Understanding and Improving Implementation of the Primary Service Provider Model in Early Intervention Programs

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Autor/in	Park, Kyunghwa Kay
Titel	Understanding and Improving Implementation of the Primary Service Provider Model in Early Intervention Programs
Quelle	(2022), (288 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-7912-5
Schlagwörter	Hochschulschrift; Dissertation; Early Intervention; Program Implementation; Models; Delivery Systems; Family Role; Caregiver Role; Child Development; Interdisciplinary Approach; Behavior Modification; Behavior Theories; Early Childhood Education; Special Education; Fidelity; Self Efficacy; Teamwork + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Analogiemodell; Auslieferung; Kindesentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Behaviour modification; Verhaltensänderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Self-efficacy; Selbstwirksamkeit
Abstract	For early intervention services, DEC (2014) recommends the Primary Service Provider (PSP) model, in which one provider serves as primary liaison between the family and other team members. The model focuses on the role of families and caregivers in child development, interventions aligned with natural learning environment practices, and transdisciplinary teaming to integrate expertise for efficient and comprehensive services. While the model is widely supported, only limited research has been conducted. The present dissertation study aimed at understanding current real-world implementation of the PSP model and identifying factors influencing implementation in EI programs at individual and organizational levels. The study was grounded in two frameworks, the Behavior Change Wheel (Michie et al., 2014) and the Theory of Planned Behavior (Ajzen, 1991). A sequential explanatory mixed methods design and an embedded, multiple case inquiry method was used. Thirty practitioners from eleven EI programs participated. Two cases were formed based on program size, each reflecting maximum variation across practitioner and program characteristics to investigate additional implementation factors. The Checklist for Implementing a Primary Service Provider Approach to Teaming, the Early Intervention/Early Childhood Special Educator Self-Efficacy Scale, and the Evidence-Based Practice Attitude Scale were used, respectively, to measure PSP implementation fidelity, self-efficacy for PSP implementation, and attitudes toward PSP. The Questionnaire of Influential Factors was developed to examine practitioners' perspectives of influential factors. In-depth interviews were then conducted for explanation and expansion of quantitative results.Findings revealed that EI practitioners implemented PSP with an acceptable to high level of fidelity, addressing two core elements (one PSP, team meetings) consistently and addressing one element (geographical multidisciplinary team formation and assignment) with large variance. Provider shortage was likely a key reason for the large variance but was perceived as one of the least influential factors given quality leadership and teamwork. Practitioners' self-efficacy for PSP implementation was strongly positively correlated with implementation fidelity, highly related to implementation knowledge and skills, and perceived as the second most influential factor. Positive attitude, particularly openness of practitioners from medical disciplines, was perceived as influential and highly related to program leadership, though it was not a predictor of differential implementation fidelity. Leadership, training, colleague coaching, and resources were also identified as key program-level factors. The PSP model is a transdisciplinary approach relying heavily on teamwork, collaboration, and administrative support. Effective implementation requires strong leadership, which impacts all factors. The PSP role necessitate multi-faceted learning including interdisciplinary preparation, in-service training, and on-going team collaboration and coaching. Interrelatedness among individual- and program-level factors explains mechanisms underlying challenges specific to programs and supports development of strategies to improve implementation. Findings indicate that individual-level factors should be understood within program context and can be improved by addressing program-level factors. The findings have significant implications for future research. By investigating implementation at multiple levels across multiple contexts using a mixed methods approach, this study contributes to comprehensive understanding of implementation and its determinants and underlying mechanisms. Integrating EBPs and practice-based evidence (PBE) through researcher-practitioner partnership, using mixed methods, offers a promising approach to bridging the research-practice gap in implementation of EBPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01