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Posters Advancing Comprehensive Early Childhood Intervention ECI INFRASTRUCTURE Topic - Professional Development
Session 5
p5.18 Early Intervention Competencies: Stakeholders Making a Difference
Presenting Author: Carol Johnson (USA) Affiliation: University of North Dakota Co-Author: Kristen Votava
This presentation reviews the process, purpose, and use of newly designed Early Intervention Competencies designed by stakeholders to support the reflection and practice of Early Intervention professionals in their growth as leaders in North Dakota. The competencies are organized into five strands (family-centered practices, professionalism, evidence-based practice, collaboration and consultation, and administration and supervision) and describe the knowledge and skills professionals need to work effectively with infants, toddlers, and their families. The competencies are helpful to families who are engaging in the Early Intervention field. Students, community members, and early childhood professionals working outside of the Early Intervention field also benefit from a better understanding of early intervention practice. p5.19 Incidence, Coverage and Resource Challenge in Local Early Intervention Teams: Insights from Gondomar, Maia, ‘ and Porto Oriental Presenting Author: Diana Lisboa (Portugal) Affiliation: Early Intervention Local Teams - Oporto Cerebral Palsy Association Co-Authors: Joaquim Alvarelhao, Pedro Capela, Sofia Charrua This study analyzes data related to the Local Intervention Teams (ELI) of Gondomar, Maia, and Eastern Porto (PO) between 2019 and 2023. It considered the numbers of live births per year, referrals, supported children, and professionals. For the total of all years, the incidence of referrals was 9.5%, 9.4%, and 13.3% for Gondomar, Maia, and PO, respectively, with an increase over the years, particularly in Gondomar (1.4%/year) and PO (1.2%/year). The average percentage of children receiving support relative to the total live births has remained above the reference (3.7%) for Gondomar (4.3% ±0.7%) and Maia (4.0%±0.6%), but below for PO (3.1% ±0.6%). Considering the 2023 values for full-time equivalent professionals, the numbers were below the recommended levels for Maia (-5.7), Porto (-4.1), and Gondomar (-0.2). The results highlight the urgent need to strengthen the ELIs to ensure equity and quality in intervention services. Qualifications for coaches and key features of effective coaching models have been identified in the literature. However, research is needed on the relationship between features of coaching and educators’ use of evidence-based practices and how coaches’ approaches may vary across educators. Based on current coaching literature, the authors developed the Coaching Quality Framework (CQF) and the Coaching Quality Checklist (CQC), which includes 26 coaching behaviors related to the CQF. Correlations between CQC-rated coaching sessions and teacher outcome data were analyzed. The results provide emerging support for the predictive validity of the CQC with changes in teacher implementation of effective practices. The findings suggest the quality of change-oriented coaching skills may differentiate when coaching leads to teacher practice change. Variance in coaching quality across coach-educator dyads is mostly attributable to the coach. We will present the components of the CQF and CQC and findings from this initial study. p5.21 Practice-Based Coaching: An Evidence Based Approach for Effective Practice Change Presenting Author: Elizabeth Vorhaus (USA) Affiliation: Vanderbilt University Co-Authors: Lise Fox, Adrienne Golden This poster will provide an overview of the research supporting Practice-Based Coaching (PBC) (Snyder et al., 2022) and key components of the PBC coaching cycle. PBC occurs in the context of a collaborative partnership between the teacher and coach and follows a cyclical process with three components: (1) strengths and needs assessment, goal setting, and action planning; (2) focused observation; and (3) reflection and feedback. Research shows PBC is effective for supporting teachers’ use of social emotional instruction (Hemmeter et al., 2016, 2021), embedded instruction practices (Snyder et al., 2018), literacy practices (Diamond & Powell, 2011), and tier 2 behavior interventions (Sutherland, 2018) When implemented with fidelity, PBC is also associated with changes in child outcomes (Hemmeter et al., 2021; Snyder et al., 2018). p5.20 Measuring Coaching Quality and the Relationship With Teacher Outcomes Presenting Author: Ragan McLeod (USA) Affiliation: University of Alabama Co-Authors: Jill Grifenhagen, Jessica Hardy, Katerina Marcoulides
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