ABSTRACT

High quality, easily accessible professional development is needed to ensure that service providers are well-qualified to facilitate early intervention (EI) that targets caregiver learning during visits with children and families. This research evaluated a multi-component, technology-mediated inservice training course entitled, Using Adult Learning Strategies to Support Caregivers during Early Intervention Visits. This 6-week course included ongoing, embedded support and was provided for nine EI service providers. A mixed methods intervention evaluation was conducted using a within-subjects pre-post-test design to determine the effects of participation on: 1) service providers’ use of four EI adult learning strategies (e.g., reflective conversation, caregiver practice with feedback, collaborative problem-solving, and joint planning); 2) providers’ changes in knowledge about adult learning and how to apply learned strategies; and 3) providers’ perceptions of course effectiveness. Analysis of pre-post videos revealed increases in the use of caregiver practice with feedback and collaborative problem-solving strategies with participation in the course. Participants showed a statistically significant gain in knowledge, with very large effects, especially related to applying adult learning to EI service delivery. All participants rated the overall training as ‘excellent’ and strongly agreed the format was more effective than a single workshop.

摘要

需要高质量，易于访问的专业发展来确保服务提供商具备良好的资格，以促进针对儿童和家庭探视期间照顾者学习的早期干预（EI）。这项研究评估了一个多成分，以技术为媒介的在职培训课程，名为“在早期干预就诊期间使用成人学习策略来支持护理人员”。这个为期6周的课程包括持续的嵌入式支持，并且为9个EI服务提供商提供。使用受试者内部的事前测试后设计进行了混合方法干预评估，以确定参与对以下方面的影响：1）服务提供商使用四种EI成人学习策略（例如，反思性对话，提供反馈的保姆实践，协作解决问题和联合计划）；2）提供者对成人学习以及如何应用所学策略的知识变化；3）提供者对课程有效性的看法。对岗前视频的分析显示，在参与课程的过程中，通过反馈和协作解决问题策略，护理人员实践的使用有所增加。参与者显示出知识上的统计显著增加，影响非常大，特别是与将成人学习应用于EI服务交付有关。所有参与者都将整体培训评为“优秀”，并强烈同意这种培训形式比一次研讨会更为有效。