National Individualizing Preschool Inclusion Project Partners’ Meeting

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Presentation transcript:

National Individualizing Preschool Inclusion Project Partners’ Meeting Robin McWilliam, Principal Investigator Peggy Freund, Project Coordinator Amy Casey, Research Analyst

Welcome - Good to see everyone Review National Network Future Plans Grant Publications Preliminary Data Barriers and Solutions What else?

Three primary objectives: Project Goal: To promote quality inclusive practices in early childhood setting Three primary objectives: To help establish 10 state networks To develop a national network To provide training and technical assistance in a model of individualizing inclusion Provide training and technical assistance in a model of individualizing inclusion Training includes an initial multiday training in each state and a variety of resources including project manuals, videos, and training modules One of the most innovative aspects of this project has been the efforts to establish national and state training and support networks Once these networks were established they would extend the reach of the Individualizing Inclusion Model, create local options for training as well as a local support system for programs.

Where We Are: The NIPIP National Network Established Networks North Carolina – October 2003 Kentucky – November 2003 Ohio – November 2003 Wyoming – March 2004 New York – May 2004 Tennessee – August 2004 Virginia – November 2004 Idaho – January 2005 Vermont – March 2005

Where We Are: The NIPIP National Network Developing Networks Arizona – August 2005 Minnesota – November 2005 Hawaii – October 2005 New Jersey – Winter 2005

Partner Satisfaction My involvement in NIPIP has… 3 – met my expectations – 40% 4 – exceeded my expectations – 50% 5 – far exceeded my expectations – 10% n = 14 I would describe the responsiveness of the staff as… 2 – average – 11% 3 – above average – 44% 4 – exemplary – 45% n = 13

Partner Satisfaction The materials have been… 2 – been useful – 11% 3 – been very useful – 89% n = 13 I have found the data collection requirements of the project … 2 – manageable – 50% 3 – worthwhile – 50% n = 14

Partner Satisfaction Implementing the routines-based interview has been … 2 – difficult – 20% 3 – easy – 70% 4 – very easy – 10% n = 13 Implementing integrated services has been … 2 – difficult – 11% 3 – easy – 67% 4 – very easy – 22% n = 13

Partner Satisfaction Implementing embedded intervention has been . . . 2 – difficult – 20% 3 – easy – 70% 4 – very easy – 10% n = 14 My overall satisfaction with NIPIP is 4 – high – 60% 5 – very high – 40% n = 14

Partner Satisfaction Comments: Because of the “partner” component …, our preschool seems to have more credibility… We have had very open discussion with local Part C and Part B representatives for the first time in 6 years. The data collection process includes genuinely useful tools that not only gather information but also provide a great basis for offering feedback to teachers and providing an intelligent, useful framework for thinking about … child development and behavior…

Where We Are Going Future Plans Grant Publication Evaluate and Refine Model Develop Complete Toolbox Test efficacy Publication Describe Model Profile Barriers with solutions

Implementation of Individualizing Inclusion Model (IndIA) Mean Typical Scores (N = 6) Pre-Training Mean (Std. Dev.) Post-Training Mean (Std. Dev.) Effect Size (d value) Entire Model 4.95 (.88) 5.75 (.67) 1.03 Functional Intervention Planning 4.55 (.97) 5.49 (.65) 1.16 Integrated Services 4.78 (1.0) 5.27 (.96) .50 Embedded Intervention 5.31 (.63) 6.02 (.69) 1.08

Implementation of Integrated Specialized Services (SDF) Group Results – All Therapists (9 sites; 1,936 sessions) Pre-Training (% of sessions in which model was used) Post-Training Individual Pull-Out 21 13 Small Group Pull-Out 4 2 1:1 in Classroom 5 Group Activity 10 Individualized Within Routines 51 72 Consultation 6 1

Implementation of Integrated Specialized Services (SDF) Group Results – SLPs (982 sessions) Pre-Training (% of sessions in which model was used) Post-Training Individual Pull-Out 19 14 Small Group Pull-Out 5 3 1:1 in Classroom 6 1 Group Activity 16 9 Individualized Within Routines 53 71 Consultation 18

Implementation of Integrated Specialized Services (SDF) Group Results – OTs (514 sessions) Pre-Training (% of sessions in which model was used) Post-Training Individual Pull-Out 19 9 Small Group Pull-Out 5 1:1 in Classroom 3 2 Group Activity 7 Individualized Within Routines 61 80 Consultation

Implementation of Integrated Specialized Services (SDF) Group Results – PTs (345 sessions) Pre-Training (% of sessions in which model was used) Post-Training Individual Pull-Out 41 9 Small Group Pull-Out 1 1:1 in Classroom 6 4 Group Activity 19 Individualized Within Routines 30 62 Consultation 3

Implementation of Embedded Intervention (EIEIO) Mean Percentage of Routines (N = 2 sites, 8 observations) Time 1 Mean (std. dev.) Time 2 Effect Size (d value) Could .66 (.14) .70 (.17) .26 Was .66 (.24) .76 (.11) .57 Appropriate .92 (.14) .99 (.01) .93

Exciting News From NIPIP Networks FPG developed a video/DVD with examples of embedded intervention, narrated by teachers At FPG, specialists and each teaching team meet every other week during naptime to review strategies for embedded intervention

Exciting News From NIPIP Networks ID higher education and technical assistance partners have provided work sessions for the demo site and Early Head Start on functional goal writing WY demo site has trained 4 regional programs and presented at the National Association of State Directors of Special Education (NASDSE) Policy Forum on Preschool Inclusion in Washington, DC

Comments From NIPIP Teachers “After an RBI in which parental concerns and priorities were identified, the parents went home and started working on the goals immediately. Before the actual IEP meeting was held we had to adjust and add onto the goals, because the child had already mastered goals before we could begin any ‘professional’ interventions.”

Comments From NIPIP Teachers “The parent walked into the IEP meeting, sat down, and said she had a couple more goals she wanted to add to the list. She went home after the RBI with staff and ‘interviewed’ her family. They determined that as a family they also wanted to work on these additional goals with the boy.”

Feedback About Partner Experiences Needed for Poster session at DEC Manuscript to be submitted to journal Grant Performance Reports Share information by Emailing us about current status Participating in today’s activity

Feedback About Implementation of the NIPIP Model Divide your flipchart into 2 columns In the first column, list barriers that you ran into when implementing the Individualizing Inclusion Model In the second column, list the creative solutions that your state or school district used to overcome the barriers Pick 2 barriers and their solutions to share with the entire group