ERIC Number: ED460555
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Development and Evaluation of a Program To Teach Naturalistic Early Intervention Strategies in Inclusive Environments. Final Report.
This final report describes the development and evaluation of a project that was funded by the U.S. Department of Education to develop, evaluate, revise, and disseminate a video-assisted, competency-referenced curriculum to teach naturalistic intervention strategies in inclusive, early intervention settings. The project, called Strategies for Preschool Intervention in Everyday Settings (SPIES), was designed for inservice and preservice education of team members representing a variety of disciplines. The proposed curriculum is formatted into the following six modules: (1) Creating Teaching Opportunities; (2) Providing Help; (3) Incidental Teaching; (4) Tracking Progress; (5) Prior to Preschool; and (6) Planning across the Day. The modules include both videotape and print materials, and are available in both English and Spanish. A condensed CD-ROM version allows instructors to customize the information to their personnel development activities. Over 100 users from several states including interdisciplinary agency personnel, families, university faculty, and students participated in a formative and summative evaluation. Project personnel revised the curriculum after each field test. Evaluation methods and accomplishments of the project are described in the report. The summary of results indicates that preservice and inservice educators are able to use SPIES to teach others and that participants learn about naturalistic intervention strategies from the experience. An outreach project was submitted to the U.S. Department of Education requesting funds to disseminate the SPIES curriculum and to provide support to those who use it. Summary tables of participants' ratings in evaluations are included. (SG)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Utah State Univ., Logan. Center for Persons with Disabilities.