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1. Pathways Trail Mix: A Collection of Ideas and Training Activities in Early Intervention Service Coordination.

Author

Wisconsin Univ., Madison. Waisman Center., Rosin, Peggy, Hecht, Liz, and Green, Meredith

Abstract

This guide suggests ideas and activities to support training in early intervention service coordination for infants, toddlers, and young children with disabilities. The guide is intended to include parents as well as professionals and to be used in both service and preservice training. It is a project of the Pathways Project (Wisconsin) which stresses three core principles: family-provider partnership, (2) participant-centered instruction, and (3) collaboration. Following an overview, a chart provides a guide to the manual's 55 activities in a matrix which compares activities on program phase, family support, resource development, partnership building, team facilitation, self-care, and leadership/change. Activities include warm-ups and energizers, stories, eco-maps, panels and presentations, and others. Each activity is structured to include the purpose of the activity, approximate time needed, the trainer's needs in order to complete the activity, instructions to help guide the activity, talking points or questions to guide the activity, and necessary handouts. A section on tips for trainers precedes the individual activity descriptions. An appendix suggests strategies for supervisors and administrators for ongoing supervision, training, and support of service coordinators. (Contains approximately 135 references.) (DB)

Published
1999

2. Pathways: Service Coordination Inservice Project. Final Report.

Author

Wisconsin Univ., Madison. Waisman Center. and Rosin, Peggy

Abstract

This final report describes the implementation and outcomes of a project designed to assist Wisconsin in meeting its need for qualified and appropriately trained personnel to carry out their new roles as service coordinators in the provision of early intervention services. The project's activities included: (1) development of a set of training materials and instructional strategies in service coordination that are appropriate across disciplines and in a variety of training formats; (2) field testing of materials in a series of courses at state university campuses, workshops, and on-site programs; (3) development of a training guide and videotape to enhance training activities; and (4) adaptation of course content and activities for use in a correspondence course and distance learning. The inservice model, curriculum, and supplementary training materials reflect the core principles of parent-professional partnerships, participant-centered learning, and collaboration. Parent-professional partnerships were fostered through the employment of parents as staff and consultants, the development of parent-professional teams in training and field experiences, and the inclusion of parents and professionals in all activities. The participant-centered philosophy was promoted through the use of multiple methods of dissemination of the core training content, via a semester-long course, distance technology, two-day institutes, and a correspondence course. Collaboration was achieved by working with a broad-based group of stakeholders from across Wisconsin. Appendices include pre-test and post-test scores of trainees, university course evaluations and syllabi, and a product brochure. (Contains 22 references.) (Author/CR)

Published
1997

3. Pathways: A Training & Resource Guide for Enhancing Skills in Early Intervention Service Coordination [Training Guide and Videotape].

Author

Wisconsin Univ., Madison. Waisman Center., Rosin, Peggy, Rosin, Peggy, and Wisconsin Univ., Madison. Waisman Center.

Abstract

Service coordination in early intervention for infants and toddlers with disabilities is the focus of this training guide and accompanying videotape. Section 1 describes service coordination as defined by Part H of the Individuals with Disabilities Education Act, the various models or approaches to service coordination, the history of early intervention service coordination, and positive and negative aspects of service coordination. Section 2 details the individualized family service plan (IFSP) process and the four phases of service coordination. The philosophy underlying the IFSP process is discussed and strategies for working with families and the early intervention team are provided. Procedural safeguards in the IFSP are also reviewed. Section 3 provides strategies for enhancing communication with families who have children with special needs. This part also addresses teamwork, interagency communication, strategies for working with conflict, and leadership styles and skills. A problem-solving technique and "real life" scenarios are presented in section 4. Each section in the guide includes group activities and individual activities based on the information provided and lists of additional resources. The videotape depicts four scenarios that illustrate some of the challenges faced in the provision of early intervention service coordination; a video guide summarizes the scenarios and offers questions for group discussion. (Each section contains references.) (CR)

Published
1996

4. A Prekindergarten Curriculum Supplement for Enhancing Mainstream American English Knowledge in Nonmainstream American English Speakers

Author

Edwards, Jan R. and Rosin, Peggy

Abstract

Purpose: The purpose of this study was to evaluate the efficacy of a curriculum supplement designed to enhance awareness of Mainstream American English (MAE) in African American English- (AAE-) speaking prekindergarten children. Method: Children in 2 Head Start classrooms participated in the study. The experimental classroom received the Talking and Learning for Kindergarten program (Edwards, Rosin, Gross, & Chen, 2013), which used contrastive analysis to highlight morphological, phonological, and pragmatic differences between MAE and AAE. The control classroom received the Kindness Curriculum (Flook, Goldberg, Pinger, & Davidson, 2014), which was designed to promote mindfulness and emotional self-regulation. The amount of instruction was the same across the 2 programs. Both classrooms participated in pre- and posttest assessments. Results: Children in the experimental classroom, but not the control classroom, showed significant improvement in 3 norm-referenced measures of phonological awareness and in an experimental measure that evaluated comprehension of words that are ambiguous in AAE, but unambiguous in MAE, because of morphological and phonological differences between the 2 dialects. Conclusion: Although more research needs to be done on the efficacy of the Talking and Learning for Kindergarten program, these results suggest that it is possible to enhance AAE-speaking children's awareness of MAE prior to kindergarten entry.

Published
2016
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5. A Remediation Sequence to Improve Speech Intelligibility for Students with Down Syndrome.

Author

Swift, Edie and Rosin, Peggy

Abstract

Three case examples illustrate a developmental framework of intervention techniques to remediate speech intelligibility for students with Down syndrome. The techniques address deficits in the processing of sequential information and focus on reduced hearing acuity and limited oral-motor control. (Author/JDD)

Published
1990

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