of their classroom book readings. Further, children in the intervention group performed significantly better than comparison-group peers on measures of receptive vocabulary and phonological sensitivity but showed equivalent alphabet learning. Moreover, variation in classroom quality and fidelity to the intervention were linked to child outcomes, illuminating which particular aspects of teachers' improved practices were linked to children's gains. Findings provide new details about the mechanisms through which intensive and intentional PD can enhance Head Start teachers' classroom practices and, by extension, improve Head Start children's language and preliteracy outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
A randomized, controlled study was conducted to assess the effects of the Nuestros Niños professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina More at Four Pre-Kindergarten Program participated in the study. The content of the professional development program consisted of research-based instructional practices designed to complement the core curriculum and scaffold learning for DLLs, and the format included professional development institutes, individualized consultation, and community of practice meetings. The results showed that the intervention led to measurable improvements in both the overall quality of teachers’ language and literacy practices as well as those specific to working with Latino DLLs, and greater gains in children's phonological awareness skills in their primary language.
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such, the early education field needs well-conducted empirical studies on which to base professional development practices. In this paper, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions. The paper highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional development process. Broad issues associated with the conduct of research on professional development, including considerations of professional development processes, participant characteristics, relationships, and sustainability are discussed.
The term "early intervention" has been applied to a variety of services and supports offered to young children with disabilities, or those children at-risk for disabilities, and their families (Bailey & Wolery, 1992). Children from birth to 8 years of age might be considered appropriate for early intervention based on the rapidity and types of human development occurring in these years. In this paper, we include descriptions of early intervention (EI) principles and practices and a review of the status of OBM in early intervention. Related literature is reviewed for implications affecting the adoption of OBM practices in EI. We devote final sections to descriptions of opportunities for research and challenges to applying OBM practices in early intervention services.
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.
The term “early intervention” has been applied to a variety of services and supports offered to young children with disabilities, or those children at-risk for disabilities, and their families (Bailey & Wolery, 1992). Children from birth to 8 years of age might be considered appropriate for early intervention based on the rapidity and types of human development occurring in these years. In this paper, we include descriptions of early intervention (El) principles and practices and a review of the status of OBM in early intervention. Related literature is reviewed for implications affecting the adoption of OBM practices in El. We devote final sections to descriptions of opportunities for research and challenges to applying OBM practices in early intervention services.
A meta-analysis of inservice teacher education research determines the significance of the following factors for learning effectiveness: training objectives, training duration, training group characteristics, location and scheduling, sponsorship, participant incentives, structure, and instructional technique. Suggestions to help staff developers plan programs for maximum effectiveness are listed. (DCS)
The challenges inherent in implementing family-centered approaches to early intervention call for effective strategies to enhance systems change. This article describes a set of activities designed to help early intervention teams examine current practices and set goals for change. Central to the activities are five components: (1) team-based training, (2) parent participation, (3) a decision-oriented format, (4) guided decision-making and goal-setting activities, and (5) effective leadership
(C)1992Aspen Publishers, Inc.
Public Law 99-457 has inaugurated a major shift in how the roles of professionals working with young handicapped children and their families are being defined. The demands for inservice training are acute as existing service delivery systems attempt to respond to changes. The challenge involves not only training professionals in complex skills, attitudes, and knowledge related to new roles, but also coordinating between the various disciplines affected by the legislation. The efforts are further complicated by state and local translations of how the law will be implemented. This article describes a systemic approach to planning inservice related to Public Law 99-457 that combines flexibility and structure. Specific recommendations emphasize the similarities between the family and social systems approaches being promoted in the literature and the systemic approach to inservice training described in this article.
(C)1990Aspen Publishers, Inc.
Early intervention and preschool special education coordinators in the 50 states and territories were interviewed about the current status of professional development in-service systems in their state. A definition consisting of 8 components of an in-service professional development system was used to analyze the state systems. Twenty Part C early intervention systems had professional development in-service training models that met the definition, and 23 preschool special education in-service systems met the definition. Results on selected findings are presented and discussed within the context of developing effective in-service professional development systems for the early intervention and preschool special education workforce. Key words: early intervention, inservice training, preschool special education
This article summarizes the status of, and recommendations for, preparation programs for early intervention personnel across eight disciplines. Surveys were conducted to determine the extent to which entry-level students in each discipline receive academic preparation and clinical experiences to provide services to infants and toddlers with disabilities and their families. Although considerable variability was found across disciplines, the average student receives little specialized information--practical knowledge--relative either to the infancy period or to working with families. Alternative strategies for improving infant personnel preparation are discussed and policy implications of each are addressed.
50 articles dealing with stages of group development over time are separated by group setting: therapy-group studies, T-group studies, and natural- and laboratory-group studies. The stages identified in these articles are separated into those descriptive of social or interpersonal group activities and those descriptive of group-task activities. 4 general stages of development are proposed, and the review consists of fitting the stages identified in the literature to those proposed. In the social realm, these stages in the developmental sequence are testing-dependence, conflict, cohesion, and functional roles. In the task realm, they are orientation, emotionality, relevant opinion exchange, and the emergence of solutions. There is a good fit between observed stages and the proposed model. (62 ref.)