117 Session 4
Papers Topic - Professional Development Advancing Comprehensive Early Childhood Intervention P4.10 Personnel Preparation for Australian Early Childhood Intervention Roles: Does It Meet Best Practice Standards? Presenting Author: Sarah Carlon (Australia) Affiliation: Institute of Special Educators and Macquarie University, Australia Co-Authors: Susana Gavidia-Payne, Coral Kemp, Jessica Zanuttini
Standards of early childhood intervention (ECI) practice in Australia have changed substantially in the last decade following changes to government policy and funding. Recent research suggests that providers rely on skills gained through professional training. The aim of the present study, therefore, was to assess the extent to which the current preparation of professionals most commonly employed in ECI roles in Australia meets Australian best practice guidelines. University courses in speech pathology, occupational therapy, and early childhood education were identified online. Undergraduate and postgraduate courses accredited by professional organizations, and with sufficient publicly available information, were included for content review. Of the 33 courses reviewed, only one claimed that the course prepared graduates for roles in ECI services. Data are presented relating to the ECI best practice content included in all 33 courses. Implications for policy, research and practice will be discussed.
P4.11 Professional Competencies in Local Early Childhood Intervention Teams in Portugal
Presenting Author: Maria Izabel Alves Felix da Silva (Brazil) Affiliation: Federal University of Carlos - UFSCar, Brazil Co-Authors: Patrícia Della Barba, Ana Maria Serrano
This study, conducted during the Advanced Scientific Internship at the University of Minho from May to July 2024, aimed to identify and describe the competencies of professionals in local early intervention teams in Portugal. The data collected consisted of online questionnaires completed by 24 professionals, which were organized in Excel, imported from Google Forms, and analyzed using ATLAS.ti software. After validation, 19 responses were included, excluding four invalid responses and one incomplete questionnaire. The analysis, employing a descriptive and qualitative approach, categorized the responses into four key areas: coordination and collaboration, family-centered practice, evidence-based practices, professionalism and ethics. The findings revealed a good alignment with international guidelines. However, challenges related to diverse training backgrounds and the need for ongoing professional development were identified. These results emphasize the importance of collaboration in family-centered practices and underscore the necessity of continuous training to meet the evolving demands of early childhood intervention.
P4.12 Training in Early Childhood Intervention in Brazil: A Paradigm Shift Has Begun Presenting Author: Ana Claudia Moron Betti (Brazil) Affiliation: Federal University of São Carlos, Brazil Co-Authors: Maria Izabel Alves, Felix da Silva, Patricia Carla de Souza Della Barba
We identified the need for a paradigm shift in Early Childhood Intervention (ECI) in Brazil. We describe the implementation of the first specialization course focusing on family-centered practices and natural contexts in ECI in Brazil. The course began in 2021 and is currently in its 4th class, having trained 120 specialists to date. It is offered in a distance learning mode by the Federal University of São Carlos and has master's and doctoral-level teachers and tutors from the UFSCar and other universities. The main aim of the course is to provide knowledge about family-centered practices (FCP) in ECI and natural learning contexts, enabling early childhood professionals to use evidence-based strategies. The course is organized into 13 subjects and the final product consists of writing a case study, totaling 400 hours over 18 months. The results show professionals who are more reflexive in their practice, with the possibility of bringing changes to their services.
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