Professional Standards for Service Providers Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D. CENTe-R,...

Professional Standards for Service Providers

Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D.

CENTe-R, UNCG, Greensboro, NC

Early Hearing Detection Intervention ConferenceAtlanta, GA March 2005

Copyright CENTe-R 2005

Personnel QualificationsMultiple disciplines provide services to families of infants

and toddlers with hearing loss. Personnel may need to document or demonstrate acquisition or ability through one of the following:

• Professional Competencies • Areas of Knowledge• Global Standards• Specific Indicators• Measurable Skills


Standard Development• Research criteria for developing standards in

personnel preparation• Compile EI competencies from states• Investigate standards for organizations• Cull criteria for professional licensure• Collect requirements for EI degrees• Explore early childhood teaching certifications• Compare results for similarities of areas• Highlight competencies that CAN BE related to

early intervention for infants and toddlers with hearing loss and their families


Potential Professionals

• Deaf Educators• Social Workers• Nurses• Early Interventionists• Early Childhood Teachers• Psychologists• Family Mentors• Physical/Occupational Therapists


Organizational Standards

• AG Bell• AOTA• APTA• ASHA• CDA• CEC

• CED• DEC• EAA• FCSN• NAEYC• National Coalition


StatesAK, AZ, CT, FL ,GA, IL

IN, KS, KY, ME, MO

NE, NJ, NM, NY, NC

OH, TN, TX, VA, WA, WI


Validated StandardsValidation Process:• Phase 1

– Identified standards from 27 professional organizations & states (ASHA, CEC, WI, FL)

– Synthesized for early intervention and deafness

• Phase 2– Experts reviewed selected standards for

authenticity and suggested additional skills/knowledge.

• Phase 3– Standards were validated by 356 individuals – Range of agreement (84.3--99.3%) among items


Standards Areas

• Infant Development• Role of EI when a child is newly identified as deaf/hh • Relationships with Families

• Teamwork/Service Provision • Communication• Assessment

• Major Legislation• Technology• Ethics


CENTe-R Technology Standards• A) Knowledge of available technology and factors

influencing families’ choices of technology.

• B) Knowledge of how communication options for children and families might be supported by technology.

• C) Knowledge of methods to support families' use and evaluation of specific technology.

• D) Knowledge of sources for obtaining assistive technology, information, funding and support.

• E) Knowledge of household, office and community technology to promote involvement of families.


Technology Standards

Team Standards

Assessment Standards

Communication Standards

Legislation Standards

Technology Modules


Standards Addressed in Early Relationships Module

Families

Infants

Communication

Teams

AsmtEthics


Standards Based Modules

Standards

Validation

Families

Finalize Standards

Build Modules on Standards

IHE Faculty

ProvidersAdministrators


Online Design


DevelopmentAvailable

Early InterventionAvailable

CommunicationComing soon

Technology

Available Now

Learning Theorists

Early Relationships

Initial Considerations

Hearing Aids

Prenatal Service Delivery Prelinguistic Communication

Cochlear Implants

Perceptual Family Support Spoken Language Assistive Technology

Milestones Early Intervention Teams

Communication Development

Hearing Assessment

Environments Family Centered Assessment

American Sign Language

Cultures Diagnostic Assessment

Total Communication

Individualized Family Service Plans (IFSPs)

Communication Assessment

Transdisciplinary Training ModulesTransdisciplinary Training Modules


Module Design• Strands based on nationally validated standards• Material developed and reviewed by national experts• Contents highlight literature review of deafness /EI• Research linked to current practice• Strategies shared in writing and video

• Learners assessed through– module-specific self-efficacy statements– responses to higher order thinking questions

• Presented in state of the art web technology


Local Implementation

Standards based modules used for:

• Training preparation in EI and deafness

• Individual course components

• Additional assignments

• Independent study

• Curriculum content


Inclusion of Standards• Who will standards help prepare• When will standards build on early info• Where will standards be most applicable• How will standards improve service provision• Why will standards expand understanding• What standards relate to classes• Which events/courses will embed different

standards and modules


Content AuditAfter reading modules instructors should

determine:

• How much module content is needed?– Modules in totality online – Parts of one or more modules

• Which content should be emphasized?– Theory and current practice– Written perspectives– Video clips


Content Audit continued

• Where will information be presented within lesson planning?– In class meetings– Individual homework assignments

• What learning activities are most relevant to that class?– Investigative questions– Discussion forums

• When will online work strengthen the syllabus?– Introducing new material– Supplementing texts


Curriculum Design• Using one module instructors can choose to:

– Assign all or some sections for • Mandatory, supplemental or extra credit reading

– Include only certain investigative questions • students’ online discussion or in-class dialogue

– Post class-specific guidelines• announcements or discussion question sections

– Review video clips• reactions or analysis of strategies depicted

– Request reports from the links followed – Require written responses and/or self assessments– Use pre/post self reports to measure growth


Curriculum Design cont’d• For multiple modules instructors can choose to:

– Assign all or portions of modules– Synthesize different topics from multiple modules

• Review EI services in varying contexts

– Designate different modules for different groups – Use one scenario discussion question for students

to integrate content from multiple modules

– Compare/contrast strategies in different video clips– Utilize discussion forum for sharing self discovery

– Require evaluation of information from multiple links– Apply Webliographies to broader research tasks


Flexible Use• Use “Culture” and “Service Delivery” together

• Apply portions of “Family Centered Assessment” and “Milestones”

• Assign “Family Support” and “Hearing Assessment” but use discussion questions only from “Hearing Assessment”

• Require individual readings but view or discuss videos as a small group

• Generate own discussion questions based on combination of modules and other readings

