2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| The Role of Mentoring and Supervision in Family-Centered Early Intervention (FCEI) Programs: Preparing for Fidelity of Intervention
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.
Presentation:
23278_13553SandyBowen.pdf
https://youtu.be/xtdH4F2CAF0
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Arlene Stredler-Brown
(Co-Presenter), 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 exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Brittany Dorn
(Co-Presenter), University of Northern Colorado , brittany.l.dorn@gmail.com;
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 -
AAA DISCLOSURE:
Financial -
Nonfinancial -
Sandy Bowen
(POC,Primary Presenter), University of Northern Colorado , sandy.bowen@unco.edu;
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 34 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, D/dHH students and families who are culturally, linguistically, and economically diverse, and deafblindness. 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 from diverse cultures.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.