Effects of In-Service Training on Early Intervention Practitioners' Use of Family-Systems Intervention Practices in the USA

Autor/inn/en	Dunst, Carl J.; Trivette, Carol M.; Deal, Angela G.
Titel	Effects of In-Service Training on Early Intervention Practitioners' Use of Family-Systems Intervention Practices in the USA
Quelle	In: Professional Development in Education, 37 (2011) 2, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Early Intervention; Disabilities; Inservice Education; Conferences (Gatherings); Workshops; Field Experience Programs; Program Evaluation; Program Effectiveness; Active Learning; Family Programs; Federal Legislation; Infants; Toddlers; Professional Development; Educational Attainment; Employment Level + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Berufsbegleitende Ausbildung; Lernwerkstatt; Schulung; Praxisnahes Lernen; Programme evaluation; Programmevaluation; Aktives Lernen; Family program; Familienprogramm; Bundesrecht; Infant; Toddler; Toddlers; Kleinkind; Infants; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad
Abstract	The effectiveness of three types of in-service training designed to improve early intervention practitioners' abilities to use family-systems intervention practices was evaluated in the study of 473 participants. Participants attended either conference presentations or one of two types of workshops (half day/full day or multi-day), or received one of two types of on-site, field-based training (basic and enhanced). Study participants made self-ratings of the usefulness of the training content and the extent to which the trainings improved their abilities to work with families. The ratings were made either one month or six months after the trainings were completed. Results showed that both types of on-site, field-based training were associated with greater benefits compared with the other types of training, and that the enhanced field-based training was associated with optimal participant benefits. The key features of in-service training associated with positive learner benefits included active practitioner involvement in the learning opportunities (application, reflection, self-assessment, etc.), which occurred on multiple occasions over time. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10