Quality practices in early intervention services for infants and toddlers with disabilities and their families are presently the focus of considerable attention in the field. This article details the conceptualization and development of the Early Intervention Services Assessment Scale (EISAS), a comprehensive self-assessment instrument designed for use by early intervention programs to assess the quality of services provided to infants and young children with disabilities and their families. The EISAS consists of 2 conceptually congruent components: the program self-assessment and the parent survey. The instrument is developed to reflect core values and principles of early intervention practice, it is strongly informed by the DEC Recommended Practices, and benefited from broad-based constituent input. Potential strengths and limitations of the EISAS are discussed as well as next steps in exploring the feasibility and utility of this measure as an assessment of early intervention program quality.
National Center for Early Development and Learning, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC.
Corresponding author: Lynette S. Aytch, PsyD, National Center for Early Development and Learning, Frank Porter Graham Child Development Institute, Campus Box 8040, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 (e-mail: email@example.com).
The work reported herein and preparation of this manuscript were supported by a grant from the Educational Research and Development Centers Programs, PR/Award Number R307A60004, as administered by the Office of Educational Research and Improvement, US Department of Education. However, the contents do not necessarily represent the positions or policies of the National Institute on Early Childhood Development and Education, the Office of Educational Research and Improvement, or the US Department of Education, and endorsement by the federal government should not be assumed.