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ERIC Number: ED450543
Record Type: RIE
Publication Date: 2000-Dec
Pages: 228
Abstractor: N/A
Project TRIAD--Relationships as the Foundation of Early Intervention Efficacy: A Curriculum To Assist Trainers of Early Intervention Personnel. Final Report.
Illinois Univ., Urbana. Dept. of Special Education.
This final report discusses the activities and outcomes of a project that developed, field-tested, and disseminated eight 3-hour training modules to be used by preservice and inservice faculty in preparing early interventionists to work with young children with disabilities. The modules were designed to teach a special model of early intervention, the Parents Interacting with Infants (PIWI) model, a relationship-based model emphasizing parent-child and parent-interventionist relationships. These training materials focus on teaching implementation of the PIWI model in two different early intervention settings: parent-infant groups and individual visits. Each of the 8 modules incorporates adult learning principles of active engagement with the material and reflections on practice in order to facilitate implementation in applied settings. Each module also includes trainer and trainee materials, audiovisual materials, and evaluative materials that can be used by trainers to evaluate student attainment of learning outcomes. Approximately 600 individuals benefited directly from the extensive field testing activities of the project, including 100 preservice students and 500 working early interventionists and early intervention trainers. The report discusses the goals of the project, theoretical framework, problems encountered, impact, and future activities. Appendices include an outline of the modules and training materials. (CR)
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Dept. of Special Education.
Grant or Contract Numbers: N/A