Supporting Early Childhood Practitioners Through Relationship-Based, Reflective Supervision

NHSA Dialog ◽  
2012 ◽  
Vol 15 (3) ◽  
pp. 286-301 ◽  
Author(s):  
Victor J. Bernstein ◽  
Renee C. Edwards
Keyword(s):  
Early Childhood ◽  
Reflective Supervision

IMPACT OF REFLECTIVE SUPERVISION ON EARLY CHILDHOOD INTERVENTIONISTS’ PERCEPTIONS OF SELF-EFFICACY, JOB SATISFACTION, AND JOB STRESS

2018 ◽  
Vol 39 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Cynthia A. Frosch ◽  
Zubeda Varwani ◽  
Julia Mitchell ◽  
Celia Caraccioli ◽  
Matthew Willoughby
Keyword(s):  
Job Satisfaction ◽  
Early Childhood ◽  
Job Stress ◽  
Self Efficacy ◽  
Reflective Supervision

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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