18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/06/2012 | 1:45 PM - 2:45 PM | Competency-based Professional Development: Strategies for the Early Interventionist | Illinois Central | 3
Competency-based Professional Development: Strategies for the Early Interventionist
There is growing interest in identifying “fully qualified” early intervention providers. This presentation will build on a 4-year effort that has culminated in the identification of the knowledge and skills of a “fully qualified” early intervention provider using family-centered practices (Moeller, Stredler-Brown & Sass-Lehrer, 2009). This session will focus on the use of the core competencies as a basis for providing practical training experiences for early interventionists. After briefly reviewing the established list of core competencies, the presenters will demonstrate practical strategies for professional development using video clips of actual intervention sessions and family/child studies. Procedures for professional development will be taken from the literature and include: peer assist (Dixon, 2000), after action review (Fullan, 2001), peer advising (Elmore & Burney, 1999) and coaching (Trivette & Dunst, 2009). The presenters, haling from different professional disciplines, will demonstrate the value of having an inter-disciplinary review of the family/child studies. The presenters will pose guiding questions to encourage participants to actively reflect and discuss the competencies and these selected professional development strategies.
- 1. At the end of the session, participants will be able to identify the nine competency areas listing the core knowledge and skills needed by professionals providing family-centered intervention. 2. At the end of the session, participants (especially administrators) will be able to identify and use specific procedures for professional development. 3. At the end of the session, participants will be able to incorporate inter-disciplinary practices into their professional development activities.
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Presenters/Authors
Arlene Stredler-Brown
(POC,Primary Presenter,Author), Colorado EHDI, astredlerbrown@coehdi.org;
Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with children who are deaf or hard of hearing in the United States and internationally. She has graduate degrees in Speech/Language Pathology, Education of the Deaf/Hard of Hearing, and a doctoral degree in Special Education. Her recent research focuses on telehealth and the use of coaching strategies in the delivery of family-centered early intervention. Having worked many years in program administration and policy development, Dr. Stredler-Brown brings this skill set to her role as Director of the Colorado Early Hearing Detection and Intervention (EHDI) Program. Common themes guiding her work are: inclusiveness, collaboration, evidence-based practice and a commitment to infants and toddlers who are deaf or hard of hearing and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Marilyn Sass-Lehrer
(Co-Presenter,Author), Gallaudet University, marilyn.sass-lehrer@gallaudet.edu;
Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is an adjunct professor in Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and Their Families Interdisciplinary Program. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), and has several other publications related to early intervention. Dr. Sass-Lehrer is actively involved in professional development and learning for early intervention providers.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Mary Pat Moeller
(Co-Presenter,Author), Director, Center for Childhood Deafness, Language & Learning at Boys Town National Research Hospital , marypat.moeller@boystown.org;
Mary Pat Moeller, Ph.D. is the former Director of the Center for Childhood Deafness, Language & Learning and the Language Development Laboratory at Boys Town National Research Hospital in Omaha, Nebraska. Her research explores factors influencing the outcomes of children who are deaf or hard of hearing. She was co-principal investigator with J. Bruce Tomblin of an NIH-funded, prospective, multi-site, longitudinal study of spoken language development in children who are hard of hearing. Dr. Moeller conducted NIH-funded health communication research related to Newborn Hearing Screening and early intervention. She and her colleagues at Boys Town National Research Hospital developed parallel websites (www.babyhearing.org and www.audiciondelbebe.org) as part of their efforts to disseminate information on early identification. Dr. Moeller has published and lectured internationally on topics related to developmental outcomes and early intervention practices for children who are deaf or hard of hearing.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Karen Clark
(Co-Presenter,Author), UT Dallas Callier Center for Communication Disorders, kclark@utdallas.edu;
ASHA DISCLOSURE:
Financial -
Nonfinancial -