All eligible infants and toddlers who receive early intervention services under Part C of Individuals with Disabilities Education Act are entitled to service coordination. To examine the effectiveness of one state's service coordination training and its impact on knowledge and skill development, a pretest–posttest design with follow-up survey was employed. Thirty-nine service coordinators and other early intervention practitioners participated in the 2-day Kaleidoscope, New Perspectives in Service Coordination—Level I training. Participation in training resulted in significant increases in knowledge about service coordination practices. Survey respondents reported that they perceived the training to be useful and that their knowledge related to what they learned had improved. Respondents also indicated needs for further resources and training in providing effective service coordination to children and families. Implications for professional development in service coordination are discussed.
Partnership for People With Disabilities, Department of Special Education and Disability Policy, Virginia Commonwealth University, Richmond, Virginia (Ms Childress); and Department of Communication Disorders and Special Education (Ms Childress and Drs Raver and Michalek) and Department of Mathematics and Statistics (Dr Wilson), Old Dominion University, Norfolk, Virginia.
Correspondence: Dana C. Childress, MEd, Partnership for People With Disabilities at VCU, 508 Ferrum Ln., Chesapeake, VA 23322 (firstname.lastname@example.org).
Information from this study was presented at the DEC Conference, National Harbor, Maryland, in November 2011.
The authors thank Cori Hill, Deana Buck, and Sue Murdock for their assistance with this project.
The authors declare no conflict of interest.