Open Access Graduate Research Paper
Early childhood education; Children with disabilities--Services for;
The purpose of this study was to detemiine whether the use of the Distance Mentoring Model-Family Guided Routines Based Intervention strategies, adult learning strategies and self-study research would assist me in assimilating the Key Indicators into my early intervention provider practices. The Key Indicators are Setting the Stage, Observation and Opportunity to practice, Problem Solving and Planning and Reflection and Review (SS-OO-PP-RR). To determine the extent to which my teaching practices reflect the current practices in early intervention I engaged in Iowa Distance Mentoring Training through the state of Iowa while collecting and analyzing data through qualitative self-study, a constant comparative method, and descriptive quantitative research.
Over the course of twelve home visits I increased my use of early intervention provider practices as seen by performance points on the Key Indicators, an item analysis of the Key Indicators, and an analysis of the four main sections of the Key Indicators. I identified some situations that need further improvement. The use of self-study proved to be effective in providing me with insight to make changes which increased my use of intervention strategies.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Linda May Fitzgerald
1 PDF file (vi, 45 pages)
©2016 Cindy Lefeber
Lefeber, Cindy, "Changing early intervention provider practices to a coaching model through self-study and distance mentoring model : family-guided routines-based interventions and the key indicators" (2016). Graduate Research Papers. 675.