A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities

Autor/in	Mattern, Janet A.
Titel	A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities
Quelle	In: Early Childhood Education Journal, 43 (2015) 1, S.57-67 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0633-x
Schlagwörter	Early Intervention; Educational Quality; Young Children; At Risk Students; Mixed Methods Research; Knowledge Level; Best Practices; Preschool Teachers; Teacher Attitudes; Online Surveys; Parent Attitudes; Attitude Measures; Disabilities; Pennsylvania + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Frühe Kindheit; Wissensbasis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Handicap; Behinderung
Abstract	Participation in high quality early intervention programs is critical for eligible young children who experience atypical development for their future academic success. High quality programs promote access to services, incorporate instructional strategies that encourage children's participation, and advocate public policy that supports professional development and collaboration among families, early childhood educators, and early intervention providers. Although program implementation according to evidence-based practice is recognized as the key, little research currently exists documenting the implementation of evidence-based practices in early intervention programs. The primary goal of this mixed-methods study was to determine if families, early childhood educators, and early intervention service providers were knowledgeable about evidence-based practices for early intervention and if these practices were currently being implemented consistently throughout the Commonwealth of Pennsylvania. Families (n = 11), early childhood educators (n = 149), and early intervention providers (n = 66) completed online surveys, and 12 participants participated in semi-structured interviews to report their experiences. Early intervention providers reported a significantly higher perception than early childhood educators that early intervention services were implemented according to evidence-based practice. Early childhood educators were knowledgeable about evidence-based practices in early intervention, but they did not feel they were implemented in their programs. Study findings are discussed in the context of providing early childhood educators with recommendations for improving the quality of early intervention implementation for children with atypical development in their community preschools including access, participation, and policy support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01