Evaluation of a Multicomponent Online Communication Professional Development Program for Early Interventionists

Autor/inn/en	Brown, Jennifer A.; Woods, Juliann J.
Titel	Evaluation of a Multicomponent Online Communication Professional Development Program for Early Interventionists
Quelle	In: Journal of Early Intervention, 34 (2012) 4, S.222-242 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815113483316
Schlagwörter	Professional Development; Early Intervention; Caregivers; Coaching (Performance); Program Evaluation; Young Children; Cooperation; Online Courses; Distance Education; Delivery Systems; Toddlers; Program Effectiveness; Program Implementation; Family Programs; Competence; Communication Problems; Communication Skills; Communication Strategies; Educational Technology; Case Studies; Video Technology + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Programme evaluation; Programmevaluation; Frühe Kindheit; Co-operation; Kooperation; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Auslieferung; Infant; Infants; Toddler; Kleinkind; Family program; Familienprogramm; Kompetenz; Kommunikationsbarriere; Kommunikationsstil; Kommunikationsstrategie; Unterrichtsmedien; Case study; Fallstudie; Case Study
Abstract	Collaborative early intervention (EI) service delivery is enhanced by professional development focused on knowledge and skills in the content and process of delivering services. This article describes a multicomponent online professional development course designed to build infant toddler specialists' capacity to support children with communication needs and their families. A preliminary program evaluation approach was used to examine the impact, feasibility, and provider satisfaction of the initial implementation of the course. Findings indicated that providers enhanced their knowledge and skills in communication development and intervention and applied those skills within family-centered services in natural environments. Specifically, they demonstrated course competencies in identifying communication acts, developing intervention targets, and planning communication-promoting strategies within the context of coaching caregivers in activities and routines. Implications of professional development designed within the framework of adult learning principles, evidence-based content, and empirically supported instructional methods are presented in relation to the effectiveness of EI. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10