EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
The Role of Mentoring and Supervision in Family-Centered Early Intervention (FCEI) Programs: Preparing for Fidelity of Intervention
The purpose of this study was to determine if and how supervision and/or mentoring practices are utilized by FCEI programs. Information was collected using a survey distributed to FCEI program administrators nationwide who work with families and children birth-age three who are deaf or hard of hearing.
Quantitative Data Analysis: Items on the questionnaire represented two main categories: (1) participant demographic information and (2) participants’ perceptions and knowledge regarding FCEI practices. Descriptive statistics, means, standard deviations, and percentages were calculated using a statistical software program.
Qualitative Data Analysis: Data was analyzed to determine systematic categories through coding. Coding was conducted independently by three researchers and compared for consistency through all phases of the data analysis process. Categories drawn from meaning units across all participants were retained. Categories that did not appear as meaning units of all participants or across several questions were discarded for lack of support. Finally, categories were clustered together into themes based on similarity of content.
Learning is more robust when learners have opportunities to apply information. While learners retain only 20% of the information presented in a didactic lecture format, individuals provided with abundant opportunities to apply new knowledge and skills retain 95% of the information. Based on this premise, it is possible that interventionists who receive supervision and/or mentoring/coaching will adopt and use different behaviors and/or varying frequencies of these behaviors. Programs can allocate resources for professional development so that interventionists can obtain the core knowledge and skills to serve D/HH children from birth through age three and their families. An evaluation of the outcomes of existing professional development activities is essential, as the quality of the professional training is ultimately reflected in the impact on the child and family outcomes (JCIH, 2013).
- Participants will be able to compare and contrast supervision, mentoring and coaching.
- Participants will be able to identify barriers and opportunities for implementing mentoring and coaching for FCEI providers.
- Participants will be able to explain the benefits of providing mentoring to EI specialists.
Poster:
23278_13553SandyBowen.pdf
Presenter: Arlene Stredler-Brown
Arlene Stredler-Brown, PhD, CCC-SLP is the Director of the Colorado Early Hearing Detection and Intervention (EHDI) Program. In addition, she provides consultation and technical assistance to programs working with children who are deaf or hard of hearing in the United States and internationally. Her recent research focuses on telehealth; the use of coaching strategies in the delivery of family-centered early intervention; and promoting system change. Common themes guiding her work are: inclusiveness, collaboration, 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.
Brittany Dorn is currently pursuing her Ph.D. in special education at the University of Northern Colorado. Brittany’s research interest is the facilitation of effective communication and consultation practices between outside service providers and classroom teachers in order to improve outcomes for students with disabilities. Before moving to Colorado, Brittany worked in Northampton, Massachusetts for four years as an itinerant teacher of students who are deaf or hard of hearing. Brittany received her Master’s degree in deaf education from Smith College in Northampton, Massachusetts, and her Bachelor’s degree from the University of Connecticut. Before teaching students who are deaf or hard of hearing, Brittany taught second grade for two years in Hartford, Connecticut.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Sandy Bowen, Ph.D., is a Professor in the area of the education of students who are deaf or hard of hearing. Dr. Bowen has worked with infants, children and youth who are deaf/hard of hearing in Utah, Texas, Arizona and Colorado for 30 years. Dr. Bowen received a Ph.D. in Language, Literacy and Culture from the University of Arizona. She has a Masters degree in Deaf Education and a Bachelor degree in Elementary Education. Dr. Bowen’s research interests include: early intervention, teacher preparation, literacy development, early intervention, co-enrolled classrooms, deafblind, Hispanic deaf/hard of hearing students and families, and multicultural issues in deafness. In addition to her university assignments, Dr. Bowen is an early interventionist in the Colorado Early Intervention Program. She works with infants and toddlers who are deaf or hard of hearing and their families. She currently works with families from Mexico, Central American and Somalia.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.