Practitioner-informed improvements to early childhood intervention performance checklists and practice guides
Results from four early childhood practitioner field tests of performance checklists and early intervention practice guides are reported. Findings from the first field test were used to make changes and improvements in the checklists and practice guides evaluated in the second and third field tests,...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2017-08-01
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| Series: | REID (Research and Evaluation in Education) |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/reid/article/view/14158 |
| _version_ | 1797282004336640000 |
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| author | Carl J. Dunst Deborah W. Hamby Linda L. Wilson Marilyn Espe-Sherwindt Donna E. Nelson |
| author_facet | Carl J. Dunst Deborah W. Hamby Linda L. Wilson Marilyn Espe-Sherwindt Donna E. Nelson |
| author_sort | Carl J. Dunst |
| collection | DOAJ |
| description | Results from four early childhood practitioner field tests of performance checklists and early intervention practice guides are reported. Findings from the first field test were used to make changes and improvements in the checklists and practice guides evaluated in the second and third field tests, and findings from the latter two field tests were used to improve the checklist and practice guide evaluated in the fourth field test. Results indicated that changes made in response to practitioners’ suggestions and feedback were associated with (1) progressive increases in the practitioners’ social validity judgments of the checklists, practice guides, and checklist-practice guide correspondence, and (2) progressive decreases in the number of practitioner suggestions and feedback for improving the early intervention materials. The field-test research demonstrates the importance of practitioner input, suggestions, and feedback for improving the usefulness of early childhood intervention practices. |
| first_indexed | 2024-03-07T17:05:44Z |
| format | Article |
| id | doaj.art-34edc0984a934b3597b5f73fd25b3d6c |
| institution | Directory Open Access Journal |
| issn | 2460-6995 |
| language | English |
| last_indexed | 2024-03-07T17:05:44Z |
| publishDate | 2017-08-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | REID (Research and Evaluation in Education) |
| spelling | doaj.art-34edc0984a934b3597b5f73fd25b3d6c2024-03-03T02:41:42ZengUniversitas Negeri YogyakartaREID (Research and Evaluation in Education)2460-69952017-08-0131122710.21831/reid.v3i1.141589465Practitioner-informed improvements to early childhood intervention performance checklists and practice guidesCarl J. Dunst0Deborah W. Hamby1Linda L. Wilson2Marilyn Espe-Sherwindt3Donna E. Nelson4Orelena Hawks Puckett Institute 128 South Sterling Street Morganton, NC 28655Orelena Hawks Puckett InstituteThe Enola GroupFamily Child Learning Center, Akron Children’s Hospital and Kent State UniversityExpanding Horizons Early Intervention Program at the Center for Early Childhood, East Tennessee State UniversityResults from four early childhood practitioner field tests of performance checklists and early intervention practice guides are reported. Findings from the first field test were used to make changes and improvements in the checklists and practice guides evaluated in the second and third field tests, and findings from the latter two field tests were used to improve the checklist and practice guide evaluated in the fourth field test. Results indicated that changes made in response to practitioners’ suggestions and feedback were associated with (1) progressive increases in the practitioners’ social validity judgments of the checklists, practice guides, and checklist-practice guide correspondence, and (2) progressive decreases in the number of practitioner suggestions and feedback for improving the early intervention materials. The field-test research demonstrates the importance of practitioner input, suggestions, and feedback for improving the usefulness of early childhood intervention practices.https://journal.uny.ac.id/index.php/reid/article/view/14158early childhood interventionperformance checklistspractice guidessocial validitypractitioner appraisals |
| spellingShingle | Carl J. Dunst Deborah W. Hamby Linda L. Wilson Marilyn Espe-Sherwindt Donna E. Nelson Practitioner-informed improvements to early childhood intervention performance checklists and practice guides REID (Research and Evaluation in Education) early childhood intervention performance checklists practice guides social validity practitioner appraisals |
| title | Practitioner-informed improvements to early childhood intervention performance checklists and practice guides |
| title_full | Practitioner-informed improvements to early childhood intervention performance checklists and practice guides |
| title_fullStr | Practitioner-informed improvements to early childhood intervention performance checklists and practice guides |
| title_full_unstemmed | Practitioner-informed improvements to early childhood intervention performance checklists and practice guides |
| title_short | Practitioner-informed improvements to early childhood intervention performance checklists and practice guides |
| title_sort | practitioner informed improvements to early childhood intervention performance checklists and practice guides |
| topic | early childhood intervention performance checklists practice guides social validity practitioner appraisals |
| url | https://journal.uny.ac.id/index.php/reid/article/view/14158 |
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