Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by JOHNSON, L. J.
Right arrow Articles by FINN, D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Skills Needed by Early Intervention Administrators/Supervisors

A Study Across Six States

LAWRENCE J. JOHNSON

The University of Cincinnati

JENNIFER KILGO

Virginia Commonwealth University

MARTHA J. COOK

The University of Alabama

DIANA J. HAMMITTE

Florida Atlantic University

KAREN BEAUCHAMP

The University of Illinois

DAVID FINN

The University of Alabama at Birmingham

The purpose of this study wets to survey supervisors and service providers to determine their perceptions of the skills needed to be an effective supervisor of an early intervention program. Of the 1,168 surveys distributed, 442 service providers and 422 supervisors in six states responded to the survey, resulting in a response rate of 74%. Findings revealed that few differences existed between the two professional groups regarding their perceptions of necessary supervisor competencies. Survey items ranked as the most important had three themes: knowledge of rules and regulations, competence in interpersonal skills, and awareness of best practice in early intervention.

Journal of Early Intervention, Vol. 16, No. 2, 136-145 (1992)
DOI: 10.1177/105381519201600204
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Topics in Early Childhood Special EducationHome page
C. Marvin, B. LaCost, M. Grady, and P. Mooney
Administrative Support and Challenges in Nebraska Public School Early Childhood Programs: Preliminary Study
Topics in Early Childhood Special Education, January 1, 2003; 23(4): 217 - 228.
[Abstract] [PDF]

Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
K. M. McCormick, C. Vail, and P. A. Gallagher
Higher Education Consortia for Early Intervention: A Survey of State Efforts
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2002; 25(3): 298 - 308.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
M. B. Bruder
Family-Centered Early Intervention: Clarifying Our Values for the New Millennium
Topics in Early Childhood Special Education, January 1, 2000; 20(2): 105 - 115.
[Abstract] [PDF]

Home page
 Journal of Early InterventionHome page
J. SQUIRES
Evaluation of a Rural-Based Early Intervention Personnel Preparation Project
Journal of Early Intervention, January 1, 1995; 19(4): 328 - 342.
[Abstract] [PDF]