Graduate Research Papers

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Open Access Graduate Research Paper

Keywords

Early childhood education; Children with disabilities--Services for;

Abstract

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

2016

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

First Advisor

Linda May Fitzgerald

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2016

Object Description

1 PDF file (vi, 45 pages)

Language

EN

File Format

application/pdf

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