Student outcomes were investigated in a preservice training course where the Case Method of Instruction (CMI) was the predominant instructional strategy. Sixty-seven graduate students taking an interdisciplinary families course completed preand post-test measures to evaluate their attitudes about family-centered early intervention and their ability to apply family-centered principles to realistic case situations. Students also completed a final examination composed of knowledge and application questions, and rated the course and instructor. Statistically significant and noteworthy changes in attitudes and application skills occurred. Final examination indicated students not only possessed important knowledge related to working with families, but they also could apply the problem-solving process used in CMI to a novel case. Course and instructor evaluations revealed high levels of satisfaction with the design and delivery of course content. Findings of this study support the premise that CMI is an effective instructional strategy and can be used successfully in early intervention training contexts.
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