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Professional Standards for Service Providers Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D. CENTe-R, UNCG, Greensboro, NC Early Hearing Detection Intervention.

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Presentation on theme: "Professional Standards for Service Providers Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D. CENTe-R, UNCG, Greensboro, NC Early Hearing Detection Intervention."— Presentation transcript:


2 Professional Standards for Service Providers Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D. CENTe-R, UNCG, Greensboro, NC Early Hearing Detection Intervention Conference Atlanta, GA March 2005

3 Copyright CENTe-R 2005 Personnel Qualifications Multiple disciplines provide services to families of infants and toddlers with hearing loss. Personnel may need to document or demonstrate acquisition or ability through one of the following: Professional Competencies Areas of Knowledge Global Standards Specific Indicators Measurable Skills

4 Copyright CENTe-R 2005 Standard Development Research criteria for developing standards in personnel preparation Compile EI competencies from states Investigate standards for organizations Cull criteria for professional licensure Collect requirements for EI degrees Explore early childhood teaching certifications Compare results for similarities of areas Highlight competencies that CAN BE related to early intervention for infants and toddlers with hearing loss and their families

5 Copyright CENTe-R 2005 Potential Professionals Deaf Educators Social Workers Nurses Early Interventionists Early Childhood Teachers Psychologists Family Mentors Physical/Occupational Therapists

6 Copyright CENTe-R 2005 Organizational Standards AG Bell AOTA APTA ASHA CDA CEC CED DEC EAA FCSN NAEYC National Coalition

7 Copyright CENTe-R 2005 States AK, AZ, CT, FL,GA, IL IN, KS, KY, ME, MO NE, NJ, NM, NY, NC OH, TN, TX, VA, WA, WI

8 Copyright CENTe-R 2005 Validated Standards Validation Process: Phase 1 –Identified standards from 27 professional organizations & states (ASHA, CEC, WI, FL) –Synthesized for early intervention and deafness Phase 2 –Experts reviewed selected standards for authenticity and suggested additional skills/knowledge. Phase 3 –Standards were validated by 356 individuals –Range of agreement (84.3--99.3%) among items

9 Copyright CENTe-R 2005 Standards Areas Infant Development Role of EI when a child is newly identified as deaf/hh Relationships with Families Teamwork/Service Provision Communication Assessment Major Legislation Technology Ethics

10 Copyright CENTe-R 2005 CENTe-R Technology Standards A) Knowledge of available technology and factors influencing families choices of technology. B) Knowledge of how communication options for children and families might be supported by technology. C) Knowledge of methods to support families' use and evaluation of specific technology. D) Knowledge of sources for obtaining assistive technology, information, funding and support. E) Knowledge of household, office and community technology to promote involvement of families.

11 Copyright CENTe-R 2005 Technology Standards Team Standards Assessment Standards Communication Standards Legislation Standards Technology Modules

12 Copyright CENTe-R 2005 Standards Addressed in Early Relationships Module

13 Copyright CENTe-R 2005

14 Standards Based Modules Standards Validation Families Finalize Standards Build Modules on Standards IHE Faculty Providers Administrators

15 Copyright CENTe-R 2005 Online Design

16 Copyright CENTe-R 2005 Development Available Early Intervention Available Communication Coming soon Technology Available Now Learning Theorists Early Relationships Initial Considerations Hearing Aids PrenatalService DeliveryPrelinguistic Communication Cochlear Implants PerceptualFamily SupportSpoken LanguageAssistive Technology MilestonesEarly Intervention Teams Communication Development Hearing Assessment EnvironmentsFamily Centered Assessment American Sign Language CulturesDiagnostic Assessment Total Communication Individualized Family Service Plans (IFSPs) Communication Assessment Transdisciplinary Training Modules

17 Copyright CENTe-R 2005 Module Design Strands based on nationally validated standards Material developed and reviewed by national experts Contents highlight literature review of deafness /EI Research linked to current practice Strategies shared in writing and video Learners assessed through –module-specific self-efficacy statements –responses to higher order thinking questions Presented in state of the art web technology

18 Copyright CENTe-R 2005 Local Implementation Standards based modules used for: Training preparation in EI and deafness Individual course components Additional assignments Independent study Curriculum content

19 Copyright CENTe-R 2005 Inclusion of Standards Who will standards help prepare When will standards build on early info Where will standards be most applicable How will standards improve service provision Why will standards expand understanding What standards relate to classes Which events/courses will embed different standards and modules

20 Copyright CENTe-R 2005 Content Audit After reading modules instructors should determine: How much module content is needed? –Modules in totality online –Parts of one or more modules Which content should be emphasized? –Theory and current practice –Written perspectives –Video clips

21 Copyright CENTe-R 2005 Content Audit continued Where will information be presented within lesson planning? –In class meetings –Individual homework assignments What learning activities are most relevant to that class? –Investigative questions –Discussion forums When will online work strengthen the syllabus? –Introducing new material –Supplementing texts

22 Copyright CENTe-R 2005 Curriculum Design Using one module instructors can choose to: –Assign all or some sections for Mandatory, supplemental or extra credit reading –Include only certain investigative questions students online discussion or in-class dialogue –Post class-specific guidelines announcements or discussion question sections –Review video clips reactions or analysis of strategies depicted –Request reports from the links followed –Require written responses and/or self assessments –Use pre/post self reports to measure growth

23 Copyright CENTe-R 2005 Curriculum Design contd For multiple modules instructors can choose to: –Assign all or portions of modules –Synthesize different topics from multiple modules Review EI services in varying contexts –Designate different modules for different groups –Use one scenario discussion question for students to integrate content from multiple modules –Compare/contrast strategies in different video clips –Utilize discussion forum for sharing self discovery –Require evaluation of information from multiple links –Apply Webliographies to broader research tasks

