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Promoting the quality of individualized education plan (IEP) and Individualized family service plans (IFSP) goals and objectives
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Advisor(s)
Abstract(s)
Uma intervenção eficaz em intervenção precoce e crucial para que todas as criancas
consigam alcançar o seu potencial desenvolvimental e funcional. A ciência do desenvolvimento
evoluiu de um modelo centrado na criança para um modelo centrado na família, que suporta o
desenvolvimento total de competências e funcionalidades. O mesmo não parece ter acontecido
com as praticas ja que as crenças e valores dos profissionais não parecem ser concordantes com
as praticas recomendadas. O objectivo deste trabalho e contribuir para a compreensão e
disseminação de estratégias que permitam diminuir o hiato existente entre a teoria e a pratica,
através de uma formação em Intervenção Precoce Baseada nas Rotinas (IPBR; McWilliam, 2010).
Com base no primeiro estudo, que avaliou a qualidade dos objectivos dos programas
educativos individuais (PEI) em Portugal e produziu conhecimento inovador e consistente com
estudos anteriores e posteriores que demonstravam que tanto os PEI como os planos individuais
de intervenção precoce (PIIP) incluíam objectivos de baixa qualidade, desenvolvemos uma
formação assente na IPBR. Esta foi projectada especificamente para melhorar a qualidade dos
objectivos dos PEI e dos PIIP e diminuir o seu numero excessivo. O segundo estudo fundamenta
e descreve, em detalhe, a formação projectada, permitindo futuras replicações, e apresenta os
resultados na melhoria dos objectivos de 80 profissionais. A entrevista baseada nas rotinas (EBR;
McWilliam, 2005) e uma parte fundamental da IPBR e, como tal, teve um foco especial ao longo
da formação. A ferramenta mais importante no ensino da EBR foi a lista de verificação da EBR
(Rasmussen & McWilliam, 2010), cujas propriedades psicométricas foram investigadas no
terceiro estudo. Por fim e no ultimo estudo, centramo-nos novamente na eficácia da formação e
investigamos (a) a validade social, (b) os outcomes a médio prazo da eficácia da formação com
inclusão de uma condição de controlo e (c) as variáveis associadas ou explicativas das mudanças
na qualidade dos objectivos.
Os nossos resultados contribuíram para o campo da intervenção precoce, e
especificamente da IPBR (e.g., Hwang, Chao, & Liu, 2013; McWilliam, et al., 2009). Isto porque
corroboraram e adicionaram evidencias sobre a eficácia da formação nas praticas recomendadas e
baseadas na evidencia (e.g., Campbell & Halbert, 2002; Jung & Baird 2003). Também
encontramos suporte para (1) a eficácia da nossa formação na promoção de objectivos de
qualidade nos PEI e nos PIIP, (2) o papel central da EBR neste processo, e (3) a fiabilidade da
lista de verificação da EBR como um instrumento de implementação.
A realização deste estudo permitiu dar esta formação, que se revelou eficaz, a mais de 200
profissionais, trabalhando com cerca de 40% das Equipas Locais de Intervenção (ELI) da área de
Lisboa e Vale do Tejo, onde vive, aproximadamente, 35% da população de Portugal continental.
