Evidence-Based Practice in Early Childhood Intervention (Erken Çocuklukta Kanıt-Temelli Uygulamalar)*

Düzenleyen: Rune J. SIMEONSSON University of North Carolina at Chapell Hill *Ardıl çeviri yapılacaktır.

Çalıştay Ücreti: 250 TL
Sertifika: Katılım belgesi verilecektir.
Kontenjan: 40 kişi

Early childhood intervention (ECI), along with mental health other clinical and therapeutic programs for children and families, are responding to the increasing demand to engage in evidence-based practice (Odom, 2009; Hoagwood et al, 2001). Although there are varying definitions of evidence-based practice, a central premise is documentation that services or supports provided to clients are based on effectiveness demonstrated with group research. An evidence-based approach in ECI is essential from an ethical standpoint (accountability to children and families) as well as a scientific standpoint (impact of treatment). However, adopting evidence-based practice presents a number of unique challenges for ECI in that the client is one child or a child-parent unit, with the focus being clinical intervention rather than evaluation. Further, in keeping with individualized interventions, outcomes of interest are typically unique and idiosyncratic to the child and family, thereby limiting comparative evaluations.  This presentation addresses these challenges through a systematic examination of six questions relating to the implementation of evidence-based practice in ECI. That examination will use the “Intervention Cycles” (Simeonsson et al.,1996), a conceptual model of ICI practice, as a framework for reviewing practice and research findings informing an evidence-based approach. Within this framework, the five elements of referral, assessment, intervention planning, service implementation and follow-up will serve  as the basis for review of each of the following questions and identification of steps to improve evidence-based practices:   1. What are the assumptions for, and nature of the intervention? 2. Are child and family characteristics as well as program components specified? 3. Are expected outcomes of the intervention defined in terms of nature, relevance and timing? 4. Is there integrity of program implementation (activities, frequency, intensity/duration)?  5. Are observed outcomes and other effects documented? 6. What level of confidence can be assigned to intervention impact/effectiveness?