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ERIC Number: EJ1061665
Record Type: Journal
Publication Date: 2015-Jun
Pages: 16
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1096-2506
Reflecting on the Early Interventionist's ROLE Using a Logic Model Approach
Kashinath, Shubha; Coston, Jade; Woods, Juliann
Young Exceptional Children, v18 n2 p3-18 Jun 2015
On any given day, early intervention (EI) providers must manage the individual needs of children with a range of disabilities in a variety of contexts and with varying caregiver/family priorities. Recommended and evidence-based practices as defined by Part C policy (Individuals With Disabilities Education Improvement Act, 2004) and the Division for Early Childhood of the Council for Exceptional Children (DEC; Sandall, Hemmeter, Smith, & McLean, 2005) emphasize the importance of EI providers adopting a family-centered approach that prioritizes working with parents and caregivers. However, research suggests that despite policy and programmatic expectations, a substantial gap exists between recommended and actual practices (Hebbeler, Spiker, Morrison, & Mallik, 2008; Sawyer & Campbell, 2012). The purpose of this article is to present an organizing framework using a logic model to guide EI providers in their implementation of recommended practices consistently across the different contexts in which they serve children and families. The use of a logic model is proposed for EI providers to guide their reflections on implementation of recommended practices and to promote continuous improvement in their use. Similar to a flowchart, a logic model is a systematic and visual representation of the relationships between available resources/inputs, activities/strategies, and outcomes, as well as outputs and potential impacts (W. K. Kellogg Foundation, 2004) frequently used in program evaluation.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C