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Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Personnel Preparation p5.05 Experiences of the Swedish Doctoral Program towards Early Interventions 2018-2025: Implementation, Achievements, Lessons for the Future Presenting Author: Eva Siljehag (Sweden) Affiliation: Stockholm University Co-Authors: Mara Westling Allodi, Sven Bölte, Mats Granlund The research school towards early interventions is a multidisciplinary and multisite program that received funding from the Swedish Research Council with the aim to develop courses and supervise students working on early intervention projects in early childhood education. It was the first time that the discipline of Special Education received a grant of this type in Sweden; early intervention in early childhood education was underdeveloped and the grant was a great opportunity to make the field grow. Ten PhD students have been enrolled in the program and several others have been involved. The aim of the poster is to describe the implementation of the PhD program, the curriculum developed, to report quantitative and qualitative analyses of achievements in terms of these published articles, and some preliminary evaluations of the impact of the school both in research and professional training. Based on these experiences recommendations for future efforts are provided. Twenty percent of children ages 0-6 have mental health or behavioral health needs (Cree et al., 2018). In addition, suspension and expulsion in early childhood intervention settings continues to be a concern with disproportionate impacts on children of color who experience greater expulsion rates. Despite these concerns, EI/ECSE teachers continue to cite inadequate preservice training focused on social emotional (SE), mental health, and behavior related needs. The importance of teacher competence in supporting the development of social emotional skills through cross-disciplinary collaboration is outlined clearly in DEC Recommended Practices (i.e., INT 1-5, TC1, TC2). Therefore, preservice training must include addressing early social emotional skills, including infant/EC mental health, as well as the cross-disciplinary collaboration necessary for optimally meeting these needs. Therefore, this session discusses an innovative cross- disciplinary approach to preservice training between EI/ECSE teachers and social workers focused on better addressing EC mental health, SE development, and diverse child/family needs. p5.07 Infusing Field Experiences With Curriculum in Blended Early Childhood/Early Childhood Special Education Educator Preparation Programs Presenting Author: Megan Purcell (USA) Affiliation: Purdue University Co-Authors: Shawna Harbin, Elizabeth Schlesinger-Devlin p5.06 Infant & Early Childhood Mental Health: Advancing Practices in Personnel Preparation Presenting Author: Sondra M. Stegenga (USA) Affiliation: University of Utah Co-Authors: Susan Johnston, Meridith Karppinen, Alysse Loomis Individuals preparing to be educators often have mixed emotions regarding their confidence and abilities in offering learning environments for children with and without disabilities and developmental delays. This presentation will demonstrate how a blended early childhood education/early childhood special education educator preparation program uses field experiences infused with coursework to support teacher candidate professional skills and confidence in offering learning environments that support all young children. p5.08 Interprofessional Competency Outcomes of Early Childhood and Social Work Preparation Program Presenting Author: Renee Hepperlen (USA) Affiliation: University of St. Thomas Co-Authors: Bonnie Ingelin, Lynn Stansberry Brusnahan U.S. policy and professional organizations recommend teamwork and collaboration among service providers as an effective way to support the development of children demonstrating delays. Bricker and colleagues (2022) suggested that EI/ECSE preparation programs use interprofessional competencies developed through health education. This poster describes a pre-professional training intervention supporting ECSE and social work graduate students in developing their interprofessional practice with healthcare competencies guiding this work. Monthly training with ECSE and social work trainees focuses on the four competencies of values and ethics of interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork. This poster presents three cohorts of pre- and post-outcomes on interprofessional competencies using an adapted self- assessment tool designed for healthcare use (Dow et al., 2014). The growing complexity of children’s needs requires collaboration among professionals to provide equitable, inclusive, and just services to families. Knowledge and skills linked with communication and teamwork are foundational interprofessional components.
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