• Suggest scenarios as basis to interview family or professional for their advice


Example of Courses

• Policies and Procedures in EI• Theory and Practice in EI• Preschool Disabilities: Assessment and Evaluation• Internship in Early Childhood• Theory and Research in Early Childhood• Advanced Early Childhood Education Theory

and Practice• Infant Development• Families of Individuals with Special Needs• Leadership and Mentoring Roles in Educating

Young Children


SES 601

SES 602

SES 603

SES 604

HDF 602

HDF 609

HDF 632

HDF 660

HDF 683

Learning Theorists X

Prenatal Development X

Perceptual Development X

Developmental Milestones X

Social Physical Environments X

Culture X

Diagnostic Assessment X

Family Centered Assessment X

Early Relationships X

Early Intervention Teams X

Family Support X

Service Delivery X


Faculty Feedback

“I have used CENTe-R modules in several courses. I'd recommend the modules to other faculty because all of the material is at your finger tips. They are interactive, engaging, exciting, while at the same time filled with current up-to-date knowledge. I have found that the student retention of information is better when utilizing these modules rather than with conventional pedagogical methods. The modules are very worthwhile for graduate student learning.”

Mary Murray, Ph.D.Assistant Professor, Early Childhood EducationUniversity of Findlay, Ohio


Learner Feedback• I enjoyed the video clips and the fact that the opinions

were not “watered down.

• I thought the questions were well thought out and feel the scenarios were quite realistic.

• I like the extension to websites to expand learning.

• The best part about these modules is that they summarize an enormous amount of info into pretty concise reading.

• Very refreshing for concepts not thought about in depth on an everyday basis.


Video Viewing

• Watch for – Professional role– Parental role– Baby behavior– Possible next steps


Video Discussion

• What roles did the professional play?

• Which strategies could be generalized to other home visits or situations?

• How can video demonstration promote standards for different fields?

• What would you suggest happen next for that family?


Initial Considerations Module ReferencesCalderon, R. & Greenberg, M (1997). The effectiveness of early

intervention for deaf children and children with hearing loss. In M. Guralnick, (Ed.) The effectiveness of early intervention. Baltimore. (455476). Baltimore: Paul H. Brookes.

Ellis, N. (2002). Reflections on frequency effects in language processing. Studies n Second Language Acquisition . 24 (2) 297-339.

Hart, B. (2000). A natural history of early language experience. Topics in Early Childhood Special Education. 20(1):28-32.

Goldin-Meadow, S. McNeill, & Singleton, J. (1996). Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review. 103: 34-55.

Hatfield, N. & Rushmer, N. (2001). Summary of best practices in the field of early intervention: Families of infants/toddlers with hearing loss. Document prepared for Hawaii Department of Health/Early Intervention Section.

Kurtzer-White, E. & Luterman, D. (Eds.) (2001). Early Childhood Deafness. Timonium, MD: York Press.

Lynas, W. (1999). Communication options. In J. Stokes. (Ed.) Hearing Impaired Infants: Support in the First Eighteen Months. ( 98-128). London: Whurr Pulishers.

Mayne, A. M., Yoshinaga-Itano, C., & Sedey, A. L. (1999). Receptive vocabulary development of infants and toddlers who are deaf and hard of hearing. The Volta Review, 100, 29-52.

.

http://web5.silverplatter.com/webspirs/doLS.ws?ss=Studies-in-Second-Language-Acquisition+in+SO


References continuedNewport, E.l. (1991). Contrasting concepts of the critical period for

language. In S. Carey and R. Gelman (Eds.) The Epigenesis of Mind: Essays on Biology and Cognition (pp. (111-130). Hillsdale, NJ: Erlbaum Associates.

Neville, H. J. & Mills, D.L. (1997). Epigensis of language. Mental Retardation and Developmental Disabilities Research Reviews. 3, 1-11.

Sass-Lehrer, M. (2002). Early beginnings for families with deaf and hard of hearing children. Retrieved February 16, 2003, from http://clerccenter2. gallaudet.edu/KidsWorldDeafNet

Stredler-Brown, A. (1998). Early intervention for infants and toddlers who are deaf and hard of hearing: New perspectives. Journal of Educational Audiology. 6, 45-106.

Watkins, S., Pittman, P., &Walden, B. (1998). The deaf mentor experimental project for young children who are deaf and their families. American Annals of the Deaf, 143(1), 29-34.

Yoshinaga-Itano, C., (1999a). Universal newborn hearing screening, assessment, and intervention. The Hearing Journal, 52, 11-21.

Yoshinaga-Itano, C. (1999b). Development of audition and speech: Implication for early intervention with infants who are deaf or hard of hearing. The Volta Review, 100(5), 213-234.

Yoshinaga-Itano, C., & Sedey, A. L. (1999). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing. The Volta Review, 100(5), 181-211


Initial Considerations Module Webliography• Hands and Voices: http://handsandvoices.org

• Zero to Three: http://www.zerotothree.org/brainwonders/FAQ.html

• My Babies’ Hearing: http://www.babyhearing.org/

• Beginnings: http://www.beginningssvcs.com

• PBS: http://www.pbs.org/wnet/soundandfury/culture/index.html

http://www.pbs.org/wnet/soundandfury/culture/index.html




Small Group Discussion• Discuss standards relevant for your

professional group

• Identify other possible resources applicable to multiple groups


Contact Us!

• http://center.uncg.edu• 336-256-0524• [email protected]

CENTe-RThe University of North Carolina at Greensboro

316 Curry PO Box 26170

Greensboro, NC 27402

Professional Standards for Service Providers Judith Niemeyer, Ph.D. Mary V. Compton, Ed.D. CENTe-R,...

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