ABSTRACT: Effective intervention is crucial to achieve every child’s developmental and functional full potential in Early Childhood Intervention (ECI). Early childhood development science has evolved from a child-centered and remedial model to one that is family-centered and supportive of capacities and functionality. Practices in the field have not changed at the same rate as the research, revealing a gap between professionals’ beliefs and values and recommended practices. The intent of this work was to contribute to the understanding and dissemination of strategies that bridge the gap between research and practice through in-service training in Routines-Based Early Intervention (RBEI, McWilliam, 2010). The first study assessed the quality of Portuguese-IEP goals and objectives and produced knowledge that was new but consistent with previous and subsequent studies showing that both IEPs and IFSPs included low-quality goals and objectives. We then developed an in-service training program based on RBEI, specifically designed to improve the quality of IEP/IFSP goals and objectives while decreasing their excessive number. The second study substantiated and described in detail the above mentioned training, allowing for future replication, and presented findings about the improvement of the goals and objectives from 80 professionals. The Routines- Based Interview (RBI; McWilliam, 2005) is a centerpiece of the RBEI and, therefore, was the main focus throughout the training program. The most important tool to teach trainees on the RBI was the RBI Implementation Checklist (Rasmussen & McWilliam, 2010), the psychometric properties of which were investigated in the third study. Finally, in the last study, we turned once more to training effectiveness and investigated (a) the social validity, (b) the medium-term outcomes of the training with inclusion of a control condition, (c) and variables associated with or explaining changes in the quality of goals and objectives. Our results contribute to the ECI field to the extent that they corroborate and add new evidence on the effectiveness of in-service training in recommended and evidence-based practices in ECI (e.g., Campbell & Halbert, 2002; Jung & Baird 2003), and specifically in RBEI (e.g., Hwang, Chao, & Liu, 2013; McWilliam, et al., 2009). Our findings provide support for (1) the effectiveness of our training in promoting the quality of EIPs/IFSPs goals and objectives, (2) the central role of the RBI in the process, and (3) the reliability of the RBI Implementation Checklist as a good implementation fidelity instrument. In conducting this study, we provided this training, which was shown to be effective, to over 200 professionals working in the field, training about 40% of the LITs of the Lisbon and Tagus Valley Region, were about 35% of the Portuguese continental population lives.
ABSTRACT: Effective intervention is crucial to achieve every child’s developmental and functional full potential in Early Childhood Intervention (ECI). Early childhood development science has evolved from a child-centered and remedial model to one that is family-centered and supportive of capacities and functionality. Practices in the field have not changed at the same rate as the research, revealing a gap between professionals’ beliefs and values and recommended practices. The intent of this work was to contribute to the understanding and dissemination of strategies that bridge the gap between research and practice through in-service training in Routines-Based Early Intervention (RBEI, McWilliam, 2010). The first study assessed the quality of Portuguese-IEP goals and objectives and produced knowledge that was new but consistent with previous and subsequent studies showing that both IEPs and IFSPs included low-quality goals and objectives. We then developed an in-service training program based on RBEI, specifically designed to improve the quality of IEP/IFSP goals and objectives while decreasing their excessive number. The second study substantiated and described in detail the above mentioned training, allowing for future replication, and presented findings about the improvement of the goals and objectives from 80 professionals. The Routines- Based Interview (RBI; McWilliam, 2005) is a centerpiece of the RBEI and, therefore, was the main focus throughout the training program. The most important tool to teach trainees on the RBI was the RBI Implementation Checklist (Rasmussen & McWilliam, 2010), the psychometric properties of which were investigated in the third study. Finally, in the last study, we turned once more to training effectiveness and investigated (a) the social validity, (b) the medium-term outcomes of the training with inclusion of a control condition, (c) and variables associated with or explaining changes in the quality of goals and objectives. Our results contribute to the ECI field to the extent that they corroborate and add new evidence on the effectiveness of in-service training in recommended and evidence-based practices in ECI (e.g., Campbell & Halbert, 2002; Jung & Baird 2003), and specifically in RBEI (e.g., Hwang, Chao, & Liu, 2013; McWilliam, et al., 2009). Our findings provide support for (1) the effectiveness of our training in promoting the quality of EIPs/IFSPs goals and objectives, (2) the central role of the RBI in the process, and (3) the reliability of the RBI Implementation Checklist as a good implementation fidelity instrument. In conducting this study, we provided this training, which was shown to be effective, to over 200 professionals working in the field, training about 40% of the LITs of the Lisbon and Tagus Valley Region, were about 35% of the Portuguese continental population lives.
Description
Tese submetida como requisito parcial para obtenção do grau de Doutoramento em Psicologia - Área de especialidade Psicologia do Desenvolvimento
Keywords
Intervenção precoce Objetivos Desenvolvimento profissional Early intervention Goals Objectives Professional development
Citation
Publisher
ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida