ERIC Number: EJ1255889
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0896-3746
EISSN: N/A
Research Informing Practice in Early Childhood Intervention: How Hard Can It Be?
Kemp, Coral
Infants and Young Children, v33 n3 p163-172 Jul-Sep 2020
The adoption of interventions for infants and young children with disabilities/delays or at risk of disability/delay is likely to be influenced by sources other than research evidence. Where the available research evidence does influence the choice of intervention, there may be difficulties translating research that has been implemented in a controlled environment to an intervention that can be successfully applied in natural settings. Such settings include the family home as well as early childhood education and care centers. Incentives for the use of evidence-based interventions in early intervention settings include improved outcomes for infants and young children, service credibility, and program accountability. Barriers to using evidence-based practice (EBP) in natural settings include difficulties with identifying EBP and in reliably implementing evidence-based interventions. Lack of quality professional training and absence of support from competent coaches/mentors can also compromise the adoption and effective implementation of EBP. Collaborative partnerships between researchers and practitioners, where the goals of both parties have equal value, may assist with bridging the research-to-practice gap. Incentives, barriers, and opportunities are explored in this article.
Descriptors: Intervention, Infants, Preschool Children, Disabilities, At Risk Persons, Family Environment, Educational Environment, Child Care Centers, Evidence Based Practice, Accountability, Barriers, Identification, Faculty Development, Researchers, Preschool Teachers, Interpersonal Relationship
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A