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Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.

Implicitly-held unconscious associations and attitudes may not align with the beliefs we hold outwardly or explicitly but can affect our professional perceptions, decisions, and actions. In a phenomenological study identifying strategies used to support families in vulnerable circumstances, we conducted nine focus groups to examine how early interventionists (EIs) described families and children, the language they used, and how they used it. Thematic qualitative analysis revealed three themes about families: perceptions of parenting, perceptions of capability, and perceptions of priorities. How EIs characterized families and their interactions with families were both reflective of and counter to family-centeredness and, at times, indicative of implicit bias. This study addresses a critical gap in the field, given the lack of empirical research available about implicit bias in early childhood intervention professionals. Implications for personnel preparation and practice change are discussed to begin the necessary work of moving the field toward more culturally sustaining practices.

This study examines family-centered strategies used by Maine's Part C early intervention providers to support families residing in rural communities who may be experiencing vulnerabilities. Through focus groups, early intervention providers shared strategies and barriers when supporting families. Rurality-focused segments impacting early intervention services were identified in the following themes: (a) teaming and collaboration, (b) professional learning, (c) Part C implementation, and (d) resources and services. State funding and policies that focus on rurality may be an important contributing factor to strengthening structural inequities and increasing recruitment and retention of providers in rural areas. [ABSTRACT FROM AUTHOR]

A statewide needs assessment was conducted with early interventionists to gather information on perceived professional development (PD) needs. Across 3 years, 4,455 early interventionists responded to an online survey. Data were analyzed for reported needs on PD topics in seven broad areas related to early intervention processes and content. Differences were found on the basis of participants' geographical location, years of experience working in early intervention, and professional discipline. Results revealed that respondents in one geographical location of the state, and respondents with fewer years of early intervention experience, reported statistically significant higher PD needs for six of the seven topical areas. Implications for future needs assessments, PD, and research are discussed.

As the field of early childhood mental health continues to expand and evolve, the evidence base is growing, and early childhood mental health consultation is viewed as a promising practice. However, there continues to be a need for further research, with particular attention given to the utility and effectiveness of this approach with infants and toddlers and their families. The purpose of this article is to provide information about the evolving field of young children's mental health. A question and answer format is used to clarify some basic concepts and to describe a consultation approach for providing assistance to meet the mental health needs of young children in early care and education settings. In particular, the vignette of a toddler illustrates how this particular consultation process may be utilized to address the social-emotional needs of infants and toddlers in a childcare setting.

Date Presented 03/21/24 Emotions around the neonatal intensive care unit (NICU) experience and transition home were explored. Fear was expressed equally for NICU and home, and happiness was discussed twice as often for home experiences. Professionals need to consider parent emotions during this period. Primary Author and Speaker: Audrey Kane Contributing Authors: Christine M. Spence, Corri Stuyvenberg, Rachel Gaston, Jennifer Burnsed, Karen D. Hendricks-Muñoz, Richard D. Stevenson, Stacey Dusing [ABSTRACT FROM AUTHOR]