This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Darling, S. M. Articles by Gallagher, P. A. Search for Related Content Social Bookmarking                         What's this?

Using Self-Assessments in Early Intervention Training

Boise State University

Peggy A. Gallagher

Georgia State University, spepag{at}langate.gsu.edu

The Individuals with Disabilities Education Act (1997) addresses the importance of training personnel in special education through the development and implementation of a Comprehensive System of Personnel Development (CSPD) for each state. States often use self-assessment by the learner as a means of assessing training priorities and evaluating the effectiveness of inservice initiatives for the CSPD. This article describes the implementation of a self-assessment process based on competencies and validated behavioral indicators used statewide in Georgia for personnel in early intervention. Investigators analyzed 3500 self-assessment forms completed during a 2-year period that covered five Part C content areas. Changes in self-assessments are described and the utility of self-assessments is discussed.

Journal of Early Intervention, Vol. 25, No. 3, 219-227 (2003)
DOI: 10.1177/105381510302500306


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?