24 Copyright CENTe-R 2005 Flexible Use Use Culture and Service Delivery together Apply portions of Family Centered Assessment and Milestones Assign Family Support and Hearing Assessment but use discussion questions only from Hearing Assessment Require individual readings but view or discuss videos as a small group Generate own discussion questions based on combination of modules and other readings Suggest scenarios as basis to interview family or professional for their advice

25 Copyright CENTe-R 2005 Example of Courses Policies and Procedures in EI Theory and Practice in EI Preschool Disabilities: Assessment and Evaluation Internship in Early Childhood Theory and Research in Early Childhood Advanced Early Childhood Education Theory and Practice Infant Development Families of Individuals with Special Needs Leadership and Mentoring Roles in Educating Young Children

26 Copyright CENTe-R 2005 SES 601 SES 602 SES 603 SES 604 HDF 602 HDF 609 HDF 632 HDF 660 HDF 683 Learning Theorists X Prenatal Development X Perceptual Development X Developmental Milestones X Social Physical Environments X Culture X Diagnostic Assessment X Family Centered Assessment X Early Relationships X Early Intervention Teams X Family Support X Service Delivery X

27 Copyright CENTe-R 2005 Faculty Feedback I have used CENTe-R modules in several courses. I'd recommend the modules to other faculty because all of the material is at your finger tips. They are interactive, engaging, exciting, while at the same time filled with current up-to-date knowledge. I have found that the student retention of information is better when utilizing these modules rather than with conventional pedagogical methods. The modules are very worthwhile for graduate student learning. Mary Murray, Ph.D. Assistant Professor, Early Childhood Education University of Findlay, Ohio

28 Copyright CENTe-R 2005 Learner Feedback I enjoyed the video clips and the fact that the opinions were not watered down. I thought the questions were well thought out and feel the scenarios were quite realistic. I like the extension to websites to expand learning. The best part about these modules is that they summarize an enormous amount of info into pretty concise reading. Very refreshing for concepts not thought about in depth on an everyday basis.

29 Copyright CENTe-R 2005 Video Viewing Watch for –Professional role –Parental role –Baby behavior –Possible next steps

30 Copyright CENTe-R 2005 Video Discussion What roles did the professional play? Which strategies could be generalized to other home visits or situations? How can video demonstration promote standards for different fields? What would you suggest happen next for that family?

31 Copyright CENTe-R 2005 Initial Considerations Module References Calderon, R. & Greenberg, M (1997). The effectiveness of early intervention for deaf children and children with hearing loss. In M. Guralnick, (Ed.) The effectiveness of early intervention. Baltimore. (455476). Baltimore: Paul H. Brookes. Ellis, N. (2002). Reflections on frequency effects in language processing. Studies n Second Language Acquisition. 24 (2) 297-339.Studies n Second Language Acquisition Hart, B.Hart, B. (2000). A natural history of early language experience. Topics in Early Childhood Special Education. 20(1):28-32. Topics in Early Childhood Special Education Goldin-Meadow, S. McNeill, & Singleton, J. (1996). Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review. 103: 34-55. Hatfield, N. & Rushmer, N. (2001). Summary of best practices in the field of early intervention: Families of infants/toddlers with hearing loss. Document prepared for Hawaii Department of Health/Early Intervention Section. Kurtzer-White, E. & Luterman, D. (Eds.) (2001). Early Childhood Deafness. Timonium, MD: York Press. Lynas, W. (1999). Communication options. In J. Stokes. (Ed.) Hearing Impaired Infants: Support in the First Eighteen Months. ( 98-128). London: Whurr Pulishers. Mayne, A. M., Yoshinaga-Itano, C., & Sedey, A. L. (1999). Receptive vocabulary development of infants and toddlers who are deaf and hard of hearing. The Volta Review, 100, 29-52..

32 Copyright CENTe-R 2005 References continued Newport, E.l. (1991). Contrasting concepts of the critical period for language. In S. Carey and R. Gelman (Eds.) The Epigenesis of Mind: Essays on Biology and Cognition (pp. (111-130). Hillsdale, NJ: Erlbaum Associates. Neville, H. J. & Mills, D.L. (1997). Epigensis of language. Mental Retardation and Developmental Disabilities Research Reviews. 3, 1-11. Sass-Lehrer, M. (2002). Early beginnings for families with deaf and hard of hearing children. Retrieved February 16, 2003, from http://clerccenter2. Stredler-Brown, A. (1998). Early intervention for infants and toddlers who are deaf and hard of hearing: New perspectives. Journal of Educational Audiology. 6, 45-106. Watkins, S., Pittman, P., &Walden, B. (1998). The deaf mentor experimental project for young children who are deaf and their families. American Annals of the Deaf, 143(1), 29-34. Yoshinaga-Itano, C., (1999a). Universal newborn hearing screening, assessment, and intervention. The Hearing Journal, 52, 11-21. Yoshinaga-Itano, C. (1999b). Development of audition and speech: Implication for early intervention with infants who are deaf or hard of hearing. The Volta Review, 100(5), 213-234. Yoshinaga-Itano, C., & Sedey, A. L. (1999). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing. The Volta Review, 100(5), 181-211

33 Copyright CENTe-R 2005 Initial Considerations Module Webliography Hands and Voices: Zero to Three: FAQ.html FAQ.html My Babies Hearing: Beginnings: PBS: ture/index.html ture/index.html

34 Copyright CENTe-R 2005 Small Group Discussion Discuss standards relevant for your professional group Identify other possible resources applicable to multiple groups

35 Copyright CENTe-R 2005 Contact Us! 336-256-0524 CENTe-R The University of North Carolina at Greensboro 316 Curry PO Box 26170 Greensboro, NC 27402

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