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ABSTRACT INFORMATION
Title: 'Competency-based Professional Development: Strategies for the Early Interventionist' Track: 3-Early Intervention and Beyond Keyword(s): competencies; professional development; inter-disciplinary practices Learning Objectives: 1. At the end of the session, participants will be able to identify the nine competency areas listing the core knowledge and skills needed by professionals providing family-centered intervention. 2. At the end of the session, participants (especially administrators) will be able to identify and use specific procedures for professional development. 3. At the end of the session, participants will be able to incorporate inter-disciplinary practices into their professional development activities. Abstract: There is growing interest in identifying “fully qualified” early intervention providers. This presentation will build on a 4-year effort that has culminated in the identification of the knowledge and skills of a “fully qualified” early intervention provider using family-centered practices (Moeller, Stredler-Brown & Sass-Lehrer, 2009). This session will focus on the use of the core competencies as a basis for providing practical training experiences for early interventionists. After briefly reviewing the established list of core competencies, the presenters will demonstrate practical strategies for professional development using video clips of actual intervention sessions and family/child studies. Procedures for professional development will be taken from the literature and include: peer assist (Dixon, 2000), after action review (Fullan, 2001), peer advising (Elmore & Burney, 1999) and coaching (Trivette & Dunst, 2009). The presenters, haling from different professional disciplines, will demonstrate the value of having an inter-disciplinary review of the family/child studies. The presenters will pose guiding questions to encourage participants to actively reflect and discuss the competencies and these selected professional development strategies. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
SPEAKER INFORMATION
PRESENTER(S): Arlene Stredler-Brown - University of Colorado      Credentials: Ph.D.; CCC-SLP      Other Affiliations: University of British Columbia; Salus University       Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with infants, toddlers, and young 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. Current research focuses on telepractice; she is the co-investigator for a Phase II Clinical Trial funded by the National Institutes of Health to study services delivered to young children who are deaf via telepractice. Since retiring from her position as Director of the Colorado Home Intervention Program (CHIP), Dr. Stredler-Brown continues to work with initiatives promoting evidence-based early intervention practices, the measurement of effective intervention and education options, and the use of individualized assessments and treatments. She publishes regularly on these topics. Dr. Stredler-Brown works as an adjunct professor at the University of British Columbia. Marilyn Sass-Lehrer - Gallaudet University      Credentials: Ph.D.       Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement. Mary Pat Moeller - Director, Center for Childhood Deafness Lied Learning and Technology Center at Boys Town National Research Hospital      Credentials: Ph.D.       Karen Clark - UT Dallas Callier Center for Communication Disorders      Credentials: M.A., CCC-A      Other Affiliations: NCHAM       Karen Clark is the Director of the Education Division at the Callier Center for Communication Disorders at the University of Texas at Dallas. Responsibilities include supervision of the deaf education early intervention and preschool programs for the Dallas Independent School District. Karen consults with the National Center for Hearing Assessment and Management (NCHAM) in the area of early intervention. She has an M. A. Degree and the American Speech-Language-Hearing Association Certificate of Clinical Competence in Audiology and holds Texas State Certification in Education of the Deaf and Early Childhood Education.   AUTHOR(S): Arlene Stredler-Brown - University of Colorado      Credentials: Ph.D.; CCC-SLP      Other Affiliations: University of British Columbia; Salus University       BIO: Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with infants, toddlers, and young 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. Current research focuses on telepractice; she is the co-investigator for a Phase II Clinical Trial funded by the National Institutes of Health to study services delivered to young children who are deaf via telepractice. Since retiring from her position as Director of the Colorado Home Intervention Program (CHIP), Dr. Stredler-Brown continues to work with initiatives promoting evidence-based early intervention practices, the measurement of effective intervention and education options, and the use of individualized assessments and treatments. She publishes regularly on these topics. Dr. Stredler-Brown works as an adjunct professor at the University of British Columbia. Marilyn Sass-Lehrer - Gallaudet University      Credentials: Ph.D.       BIO: Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement. Mary Pat Moeller - Director, Center for Childhood Deafness Lied Learning and Technology Center at Boys Town National Research Hospital      Credentials: Ph.D.       BIO: Karen Clark - UT Dallas Callier Center for Communication Disorders      Credentials: M.A., CCC-A      Other Affiliations: NCHAM       BIO: Karen Clark is the Director of the Education Division at the Callier Center for Communication Disorders at the University of Texas at Dallas. Responsibilities include supervision of the deaf education early intervention and preschool programs for the Dallas Independent School District. Karen consults with the National Center for Hearing Assessment and Management (NCHAM) in the area of early intervention. She has an M. A. Degree and the American Speech-Language-Hearing Association Certificate of Clinical Competence in Audiology and holds Texas State Certification in Education of the Deaf and Early Childhood Education.