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Abstract

The Rural Early Intervention Training Project (REITP) provided master's level training to personnel working in rural sites in Oregon. Two-day classes covering foundations in early intervention, assessment and curricula, and family issues were conducted at the rural site once a month. Supervisors observed students twice monthly in their practicum placement. During the summer, students attended the University of Oregon 8-week summer session in order to complete required on-campus course work and specialized practicum. Evaluation results revealed high student satisfaction with course work, practicum, and supervision. On the Self-Rating Instrument for Assessing Professional Knowledge and Skills in Early Intervention, students rated their skills in all eight areas (e.g., assessment, intervention, program management) significantly higher at post test. Pre-post differences for ratings of knowledge in early intervention were significant for seven of eight areas; however, ratings of knowledge in the area of Infant and Child Development were significantly lower at post test while ratings for the remaining six areas were significantly higher. The benefits of the program design and use of self-rating evaluation measures are discussed.

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