Date Presented 04/05/2025
This mixed-methods study examined the knowledge and preparation of early intervention (EI) and higher education professionals to prepare themselves and future providers with necessary knowledge to practice effectively in EI.
Primary Author and Speaker: Beth K. Elenko
Contributing Authors: Sharon Beaumont-Bowman, Michael Bergen, Jacqueline D. Shannon
PURPOSE: The purpose of this study was to investigate the knowledge and preparation of early intervention (EI) service providers and higher education professionals in the United States.
DESIGN: A mixed methods approach combined quantitative and qualitative survey results from 117 EI professionals.
METHOD: A mixed methods design included both quantitative and qualitative survey data collected.
RESULTS: Quantitative results showed nearly half (47%) of participants reported that practice requirements for EI are identical to general professional licenses, with 19% unsure of any distinction. Qualitative results revealed two emerging themes: ‘Beyond the Basics’ and ‘It’s Just Business,’ which suggest that much of the EI workforce may lack essential knowledge and practical experience upon entrance into the field and that EI fills the gaps for their work shortages without considering the implication of having qualified personnel.
CONCLUSION: Future recommendations include strengthening educational programs, developing EI-specific content and credentialing, and reviewing existing models. This necessitates advocacy for the inclusion of EI-specific content and experiences in national professional standards. There is a need to identify and promote existing models of EI-specific preparation programs and address incentives for EI professionals to attract and retain qualified personnel. Further research would be beneficial to gain deeper insights from EI providers to fully understand the current landscape and inform future initiatives.
IMPACT STATEMENT: This impacts both academic and clinical practice. Academically it helps guide knowledge entry level OT’s need in order to practice in EI, and for clinicians it guides them as to the necessary knowledge to be an effective EI provider.
References
Bruder, M. B., Catalino, T., Chiarello, L., Mitchell, M. C., Deppe, J., Gundler, D., Kemp, P., LeMoine, S, Long, T, Muhlenhaupt, M., Prelock, P., Schefkind, S., Stayton, V., & Ziegler, D. (2019). Finding a common lens: Competencies across professional disciplines providing early childhood intervention. Infants and Young Children, 32(4), 280–293. https://doi.org/10.1097/IYC.0000000000000153
Elenko, B. (2021). They said: Preparing future EI providers across disciplines through an academic partnership. The Open Journal of Occupational Therapy, 9(3), 1–8. https://doi.org/10.15453/2168-6408.1855
Stayton, V. D., Kilgo, J., Horn, E., Kemp, P., & Bruder, M. B. (2023). Standards for early intervention/early childhood special education: The development, uses, and vision for the future. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214231165192
Winston, K. A., & Dirette, D. P. (2022). Clarifying mixed methodology in occupational therapy research. The Open Journal of Occupational Therapy, 10(2), 1–3. https://doi.org/10.15453/2168-6408.2042
