| Title: |
'Early Intervention Program Accountability: A Multi-Faceted Approach' |
| Track: |
8-Program Evaluation and Quality Assurance
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| Audience: |
Primary Audience:
Part C Agency/Program
Secondary Audience:
Early Intervention Provider
Tertiary Audeince:
State Education Agency
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| Keyword(s): |
accountability, early intervention, program evaluation, assessment, program effectiveness |
| Learning Objectives: |
1. List a variety of tools that can be used to measure progress of children in early intervention programs
2. Measure parents’ perspectives about their early intervention program
3. Survey early intervention providers regarding their needs and perceptions relative to the program they work with
4. Describe a comprehensive model for early intervention program accountability |
Abstract: |
Early intervention program accountability is maximized when a program is evaluated from a variety of meaningful perspectives, both objective and subjective. This presentation will describe a comprehensive, multi-faceted approach to evaluating early intervention programs that takes into account objective data and the perceptions of relevant stakeholders.
Certainly a primary indicator of the quality of an early intervention program is the outcomes achieved by the children. To that end, a variety of instruments will be presented that have been successfully used to measure child skills and progress across a variety of domains.
It is well accepted that the effectiveness of early intervention depends to a great extent on its reception by families. Thus, measuring a family’s perspective is a critical component of any accountability system. Tools will be presented that can be used to gather parent perceptions, needs, and the extent to which these needs/desires are met. In addition, an ongoing method of assessing parent involvement will be shared.
Gathering data from early intervention providers also contributes to program accountability. A survey will be shared that programs can use to obtain information from providers such as in-service training needs, perceptions of support from program supervisory staff, and use of program materials.
Tools for obtaining additional objective data such as program utilization, number of participants per session, and provider continuing education also will be described. In addition to presenting a wide range of program evaluation tools, the logistics (including costs) of gathering the data in a central location for analysis and subsequent reporting will be discussed. |
| Presentation(s): |
Not Available
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| Handouts: |
Not Available
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PRESENTER(S):
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Allison Sedey - University of Colorado-Boulder
Credentials: Ph.D., CCC-SLP, CCC-A
Other Affiliations: Colorado School for the Deaf and the Blind
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Allison Sedey is a speech pathologist, audiologist, and research associate. She works for the University of Colorado-Boulder and the Colorado School for the Deaf and the Blind tracking speech and language outcomes of children who are deaf or hard of hearing between birth and 3 years of age throughout the state of Colorado. She is currently managing a project (NECAP) that involves establishing a national database of language outcomes for children with hearing loss from birth to 4. As part of this project she is assisting interested states in implementing statewide outcomes assessment. |
Dinah Beams - Colorado School for the Deaf and the Blind
Credentials: M.A.
Other Affiliations: Colorado Home Intervention Program
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Dinah Beams is the program coordinator for the Colorado Home Intervention Program (CHIP), a statewide, in-home, family-centered early intervention program for families with children who are deaf or hard of hearing that is part of the Outreach Department of the Colorado School for the Deaf and the Blind (CSDB). Previous experience includes working as an Outreach Specialist at Beginnings for Parents of Children who are Deaf and Hard of Hearing in North Carolina and as both a classroom and itinerant teacher in Colorado. Dinah is the author of the CHIP Parent Manual and the Curriculum for Sign Language Instructors, and co-developer of materials for the Integrated Reading Project, part of CSDB’s Early Literacy Development Initiative for young children who are deaf or hard of hearing. Dinah also serves on the board for Colorado Families for Hands and Voices. |
Jennie Germano - Colorado School for the Deaf and the Blind
Credentials: M.Ed.
Other Affiliations: Colorado Home Intervention Program
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Jennie Germano has been Director of the Colorado Home Intervention Program (CHIP) and Director of the Early Education Programs for three years at the Colorado School for the Deaf and the Blind. Jennie graduated from the Gallaudet University Family Centered Early Education Program with a Masters Degree in Parent-Infant Deaf Education. She has a Bachelors of Science degree from the University of Arizona at Tucson in Special Education and Rehabilitation. |
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AUTHOR(S):
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